Instructional Design and Assessment
Inclusive Syllabus
An inclusive classroom begins with an inclusive syllabus. Through my professional development journey with the ACUE Effective Teaching Practices, and my work as Faculty Senate President, I embrace the need to integrate inclusive teaching practices into my courses authentically.
A syllabus that intentionally and thoroughly responds to inclusivity discusses and describes how the discipline and course content will explore diversity, equity, and inclusion. Students are, thus, encouraged to discover how the disciplinary focus and course content will help them understand how their backgrounds, identity, and personality contribute to the knowledge and skill sets they are about to learn throughout the course, as well as how stepping back from their subject positions is critical to understanding and solving problems. |
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Inclusive Course Design
One of my goals when designing my courses is to create a uniform, consistent, visually appealing, and interactive experience within Canvas. Part of my course design and curriculum philosophy is that courses should have a transparent purpose with clear expectations for the student. It starts with the homepage of Canvas. On that page, students should access to everything they need to be successful in the course. Within the course, modules must be consistent, with clear goals/outcomes and context as to why what they are about to construct is essential.
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Within each activity within a course, clear outcomes and expectations should be stated. I strive for activities that are structured in a meaningful way. Nearly all of these activities are structured in a tightly woven, student-centered learning ecosystem of readings, hands-on activities using a variety of data sources and geospatial technology, in-class and online discussions, and reflective pedagogy. All of this is officially licensed as Creative Commons Attribution 4.0 International License and freely available internationally within the Open Geography Education website. (Note: the answers to all of the content is not provided openly and can only be found within Canvas.
The goal is a high-quality, peer-reviewed, scholarly experience that provides students an educational experience that is unique, authentic, and with purpose.
The goal is a high-quality, peer-reviewed, scholarly experience that provides students an educational experience that is unique, authentic, and with purpose.
Universal Access and Design
I am a firm believer that access to education is a fundamental human right. According to UNICEF, getting every child in school and learning is essential to reducing global poverty, improving health, fostering peace, bolstering democracy, improving environmental sustainability and increasing gender equality.
An essential aspect of an inclusive classroom is a course designed using Universal Design principles and best practices. One way to consider universal access and design is that it provides people the ability to have equal opportunity in education, regardless of their social class, gender, ethnicity background or physical and mental disabilities. |
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“Universal Design is an approach to design that increases the potential for developing a better quality of life for a wide range of individuals. It is a design process that enables and empowers a diverse population by improving human performance, health and wellness, and social participation.” (Steinfeld and Maisel, 2012)
I have self-taught myself regarding universal design practices, going back to my Department of Labor TAACCCT grant. All curriculum created by grant funding was required to be licensed as Creative Commons and had to meet Universal Design principles. From that work, all of my OER material for Open Geography Education is designed for universal access. This includes proper titling and subtitling of written material, closed captions for all videos, and subtexts for any imagery used. My professional development training for Quality Matters has also provided me knowledge and skill sets for creating online courses that meet Universal Design guidelines and best practices.
I have self-taught myself regarding universal design practices, going back to my Department of Labor TAACCCT grant. All curriculum created by grant funding was required to be licensed as Creative Commons and had to meet Universal Design principles. From that work, all of my OER material for Open Geography Education is designed for universal access. This includes proper titling and subtitling of written material, closed captions for all videos, and subtexts for any imagery used. My professional development training for Quality Matters has also provided me knowledge and skill sets for creating online courses that meet Universal Design guidelines and best practices.
Student Communication
Part of my teaching philosophy is that we need to meet students where they are. Where they need us to be. The concept of “office hours” has become old and archaic. An old modality before more communication technologies was available. I still provide students traditional office hours, five hours a week. Students may come to my office directly, or request to meet me online using WebEx.
However, my students are also offered other ways of connecting with me. Currently, I use MySuccess as a way for students to make appointments with me either during or outside of office hours. In MySuccess, students can make appointments for career advising, transfer advice, scheduling, and advising, and help with course material. Starting after Spring Break, all students who have declared a program of study within Geosciences (e.g., Geographic Science, Geology, Surveying, and GIS/drones) will be about to meet with me for similar reasons. The goal here is to connect with students within the Pathways model at SLCC to connect with faculty regarding career and transfer pathways, student success and completion, and mentoring.
Below is a screenshot of what my Canvas pages look like for my students. Students are able to make an appointment with me using MySuccess. The are able to inform me why they are requesting to meet so I can be more prepared to help them. Students can also choose to meet with my in-person or using WebEx to meet online if that is more convenient for them.
