November 9, 2012

 Proving that students are learning  Reaction to challenges in public education  Rising potential, stagnant performance  Regional Accreditors: Higher Learning Commission of the North Central Association of Colleges and Schools

 Focus on results, not effort  Student learning, not potential  Evidence-based, not conjecture  “four years of boredom”  Integrated throughout the university

Faculty Handbook, p. 26

 Formative Evaluation: “FORMATIVE EVALUATION: EVALUATION CONDUCTED TO ASSESS THE EFFECTIVENESS OF SPECIFIC TEACHING PRACTICES AND IDENTIFY AREAS FOR IMPROVEMENT OR DEVELOPMENT.”

 Faculty responsibility  Provide meaningful feedback to probationary faculty  Offer of assistance  Preparation (only) for Promotion and Tenure

 Portfolio Preparation  Teaching  Service  Scholarship

 Teaching Portfolio  “A teaching portfolio that chronicles teaching performance should be maintained to provide further evidence of effective teaching; portfolios are to include examples of such items as objectives, syllabi, exams, modifications of courses, teaching techniques used, grading procedures, distribution of course grades, in-class and out-of-class assignments, text used/changes for all courses taught; summaries of student evaluations; a list of advisees (i.e., number of advisees per year); records of student projects; records of special activities with students (clinical, internships, presentations, etc.); and records of workshops/special sessions developed, taught, attended, etc.” Faculty Handbook, p. 27

 Porfolio Preparation Workshop: January- February, 2012  Peer Review is uneven across campus  New faculty must focus on two things: ◦ Preparation and instruction ◦ Student learning results  Balancing Contributions and Results

 Selections of … both  Typical peer review portfolio ◦ Syllabi ◦ Tests ◦ Student evaluations ◦ Handouts ◦ Grade distributions

 Best portfolios prove your unique contribution to student learning  Results  Do not rely upon final grades ◦ Non-learning components ◦ Often do not provide clear picture of learning ◦ Rarely provide guidance on weaknesses  Find other examples of student learning

 How to find examples of student learning  Consult your program assessment plan  What are the goals, objectives, etc.?  How does your class fit into general education?  What are you requiring students to prove that also proves these things?

 Where can you find evidence of student learning?  Look at what you are already doing!  Exams  Assignments  Projects  Surveys ◦ Blackboard Survey features (anonymous) ◦ Tailor to learning objectives

 Course, Program, General Education Assessment Tool—CPGEs  OneTech—tied to program assessment  What we need ◦ Course ID ◦ Learning objectives being assessed ◦ (no more than 5)

Course Evidence Program Assessment Curriculum Change Strategic Planning Gen. Ed. Peer Review and P&T