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