Part of my teaching philosophy is that we need to meet students where they are. Where they need us to be. The concept of “office hours” has become old and archaic. An old modality before more communication technologies was available. I still provide students traditional office hours, five hours a week. Students may come to my office directly, or request to meet me online using WebEx.
However, my students are also offered other ways of connecting with me. Currently, I use MySuccess as a way for students to make appointments with me either during or outside of office hours. In MySuccess, students can make appointments for career advising, transfer advice, scheduling, and advising, and help with course material. Starting after Spring Break, all students who have declared a program of study within Geosciences (e.g., Geographic Science, Geology, Surveying, and GIS/drones) will be about to meet with me for similar reasons. The goal here is to connect with students within the Pathways model at SLCC to connect with faculty regarding career and transfer pathways, student success and completion, and mentoring.
Below is a screenshot of what my Canvas pages look like for my students. Students are able to make an appointment with me using MySuccess. The are able to inform me why they are requesting to meet so I can be more prepared to help them. Students can also choose to meet with my in-person or using WebEx to meet online if that is more convenient for them.
Open Education Resources
Salt Lake Community College has not only embraced HIPs One of my most significant accomplishments as an educator has been my body of work with Open Education Resources (OER). In many aspects, the philosophy and modern learning theories aligned with Open Educational Resources (OER). Similar to the scholarly work highlighted by John Dewey, early all aspects of my teaching practice is grounded in a philosophy that education must be open, transparent, and available to humanity as a form of democracy in it is own right. All curriculum, eTextbooks, and student-centered activities are all licensed as OER and are freely available to the world.
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Open Education Resources and General Education
There are a variety of reasons why i have become such an advocate for OER. They include inclusive teaching practices, the critical importance of the democratization of education, and academic freedom. Open Educational Resources allows faculty to author and publish material in a way that is aligned to their discipline, research, and areas of interest. It allows faculty to also create material that better aligns curriculum and pedagogical practices to meet our students at various scales and needs.
At the same time, I have researched and grown more concern about what our students will experience in the workforce in the coming years. Original, one could interpret globalization in the 2000s as the use of technology to make The World is Flat (Friedman) by using technology to level the capitalistic playing field regarding trade and economics. Following "The Great Recession" of 2007-2008, it was believed that many United States jobs were outsourced to other nations. However, economic and trade analysis shows that more jobs were lost to the "rise of the bots" than my outsources of jobs to developing nations. It is now predicted that over half of all jobs in the United States may be replaced by artificial intelligence in the coming decades. As an educator, I have struggled to find my place in preparing students for the workforce when most of the jobs today will be replaced by machine learning and most of the jobs of the future have not been thought of yet. Personally, I have come to the conclusion that the single best way to help our students be "bot proof" is by enhancing and creating greater rigor and complexity to the general education experience we offer students at Salt Lake Community College. It is easier to create artificial intelligence that focuses on specific tasks that are clearly binary, or black and white. Artificial intelligence and machine learning will soon be able to complete more complex tasks with greater accuracy and precision than humans. But humans still have the ability to judge or make ethical decisions that artificial intelligence can not yet. We still have the ability to make critical thinking decisions, backed by quantitative literacy, that require human emotions and empathy. These are key elements that a general education experience should provide and teach students.
Recently, I came to the realization that open educational resources could play a critical role in a student's general education experience. At SLCC, we have championed the idea that students taking general education should learn to understand and analyze the world from multiple disciplinary lenses and perspectives. While at the same time, seeing how various disciplines interconnect with each other to bring depth and complexity to historical, contemporary, and current events of the physical and cultural environments we live in.
I would like to better integrate other disciplines, and specifically, faculty authorship, within my OER material to create a more intentional and holistic general education experience within my courses. Creating and using OER material more mindfully, students may be able to learn about the same material I cover in my classes from other disciplinary lenses. Moving forward, I plan to work closer with other faculty at SLCC teaching general education courses to further achieve our ultimate goal of general education at SLCC; a more holistic, democratically informed citizenry.
