Greetings!
Please find UPDATED information regarding assessment workshops sponsored by General Education and the Quality Enhancement Plan (QEP). The workshops are useful for both academic and administrative units. Vice Presidents are asked to ensure representation from every unit for the workshop with the exception of “What’s My Course Got to Do with It,” which is geared only toward the General Education faculty.
Please find UPDATED information regarding assessment workshops sponsored by General Education and the Quality Enhancement Plan (QEP). The workshops are useful for both academic and administrative units. Vice Presidents are asked to ensure representation from every unit for the workshop with the exception of “What’s My Course Got to Do with It,” which is geared only toward the General Education faculty.
Mr. George Rehrey, one of our two
CTLAT May 2013 consultants, will return to facilitate the workshops. Mr. Rehrey
is Principal Instructional Consultant with Indiana University’s Center for
Innovative Teaching and Learning, where he directs the Scholarship of Teaching
and Learning Program, advising and supporting faculty of all ranks as they
conduct classroom research, form communities of inquiry and disseminate their
work locally, nationally, and internationally. Feel free to read his bio
(attached) for more information and to contact me with any questions.
DECEMBER 12, 2012 ● 8:30am – 4:30pm ● LOCATION: PSB 131-135
How to Measure Student Learning Outcomes: Four Easy
Steps: 8:30am – 12:30pm
The backward course design model is a four-step process that
encourages the use of measureable language when writing student learning
outcomes, thus providing instructors with an opportunity to create assignments
that clearly measure what students have learned during the semester while also
making sure those learning outcomes align with the course goals. By the end of
this workshop participants will have a framework for redesigning their course
syllabus to make visible the alignment between course goals, SLOs and course
assignments.
Lunch on Your Own: 12:30pm – 1:15pm
What’s My Course Got to Do with It? Student Learning
Outcomes and the Core Curriculum: 1:30pm – 4:30pm
Making further use of the backward course design model, this
workshop provides an opportunity for instructors to ensure that the SLOs in
their course support and intersect with the goals of Dillard University’s
General Education Core Curriculum. This is the first and most important
step in assuring that the Dillard students are achieving the knowledge, skills
and attitudes that compromise the Core Curriculum. By the end of this workshop
participants will have made visible how the student learning in their
individual courses map to the Gen Ed Core Curriculum. Prerequisite:
Measuring Student Learning Outcomes: Four Easy Steps.
DECEMBER 13, 2012● 8:30am – 12:00pm ● Location: PSB 131-135
How to Measure Student Learning
Outcomes: Four Easy Steps (REPEAT
SESSION)
The backward course design model
is a four-step process that encourages the use of measureable language when
writing student learning outcomes, thus providing instructors with an
opportunity to create assignments that clearly measure what students have
learned during the semester while also making sure those learning outcomes
align with the course goals. By the end of this workshop participants will have
a framework for redesigning their course syllabus to make visible the alignment
between course goals, SLOs and course assignments.
Dr. Carla L. Morelon
Director of Institutional
Effectiveness and Assessment
Interim Director of the Quality
Enhancement Plan (QEP)
Temporary Office: Rosenwald 203
Phone: 504.816.2086
2012-13
QEP Theme: “What is the impact (social, political and economic) of the
Presidential Election on healthcare and gun control?”
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