Education Commons^™

Educators Must Be Advocates: Advocating For Muslim Students, Terri L. Rodriguez, Laura Mahalingappa, Megan Evangeliste, Lauren Thoma

Education Faculty Publications

As educators interested in supporting linguistically and culturally diverse learners, we have had to view our roles in different ways since the presidential campaign and the election of Trump. In this article, two teacher educators and two inservice ESL teachers in the U.S. reflect on our various experiences working with Muslim students and preparing teachers to support Muslim students in the current socio-political context. We discuss these experiences with the goal of suggesting some priorities in teacher education. Ultimately, to prepare teachers to be effective teachers for Muslim students requires them to go beyond being culturally responsive to becoming advocates …

College Of Saint Benedict/Saint John’S University Hlc Quality Initiative Summary Report, Kathryn A. E. Enke, Shane Miller

Academic Affairs Publications

This Quality Initiative (QI) sought to identify more systematically how the College of Saint Benedict (CSB) and Saint John’s University (SJU) structures, programming, curriculum, and environments promote or inhibit healthy gender development among CSB and SJU students. CSB, a Catholic Benedictine residential liberal arts college for women, and SJU, a Catholic Benedictine residential liberal arts college for men, share a common academic program, while maintaining separate residential life and student development offices. Gender is a central component of our missions. As single-sex institutions working in partnership with each other, we have a unique obligation and opportunity to focus on gender …

Are We Teaching Them Anything?: A Model For Measuring Methodology Skills In The Political Science Major, Christi Siver, Seth W. Greenfest, G. Claire Haeg

Political Science Faculty Publications

While the literature emphasizes the importance of teaching political science students methods skills, there currently exists little guidance for how to assess student learning over the course of their time in the major. To address this gap, we develop a model set of assessment tools that may be adopted and adapted by political science departments to evaluate the effect of their own methods instruction. The model includes a syllabi analysis, evaluation of capstone (senior) papers, and a transcript analysis. We apply these assessment tools to our own department to examine whether students demonstrate a range of basic-to-advanced methodological skills. Our …

Evaluating An Instruction Program With Various Assessment Measures, Sarah Gewirtz

Libraries Staff Publications

Purpose: This paper demonstrates how the author’s library was able to enhance the collaborative learning and teaching environment, with secondary goals to improve teaching effectiveness and increase sharing among librarians of ideas and techniques used in First Year Student sessions.

Design/methodology/approach: This paper describes the various measures of assessment (peer-to-peer, student feedback and self-reflection) that the College of St. Benedict (CSB) and St. John’s University (SJU) Libraries implemented in 2011. The methods were used to improve teaching by listening to peers, getting feedback from students and by also doing self-reflection. Many librarians were able to make changes that were beneficial …

Optimizing The Pedagogical Efficacy Of Moodle, Michelle Li-Kuehne, Evan M. Lowder

Forum Lectures

Course Management Systems (CMS) such as Moodle, D2L, and Blackboard are often used as auxiliary resources for both traditional and online courses. As CSB/SJU faculty, many of us are developing and using creative CMS resources with the goal of positive pedagogical impact. How is the effectiveness of these resources assessed? Which resources are found most useful by students? How can faculty maximize the pedagogical value of CMS? This Thursday Forum presentation shows participants the results of a study directed toward answering these questions. During three introductory financial accounting courses conducted in 2009, 2010, and 2011, Camtasia videos, assignment solutions, notes, …

Creating A Culture That Focuses On Assessing Leap Essential Learning Outcomes Without Killing Ourselves, Kenneth M. Jones, Philip I. Kramer, Peggy Retka

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.

Successful Assessment Leadership: Helping Senior Campus Administrators Help Faculty, Philip I. Kramer, Rita Knuesel, Kenneth M. Jones

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.

Strengthening The Culture Of Assessment Through Faculty Development And Shared Governance, Philip I. Kramer, Rita Knuesel

Office of Academic Review and Curricular Advancement Staff Publications

This 75-minute interactive workshop engages participants in a case study of two colleges and their efforts to expand and strengthen faculty assessment activities. A grant from the Teagle Foundation and on-campus conversations between faculty members and the administration have lead to dramatic improvements in the policies, procedures, and practices of assessment.

