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Cook, Judi Puritz – New Directions for Teaching and Learning, 2018
This chapter examines the emotional experience of teachers who are designing courses for digital learning environments. Recommendations for gaining confidence and coping with the emotional stress of rethinking a course for online learning are addressed.
Descriptors: Online Courses, Emotional Response, Educational Technology, Technology Uses in Education
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Bartholomew, Tracy; Wright, Mary C.; Michaels, Charlie – New Directions for Teaching and Learning, 2018
In this chapter, we describe strategies teaching and learning centers can use in partnering with programs to conduct action-oriented assessment projects. We illustrate these strategies with examples from an evaluation of a social engagement requirement for art and design students.
Descriptors: Case Studies, Teaching Methods, Student Projects, Art Education
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Grannan, Sharisse; Calkins, Susanna – New Directions for Teaching and Learning, 2018
An annual Learning, Teaching, and Assessment Forum supports peer-led conversations among faculty about their own evidence-based assessment initiatives and promotes dialogue about the value of assessment for improving learning and teaching.
Descriptors: Evidence Based Practice, Outcome Measures, Outcomes of Education, Student Evaluation
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Stanny, Claudia J.; Stone, Erin W.; Mitchell-Cook, Amy – New Directions for Teaching and Learning, 2018
The Center for University Teaching, Learning, and Assessment facilitates an annual peer review of assessment to nurture a culture of assessment and develop faculty skill with assessment. Faculty representatives meet annually for a campus-wide discussion of assessment and student learning. Faculty engage in peer instruction on effective assessment…
Descriptors: Evidence Based Practice, Peer Evaluation, Organizational Culture, Faculty Development
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Green, Kimberly; Hutchings, Pat – New Directions for Teaching and Learning, 2018
Building on an initiative of the National Institute for Learning Outcomes Assessment, Washington State University faculty have worked to develop more effective integrative capstone assignments in ways that support ongoing improvement.
Descriptors: Outcome Based Education, College Faculty, Integrated Activities, Assignments
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Kalu, Frances; Dyjur, Patti – New Directions for Teaching and Learning, 2018
This chapter describes a curriculum review framework that fosters continuous assessment through collaboration with multiple stakeholders, alignment with program level learning outcomes, evaluation based on multiple sources of evidence, and facilitated development of action plans to improve student learning.
Descriptors: Curriculum Evaluation, Student Improvement, Student Evaluation, Stakeholders
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Brown, Stephanie T.; McGreevy, Jeanette; Berigan, Nick – New Directions for Teaching and Learning, 2018
This chapter describes how any campus can use collaborative professional integration and three "data buckets" (pre-college, during-college, and post-college buckets) to disaggregate assessment evidence, interpret findings contextually, and focus attention on realistic actions to improve student performance in the areas of leverage over…
Descriptors: College Students, Academic Achievement, Data, Student Evaluation
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Hawthorne, Joan; Zerr, Ryan; Kelsch, Anne V. – New Directions for Teaching and Learning, 2018
This chapter describes a collective faculty effort to administer, proctor, score, and interpret student work that created an unexpected opportunity for deep discussions of teaching, learning, and assessment.
Descriptors: General Education, Educational Assessment, Educational Opportunities, Faculty Development
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Bruce, Robert Todd – New Directions for Teaching and Learning, 2018
John Carroll University engaged in a general education redesign with focused attention on assessment of student learning. Widespread faculty involvement was key to a successful transition.
Descriptors: Student Improvement, Student Evaluation, Outcome Measures, Outcomes of Education
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Matuga, Julia M.; Turos, Jessica M. – New Directions for Teaching and Learning, 2018
This chapter describes essential components of an all-in-one assessment system used for learning outcomes assessment. The recent review, revision, and implementation of a new general education program led to important illustrations of how this assessment system contributes to course, program, and institutional alignment, access, action, and…
Descriptors: Evidence Based Practice, Data, Outcome Measures, Evaluation Methods
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Isabella, Marcy; McGovern, Heather – New Directions for Teaching and Learning, 2018
Outlining one program's history of outcomes-based assessment, the authors examine the relationships among assessment practices, program identity, and program values. Understanding the ways in which past processes of identifying learning outcomes reflected, and failed to reflect, shared values points us toward a new set of strategies for developing…
Descriptors: Outcome Based Education, Educational Assessment, Outcomes of Education, Identification
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O'Neill, Megan; Slater, Alicia; Sapp, D. Gregory – New Directions for Teaching and Learning, 2018
In this article, we describe the process of turning assessment results into substantial curricular revision, report on the mechanisms we used to encourage, measure, and reinforce successes, and outline the vertical and horizontal curriculum map of writing at Stetson University. We conclude with questions we have identified along the way and the…
Descriptors: Undergraduate Students, Writing (Composition), Writing Evaluation, Evidence
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Goncalves, Zan; Bennett, Thomas; Murray-Chandler, Lynn; Hall, Caroline – New Directions for Teaching and Learning, 2018
This article describes a multi-institution collaboration to improve student skills in information literacy and inquiry and analysis (as described by the American Association of Colleges & Universities' VALUE rubrics). The project is unique in that it captures the student voice in all phases of the process--from choosing the kind of inquiry…
Descriptors: Information Literacy, Information Skills, Skill Development, Inquiry
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Stanny, Claudia J. – New Directions for Teaching and Learning, 2018
As assessment work matures, campuses increasingly focus on how to develop structures and processes that facilitate the use of assessment findings and identify opportunities for improvement of curricula, teaching, and student learning.
Descriptors: Educational Assessment, Educational Improvement, Curriculum Development, Instructional Improvement
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Buskist, William; Keeley, Jared W. – New Directions for Teaching and Learning, 2018
We compared twenty-six TBC-based studies across different countries to investigate whether there might exist universal principles of excellent teaching. We found several qualities that both faculty and students in these studies endorsed as universal or near-universal principles. Our findings provide a compelling starting point for teachers seeking…
Descriptors: Instructional Innovation, Instructional Effectiveness, Teaching Methods, Best Practices
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