Do Course Evaluations Still Matter in a Pandemic?
As institutions adapted to this new educational environment, the question arose: Should we still conduct end-of-term course evaluations? Many have weighed in on the merits of hearing from learners, while others have shared valid concerns about the process and its results. But what decisions have institutions made?
Breaking Down Digital Badging & Credentialing
What exactly is a digital badge or credential? In this episode we speak with Chris Husser, Director of Product at Campus Labs, who breaks down the concept of digital credentials and how these elements directly engage learners to better understand their skill achievements and educational journey. We also discuss how campuses can use digital credentials to benefit their own programs...
Bridging the Skills Gap with Badging and Credentialing
Digital badging and credentialing go beyond traditional skills verification and can help institutions like yours address the needs and expectations of different learners by bridging the skills gap and boosting their experiences with their own data.
Degree of Difference: What Do Learning Outcomes Say About Higher Education?
As national conversations continue to focus on the value of a degree and the amount of money it costs to obtain one, this research set out to determine if there is a meaningful difference between learning at various institutions, focusing on learning outcome statements and the methods used to assess them—this research examined outcome statements from 73 institutions across the...
How to Write Learning Outcomes for Academic Affairs
What are your students striving for and what can they gain through their experiences at your institution? Writing clear learning outcomes is the first step in understanding and evaluating these questions as an important part of your division’s goal structure. This streamlined guide helps you distinguish between learning and program outcomes, then provides tips and techniques for crafting and improving...
Connecting Course Evaluations to University-Level Outcomes
This webinar session reveals how Baldwin Wallace University began with the institutional mission statement in mind when developing their course evaluation instrument. They created six standardized statements to be included on every course evaluation. In this session, Dr. Susan Warner Taylor reviews how BWU created those mission-driven statements, and shares how results are linked to university-level outcomes and benchmarked across...
The Top 7 Most Effective Strategies to Improve Response Rates
One of the biggest challenges our Member Campuses face during the course evaluation process is attaining and maintaining strong response rates. Securing high rates is critical given the weight these rates often carry in promotion, tenure and hiring processes, assessment, and curriculum development.
From Evaluations to Insights: Transforming Your Approach to Teaching and Learning
Curricula and pedagogy should be informed by data as much as any other campus initiative. But even when relevant data is accessible, it can be difficult to make sense of all the information. Whether you’re looking at course evaluation results, learning data, or course success details, you want to glean insights that can improve instruction and elevate learning. In this...
Teaching and Learning: A Two-Way Street
Should faculty clarify their intentions around classroom assignments and course outcomes with students? What role should students play in their own learning? And how can course evaluations help or hinder the potential for meaningful feedback and progress? Listen as Shannon LaCount, EdD, and Will Miller, PhD, talk about the values, responsibilities, and motivations that shape the teaching and learning relationship....
IDEA Student Ratings of Instruction Data as a Tool for Faculty Development: Best Practices for Teaching & Learning Centers
Campuses using the IDEA Student Ratings of Instruction (SRI) have a unique opportunity to maximize the impact of course evaluation results to improve teaching and learning. Teaching & Learning Centers, and others on campus devoted to faculty development, may be particularly interested in using the results of IDEA faculty reports to advance their mission. In this webinar, IDEA Faculty Development...
Harnessing Faculty Power with Better Outcomes Assessment
In today’s higher education environment, faculty regularly find themselves being pulled in more directions than ever. No longer debating whether they should be a sage on the stage or a guide by their students’ side, faculty now are asked to think about their roles in admissions, retention, graduation rates, and student success. Beyond the long-standing faculty triad of teaching, research,...
Your General Education Program: Is It Time for a Redesign? Part 2
In a previous post, I wrote about how to assess your general education program. After you’ve gathered data on your current program, you can make decisions about what you have, what you need, and what you’d like to change. You can also determine if you really need to redesign your program with new goals and a different structure, or simply...
Moving Away from the Course Evaluation Numbers Game
Is your course evaluation data being used to develop or to evaluate your faculty? That was the key question in my recent conversation with Ken Ryalls, PhD, President of IDEA. In episode 4 of our Data in Higher Education podcast, the two of us discussed a global approach to assessing teaching and learning in order to foster classroom engagement, risk...
Create Meaningful, Measurable, and Manageable Outcomes
When designing learning outcomes, clarity is key. Clear learning outcomes answer the ‘why’ behind your courses and programs. They confirm what your campus is all about. It’s therefore important to clarify intentions, articulate expectations for student success, and understand how your outcomes will be measured. Clear learning outcomes inspire greater contributions to the big picture and support program review, accreditation,...
Tell and Show: Demonstrating the Value of Formative Assessment Across the Institution
In Give and Take: Finding the Value in Classroom Feedback, I made a case for the value of formative assessment data in the development of teaching and learning. My personal point of view about classroom feedback is steeped in my own experience and my individual philosophy of education. When I’m donning my Campus Labs consultant hat and working with campuses...
Advancing Innovation of Teaching and Learning with a More Holistic Approach
In our fourth episode, JD White, PhD, talks with Ken Ryalls, PhD, about shifting the paradigm for teaching and learning. Most current approaches, for instance, emphasize using course evaluations to evaluate a faculty member instead of focusing on professional development to improve instruction methods. Ken advocates a holistic system that neither ignores nor overemphasizes student feedback, and rewards classroom engagement,...
Make Rubrics a Best Practice at Your Institution
A well-designed rubric is an indispensable tool in learning assessment. Academic and student affairs leaders are increasingly using rubrics to provide a shared language for learning and a systematic approach to capturing rich learning data. Rubrics are a scalable assessment method that can be used by anyone – instructors, advisors, programs, departments, colleges, and entire institutions – to better understand...
Your General Education Program: Is It Time for a Redesign? Part 1
We are revisiting our general education program is a common refrain heard during my visits with campuses. I also hear these words when I’m working with fellow assessment colleagues. It’s not surprising, given recent trends. The 2016 AACU publication Recent Trends in General Education Design, Learning Outcomes, and Teaching Approaches reported more than 55 percent of their member institutions are...
Give and Take: Finding the Value in Classroom Feedback
Picture yourself as an undergraduate student. Alright, maybe that was another time and place. But try to remember what it felt like to be a learner in a college environment, and give yourself the full sensory experience. Enjoy the feel of a desk under your arms, the sounds of typing in a lecture hall or pens scratching against paper in...
More Is More: Multiple Measures for Better Assessment
What if in order to receive your driver’s license, all you needed to do was pass a written test? The road would be a very dangerous place. Personally, I feel much better knowing that the driver in the next lane went through multiple measures (a written test, driver education course, required minimum hours of driving experience…
Easy Isn’t Enough: Making the Assessment Process Meaningful
Friday is trash day at my house. Every Thursday evening, I break down the recycling, fill the cans, and roll them down to the end of my driveway. It’s easy because someone gave me the cans, put wheels on them, and promised to stop by every Friday morning and take it all away. But I don’t put the trash out...
A New Outlook on Outcomes
In our second episode, JD White, Ph.D., talks with Shannon LaCount, Ed.D., Director of Campus Success, about the value of a thoughtfully considered assessment approach. Shannon presents the concept of learning outcomes assessment as so much more than an administrative task. When structured effectively, assessment can clearly demonstrate if, and how well, students have learned– and why this matters. Previously...
Learn from Your Outcomes
Student learning outcomes are an important data set that must be incorporated into an institution’s educational intelligence ecosystem. Simply linking outcomes to courses and departments is not enough to drive the level of progress needed to transform institutions. What’s needed is a change in how student learning outcomes are perceived, how instructive data is used, and who is given access...