The TLSS Evaluation Framework
Data are revealing evidence of impact in both expected and unexpected ways. For instance, expected in that there is a diversity of instructional approaches at work across the levels and disciplinary boundaries of the institution. Somewhat unexpected in that participation overall has been quite high and that the experiences and insights shared by professors, students and staff alike have been exceptionally rich.These findings are not only permitting us to carefully weave a coherent narrative of impact, but, as initially suggested, to test the processes used to most efficiently collect the data in a way that solicits the greatest participation and the most meaningful and constructive feedback. See the TLSS Annual Report here to view some of the data at work!
The TLSS welcomed 184 professors for
369 individual consultations, representing 383 hours
Emerging Themes Regarding Transformation of Teaching Practices
Across disciplines, professors report that practices with most impact on student learning are:
- case studies;
- student presentations;
- reflective in-class student activities
Influence of Instructional spaces on teaching and learning
Via systematic instructor feedback and class observations, the instructional approaches used by professors and the nature of student engagement is heavily influenced by the space that they are teaching and learning in. Requests for flexible spaces which are designed with active learning in mind continue to increase.
Professor Perceptions as Compared to Student Experiences
Across over a dozen contexts, instructional activities said to be used in-class, match what the students in the same classes are saying that they experience. However, discrepancies of 5-15% emerge between professor and student views of the amount of in-class time spent lecturing.
The Voice of the Professors
The initial grant given to us by the TLSS gave us the opportunity to rethink how we deliver content and engage students in classes (large or small). Is has opened new teaching and grant opportunities and allowed us to develop new ideas on how to engage our students or deliver content that could benefit our students. It stimulated us and gave us the opportunity to think differently about our classrooms, our students, and reflect on our teaching skills and experience in ways we would not have otherwise.
Just to thank you for the meeting, the interest you’ve shown and the good atmosphere. After this meeting, I have a better view of what is doable, and it’s more than I thought. So it’s encouraging for the next step and the next phases of the project.
Tech support was fast and efficient. The proximity and immediate availability, during class setup and while in session, provided a safety net that allowed instructors to feel safe trying new things and "taking risks" with technology.
The Voice of the Students
I had a blended learning international development course that I thoroughly enjoyed. The flexibility of not always having to go to campus was great. I liked being able to complete the course material at home (i.e., watch videos) because often in class it can be hard to focus. I liked being able to do the online component of the course at my convenience.
Technology, in general, is a barrier. For example, I would not be able to complete most of my work without Internet or computer access. Often my professors are not tech savvy, and many features go unused or the site is not updated regularly.
Echo360 is honestly the most valuable resource available to me as a student. I am a student that attends almost 100% of lectures but I STILL go back and re-listen to all lectures to ensure I fully grasp concepts, and I can go back and clarify anything I have not been able to understand in class.