1. Learning Is Our Goal: Helping Faculty Embed Evidence-Based Practices into Their Classes
……………… Melinda Messineo, Associate Professor Department of Sociology, Director of Freshman Connections, Ball State University

2. Learning Is Our Goal: Helping Faculty Embed Evidence‐Based Practices into Their Classes
Melinda Messineo, Associate Professor of Sociology,
Director of Freshman Connections,
Ball State University
April 13th, 2011

3. If a campus is resisting assessment
Common reasons for resistance – faculty view
Assessment represents fundamental shift from
Private to Public Orientation
Implicit to Explicit Assumptions
Short Term to Long Term Time Frame
Lack of clarity
What data is needed?
What will be done with the data?
How will this process impact my job?
Is the call for assessment simply “the daily special”?

4. Identify gaps in the curriculum.
Bringing learning back to the center of the conversation-program development
Begin by asking departments to articulate what a graduate of their program should look like at the end of their experience.
Articulate which curricular opportunities will prepare them to achieve those qualities.
Identify gaps in the curriculum.

5. Questions to consider What does learning look like?
How do we know learning is occurring?
What are ways that we can increase learning?
How do we know if it is working?

6. Articulate learning objectives and outcomes with the end in mind.
Bringing learning back to the center of the conversation-Course development
Articulate learning objectives and outcomes with the end in mind.
Align your course and program objectives with your assessment strategies.
Embed as many assessments into the everyday running of the course as possible.

7. Questions to consider
Do I articulate learning objectives but never measure them?
Do I assess skills or content that I do not identify in my learning objectives?
How can I increase alignment?

8. Embedded assessment- gathering data
Faculty encouraged to identify which assignments they have align with the learning objectives.
Faculty design rubrics or instructions to prompt them at data collection points.
Collect sample assignments.
What do A, B, C versions of assignment look like?

9. Reporting data
Report data online at end of each term with prompts for comparison and reflection.
Departments post data online at end of each year with reflection.
Data is ready for larger scale assessment efforts.

10. Assessment as Iterative
Focus on learning
Align objectives with assessment
Embed assessment in everyday course activities
Build in prompts for reflection
Report data systematically

11. For more information please contact Dr. Messineo at mmessine@bsu.edu
Thank you!
For more information please contact Dr. Messineo at