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