Faculty Focus

HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS

Educational Assessment

Creating a Class Participation Rubric

After years of stating my expectations for tutorial participation orally, I have developed a rubric that I think both improves my accountability as an assessor and provides my students with a clear sense of my expectations for class discussions. It also makes clear my focus in the small group setting: creating a “learners-centered,” as opposed to a “learner-centered,” environment.

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Concept Mapping Improves Student Learning

Donna Saulsberry was in a bind. As an associate professor of computer and information technology at Doña Ana Community College, one of her jobs is to prepare her networking students for the Microsoft® Certified Systems Engineer certification test. Having survived a Microsoft certification boot camp herself, she began instructing her students in much the same way as she was taught: lecture, practice, and multiple choice tests.

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Tips on Creating an Accreditation Review Timeline

The accreditation review process may never be stress-free, but with proper preparation you can at least minimize the stress that so often accompanies it. So just how far ahead should you start preparing for your accreditation review?

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Rethinking Multiple Choice Tests for Assessing Student Learning

If you think multiple choice tests are only good to assess how well students memorized facts, it may be time to rethink your testing strategy. Although they are not appropriate for every situation, when properly developed, multiple choice tests can used to assess higher levels of thinking, including application and analysis.

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Four Tips for Acing Your Accreditation Site Visit

With state and federal governments putting more and more emphasis on assessment and learning outcomes, these new-style accreditation processes can be grueling, to say the least. Here are a few valuable tips to help ensure a successful accreditation visit.

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A Useful Strategy for Assessing Class Participation

One of the changes we have seen in academia in the last 30 years or so is the shift from lecture-based classes to courses that encourage a student-centered approach. Few instructors would quibble with the notion that promoting active participation helps students to think critically and to argue more effectively. However, even the most savvy instructors are still confounded about how to best evaluate participation, particularly when it is graded along with more traditional assessment measures, such as essays, exams, and oral presentations…

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