Welcome with Provost Sheldon Ekland-Olson

Making Blackboard Discussion Boards Work for Students' Intellectual and Social Goals

Diane Schallert, Professor, College of Education

This session presents methods to introduce and encourage more productive Blackboard discussions so that students learn and look forward to the work that can occur using this application.

Using the Ongoing Course Assessment to Improve Your Teaching

Archie Holmes, Associate Professor, College of Engineering

DIIA's Ongoing Course Assessment (OCA) tool provides a valuable method for eliciting focused, timely feedback from your students to improve classroom learning.

The Fine Arts Library: An Assessment Project using Instructional Assessment Resources (IAR)

Laura Schwartz, Librarian, University of Texas Libraries

Using tools such as surveys and focus groups, the Fine Arts Library was able to craft an assessment plan for a successful renovation, creating a space and developing new services that meet patrons' wants and needs.

e-Portfolios: From Repository to Enrichment

Matt Campbell, Assistant Professor, College of Engineering

This comparative description of the College of Engineering's Polaris e-Portfolio system explains what an e-Portfolio is, what disciplines are most conducive to online portfolios, and important educational goals to target in creating an online portfolio.

Break

Classroom Research: Effectiveness of Using Interactive Technology in a Programming Course

Shyamal Mitra, Lecturer, College of Natural Sciences

An overview of the results of a study on the effectiveness of using the Classroom Performance System (CPS) in CS 303, including the rationale, description, and assessment of the effectiveness of CPS in the overall student learning experience.

The Readiness Assurance Process in Team-Based Learning

Dan Robinson, Associate Professor, College of Education

Students take a brief quiz individually and in small groups as part of an instructional system that builds cohesive, effective learning teams that can result in higher individual achievement and ensure that they have read the material.

Teaching Skills Assessment Through Self-Reflection for Outcomes Assessment

George Sylvie, Associate Professor, College of Communication

Course-embedded assessments throughout the semester such as concept maps and self-reflection help determine whether students learn more thoughtful ways to report, they place course-related behavior in the context of professionalism as a goal, and determine how well program outcomes are being met.

Grading Student Writing

Susan Schorn, Program Coordinator, College of Liberal Arts

This session outlines strategies for assessing student writing in disciplines other than English and Composition, guided by an understanding of how student writing skills develop and determining successful writing outcomes.

Poster session and reception

Adjourn