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Culture Change:Engaging Colleagues to
Improve Student Learning
Dr. Karen Ann Tarnoff
Assistant Dean for Assurance of Learning and Assessment
College of Business and Technology
The Basic Process
Define Information
Fluency
QuestioningSeeking
EvaluatingUsing
CommunicatingRecognizing
Create Fluency Measure
Gather Student Data
Evaluate Students’
Fluency Skills
Implement Targeted
Improvements
Gather Student Data
Evaluate Improvements’ Effectiveness Seeking Excellence
through Continuous
Improvement
Seeking Excellence through
Continuous Improvement
“Okay, I get what we need to do.
But my question is…”
“How am I going to get my
colleagues to engage and do this?”
Share Key Concepts• Information fluency is a key skill for our students.• This is evaluation/assessment of student learning.• Many things impact learning over which faculty have no
control.• Student learning/mastery is a curriculum function not a
course function.• Faculty own the curriculum; faculty shown own its
assessment.
Addressing Resistance…Some Best Practices
aaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaaa
Understand Drivers of Resistance
The Concern• “I don’t know how…”
• “I shouldn’t have to…”
• “You can’t make me…”
• “I don’t want to…”
A Solution
• Train
• Show how it counts
• Tie participation to evaluation and rewards
• Leave them alone until they come around
A Strategic Engagement Model
35%Late Majority
35%Late Majority
The single worst hammer ever invented to motivate engagement…
SACS
Tips to Increase Engagement• Teach colleagues that this process is designed to help
students.• Teach, assure, and reassure colleagues that student data
gathered using course-embedded measures (e.g., rubrics) will be used to evaluate only student learning and will NEVER be used to evaluate teaching effectiveness or faculty classroom performance in annual or promotion and tenure evaluations.
• NEVER USE DATA FROM COURSE-EMBEDDED MEASURES TO EVALUATE FACULTY PERFORMANCE!
Tips to Increase Engagement• Don’t ever explain or justify the need to assess as an
accreditation requirement.• Don’t ever request participation in assessment…request
participation to help students improve.• Couch assessment as total quality management of
students drawing upon continuous improvement principles.
• Invite participation based on individual interests (e.g., “I know that you care about students’ critical thinking skills because of the assignments you give in your classes…”)
Tips to Increase Engagement• Show how assessment (e.g., rubrics) can save time.• Share successful experiences.• Request the faculty’s time and input only when it’s truly
needed.• Be appreciative of contributions and effort.• Show how participation in assessment can be double-
dipping (i.e., teaching/service and research).
Tips to Increase Engagement• Meet them where they are:
– Build upon pedagogical practices in their own classes.– Build upon rich history of course assessment and
course improvement and then help faculty understand that INtopFORM is an extension of their ongoing improvement efforts for their students and their courses.
An Important Lesson from the Farm
The livestock doesn’t get fatter merely by weighing it…The students won’t improve merely by measurement…
You have to share the data with and use the data to drive improvements!