Friday, March 22, from 8:15 am – 2:00 pm in Walb Union
How can working backward move you forward in your efforts to document teaching effectiveness and student learning? George Rehrey, Principal Instructional Consultant with the Indiana University Center for Innovative Teaching and Learning will show you how using the four-step “backward course design model” can help you clearly measure what students have learned. CELT will offer a Certificate of Completion in Documenting Teaching Effectiveness to those who attend the Parts I and II, and provide evidence of application to their teaching to CELT. FACET is co-sponsor of the event.
Do you ever wonder what all the fuss is about when it comes to Student Learning Outcomes? In this workshop participants will use the backward course design model to articulate Student Learning Outcomes (SLOs) for one specific course.
Generally speaking, SLOs are defined as the things that students are able to think and do after taking a course and are frequently categorized as the knowledge, skills and attitudes of student learning. 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 be able to redesign their course to make visible the alignment between course goals, SLOs and course assignments.
Would you like to encourage your students to do more than just memorize course material? Would you like to know if your students are gaining the thinking skills that you want them to learn? In this workshop participants continue to work with the Student Learning Outcomes they identified earlier in the day.
The purpose of this workshop is to give participants the opportunity to write assessment questions that require students to do more than just rote memorization. More importantly, participants will write questions intended to measure how well students can achieve the goals of a given course. Participants will also explore ways to use the evidence of student learning in their annual faculty reviews.
By the end of this workshop participants will have created new test questions that will help determine how well students have achieved the course goals and will also be able to align their learning outcomes with program objectives when appropriate.
Gluten-free and vegetarian items choices will be available.
5 minute illustrated mini-lectures by colleagues, moderated by M. Bendele, FACET
CELT Advisory Board
Welcome to our newest members!
Assistant Professor, Special Education
Assistant Professor of Business Law, Accounting and Finance
Associate Professor of Science Education, Educational Studies
Save the Date!
Fall Teaching Conference
with Todd Zakrajsek
Thursday, August 22, 2013