- Date–Based Decision–Making
- Designing Course–Based
- Using Data Enhance Innovation in Course Redesign
- Rethinking Teaching and Learning
- Embedding Assessment Activities in Meaningful Ways
- Planning The Course
- Closing the Feedback Loop
- Moving from Course–Level Decision–Making to Departmental Curriculum Planning
- Creating a Culture of Student Learning Outcomes Assessment
One: Date–Based Decision–Making.
Two: Designing Course–Based.
Measures you Already Have.
Measures You Can Create.
Student Satisfaction Measures.
Specific Methods for Course–Based Assessment.
Three: Using Data Enhance Innovation in Course Redesign.
What is innovation in course redesign?
Four: Rethinking Teaching and Learning.
Transfer of Learning.
The "Guide on the Side."
Applying Rubrics to Enhance Learning.
Five: Embedding Assessment Activities in Meaningful Ways.
Outline Your Teaching Goals.
Review Current Teaching and In–Class Activities.
Consider Adapting Existing Activities.
Create New Methods to Assess Student Learning.
The Importance of Embedding Activities.
Six: Planning The Course.
Student Learning Outcomes and Other Data Sources.
Teaching and Learning Activities.
Grading Policies and Process.
Enjoyment of Teaching.
Seven: Closing the Feedback Loop.
Collecting Informal Feedback.
Embedded Assessment Items.
Closing the Feedback Loop.
Eight: Moving from Course–Level Decision–Making to Departmental Curriculum Planning.
Development of Student Learning Outcomes.
Determining When Specific Outcomes Should Be Met.
Sharing Objectives with Students.
Collecting Information on Specific Objectives.
Identifying Other Sources of Data.
Using Data to Make Departmental Curricular Decisions.
Nine: Creating a Culture of Student Learning Outcomes Assessment.
Benefits of a Culture of Assessment.
Possible Obstacles to Building a Culture of Assessment.
Transforming an Institution′s Culture.
Characteristics of an Institutional Culture of Assessment.
She earned a Ph.D. in educational psychology from the University of Florida in 1992 and took a faculty position at Stephens College in 1991 where she taught in the psychology department and began to explore the interplay between faculty development and assessment at the university level.
Dr. Wehlburg has edited or coedited four volumes ofTo Improve the Academy (Anker, 2001–2004) and has published several articles and book chapters on assessment and faculty development. In 1998 she worked as a senior associate at the American Association for Higher Education in the Assessment Forum while on sabbatical. In addition, she has been a consultant–evaluator for the Higher learning Commission and for the Southern Association of Colleges and Schools.