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Faculty Assessment of Teaching and Learning
Above: Members of the Critical Investigations faculty cohort - a first-year curriculum initiative (2009-10).
Faculty at Evergreen are encouraged to reflect on their practices and engage in the assessment of teaching and learning. The Office of Institutional Research and Assessment supports faculty assessment by participating in faculty development institutes and workshops and awards mini-grants for faculty assessment. Many of the projects listed below were funded by Institutional Research.
Faculty Research and Assessment Projects
- Approaches and Practices That Encourage Interdisciplinary Teaching
By Susan Aurand and Dharshi Bopegedera (Published Article and Sample Assignments) (2005) (PDF) - Bodies of Knowledge: Teaching, Learning, Impairments, and Social Disablement
By Joli Sandoz (2005) (PDF) - Conducting a "Career Week" for chemistry students in the "Atoms, Molecules and Research" Program
By Dharshi Bopegedera (2005) (PDF) - Creating Cultural Competency: Integrating Person-Centered Expressive Arts into Multicultural Pedagogy
By Mukti Khanna (2006) (PDF) - Critical Review Essay and Panel Presentations
By Jeanne Hahn (2004) (PDF) - Examining Media Literacy in Way of Seeing
By Carl Waluconis and Gilda Sheppard (2004) (PDF) - Faculty Support of Student Self Evaluations
By Stephen Beck (2005) (PDF) - Minding Education's Business in an Evergreen Program: Reflections on Money's Value, Soul's Worth
By Jules Unsel and Sarah Williams (2010) (PDF) - Research Projects - Preliminary Statement, Research Prospectus, and Evaluation
By Jeanne Hahn (2004) - Reflections on The Age of Irony: Active and Collaborative Learning in an American Studies Program
By Sarah Ryan and Susan Preciso (2005) (PDF) - Review of the Critical Investigations Cohort
By Elizabeth Williamson (2010) (PDF) - Rubric for Re-thinking about Thinking
Developed by David B. Marshall in collaboration with Evergreen faculty (2004) (PDF) - Self-Presentation in Inquiry-Based Writing, or "Who Am I to Tell Her How She Should Write This Essay?" (Appendix A)
By Joli Sandoz (2006) (PDF) - Strategies of Collaborative Knowledge Making in Student-Written Paper Responses
By Joli Sandoz (2005) - Studying Social Class: Integrating Quantitative and Qualitative Learning
By Allen Mauney and Sarah Ryan (2010) (PDF)
Above: Faculty members discuss their work at an End-of-Program Review celebration. Stephen Beck and Susan Preciso were participants in a mini-grant program sponsored by the Office of Institutional Research and Assessment.
End-of-Program Review (EPR)
Another rich collection of faculty classroom strategies was developed by the Office of Institutional Research and Assessment from faculty responses to the End-of-Program Review (EPR) Assessment. Through this survey, faculty have shared strategies for incorporating the four divisions of the liberal arts (the Arts, the Sciences, the Humanities, and the Social Sciences) and four key skill areas (Critical Thinking, Information Technology Literacy, Quantitative Reasoning, and Writing). These findings are available on the End-of-Program Review Assessment page.
Scholarship of Teaching and Learning
The Washington Center for Improving the Quality of Undergraduate Education also provides resources to faculty on the Scholarship of Teaching and Learning.