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student learning outcomes

What it Means to be a Self-Regulated Learner

“Self-regulation is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills.” (p. 65) That definition is offered by Barry Zimmerman, one of the foremost researchers on self-regulated learning. It appears in a succinct five-page article that offers a very readable overview of research in this area.

Maryellen Weimer, PhD July 30, 2010

Teaching Standardized Courses: Advantages and Disadvantages

Online courses are increasingly being developed by a team of instructional designers, curriculum specialists, and instructional technologists. In the majority of cases, these courses feature standardized content such as a common syllabus and assignments, and reusable course modules and learning objects.

Mary Bart July 12, 2010

Inquiry into the College Classroom

Are our students learning? Are they developing? Are we having an impact? These questions are only a small sample of those that faculty ask before, during, and after each course that they teach. Faculty often attempt to answer such questions using the evidence they have—student remarks during class and office hours, student performance on examinations or homework assignments, student comments solicited via teaching evaluations, and their own classroom observations. While these forms of evidence can be useful, such informal assessments also can be misleading, particularly because they are generally not systematic or fully representative.

Paul Savory PhD and Amy Goodburn PhD May 20, 2010

How to Screen, Train, and Keep Quality Adjuncts

Adjunct faculty make up approximately half of all instructional faculty in degree-granting institutions (National Center for Education Statistics, 2008). Some teach online and some in a traditional classroom-based setting. Some work at private colleges, others for large public universities, and still others at community colleges. Adjuncts represent a diverse group professionals with a wide variety of backgrounds, but they do have at least one thing in common: they’re under increased scrutiny to demonstrate their effectiveness.

Mary Bart May 17, 2010

Learning Outcome Assessment: Creating a Systematic and Transparent Program

Faculty usually hold a set of beliefs that make the whole topic of learning outcome assessment seem boring, useless, or both.

Gary A. Gigliotti PhD May 11, 2010

Five Tips for Surviving Accreditation: A Tongue-in-Cheek Reflection

Many academic leaders are involved in regional accreditations, and I am no exception. The six regional accrediting agencies are becoming increasingly stringent in the application and interpretation of their standards, and this can make the accrediting process a difficult one to survive. Our institution was a founding member of the Southern Association of Colleges and Schools (SACS) and has been accredited continuously from the beginning. I have been involved in four of the 10-year “reaffirmation” activities, serving as chair of the college steering committee twice and serving as our institutional liaison with SACS for many years.

Thomas R. McDaniel PhD March 22, 2010

Teaching with Technology: A More Meaningful Learning Experience Starts with Two Simple Questions

We are bombarded with information about online course supplements and the newest interactive multimedia components, all touted as the best approach to engage today’s learners in the online environment. Dedicated practitioners puzzle over how, when, and where to incorporate multimedia within their online courses and further agonize over the potential effects of choosing not to do so.

Amber Dailey PhD B. Jean Mandernach PhD and Emily Donnelli February 25, 2010

Learning Spaces that Facilitate Student Learning

As a college student, I always liked it when I had a course that met in Edwards Hall – if for no other reason than a lot of the classrooms in that building had theater-style seating with chairs that swiveled. The fact that I would remember that after all of these years is an indication of the effect a more welcoming learning space can have on students.

Mary Bart February 15, 2010

Helping Students Understand Intended Learning Outcomes

Faculty who communicate intended learning outcomes help students to be more aware of their learning. The realities of “meta-learning” are that students gain practice in becoming more reflective on their experiences as learners—they start to see the why and how of education as it translates into knowledge and skills. Just as important is how they begin to view the educational experience in its entirety.

Jo Allen PhD. January 21, 2010

Can Clickers Enhance Student Learning?

Dr. Peter M. Saunders, director of Oregon State University’s Center for Teaching and Learning, has heard the horror stories, and understands why faculty were hesitant to use clickers in the early years.

Mary Bart November 18, 2009

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