UNPACKING RELATIONSHIPS: INSTRUCTION AND STUDENT OUTCOMES
What is the relationship between instruction and student outcomes? We know that for students to persist, complete, and achieve success
in college, the learning environment matters. Students need to feel integrated
into academic and social culture, but integration is not enough. They must be
engaged. The more engaged students are in learning environments, the more
likely they are to complete, learn, and be satisfied. Further, student beliefs
about their academic ability influence their success in education, and faculty
interactions sit at the intersection of reinforcing or debunking student
beliefs. Yet, the evidence-based practices that we know impact student outcomes
and instruction, while widely documented as effective, are not widely used in
practice. Read the full report here.
ANALYTICS JUST ONE OF THE TOP TECH TRENDS
Courses that educators can adapt any time based on student learning
data. Hackers empowered by artificial intelligence. Augmented reality
used in conjunction with campus maps. All of these technologies are on the horizon in 2017. This past year, higher education saw a boost
in the use of technologies like predictive analytics, cloud, and
augmented and virtual reality — and research indicates that these trends
will only continue to rise. About 41 percent of higher ed IT leaders said their organizations will increase spending on tech in 2017, reports University Business in their trends and predictions report, “Outlook 2017.” You can view some of the analytics that can be used in your courses by attending the professional development session Using Analytics to Respond to Student Needs on Thursday, February 16 at 3:00 pm in the Center for Teaching+Learning Enhancement. Register now.
RUBRICS FOR CANVAS
Many of us are using rubrics in our courses to not only help us offer transparency in our assessment but to really guide a student to success. Now you can create rubrics outside of Canvas and import them into your courses. Here is a brief video explaining how to do it.
Showing posts with label rubrics. Show all posts
Showing posts with label rubrics. Show all posts
Monday, October 21, 2013
Have you heard of Kay McClenney? You may know her as part of the team that developed the nine principles of good practice for assessing student learning published by the American Association for Higher Education. She is a well known community college researcher who believes that the work she has done reveals that "options do not work for first-generation students." Dr. McClenney argues that limiting the structured pathways to graduation can produce positive results for students who choose to attend a community college.
FACULTY DEVELOPMENT FOR YOU
The popular faculty development Blackboard Series continues this Thursday, October 24 as presenters Susan Nealy and Lenora White focus on rubrics. Upon completion of the workshop, participants will be able to apply a rubric to a new or existing Grade Center column, generate a Rubric Evaluation Report, grade using a rubric, and efficiently navigate between Grade Details pages. Providing your students with great feedback is all part of helping them to make informed choices about their academic career. You can register now for the beginner (3PM) or advanced class (4PM).
The popular faculty development Blackboard Series continues this Thursday, October 24 as presenters Susan Nealy and Lenora White focus on rubrics. Upon completion of the workshop, participants will be able to apply a rubric to a new or existing Grade Center column, generate a Rubric Evaluation Report, grade using a rubric, and efficiently navigate between Grade Details pages. Providing your students with great feedback is all part of helping them to make informed choices about their academic career. You can register now for the beginner (3PM) or advanced class (4PM).
STUDENT SUCCESS ON DISPLAY
Criminal justice instructor Paul Guidry has been recognized previously for his excellent student engagement skills and is a current holder of one of the coveted Keep Calm and Be Engaged green shirts. He recently took the time to contact us about the success his students are experienced in a number of his classes. As part of our ongoing celebrating learning initiative, we wanted to share his good news. The students pictured with Mr. Guidry all earned an A on their most recent test. If you have a student success story that you would like to share, please contact me.
Criminal justice instructor Paul Guidry has been recognized previously for his excellent student engagement skills and is a current holder of one of the coveted Keep Calm and Be Engaged green shirts. He recently took the time to contact us about the success his students are experienced in a number of his classes. As part of our ongoing celebrating learning initiative, we wanted to share his good news. The students pictured with Mr. Guidry all earned an A on their most recent test. If you have a student success story that you would like to share, please contact me.
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| Denzel Williams |
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| Crawford Wheeler & Clay George |
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| Melanie Hogan, Hannah Keowen, Joshua Williams, Stuart Wells, & Jonathan Howard |
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| Lisa Marino |
Tuesday, October 30, 2012
ASKED AND ANSWERED
Elizabeth Barkley's book Student Engagement Techniques: A handbook for college faculty, is quickly becoming a classic in the student engagement arena. Noticing that a gap existed in the BRCC Library's collection, the T+LC asked that this book be purchased. We are excited to tell you that it is now available for circulation (LB 2342.92 B34). Special thanks to Associate Dean Jacqueline Jones who facilitated the purchase. Barkley's book is full of terrific ideas that you can implement in your course immediately. It should quickly join Ken Bain's book, which is frequently referenced on this blog, as one of the most circulated resources from the faculty development section.
