Program Evaluation 02-03
One indication of the quality of the FTLC events is derived from the feedback forms collected at most formal events. Included on all feedback forms was a general question asking for global ratings using the format, “How useful was this session to you, personally?” Ratings were on a scale ranging from 1 (“not at all useful”) to 7 (“very useful”). Overall, the average rating per event was XX. This was the highest overall mean for workshops in the six years of the FTLC. A second way in which we have evaluated impact is by assessing the number of people involved in FTLC-sponsored activities. In all, 287 faculty, librarians, and counselors participated in at least one event. Specific workshops dealing with teaching skills that present “best practice” involved 78 participants; while 45 participants exchanged strategies for a variety of teaching issues. Workshops exploring professional development issues engaged 106 faculty. Training in technology and discussion of usage for teaching involved 156 participants. The breakdown of FTLC activities per participants is documented in the summary charts per area. A third measure of impact is the number of events sponsored by the FTLC and Assessment Center. In contrast to previous years, this report documents only the teaching workshops and technology training activities. The Assessment Coordinator filed a separate report of assessment activities. This year we worked to integrate teaching with assessment in order to encourage the documentation of teaching innovations. Over-all we have the same level of program offerings for the FTLC. The most noticeable changes are in the increased number of outcomes assessment events and the development of specific workshops/ training program requested by academic departments. Faculty participation, in the Small Group Instructional Technique (SGID), which provides formative feedback regarding teaching , continued to grow in usage this academic year. The popularity of this new program reflects both the integration of assessment practices and mentoring of faculty for good teaching. The grant programs remain constant with the 2001-02 numbers given the same administrative changes of: the shift of the Faculty Diversity grant program to the Graduate Studies and Research Office, offered one less round of grants this year (but with as many grants awarded as before), and the conversion of the WebCT and Home Page grant program to a non-grant program. Finally, we received numerous comments from faculty about the success of our activities. I have included representative email comments from faculty and staff about our activities. Because they are qualitative rather than quantitative, these comments provide a “human” sense of the positive impact the FTLC and Assessment Center have on our campus community.
Five Year Comparative Evaluation of FTLC Events
Characteristic 1998/99 Number of Participating 186 Faculty and Librarians 6.21 Average “Usefulness” Rating (1 = “not at all useful” to 7 = “very useful”) Number of Technology 33 Events or Programs 1 Number of Events or 9 Programs on Outcomes Assessment 2 Number of Other 9 Scheduled Events or Programs 3 30 Number of Grant Programs 4 Total Number of Scheduled Events or Programs 51 1999/00 180 6.24 2000/01 209 6.39 2001/02 2002-03 216 287 6.53 6.72
28 12 24 33 64
19 9 18 22 46
23 28 12 14 77
22 24 27 13 86
2002/03 Data 1 Includes one or more workshops on ITV, Home Page, PowerPoint, MicroGrade, WebCT, Electronic Imaging, Effective Searches, Banner, Smart Classrooms, Banner for Advisors, Response Pages, Visual Techniques, Technology, and Information Competence. 2 Includes assessment activities of CAFS, Special Education, School Counseling, PEAK, English Advising, Liberal Studies, BBEST. Evaluations and consultations involved these areas of the campus SOE, HSS, NSM, BPA, GSR, and BAS. Also evaluated such topics as Faculty Retention, BAS Reclassification, BAS Online Registration, Social Science GE goals, GE Math goals, and Title III Compliance. 3 Includes all teaching and professional development workshops: New Faculty Orientation, Active Learning, Writing Across the Curriculum, Advising, Professional Development, Research, Course Design, and Effective Grading. 4 Includes three rounds of grants for teaching, information competence, outcomes assessment, technology, one round of CSL grants, and one round of Scholarship of CSL grants.
Average ‘Usefulness” Ratings of 2002-03 FTLC Events (1= not al all useful to 7= very useful)
Event New Faculty Orientation Smart Classroom Orientation Faculty TLC &Assessment Center Open House Introduction to Home Page design Grant Applications Due: :Teaching , Information Competence, Technology , & Outcomes Assessment MicroGrade workshop Lecturers’ Reception Effective Research Strategies (Boolean) Bells and Whistles w/Home Page Effective Grading "Intro" WebCT-Hybrid Courses Orientation Faculty Research Seminar Active Learning RPT-What do I do? Part I: Course Design Part II: Classroom Assessment Techniques N/A 6.60 6.50 6.50 6.50 Average Rating 6.48 6.50 N/A 6.50 N/A Date(s) September 11, 12, 13 September 20 October 4th Friday, October 11th 12:30 p.m. -- 2:30 p.m. Monday, Oct.14,
6.50 N/A 6.59 N/A 7.0 7.0
Friday, October 18th 12:30 p.m. -- 2:00 p.m. Tuesday, October 22nd 3:30 p.m. -- 5:00 p.m. Thursday, October 24th 12:00 p.m.-- 1:00 p.m. Friday, November 1st 3:00 p.m. -- 5:00 p.m. Friday, November 8th 12:00 p.m. -- 1:30 p.m. Wednesday, November 13th 12:30 p.m. -- 2:00 p.m. Thursday, November 21st 12:00 p.m. -- 1:30 pm Friday, November 22nd 3:30 a.m. -- 5:00 pm Thursday, December 5th 11:30 pm -- 1:00 pm Tuesday, December 10th 9:00am-12:00 Tuesday, December 10th
1:00 pm -- 4:00 pm Part I: WebCT "How To" Workshop #1 (Managing your WebCT Course) Part II: WebCT "How To" Workshop #2 (File Management) Electronic Imaging Grant Applications Due (Teaching/Technology/ Outcomes Assessment/ Information Competence) Introduction to FrontPage WebCT "How To" Workshop #3 (The Discussion Tools) WebCT "How To" Workshop #4 (Quiz and Exam Tools) First Class Workshop Course Planning Session 1 6.0 Wednesday, December 11th 9:00am -12:00 Wednesday, December 11th 1:00 pm -- 3:30 pm Thursday, December 12 9:00 a.m. -- 3:00 p.m. Tuesday, January 22nd 3:00 pm 6.59 6.29 6.29 6.6 6.56 6.7 Course Planning Session 2 6.7 N/A Friday, April 11th 1:00 p.m. 6.40 Library and Information Sources Session I and II 6.7 Conference experience and teaching Tuesday, April 15th 4:00 a.m. -- 5:00 a.m. Wednesday, April 16th 11:00 a.m. -- 12:00 a.m. Wednesday, April 23rd 11:30 a.m. -- 1:00 p.m. or Thursday, April 24, 12:30-2:00pm Wednesday, January 23rd 3:30 pm -- 5:00 pm Friday, January 31st 3:30 p.m. -- 5:00 p.m. Friday, February 7th 3:30 pm to 5:00pm Friday, March 7th Wednesday, March 12th 11:00 am – 12:00pm Thursday, March 13th 1:00 a.m. -- 2:00 p.m. Thursday, March 10th 3:30 p.m. -- 5:00 p.m.
