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Presented at EDUCAUSE Annual Conferences, Faculty, and Assessment and Evaluation

Recent library resources tagged with Presented at EDUCAUSE Annual Conferences, Faculty, and Assessment and Evaluation.

Using Rubrics to Foster Learning-Centered Practices
Added by the EDUCAUSE Librarian
Title:Using Rubrics to Foster Learning-Centered Practices (ID: EDU06155)
Author(s):Phyllis Blumberg (University of the Sciences in Philadelphia) and JoAnn Gonzalez-Major (University of the Sciences in Philadelphia)
Origin:Presented at EDUCAUSE Annual Conferences (10/09/2006)
Type:Presentations/Speeches
Abstract:Through the use of an online self-assessment rubric and supporting worksheets, faculty developers can guide faculty to incrementally change their teaching in five practice areas. Participants will use these materials to assess the learning-centered status of a course. We will also consider if all courses should be learner centered. We will discuss the various ways faculty developers can use self-assessment rubrics, and problems that can arise when administrators use formative evaluations as summative measures to make high-stakes decisions.
View this resource:
http://www.educause.edu/ir/library/pdf/EDU06155.pdfFostering Learning Centered Teaching
http://midsolutions.org/cmsOnline faculty tutorial
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Assessing the Impact on Students of Online Materials in University Courses
Added by the EDUCAUSE Librarian
Title:Assessing the Impact on Students of Online Materials in University Courses (ID: EDU9952)
Author(s):Joanne M. Nicoll (University of Pittsburgh) and Nicholas C. Laudato (University of Pittsburgh)
Origin:Presented at EDUCAUSE Annual Conferences (1999)
Type:Articles, Papers, and Reports
Abstract:Many universities currently encourage the use of online materials to enhance on-campus courses. Assessment of the impact of these technology-enhanced course initiatives is necessary if we are to gain insight into the best practices_those that faculty should be encouraged to use based on student need. Assessment studies of this type will enrich the literature of distributed learning in higher education. This paper will present and discuss 1) a process for designing assessment strategies to measure the impact of online course materials on students and 2) the results of formative and summative evaluation, including the categories of benefits reported by students. Based on a campus-wide initiative to train university faculty to use course management software, this assessment includes data collected during a pilot-term with over 1850 students enrolled in 20 courses (22 sections).
View this resource:
http://www.educause.edu/ir/library/html/edu9952/edu9952.html
http://www.educause.edu/ir/library/ra/EDU9952.ram
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