ARIZONA STATE

64
# CERTIFICATES AWARDED
UNIVERSITY

1883
# BADGES AWARDED
Course in Effective Teaching Practices
Summary Report, Impact Levels 1-3
Cohorts B, C, & D

GENERATION DATE: COHORT CODES:

August 14, 2018 ASU-B_Spr18, ASU-C_Spr18
 ABOUT ACUE PARTICIPATION

80+515m
The Association of College and University Educators (ACUE) believes that all college Of 80 active course-takers:
students deserve an extraordinary education and that faculty members play a critical
role in their success. In partnership with institutions of higher education nationwide, 15%
ACUE supports and credentials faculty members in the use of evidence-based teaching 5%
practices that drive student engagement, retention, and learning. Faculty members who
complete ACUE courses earn certificates in effective college instruction endorsed by the
80%
American Council on Education. ACUE’s Community of Professional Practice connects
college educators from across the country through member forums, podcasts, and up-
dates on the latest developments in the scholarship of teaching and learning. To learn Completed 25 modules 80%
more, visit acue.org. Completed 11-24 modules 5%
Completed 0-10 modules 15%

METHODOLOGY

13+157101m
DEMOGRAPHICS
ACUE’s six-level evaluation approach is grounded in the industry training model of
Kirkpatrick and Kirkpatrick (2007) and informed by Guskey’s (2000) and Hines’s (2011)
1% 13%
application to educational settings. The six levels are (1) faculty engagement, (2) faculty
learning, (3) faculty implementation, (4) student engagement, (5) course-level student 15%
outcomes, and (6) institutional outcomes.

Included in this report are metrics for the first three levels: faculty engagement, faculty 71%
learning, and faculty implementation of evidence-based practices. Within ACUE’s cours-
es, participating faculty members are surveyed, in real time, about the usefulness and
Tenured 13%
relevance of course content and which of the recommended techniques they learned or
On a tenure track 15%
learned more about. In addition, faculty taking one of ACUE’s courses report the teach-
Non-tenure track 71%
ing practices used via survey and submit a written reflection detailing the technique Other 1%
that was implemented. Based on 80 course-takers

2
 1. ENGAGEMENT

+96
D +91
D 98
+D
96% of faculty would recommend the 91% of faculty report modules were 98% of faculty found the content
ACUE course to a colleague. helpful in refining their teaching practice. relevant to their work.

96% 91% 98%

2. LEARNING 3. IMPLEMENTATION

Faculty report improved knowledge of evidence- Faculty report implementing evidence-based

based teaching practices. teaching practices.

On average, course-completers: On average, course-completers:

Learned Learned more about Implemented Plan to implement

55
new practices
73
practices
28
new practices
58
additional practices

(All course-takers, on (All course-takers, on average. (All course-takers, on (All course-takers, on average,
average, learned 2.2 new learned more about 2.9 average, implemented 1.1 plan to implement 2.3 additional
practices per module.) practices per module.) practices per module.) practices per module.)

3
 BELIEFS ABOUT TEACHING BELIEFS ABOUT STUDENTS

After completing the course, faculty report After completing the course, faculty report
increases in their: increased agreement that:

Use of research to Instructors can influence how students

inform practice perceive their intelligence

62% agree
before 86% agree
before

95%
agree
after 100% agree
after

Use of student feedback to All students can be successful in

adjust instruction their course

80%
agree
before 82% agree
before

100% agree
after 95% agree
after

4
 COURSE COMPETENCIES

After completing the course, faculty report increases in their confidence using evidence-based practices.

Unit 1: Designing an Effective Course and Class

45%
4592+ 4480+ 3982+ 4382+ 5190+
Unit 2: Establishing a Productive Learning Environment

Unit 3: Using Active Learning Techniques

Unit 4: Promoting Higher Order Thinking

39%

Unit 5: Assessing to Inform Instruction and Promote Learning

44%

43%

51%
80%

82%

82%
92%

90%

% of participants reporting confidence before taking the course % of participants reporting confidence after taking the course
5
 EXAMPLE REFLECTIONS

“
To complete each module, faculty:
• Select a technique from the module,
• Implement the technique in their classroom, and
• Write a reflection on the experience of implementing.
These written reflections:
• Describe what was done by the faculty member,
• Include the successes and challenges encountered,
student reactions, as well as next steps for continuous
improvement, and
• Are scored against a rubric by an ACUE national reader.
In my large class the main way of assessment is exams.
I always sent out the common problems and addressed
them in class too, but this time instead of telling the
students what those mistakes’ right answers were, I made
them instead work in pairs. Afterwards I brought the class
together, randomly picking students and asking how
they’d answered the question and why. This [method
of] feedback truly moved the focus from the grade and
‘the points taken off’ to the actual process of thinking,
improving their skill and chances for the following
exam. I know it was useful to the students, because a
number of them stopped after the class to tell me that
they had never thought that they could utilize all they
know during the exam to figure out an answer and had
panicked when they encountered a question for which

“ I decided to implement the techniques of using wait time and they did not remember the answer.”
limiting my speaking in order to encourage a better discussion. 2F: HELPING STUDENTS PERSIST IN THEIR STUDIES
I have one student who is very talkative, and who tends to

