2015-16 Academic Year

July 12, 2016 Student Learning Improvement Project: Workshop on the Suskie Chart of Course Objectives, Activities and Assessments

Slides (PDF of PPT)

June 2, 2016 Student Learning Improvement Project: Workshop on the Suskie Chart of Course Objectives, Activities and Assessments

Slides (PDF of PPT)

January 13, 2016 Student Learning Improvement Project: Workshop on the Suskie Chart of Course Objectives, Activities and Assessments

Slides  (PDF of PPT)

December 17, 2015 Student Learning Improvement Project: Workshop on the Suskie Chart of Course Objectives, Activities and Assessments

December 16, 2015 Student Learning Improvement Project: Workshop on the Suskie Chart of Course Objectives, Activities and Assessments for the Department of Business Administration

November 25, 2015 Student Learning Improvement Project: Workshop on the Suskie Chart of Course Objectives, Activities and Assessments for the Computer Science Department

November 6, 2015 Student Learning Improvement Project: Workshop on the Suskie Chart of Course Objectives, Activities and Assessments

October 23, 2015 Our HLC Quality Initiative: Student Learning Improvement Project 

• Part 1
• Part 2
• Part 3

• The Student Learning Improvement Process (SLIP) Chart (HLC Assessment Academy Display) (PDF)
• Unified Field Chart for Assessment of Student Learning (DRAFT) (PDF)
• Template for the Suskie Chart of Course Objectives, Activities and Assessments (updated Nov. 2015) Please go to COURSE TEMPLATES

• Guidelines for completing the Course Objectives, Activities and Assessments Chart (PDF)
• List of verbs organized according to Bloom’s revised taxonomy (PDF)
• Assessment: Questions to ask students to make use of a wide range of thinking abilities, based on Bloom’s original taxonomy (PDF)

• Chart for ED 332  The Art and Science of Teaching: Developing Skill in Action (P. Armstrong) (PDF)

August 2015

Welcome by Dr. Craig Pearson (mp3):

Workshop Introduction by Dr. Jane Schmidt-Wilk (PDF of PPT)

Theme 1: Workshop on Team-based Learning Dr. Holly Bender, Iowa State University

• Session 1 (Video starts mid-session; about 40 min. total was recorded)
• Session 2 (Day 1 Afternoon, 1:55:37)
• Session 3 (Day 2 Morning, 39:45)
• Session 4 (Day 2, Morning Continued, 14:19)
• Session 5 (Day 2 Afternoon, 1:48:51; includes segment on Enrollment Center policies)

• Chapter 1: The Essential Elements of Team-Based Learning by Michaelsen, L. K. & Sweet, M.  From NEW DIRECTIONS FOR TEACHING AND LEARNING, no. 116, Winter 2008 © Wiley Periodicals, Inc. Published online in Wiley InterScience (www.interscience.wiley.com) • DOI: 10.1002/tl.330
• Backward Design by Michaelsen, L. K. & Sweet, M.  Excerpt from Chapter 2 of Michaelsen, L. K., Parmalee, D., Levine, R. & McMahon, K. Team-Based Learning for Health Professions Education: A Guide to Using Small Groups for Improving Learning. Stylus Publishing, LLC: Sterling, VA, 2008

• Instructions for Appeals (DOC)
• Sample cases for veterinary students
  • Poodle case (PDF)
  • German Shepherd case (PDF)
• Two Methods for Calculating Peer Evaluation Scores (PDF)
• Team folder covers (PDF)

Academic Administration 

• Essential Facts 2015 (PDF)
• Enrollment Center Presentation (2015) (PDF)

Theme 2: Promoting a High Quality of Student Life

• MIU Title IX Compliance: Sexual Misconduct Prevention: Protection for Students–slide presentation by Amellia Hesse (PDF of PPTX)
• Promoting Respectful Behavior: Pages 29 and 30 from MIU Student Handbook (PDF)
• Red Flags for Mental Health (PDF)
• Handout: Case Scenarios (PDF)