EMBRACE THE RUBRIC MATRIX
A rubric is a scoring tool that explicitly represents the instructor's performance expectations for an assignment or a piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of different levels of quality associated with each component. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, and so on. Rubrics can be used as scoring or grading guides, and to provide formative feedback to support and guide ongoing learning efforts. Using a rubric provides several advantages to both instructors and students. Grading according to an explicit and descriptive set of criteria helps to ensure that the instructor's grading standards remain consistent across a given assignment. Rubrics can be constructed by the instructor or even have input from the students. The key for full effectiveness is to distribute the rubric to your students when you make the assignment. There are a number of good websites that can get you started building a strong rubric including one from Blackboard and the University of Colorado-Denver.
COLLEGE 101
While you are visiting the Library, you might want to pick up a copy of Upcraft, Gardner and Barefoot's book Challenging and Supporting the First-Year Student: A handbook for improving the first year of college (LB 2343.3 U63). The chapter entitled Inside the First-Year Classroom offers some sage advice for those looking to improve student learning. "What once appeared as the most effective and efficient way to teach and learn--the research university model of faculty who create knowledge and deliver it to students through lectures--falters under today's learning demands and with today's students. While practically it may be too cost-effective an instructional method to abandon totally, the diversity of students in background and learning style, their developmental position, and what we know about human learning all argue for using classroom strategies that actively involve students." They go on to list a number of active learning methods you can use in place of strictly lecturing to your students.
ADDING RUNGS TO THE LADDER
"The certificate is the odd man out in the debate over college completion. But the rarely discussed and little-understood certificate is the fastest-growing form of college credential, and a key component of work force development and the completion agenda." Paul Fain shared that and other bits of information in a column he wrote earlier this year about a report by the Georgetown University Center on Education and the Workforce, that found that certificates make up 22 percent of all college awards, up from 6 percent in 1980. Certificates are earned through seat time in a classroom, the study notes, with more than half taking less than a year to complete. Industry-based certifications, which are often confused with certificates, are typically awarded based on tests.
Elizabeth Barkley's book Student Engagement Techniques: A handbook for college faculty, is quickly becoming a classic in the student engagement arena. Noticing that a gap existed in the BRCC Library's collection, the T+LC asked that this book be purchased. We are excited to tell you that it is now available for circulation (LB 2342.92 B34). Special thanks to Associate Dean Jacqueline Jones who facilitated the purchase. Barkley's book is full of terrific ideas that you can implement in your course immediately. It should quickly join Ken Bain's book, which is frequently referenced on this blog, as one of the most circulated resources from the faculty development section.
EMBRACE THE RUBRIC MATRIX
A rubric is a scoring tool that explicitly represents the instructor's performance expectations for an assignment or a piece of work. A rubric divides the assigned work into component parts and provides clear descriptions of different levels of quality associated with each component. Rubrics can be used for a wide array of assignments: papers, projects, oral presentations, artistic performances, group projects, and so on. Rubrics can be used as scoring or grading guides, and to provide formative feedback to support and guide ongoing learning efforts. Using a rubric provides several advantages to both instructors and students. Grading according to an explicit and descriptive set of criteria helps to ensure that the instructor's grading standards remain consistent across a given assignment. Rubrics can be constructed by the instructor or even have input from the students. The key for full effectiveness is to distribute the rubric to your students when you make the assignment. There are a number of good websites that can get you started building a strong rubric including one from Blackboard and the University of Colorado-Denver.
COLLEGE 101
While you are visiting the Library, you might want to pick up a copy of Upcraft, Gardner and Barefoot's book Challenging and Supporting the First-Year Student: A handbook for improving the first year of college (LB 2343.3 U63). The chapter entitled Inside the First-Year Classroom offers some sage advice for those looking to improve student learning. "What once appeared as the most effective and efficient way to teach and learn--the research university model of faculty who create knowledge and deliver it to students through lectures--falters under today's learning demands and with today's students. While practically it may be too cost-effective an instructional method to abandon totally, the diversity of students in background and learning style, their developmental position, and what we know about human learning all argue for using classroom strategies that actively involve students." They go on to list a number of active learning methods you can use in place of strictly lecturing to your students.
ADDING RUNGS TO THE LADDER
"The certificate is the odd man out in the debate over college completion. But the rarely discussed and little-understood certificate is the fastest-growing form of college credential, and a key component of work force development and the completion agenda." Paul Fain shared that and other bits of information in a column he wrote earlier this year about a report by the Georgetown University Center on Education and the Workforce, that found that certificates make up 22 percent of all college awards, up from 6 percent in 1980. Certificates are earned through seat time in a classroom, the study notes, with more than half taking less than a year to complete. Industry-based certifications, which are often confused with certificates, are typically awarded based on tests.
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