In this second session of the Dziuban Award Workshop Series, professors Groff and Brunson address how online faculty may provide clear evidence of student learning gains and other success measures from the online environment. Such evidence is essential for faculty planning to submit proposals this fall for the 2018
Chuck D. Dziuban Award for Excellence in Online Teaching. Each session in the Dziuban Award Workshop Series is designed to assist eligible faculty in preparing a strong award submission packet.
Fostering student engagement is essential for successful online courses, but such engagement can be achieved in many different ways. The Dziuban Award faculty review committee will be looking for compelling evidence of student learning gains in award proposals. Evidence types may vary depending upon the discipline, but some helpful information regarding student learning gains mentioned in this session:
- Discusses several definitions of student learning gains
- Reviews general misconceptions related to student learning gains
- Analyzes why assessing student learning gains is highly specific
- Assessments of Student Learning Gains
- What do we want students to know?
- How do we assess that they learned what we wanted them to learn?
- Reviews internal and external types assessments
Associate Lecturer
Associate Instructor