At the same time, I have researched and grown more concern about what our students will experience in the workforce in the coming years. Original, one could interpret globalization in the 2000s as the use of technology to make The World is Flat (Friedman) by using technology to level the capitalistic playing field regarding trade and economics. Following "The Great Recession" of 2007-2008, it was believed that many United States jobs were outsourced to other nations. However, economic and trade analysis shows that more jobs were lost to the "rise of the bots" than my outsources of jobs to developing nations. It is now predicted that over half of all jobs in the United States may be replaced by artificial intelligence in the coming decades. As an educator, I have struggled to find my place in preparing students for the workforce when most of the jobs today will be replaced by machine learning and most of the jobs of the future have not been thought of yet. Personally, I have come to the conclusion that the single best way to help our students be "bot proof" is by enhancing and creating greater rigor and complexity to the general education experience we offer students at Salt Lake Community College. It is easier to create artificial intelligence that focuses on specific tasks that are clearly binary, or black and white. Artificial intelligence and machine learning will soon be able to complete more complex tasks with greater accuracy and precision than humans. But humans still have the ability to judge or make ethical decisions that artificial intelligence can not yet. We still have the ability to make critical thinking decisions, backed by quantitative literacy, that require human emotions and empathy. These are key elements that a general education experience should provide and teach students.
Recently, I came to the realization that open educational resources could play a critical role in a student's general education experience. At SLCC, we have championed the idea that students taking general education should learn to understand and analyze the world from multiple disciplinary lenses and perspectives. While at the same time, seeing how various disciplines interconnect with each other to bring depth and complexity to historical, contemporary, and current events of the physical and cultural environments we live in.
I would like to better integrate other disciplines, and specifically, faculty authorship, within my OER material to create a more intentional and holistic general education experience within my courses. Creating and using OER material more mindfully, students may be able to learn about the same material I cover in my classes from other disciplinary lenses. Moving forward, I plan to work closer with other faculty at SLCC teaching general education courses to further achieve our ultimate goal of general education at SLCC; a more holistic, democratically informed citizenry.
Open Geography Education
As part of the U.S. Department of Labor TAACCCT grant, I was co-awarded in October 2011, I created a series of textbooks associated with geographic science and geospatial technology. Starting in August 2014, Open Geography Education went live as a way to host the content. As I state on the homepage of the website, "This website is dedicated to providing free or open curriculum and resources to anybody who is interested in the physical and cultural environments we live in. Using the world as our contributors and content experts, we will strive to make the most engaging, dynamic, and relevant information possible." All of the eTextbooks are freely available for use under the Creative Commons Attribution 4.0 International License. As a way to meet students where they are, the eTextbooks are mobile friendly on all smart-devices so that their study can align with their complex lives.
To date, the textbooks are being used at a variety of universities, 2-year colleges, and even some high schools across the United States and internationally. In February 2019, I integrated Google Analytics into the Open Geography Education website. From this brief analysis, I have discovered that the textbooks are used internationally, with South Africa, India, Canada, and the Philippines rounding out the top five nations using my OER material. Google Analytics also shows that the majority of the people who use my OER material are female, between the ages of 18 to 34.
To date, the textbooks are being used at a variety of universities, 2-year colleges, and even some high schools across the United States and internationally. In February 2019, I integrated Google Analytics into the Open Geography Education website. From this brief analysis, I have discovered that the textbooks are used internationally, with South Africa, India, Canada, and the Philippines rounding out the top five nations using my OER material. Google Analytics also shows that the majority of the people who use my OER material are female, between the ages of 18 to 34.
At Salt Lake Community College, the textbooks have officially saved our students over $1.2 million in textbook costs since 2014. Currently, the Office of Faculty Development and Institutional Research is working to provide stronger data to determine cost savings for students regarding these textbooks. As required by the TAACCCT grant, all of the content created for the is hosted on Skills Commons and Merlot, besides Open Geography Education. Some of the OER eTextbooks I have created for geospatial technology is hosted on the National Science Foundation ATE funded National Geospatial Technology Center of Excellence website.
I am continually adding and updating these textbooks with current events and new scientific discoveries are known. The textbooks are currently being edited with the help of Faculty Development and will be peer reviewed again after the editing is done. They are also being converted over to Pressbooks, the OER standard for textbook publishing.
I am continually adding and updating these textbooks with current events and new scientific discoveries are known. The textbooks are currently being edited with the help of Faculty Development and will be peer reviewed again after the editing is done. They are also being converted over to Pressbooks, the OER standard for textbook publishing.
Understanding the audience of my OER work is essential for practicing inclusive teaching practices. It allows me to provide physical and cultural examples of the countries using my OER work, along with highlighting scientists from around the world that has further our body of scientific knowledge. Inclusive OER pedagogy help me develop and provide more inclusive practices within the textbook, student activities, case studies, and classroom engagement.
