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Sentient Knowledge Map (SKM) Home
Community shared resource libraries, directories, inventories, practices, perspectives, and recommendations
Institutional assessment and self-study
An inventory of inventories (IofI)
IofI: Institutional structure
Group - Committees - Intramural
Demo: Academic Affairs / Provostial committees
Demo: Committee-Faculty Professional Development
List of committee charges
Unassigned metrics
Parents
List of committee charges
Children
Average aggregate scores on student course evaluation questions pertaining to course design
Average aggregate scores on student course evaluation questions pertaining to course management
Average aggregate scores on student course evaluation questions pertaining to intellectual value
Average aggregate scores on student course evaluation questions pertaining to learning evaluation
Average aggregate scores on student course evaluation questions pertaining to pedagogy
Average aggregate scores on student course evaluation questions pertaining to supportive learning environment
Average aggregate scores on student course evaluation questions pertaining to workload and pace
Number/Percent of Online Instructors with Online Teaching Certification
Percent of current instructors who have attended a workshop on writing reliable and differentiating test questions
Percent of current instructors who have participated in a faculty learning community on service learning
Percent of faculty advisors who have completed general professional development on student advising
Percent of faculty in each department who have attended training on advising for the majors offered
Percent of faculty who have been trained in collaborative online international learning (COIL) course design and execution
Percent of full time instructors who have completed a fellowship in Faculty Development.
Percent of instructors who within the last two years have used a flipped classroom approach within at least one of their courses
Percent of instructors who within the last two years have used digital stories within at least one of their courses
Percent of instructors who within the last two years have used experiential learning within at least one of their courses
Percent of instructors who within the last two years have used game based learning within at least one of their courses
Percent of instructors who within the last two years have used peer learning activities within at least one of their courses
Percent of instructors who within the last two years have used student learning communities within at least one of their courses
Percent of instructors who within the last two years have used undergraduate research within at least one of their courses
Percent of instructors who within the last two years have used writing across the curriculum (WAC) within at least one of their courses
Percent of instructors who within the last two years have used writing within the disciplines (WID) within at least one of their courses
Percent of self-assessing instructors who have consulted with a staff member in the Faculty Development on a course related matter in the past year
Percent of self-assessing instructors who have experienced disrespectful or disruptive behavior from students in the classroom in at least one course in the past year
Percent of self-assessing instructors who have incorporated service learning in at least one course in the past year
Percent of self-assessing instructors who have used a rubric to score a course assignment within the last year
Percent of self-assessing instructors who have used formative assessment (e.g. student response systems, muddiest point feedback) to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used game based learning in at least one course in the past year
Percent of self-assessing instructors who have used group work to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used in-class or online discussions to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used student assigned projects to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who have used student ePortfolios to test and strengthen learning in at least one course in the past year
Percent of self-assessing instructors who included undergraduates in research in at least one course in the past year
Percent of self-assessing instructors who required multiple drafts of student written work for progressive feedback in at least one course in the past year
Percent of self-assessing instructors who required student presentations in at least one course in the past year
Percent of self-assessing instructors who spent a good amount of class time addressing student questions in at least one course in the past year
Percent of self-assessing instructors who team taught in at least one course in the past year
The average over all courses taught in the last year as assessed by the instructor of the percent of class time in which course content was delivered by lecturing
Total number of awards given to faculty related to pedagogy or pedagogical research or course/program design