Workshop on Engaging Faculty: Potential Metrics

We asked each team to consider how they would assess their progress as a means to identify metrics and indicators that would be useful in their change process.

Faculty/Department Awareness, Attitudinal Changes, and Increased Engagement in Improving Student Learning

• Number of brown bag lunches held and attendance.
• Evidence of converting one (or more) of recalcitrant faculty; have a recalcitrant faculty become an evangelist.
• Improved faculty understanding of value of active learning as reported through attitude survey
• Improved faculty perception that there exists instructional resources and implementation support to ease the adoption of active learning and outcomes-oriented instruction as reported through attitude survey
• Use of the Instructional Practices Survey to learn what faculty are already doing and to measure movement
• Faculty point to teaching practices and innovations in their annual discussions and reviews with the Chair
• Faculty journaling about their teaching practice and having safe discussions in the tenured faculty cohort about teaching experimentation
• Interest from departments in pursuing transformation grants
• Infrastructure for Science Education Initiative (SEI)-style post-docs

Course or Program Reform for Improved Student Learning

• Develop core learning goals
• Launch innovations in upper-level courses
• Increased use of active learning techniques as reported on instructional practices inventory

Improved Student Learning

• Learning objectives are fulfilled
• Learning and self-efficacy measurements in courses as currently taught using the following:
• Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS)
• Student Assessment of Learning Gains Surveys
• Identifying the challenges in student learning
• Demonstrated value-add of upper-division courses on student performance indicators
• Preparedness for success of students in the post-baccalaureate environment
• Assessing how students are progressing through the curriculum, and where there are obstacles
• Longitudinal success (subsequent courses, graduation, etc.)
• Baseline data on, e.g., "Bonding Concept Inventory"
• Consistent tracking of student performance on identified learning outcomes; ideally showing improvement as we implement increased active learning and previous knowledge checks with review resources