Creating Student Outcomes Assessment And Program Review Dashboards: Does Stakeholder Context Matter?, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

Accountability in higher education is an increasing high stakes activity. The demand continues by both internal and external stakeholders of postsecondary education for demonstrable evidence that students are learning and that professors are having an effect on student learning. The use of dashboards in higher education—a concept borrowed from the business world—grows daily. In higher education, dashboards are being used as tracking tools from the departmental to the institutional level to monitor performance and support data-informed decision-making. The term “dashboard” refers to a scorecard data display using indicators to present the status of key performance indicators, often including some kind …

Improving Teaching And Learning Through Shared Governance: Creating A Culture Of Inquiry, Collaboration, And Collegiality, Philip I. Kramer, Rita Knuesel

Office of Academic Review and Curricular Advancement Staff Publications

This roundtable discussion will engage participants in a case study analysis of two liberal arts institutions where the faculty governance committee responsibly for student outcomes assessment and disciplinary program review has effectively worked with the Provost and the Director of Academic Assessment to dramatically improve the policies, procedures, and practices of continuously improving pedagogy and curricula. Participants will be guided through discussions and exercises to consider how they can bring "lessons learned" back to their respective campuses to improve shared governance and, consequently, their teaching and learning process.

The Art Of Making Assessment Anti-Venom: Injecting Assessment In Small Doses To Create A Faculty Culture Of Assessment, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.

Integrating Assessment, Program Review, And Disciplinary Reports, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.

“A Meta-Evaluation Of Institutional Outcomes Assessment: The Confluence Of Assessment Policy, Procedure, And Practice” Or, Simply, “Assessing Assessment”, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.

The Art Of Making Assessment Anti-Venom: Injecting Assessment In Small Doses To Create A Faculty Culture Of Assessment, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.

The Value Of Connecting Research And Practice, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

This study examined the attitudes of undergraduate teacher education majors and education faculty about the value of connecting educational research and practice in the university and in K-12 schools. Seventeen students and ten faculty participated in the study. The findings indicate that many participants think educational practice and research are typically conducted in isolation of each other.

Systemwide Assessment Of Utah's General Education Courses, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.

Involving University Science Faculty In The Preparation Of Teachers: The Call And The Challenge Of Participation, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.

Assessment And The Fear Of Punishment: How The Protection Of Anonymity Positively Influenced The Design And Outcomes Of Postsecondary Assessment, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

This study examines how a state system of higher education, located in the Rocky Mountains area of the United States, allowed faculty members from the state’s public institutions of higher education to control the design and implementation of a pilot assessment of statewide general education courses. One of the primary reasons faculty were allowed to control the assessment process was to assuage the commonly held fear by faculty, academic departments, and institutions that they could be punished for the poor assessment results of their students who took the pilot assessment. An important conclusion of this study is that the promise …

Making The Most Of Your Sabbatical, Jennifer R. Galovich, Charles R. Hampton, William A. Marion, Thomas Q. Sibley

Mathematics Faculty Publications

No abstract provided.

Faculty Fear: The Misalignment Of Faculty Rewards And Universitycommunity Partnerships, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

This study examined how science and mathematics university faculty at a Hispanic-serving Institution were engaged in the preparation of future and current schoolteachers. The science and math faculty participation in teacher education was part of a grant from the National Science Foundation. Results indicate that science and math faculty are eager to participate in teacher education activities but are concerned that their participation will adversely affect tenure and promotion decisions.

Issues Of Access And Excellence: New Faculty Expectations And Evaluations, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

People who become educational leadership professors usually come to their new occupation with a range of skills and experiences. Most doctoral preparation programs in educational leadership however do not always prepare future faculty members to address conflicts that arise when the actual roles and responsibilities of the new faculty member conflict with either their own and values or the institutions' norms, values, or mission. This case is an opportunity to consider how new faculty prepare for entrance into the professoriate. This case guides the reader through an exploration of faculty expectations of their students and themselves and how to plan …

Systemwide Assessment Of Utah's General Education Courses, Philip I. Kramer

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.

Faculty Collaboration And Statewide General Education Reform, Ann Leffler, Philip I. Kramer, Norman L. Jones, Phyllis Safman

Office of Academic Review and Curricular Advancement Staff Publications

No abstract provided.