Open Geography Education Student Activities
Within each activity within a course, clear outcomes and expectations should be stated. I strive for activities that are structured in a meaningful way. Nearly all of these activities are structured in a tightly woven, student-centered learning ecosystem of readings, hands-on activities using a variety of data sources and geospatial technology, in-class and online discussions, and reflective pedagogy. All of this is officially licensed as Creative Commons Attribution 4.0 International License and freely available internationally within the Open Geography Education website. (Note: the answers to all of the content is not provided openly and can only be found within Canvas.
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The goal is a high-quality, peer-reviewed, scholarly experience that provides students an educational experience that is unique, authentic, and with purpose.
high impact practices
However, the "big ideas" and complex problems a course or program tries to address are not easily discovered, analyzed, or solved in traditional, archaic constructs of 20th century teaching practices. Rather, the big ideas and problems we try to address should, dare I say, "rock our very soul," which often does not occur in learning spaces focused on linear outcomes that are assessed using the constructs of standardization via grading rubrics or exams. High impact practices (HIPs) such as ePortfolio signature assignments and reflective pedagogy are an attempt for students to address complexity within the physical, cultural, and social environments we live within.
George Kuh and the Association of American Colleges and Universities (AAC&U) have identified ten specific learning activities that are classified as High Impact Practices (HIPs). As noted on the AAC&U website, HIPs have been widely tested and be beneficial for college students from many backgrounds." Studies have shown that HIPs have their most significant impact on students of color and underrepresented students, but all students benefit from these teaching and learning practices.
George Kuh and the Association of American Colleges and Universities (AAC&U) have identified ten specific learning activities that are classified as High Impact Practices (HIPs). As noted on the AAC&U website, HIPs have been widely tested and be beneficial for college students from many backgrounds." Studies have shown that HIPs have their most significant impact on students of color and underrepresented students, but all students benefit from these teaching and learning practices.
Salt Lake Community College has not only embraced HIPs throughout our curriculum but has identified and other teaching and learning activities faculty can use in their teaching practices. I have embraced the following HIPs in my courses:
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inquiry-based research with gis (ongoing)
Currently, there has been little research on whether geographic information systems (GIS) technologies could be considered a high impact practice. In the future, it is an area of great interest of mine; to see if GIS is comparable to other learning technologies such as ePortfolio. However, inquiry-based learning is considered a high impact practice. All of the GIS assignments and activities I have students complete are centered around inquiry-based learning and global/international learning. I have also integrated other HIPs using GIS in the form of undergraduate research and internship/externship opportunities.
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stem undergraduate research |
antibiotic resistance undergraduate research project (upcoming) |
Over the years, I have provided students will a variety of independent projects, undergraduate research, and internship opportunities. Some independent projects and undergraduate research opportunities are listed in the Catalog of Research and Project-Based Learning, offered by the School of Science, Mathematics, and Engineering. They include, but are not limited to:
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Currently, I am working with faculty in the Biology Department at SLCC, Tim Beagley and Melissa Hardy, and the School of Medicine at Tufts University to work with students from both institutions to map antibiotic resistance within soils across the geographic landscape of both institutions over multiple years. Students from both institutions would use GIS mapping software, GPS technology, and other mobile technologies to create, analyze, compare, and come to conclusions to the spatial distribution of these antibiotic resistance stands within the soil to try to understand how, why, and what to do to improve the situation potentially.
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mitigating disaster in college learning community (2017-2018) |
writing and social justice in natural disasters learning community (2015) |
During the academic year of 2018 and 2017, I participated in a learning community that partnered with the English Department, Geosciences Department, and the 1st Year Experience program at SLCC as a college-readiness yearlong sequence under the theme of "mitigating disaster in college." During both years, the learning community was taught at the West Valley Center. During the Fall Semester, students in the learning community took ENGL 0990: Integrated Read & Write II and EDU 1020: Essentials College Study. During Spring Semester for both years, students were required to register for ENGL 1010: Intro to Writing (EN) and GEOG 1700: Natural Disasters (PS). Throughout the academic year, guest speakers from Library Services, career and academic advising, ePortfolio, financial aid, and more spoke to the students about the resources available to them for college success. I directly participated in ENGL 1010 classroom so that I could directly connect GEOG 1700 with the writing activities in the other course. The faculty teaching ENGL 0900 and 1010, Ann Fillmore, directly participated in my course to connect with the activities the students were doing regarding natural disasters.
