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The Davis Learning Grant

Specific Outcomes & Their Importance:

  1. Enhanced student learning in the courses that are part of the program
  2. Increase in faculty skills to effectively integrate instructional technologies into course design and reflective practices that will both enhance student learning and bring career satisfaction to the faculty member.
  3. Increase in faculty skills and culture of peer collaboration will lead to continual course redesign and a climate of assessment on campus.
  4. Further development of the campus reusable learning object repository for faculty use across the colleges that helps to build student skills through self-mastery and self-assessment learning opportunities.

The importance of outcomes (1) and (2) is self-evident. Developing a culture of peer collaboration and assessment, which leads to greater accountability in department curriculums, is vital for maintaining the quality of higher education, especially as teaching and learning practices are changing due to technology. The reusable learning object repository fosters faculty collaboration and sharing of resources across disciplines. However, it is also crucial for our project that the learning of both student and faculty member be transferable – and transferred – to other courses. It is only in this way that we can have a general affect on student learning and faculty development as a whole at the University. Thus our two other specific outcomes are: (5) Improvements in student learning in other courses that are not being taken as part of the program; and, (6) Faculty skills and reflective practices learnt in the program will be transferred to other non-program courses.

Additional Anticipated Outcomes: At the same time we are focused on faculty development and student learning, this project will also assist us in reducing costs as faculty engaged in blended courses will share classroom space; thus, the campus will have access to a much needed resource—more classroom space—for offering additional courses at peak times for students.

In addition, our project and its outcomes will dovetail with our institution's need to develop retention strategies for undergraduate students. Students are coming to the university with underdeveloped study skills. RLOs offer an interactive process in an environment (online and with Flash technology) that this generation of student both prefers for their learning and improve performance.

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