Finalist for POD Innovation Award: To raise awareness about assessment for learning and the importance of varied assessments to support educational equity for diverse student populations, we surveyed students: What's an assignment that really helped you learn? How did it help you learn? Drawing on students' responses, we enhanced a collection of assessment strategies from our university's instructors (https://www.mcgill.ca/tls/instructors/assessment/strategies-mcgill-instructors). The collection is timely at a moment when instructors are seeking assessment alternatives. Instructors named in the survey received recognition emails.
IA: A Customizable Course Evaluation Process to Equitably Support Faculty and Increase Agency and AutonomyNovember 10, 2020
Finalist for POD Innovation Award: The University of Massachusetts Amherst developed a novel institutional response to student evaluations of teaching during the COVID-19 pandemic. Instructors can request two confidential course evaluation surveys developed by the Office of Academic Planning and Assessment and the Center for Teaching and Learning (CTL). Assessment of program impact has shown strong support for the program, particularly the ability to customize the CTL survey, thus supporting faculty autonomy and agency in the course evaluation process.
In our longstanding graduate teaching assistant (TA) development program, we recently implemented a multitiered training evaluation framework in order to link articulated learning objectives to cognitive and affective outcomes assessment for TAs that complete our training. With the Kirkpatrick Model, typically used in business settings, we evaluated outcomes in the three lowest tiers of the model: participants' 'reaction', 'learning' and 'behavior'. In this session, we will present this evaluation framework, describe how we have integrated it into our program, and share preliminary results. We will facilitate small-group discussions about learning outcomes and their assessment for TA training programs.
Efforts to evaluate educational development practice and communicate impact have long focused on attendance, satisfaction, and retention numbers. Though informative, these data cannot fully convey or demystify the complexity of the human experience. Collecting and analyzing narratives - from both developers and participants - can help us to articulate impact, identify quality, and inform planning and decision-making (McClintock, 2004; Van Manen, 1994). In this session, participants will have an opportunity to explore the use of narratives as a research tool and identify approaches to assess practice, identify interventions, and communicate impact through narratives.
Active Learning Classroom (ALC) assessment data can help institutions demonstrate the "value-added" of face-to-face learning as online options increase in quality and availability. Ongoing ALC assessment also creates opportunities for institution-level reflection to anticipate changing needs and plan for new and emerging challenges (like the impact of COVID-19). Key findings from six years of instructor and student experience assessment data (5000+ survey responses) in eighteen active learning classrooms at a large, public research institution will be shared, as well as lessons learned and methods for organizing data from an iterative longitudinal assessment protocol that can be used by other institutions.
To meet new expectations for the shift from a conventional teacher-centered method to more learner-centered teaching, coupled with the increased needs of teaching in English in a Japan university, collaboration across countries is needed. What should a good global FD program be, and how can it be assessed? This presentation will focus on the development of an FD program between Waseda University in Japan and University of Washington in the US as well as its assessment. We will describe our program and its assessment along with findings from the past two years in order to stimulate discussion regarding future development.
The Boise State Graduate Certificate in College Teaching (GCCT) is designed to prepare graduate students to teach in higher education. Students actively engage in course design, developing teaching competence, and professional development. Our knowledge survey was created to monitor the development of students' skills and the program's effectiveness. Thus, it allows us to monitor how students' beliefs and attitudes track with their teaching practice and progress through the program. Additionally, it supports their ability to reflect on their own personal teaching and learning experiences in order to develop self-efficacy to manage new challenges and further develop their instructor narrative
POD provides three excellent resources for evaluating Centers for Teaching & Learning: Evaluating Center for Teaching and Learning: A Field-Tested Model (Hines, 2017), Teaching and Learning Matrix (ACE & POD, 2018), and Defining What Matters (POD, 2018). What do each of these tools offer centers in guiding their evaluation efforts? How are institutions using these tools and in what combination? Framed using the 4M Model (Friberg, 2016), educational developers from three institutions will share how they have found these resources to be useful, facilitate exploration of each resource, and assist each participant in identifying next steps to take back to their institution.
The session provides an overview of faculty members' sense of belonging to their institutions, their sense of supportive teaching environments, and their thoughts about grading. Findings from our large-scale, multi-institutional study help faculty developers and other administrators better understand faculty members and how these affective constructs vary by faculty sub-groups. Participants will be invited to join in a conversation about the results and how the study's findings could lead to providing better support to faculty members in their varied roles on college campuses.