Measuring Faculty Learning

When the sum is greater than the parts: Using a curriculum revision to enable improvements in undergraduate traditional instruction

“…Educational developers often have difficulty measuring the impact of faculty activities on student learning for several reasons, including the prevalence of broad learning outcomes across disciplines and departments (Hoffmann-Longtin et al, 2019). However, the undergraduate general education curriculum is an area where multiple courses align around central learning outcomes.…”

“…DUGS and OTEI conduct annual reviews: holding staff meetings to evaluate our events, examining deliverables (syllabi and assignments), and assessing progress. Yet at the juncture of the staged Crossings roll-out, the opportunity presented itself for more in-depth research, and examining results of programmatic change in instruction at scale is an opportunity too good to miss, since those in educational development often find it challenging to build expansive evaluative processes (Beach et al, 2016;Chism et al, 2012;Cook & Kaplan 2011;Cruz, 2018;Fink, 2013;Hines, 2011;Hoffmann-Longtin et al, 2019;Kucsera & Svinicki, 2010;Schumann et al, 2013). Our activities take on an action research approach as we engaged in a programmatic and curricular change that we then researched for impacts and implications (Sager, 2000).…”