6.50
6.90 N/A
MicroGrade Grant Applications Due (Teaching/Technology/ Outcomes Assessment/ Information Competence)
Third Annual Colloquium for Lecturers by Lecturers Effective Grading Session 1 or 2
N/A 7.0
Saturday, April 26 8:30 a.m. -- 3:30 p.m. Monday, April 28th 9:30 a.m. -- 11:00 p.m. Tuesday, April 29th 12:30 p.m. -- 2:00 p.m. Thursday, May 1st 1:30 pm -- 2:00 pm or Tuesday, May 6th 3:30 pm -- 5:00 pm Thursday, May 8th 11:30 am -- 1:00 pm Wednesday, May 14th 12:30 pm -- 1:45 pm Wednesday, May 21st 3:30 pm -- 5:00 pm Thursday, May 22nd 3:30 pm -- 4:30 pm Tuesday, May 27th 2:00 - 4:00 Friday, May 30th 2:00 pm -- 5:00 pm May: 7, 21 June: 4 1:00 p.m. -- 2:00 p.m. (Every other Wednesday) June 15-18, 2003 Tuesday, June 17th 9:00 am -- 12:00 pm and 1:00pm-4:00pm Wednesday, June 18th 9:00 am- 4:00pm Thursday, June 19th 9:00 am- 4:00pm
7.0 Effective Advising Session I or II Large Lecture Courses Videos and Teaching Technology Showcase Classroom Management Advising Basics Spring Gathering- Open House 6.27 6.54 6.0 6.0 7.0 N/A N/A Professional Identity Chancellor Office Long Beach 6.6 Course Design and Effective Grading
Teacher-Scholar Summer Institute (TSSI)
Web CT version 4 Application of Web CT and Evaluation
6.04 6.2
Qualitative feedback from faculty participants and faculty facilitators and staff
Below are selected messages received during the year, sometime edited slightly to protect the identity of the sender or to clarify the focus of the comments.
• •
•
•
•
• • • • • •
• • •
Kaye, thank you for your advice! I sincerely appreciate your input on the difficult questions. I'll keep you posted on the latest developments! I just now got around to reading your write-up on our session. I think you did a great job in detail and comprehensiveness of description. Speaking for myself, I guess the most valuable aspect of the exercise was to jog my thinking about how I do this in my own classes. I want to thank you for the immense contribution you are making to helping new faculty settle down and get up to speed. I realize the large time and energy commitment this requires and I want to tell you that I, and the other faculty I spoke with, appreciate this. Thank you for offering the various workshops for faculty over the past two months. I appreciate the information. The two workshops I attended in December (The Course Design workshop and the Scanning workshop) have been useful in my courses this quarter. I revised my assignments based upon information that I learned in both. So far it is helpful to the students. I also appreciate the most recent workshop about advising. Finally I just received my TLC small grants awards for various things that I applied for in the recent application round, and I appreciate it you and the committee's assessment very much. Thank you. (I also appreciate Michelle who supports and works with me on each of the small grants in helping me with ordering, etc.) Thank you for an excellent and thoughtful report on community service. You are to be congratulated. Your workshops are very informative and I am learning a lot. Thank you for letting me attend. Thanks for all the ideas about how to deal with this disruptive student. I tried a couple out in class and I think it will make a difference. Thanks Kaye. I really gained a lot of insight this morning from speaking to you. Thank you for the examples on RPT format and organization. Now I have to get busy asking for letters! I was so excited about the Micrograde information. I have just loaded it on my computer and Wow. I have referenced the workshop materials and I am go to go. Thanks. When I saw Kaye leave the cafeteria several days ago, I was reminded I never thanked either of you by e-mail or phone call for the advice you gave me regarding grant support for my student assistant and hybrid course development. Your suggestions were right on the money regarding design. Thanks for the great workshop. Keep up the good work! I just received my grant award. I wanted to thank the TLC this money is very important for my participation in this conference. Thank you for the grant support to purchase videos for my classes. I will plan on participating in the TLC workshop to discuss how I used these in my winter courses. Thanks again.