Integrating and Assessing Essential Learning Outcomes: Fostering Faculty Development and Student Engagement

Y

20

Competence; Learner Engagement; Faculty Development; Mixed Methods Research; Phenomenology; Cooperative Learning; Educational Objectives; Pretests Posttests; Student Attitudes; Program Effectiveness; Models; Student Role; Self Concept; College Students; College Faculty; Workshops; Student Participation; Thematic Approach; Content Analysis

1527-9316

This paper proposes a model for implementing a college-wide initiative designed to promote student competence with essential learning outcomes. This mixed-methods study combined descriptive and qualitative approaches to explore experiences of students, faculty, and professional as they engaged in a project that focused on teaching and learning with essential learning outcomes (ELOs). The researchers relied on the use of descriptive statistics and interpretive phenomenological analysis to capture faculty and professional staff participants' engagement in a collaborative study group designed to support pedagogy integrating ELOs into courses, assignments, and co-curricular activities and to gauge students' experienced competence. Six themes emerged from the focus on ELO integration, including connection, awareness, utility, reflection, intention and facilitation. Additionally, using a pre and post student survey of self-perceived ELO competence, researchers found a difference in student ratings of 0.25, (p = 0.05), suggesting an increase in students' perception of their ELO competence over the course of the semester.

As Provided

24

2015

EJ1064412