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During Spring Semester 2015, I taught a learning community between ENGL 2640: Writing and Social Justice and GEOG 1700: Natural Disasters (PS). The goal of the learning community was to have students not only learn the science of natural disasters, but critically analyze key societal aspects of privilege, othering, and power structures of diverse backgrounds and how those dynamics impact and are affected by disasters such as earthquakes, volcanoes, tsunamis, hurricanes, flooding, environmental degradation, climate change, and more.
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United nations millennium goals project (2011-2013)
The U.N. Millennium Goals Project was my first high impact practices was an interplay between everyday intellectual experiences, community engagement, and global learning between my GEOG 1300: World Regional Geography (IG) course and ENGL 2010: Intermediate Writing (EN), taught by Kati Lewis. Students from both classes researched current world issues (2011) and worked together to create proposals to address those issues. Finally, they were required to send their proposal to an organization that could potentially address those issues. (Image of the U.N. Millennium Goals website).
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study abroad to japan (2011-2012)
For two years in a row, I taught students about the physical and cultural environments and landscapes of Japan. Working with the Study Abroad Office, students would take a 16-week course to learn about this region of the world. Then in May, the students and I would spend three weeks in southern Japan, and stay at Shitennoji International Buddhist University to experience the culture. While in Japan, students would learn Japanese, Ikebana (flower arranging), calligraphy, and more. Students also experience life in Osaka, Nara, Kyoto, and Hiroshima. Each student was required to reflect daily on their experiences and create an ePortfolio signature assignment following the end of the trip.
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Learning Outcomes and Assessments
First thing is first in that teaching and learning occurs outside of the classroom as much, if not more, as inside the classroom. It is critical that faculty create learning spaces for students to fulfill the promise we give them – a high quality, well-structured, safe learning space for them to critically evolve and construct new knowledge that leads them to ask more questions. Well-designed and taught courses should create a cognitive environment where students end up asking more profound, complex questions about the physical, cultural, and social world they live in than when they came to the course.
It should be noted that I have evolved professionally as an educator where I have begun to challenge and question the ultimate need and purpose of learning outcomes and assessment in my teaching practice. Some may argue that learning outcomes are a type of learning theory, whereas others may view learning outcomes as a way to assess students within a course or program of study. As noted a moment ago, I approach teaching and learning from a “big ideas” perspective. I want to design and teach courses where students try to address big ideas. Some could even consider them, as Paul Hanstedt might suggest, as wicked problems. In my classes, I want students to see the big ideas and wicked problems of society over space and time, and from a variety of perspectives and geographic scales.
With that said, I understand the importance and even accreditation issues associated with learning outcomes and assessment. In all my courses, I try to interweave enduring understandings or big ideas with actionable learning outcomes.
It should be noted that I have evolved professionally as an educator where I have begun to challenge and question the ultimate need and purpose of learning outcomes and assessment in my teaching practice. Some may argue that learning outcomes are a type of learning theory, whereas others may view learning outcomes as a way to assess students within a course or program of study. As noted a moment ago, I approach teaching and learning from a “big ideas” perspective. I want to design and teach courses where students try to address big ideas. Some could even consider them, as Paul Hanstedt might suggest, as wicked problems. In my classes, I want students to see the big ideas and wicked problems of society over space and time, and from a variety of perspectives and geographic scales.
With that said, I understand the importance and even accreditation issues associated with learning outcomes and assessment. In all my courses, I try to interweave enduring understandings or big ideas with actionable learning outcomes.
Competency Based Education
In my GIS courses, I have intertwined a complex hybrid of learning outcomes with competency-based outcomes using the recently updated U.S. Department of Labor’s Geospatial Technology Competency Model (GTCM). Because our GIS courses articulate to other schools within the USHE system, learning outcomes must be considered in that alignment. We also address career, and technical education with our GIS program and industry are looking for people with specific skill sets and who can perform tasks within a team environment. To do so, we use the Department of Labor’s worksheets that higher education programs and employers use for Gap Analysis in comparison to the GTCM. To add one more complexity to this, the GIS program is looking into aligning the program with the Esri Academy, which is an industry certification from the largest GIS software company in the world. Similar to other IT certifications like Cisco or VMware, a certification with Esri would provide students completing a program of study in GIS from Salt Lake Community College a competitive edge in the workforce and could help them further in ultimately a nationally recognized GIS Professional (GISP). (Canvas module screenshot)
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Quality Matters
When I was the chair of the Electronic Learning and Educational Technology (eLET), and co-chair of the institutional eLearning Taskforce. The taskforce was charged to come up with an instutional plan regarding quality and rigor of our growing online "campus." The concern was that the quality of online teaching and learning varies too greatly across sections and courses and that accreditation and student success demanded a broad institutional agreement on how online courses and programs were taught.