“
dominate the discussion. My worry in trying out this exercise
For this module, I created a checklist for one of the class
was that he’d fill the void left by my commentary and run
assignments. I hadn’t heard of this before and really
away with the discussion. I found, counterintuitively, that
loved the idea, so I thought I’d try it. I have used and
this was not the case. By sitting it out a bit, or occasionally
currently use rubrics, but never a checklist. The students
prompting other students by asking, “is that right?” or “Do
each picked a topic at the start of the semester to write
you agree with that?” I was able to draw more of them into
about and I asked them to complete the checklist as
the discussion than I have before by responding myself. It
well for their assignment. The checklist appears to have
is difficult to be patient. It is hard to remain silent, especially
helped the quality of the students’ work. The class
when a student is incorrect or confused about something (as
average is normally a C on written assignments, but this
my talkative student often is). Over the course of the next
time, it was a B+. I believe having the checklist forced
semester I’d like to develop my skills with these techniques.
students to focus more on the requirements of the paper
Sometimes, of course, it makes sense to respond to every
and do better. Next steps will be to assess what other
comment. But, for a discussion in which students are to try
assignments I can use the checklist for.”
out a view or evaluate an argument, the more silent approach
will probably work better.” 5B: DEVELOPING AND USING RUBRICS AND CHECKLISTS
3E: FACILITATING ENGAGING CLASS DISCUSSIONS

6
 APPENDIX: COURSE COMPETENCIES
After completing the course, faculty report increases in their confidence using evidence-based practices.

Unit 1: Designing an Effective Course and Class

45%
4592+ 4091 4489+ 3891 6298+ 4291
Writing learning outcomes that are specific, student-centered, and actionable
40%

Ensuring all assessments are aligned with my course learning outcomes

44%

Ensuring all course activities and assignments are aligned with my course outcomes
38%

Creating a syllabus that both communicates essential information and facilitates student success
62%
89%

91%
92%

91%

98%

Planning an effective start, middle, and ending for a class session

42%

91%
% of participants reporting confidence before taking the course % of participants reporting confidence after taking the course
7
 APPENDIX: COURSE COMPETENCIES
After completing the course, faculty report increases in their confidence using evidence-based practices.

Unit 2: Establishing a Productive Learning Environment

44%
4480+ 4993 82+ 3171 4582+ 4475
Leading a successful first day that builds community and helps students understand course expectations

Managing disruptive behavior in my class

49%

49%

Motivating students who show low interest in course activities and assignments
31%

Impacting students’ beliefs about their ability to do well on course assignments and assessments

45%

Avoiding and effectively addressing microaggressions and stereotype threats

71%
80%

82%

82%
93%

44%

75%

% of participants reporting confidence before taking the course % of participants reporting confidence after taking the course
8
 APPENDIX: COURSE COMPETENCIES
After completing the course, faculty report increases in their confidence using evidence-based practices.

Unit 3: Using Active Learning Techniques

39%
3982+ 4491 3185+ 5189 4080+ 3373 3676+
Using active learning techniques in a small- to medium-sized class

Using active learning techniques in a large class

31%

Delivering lectures that are paced to keep students engaged

Engaging quiet students in classroom discussions

33%
40%
44%

51%

Ensuring the majority of students engage in and learn from class discussions

73%
80%
82%

85%

89%
91%

Managing dominant talkers during classroom discussions

36%

76%
% of participants reporting confidence before taking the course % of participants reporting confidence after taking the course
9
 APPENDIX: COURSE COMPETENCIES
After completing the course, faculty report increases in their confidence using evidence-based practices.

Unit 4: Promoting Higher Order Thinking

43%
4382+ 4991 5185+ 4576 2580+ 4291 4771+
Providing clear directions for complex procedures and processes

Providing clear explanations and examples for complex ideas or concepts

49%

51%

Using visual tools to help students understand complex ideas, concepts, and procedures

Teaching effective note-taking skills

25%
45%

Using varied questioning techniques to prompt critical thinking in the classroom

42%
76%

80%
82%

85%
91%

91%
Developing students into lifelong learners
47%

71%
% of participants reporting confidence before taking the course % of participants reporting confidence after taking the course
10
 APPENDIX: COURSE COMPETENCIES
After completing the course, faculty report increases in their confidence using evidence-based practices.
Unit 5: Assessing to Inform Instruction and Promote Learning
51%
5190+ 5591 62+ 6095 5184+ 4291 4585+ 91
Developing fair and consistent grading practices that students fully understand

Ensuring students use my feedback to improve their performance

51%
55%

Ensuring my grading practices are fair, consistently applied, and easily understood by students

Providing students a clear understanding of my assignment expectations

Checking for students’ understanding and making appropriate adjustments to instruction

42%
60%

Using student achievement on assignments and assessments to inform instructional improvements

45%
62%

84%
90%

91%

91%

91%
95%

85%
Using student feedback to inform instructional improvements
45%

91%
% of participants reporting confidence before taking the course % of participants reporting confidence after taking the course 11