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Lessons Learned: A Database-supported Workflow for Midterm Course Assessments

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2018 ASEE Annual Conference & Exposition


Salt Lake City, Utah

Publication Date

June 23, 2018

Start Date

June 23, 2018

End Date

July 27, 2018

Conference Session

Faculty Development Lessons Learned Poster Session

Tagged Topic

Faculty Development Constituency Committee

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Paper Authors


Ken Yasuhara University of Washington

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Ken Yasuhara is an instructional consultant and assistant director at the Office for the Advancement of Engineering Teaching & Learning (ET&L) at the University of Washington. He completed an A.B. in computer science at Dartmouth College and a Ph.D. in computer science and engineering at the University of Washington. When he finds the time, he plays with bicycle tools and knitting needles.

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Jim L. Borgford-Parnell University of Washington Orcid 16x16

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Dr. Jim Borgford-Parnell is Director and Instructional Consultant of the Office for the Advancement of Engineering Teaching & Learning at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 35 years. He has been involved in instructional development for 20 years, and currently does both research and instructional development in engineering education. Jim has taught courses on the development of reflective teaching practices, and has presented workshops on learning how to learn and developing metacognitive awareness. He has published and presented on engineering design, engineering pedagogies, and instructional development topics.

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This Lessons Learned paper describes the way in which our teaching and learning office conducts mid-term course assessments, using a variation on the Small-Group Instructional Diagnosis (SGID) and a custom-made database system. This paper details how our workflow and database are tailored for our disciplinary and institutional culture.

At the University of Washington’s Office for the Advancement of Engineering Teaching & Learning (ET&L), we focus our efforts primarily on sustained, individual consultation relationships with educators, and SGID-style formative course assessments are central to these relationships. Our end goal is student–educator partnerships around learning, where both parties take conscious ownership over their respective capacities and responsibilities for successful learning. Accordingly, we conduct SGIDs in a way that fosters responsive, reciprocal student–educator communication around teaching and learning.

Yasuhara, K., & Borgford-Parnell, J. L. (2018, June), Lessons Learned: A Database-supported Workflow for Midterm Course Assessments Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. 10.18260/1-2--30767

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