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ERIC Number: EJ1064412
Record Type: Journal
Publication Date: 2015-Jun
Pages: 20
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: EISSN-1527-9316
Integrating and Assessing Essential Learning Outcomes: Fostering Faculty Development and Student Engagement
Cydis, Susan; Galantino, Mary Lou; Hood, Cara; Padded, Mary; Richard, Marc
Journal of the Scholarship of Teaching and Learning, v15 n3 p33-52 Jun 2015
This paper proposes a model for implementing a college-wide initiative designed to promote student competence with essential learning outcomes. This mixed-methods study combined descriptive and qualitative approaches to explore experiences of students, faculty, and professional as they engaged in a project that focused on teaching and learning with essential learning outcomes (ELOs). The researchers relied on the use of descriptive statistics and interpretive phenomenological analysis to capture faculty and professional staff participants' engagement in a collaborative study group designed to support pedagogy integrating ELOs into courses, assignments, and co-curricular activities and to gauge students' experienced competence. Six themes emerged from the focus on ELO integration, including connection, awareness, utility, reflection, intention and facilitation. Additionally, using a pre and post student survey of self-perceived ELO competence, researchers found a difference in student ratings of 0.25, (p = 0.05), suggesting an increase in students' perception of their ELO competence over the course of the semester.
Indiana University. 755 West Michigan Street UL 1180D, Indianapolis, IN 46202. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iupui.edu; Web site: http://www.iupui.edu/~josotl
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A