One of the outcomes of the eLearning Strategic Plan (2014-2019) was the adoption of Quality Matters as a way to create a peer-reviewed evaluation system for new online courses. Interested faculty from within the institution are provided professional development training to learn how to evaluate a course. Faculty are not evaluating the actual content of the course, that is the perogative of the subject matter experts (aka faculty), but if the course meets core design principles as outlined in the process. Currently, I am an online peer reviewer for courses seeking the Quality Matters "stamp of approval." Every semester, I am asked to work with another faculty member within the institution to assess a new online course using the Quality Matters rubric. |
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Course-Level
As someone who strives to teach students the “big ideas” and complex problems of the world, while aligned to traditional teaching methods of learning outcomes and assessments, I have strived to use a variety of teaching practices and active learning techniques within my pedagogy. However, all of the activities can be linked to the module-level learning outcomes and directly assessed. Similar to the “outcomes-assessment” curriculum design module or the Quality Matters online teaching model.
I have also used modified versions of AAC&U’s VALUE Rubrics. The problem with rubrics is that they can struggle to address complexity in a clearly defined grid. However, their strengths come in the transparency of how a student’s assignment or activity will be assessed. From an inclusive pedagogy, transparency is a critical aspect of helping students from a diverse range of backgrounds and experiences. So grading rubrics have their time and place. I have used modified VALUE rubrics in my courses to assess inquiry and analysis, critical thinking, written communication, quantitative literacy, information literacy, problem-solving, civic engagement, ethical reasoning, and global learning to state a few.
I have created, designed, and have gone through the curriculum process on a variety of new and 5-year review courses that were either general education or program-level courses. This also includes creating ePortfolio signature assignments for all of these courses. The learning outcomes or competencies (depending on the course) are all aligned to specific formative and summative assessment practices.
I have also used modified versions of AAC&U’s VALUE Rubrics. The problem with rubrics is that they can struggle to address complexity in a clearly defined grid. However, their strengths come in the transparency of how a student’s assignment or activity will be assessed. From an inclusive pedagogy, transparency is a critical aspect of helping students from a diverse range of backgrounds and experiences. So grading rubrics have their time and place. I have used modified VALUE rubrics in my courses to assess inquiry and analysis, critical thinking, written communication, quantitative literacy, information literacy, problem-solving, civic engagement, ethical reasoning, and global learning to state a few.
I have created, designed, and have gone through the curriculum process on a variety of new and 5-year review courses that were either general education or program-level courses. This also includes creating ePortfolio signature assignments for all of these courses. The learning outcomes or competencies (depending on the course) are all aligned to specific formative and summative assessment practices.
General Education
I have also participated in multiple institutional-wide general education assessments in partnership with the Coordinator of Learning Outcomes and the Associate Provost for Learning Advancement. Typically, every year during the summer, a chosen group of faculty are asked to critically evaluate roughly 100 signature assignments within SLCC’s ePortfolio ecosystem of students whose entire general education experience existed at Salt Lake Community College.
Program-Level
Every year, the Geosciences Department focuses on a specific program of study and course-level assessment for best practices in education and Northwest Accreditation. As coordinator, I partner with one other faculty member within the department and the Coordinator of Learning Outcomes, to create, implement, analyze, and "close the loop" on an assessment model that demonstrates strategic growth, improvement and, potentially, improved student success within the Geosciences Department.
Many aspects of our program-level assessments align to the Degree Qualifications Profile I created for the Geographic Science department.
This year, I will be conducting a 5-year review of the programs within the Geosciences Department. The review will be a detailed audit of the Geographic Science, Geology, Atmospheric Science, GIS, sUAS (drones), and Surveying programs.
Many aspects of our program-level assessments align to the Degree Qualifications Profile I created for the Geographic Science department.
This year, I will be conducting a 5-year review of the programs within the Geosciences Department. The review will be a detailed audit of the Geographic Science, Geology, Atmospheric Science, GIS, sUAS (drones), and Surveying programs.