Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Faculty Development Constituency Committee
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
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2018 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015