Circle of Success:
Plan-Teach-Evaluate

Introduction and Keynote

Dr. Catherine Wehlburg, Texas Christian University

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Concurrent Sessions 1

Session 1A. Getting Innovative with Course Redesign: Using Student Learning Data  - Catherine Wehlburg

According to Jean Piaget, intelligence is something that helps an individual adapt to a specific environment. Since faculty are clearly intelligent, how can we use adaptation and innovation to redesign our courses to enhance learning and close the loop? Following up on the opening plenary, this session will explore methods for redesigning courses that use existing course structure and innovative additions.

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Session 1B. Examining the Role of Testing in Teaching – Michelle Drouin, Psychology and Michael Bendele, Psychology

This session offers two perspectives on the role that testing – used for summative or for formative purposes – can play in learning.  Dr. Drouin will show you an innovative way to use your exams so that students continue to learn key concepts AFTER they've taken the exam.  Dr. Bendele will tie the principles of metacognition and memory to the use of various testing opportunities as a way to help students develop their metacognition.

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Session 1C. Plan for Success from the Beginning – Kathy Pollock and Carrie Stumph

In this workshop, we will develop successful strategies for Day 1, arguably the most important day of the semester. We will explore topics such as setting expectations, the use of ice breakers and establishing guidelines for courtesy and respect. Upon completion of
this session, you will be capable of exploiting the opportunities open to you and your students on the first day of the semester.

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Concurrent Sessions 2

Session 2A. Helping Students Enter the Circle of Success - Kathleen O’Connell, Office of Academic Affairs and Bruce Busby, Academic Success Center

Join Kathleen O'Connell and Bruce Busby in a demonstration of MAP-Works.  This student survey measures student expectations and supports early intervention for students at risk.  This presentation will include a demonstration of the student survey, the MAP-Works dashboard, and reporting features.   Recommended for faculty teaching first-term freshmen.

Session 2B. Plan for Success from the Beginning – Kathy Pollock, Accounting and Finance and Carrie Stumph, Economics

(This is a duplicate session of Session 1C. Please see above for the description)

Session 2C. Making Evaluation Easier with Rubrics and Grading Forms – Samantha Birk, CELT and Carl Drummond, Arts & Sciences

Do you hesitate to include writing assignments in your courses because of the workload they create? Are you tired of writing the same thing on every paper you read? Do you want to return papers to students more quickly? Learn how a good rubric applied to assignments via the Blackboard Vista Grading Form can streamline the feedback and grading process.

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Concurrent Sessions 3

Session 3A. Getting Innovative with Course Redesign: Using Student Learning Data  - Catherine Wehlburg

(This is a duplicate session of Session 1A. Please see above for the description)

Session 3B. Evaluating Your Multiple Choice Exams: Item Analysis - Kathleen O’Connell, Office of Academic Affairs and Jeannie DiClementi, Psychology

Well-written multiple-choice questions do not confuse students, and provide scores that are useful in determining the extent to which students have achieved educational objectives. In this session you will learn how to use the Item analysis and Test Item Statistics that you receive with your test results to systematically weed out and improve underperforming questions on your tests.

Session 3C. Putting the CAPstone on the Circle of Success (Introducing the new Assessment grant program for chairs and assessment committees) – Chris Tokpah, Assessment

How do program goals and curriculum maps contribute to student learning? This session will provide attendees a simplified process of developing/modifying program goals, outcomes, curriculum maps, and assessment reports. Participants will walk away with templates that will help them minimize the amount of time they devote to assessment activities but yet strengthen their ability to use assessment results for program improvement.  The workshop will also introduce the Chancellor’s Assessment Project (CAP) grant.

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Faculty Panel Discussion: Feasible Frequent Formative Feedback: Impossible Dream?

Formative feedback can take many forms: asking questions during lecture, writing notes in the margins of papers, one-on-one discussion of paper drafts, to CATs. Many times teachers hesitate to or are unable to provide as much formative feedback as they would like for a variety of reasons. This panel will discuss its role in teaching and learning, and suggest methods for providing quick, effective feedback, especially in large classes and when course includes long or many writing assignments.