Strategies, best practices, and tips to support student learning
Materials for Instructors and Students
by the Learning Scientists.
Contact us at caes.sps@nyu.edu or 212-992-9137 for assistance or to learn more about our services.
Strategies, best practices, and tips to support student learning
Recommendations, guides, and hints for teaching online.
The Syllabus Template supports faculty as they develop courses and prepare to teach classes at the NYU School of Professional Studies. A syllabus is an impactful document that sets the tone for the course.1 It is the first contact between faculty and students, and should communicate enthusiasm for the subject matter, challenge and inspire students, and connect subject matter with a relevant, real-world context.
Items to Include:
Faculty name/title
Faculty NYU email address
Course title/number
Credits or CEUS as applicable
Semester/Year
Class meeting location*
Office Hours, if Applicable
General Course Information is the first message students will receive. Take this opportunity to clearly list the key information students need to know. Keep in mind:
This course provides a general survey of Chinese history and culture in the modern period, from the Qing dynastic period through the founding of the People’s Republic and post-Mao China through 1990. We will try to trace the continuing themes as well as changing conditions that mark China’s tumultuous modern history.
The purpose of a Course Description is to highlight important content and outcomes. The academic department provides the Course Description. It can also be found in the online course bulletin. Degree course descriptions are New York State approved and cannot be changed without a specific approval process through the academic department. Changes to course descriptions for non-degree courses may be more flexible, but these must also be pre-approved by academic program directors before the course is open for enrollment.
Learning Outcomes are statements that specify what learners will know or be able to do as a result of a learning activity. Outcomes are usually expressed explicitly as measurable knowledge, skills, or attitudes.4 SPS students look at Learning Outcomes to determine what tangible, real-world skills they will be able to take with them after course completion.
Faculty are given Course-Level Learning Outcomes that are connected with Program-Level Learning Outcomes. Course-Level Outcomes may not be changed, however, faculty are encouraged to inquire about and note the connection before creating Module-Level (e.g., weekly or bi-weekly) Outcomes.
Guidelines for Developing Well-Written Learning Outcome Statements
Outcomes must measure something meaningful and useful.
Outcomes must be consistent with program goals, core curriculum outcomes, and university mission.
Resources
On Learning Goals and Learning Objectives – The Derek Bok Center for Teaching and Learning (Harvard University)
Taxonomies of Learning -The Derek Bod Center for Teaching and Learning (Harvard University)
High-Impact Practices: Applying the Learning Outcome Literature to the Development of Successful Campus Programs (Association of American Colleges & Universities)
Guides
Sample Question Stems Based on Revised Bloom’s Taxonomy (Toolbox for Planning Rigorous Instruction)
The Cognitive Process Dimension (Indiana University School of Medicine)
Faculty are asked to use their NYU email address to communicate with students and may also communicate through the NYU Classes announcements or message system. Explain that credit students must use their NYU email to communicate. Non-degree students do not have NYU email addresses. NYU Classes course-mail supports student privacy and FERPA guidelines.
Clearly state how you want students to communicate with you (through NYU email or the NYU Classes message system) and what your own actions will be in relation to communication (e.g. “all email inquiries will be answered within 24 hours,” etc.)
Communication: Students’ Top 10 Suggestions
Influencing Academic Motivation: The Effects of Student–Faculty Interaction
This is a blended course. That means we will meet face to face every other week and for the last class meeting in Week 10, but, during the other weeks, we will meet online only. Attendance at the face-to-face meetings and participation in all online activities is required. You will find that the online and face-to-face elements of this course are interdependent and integrated. Online participation is required every week, even in weeks when we are meeting face to face—you will be expected to go online, preferably within seventy-two hours of a face-to-face meeting, to continue discussion or complete other activities. The dates during which we meet face to face are clearly indicated in bold font on the syllabus schedule.
Each class week begins online on Monday and ends on Sunday. Our face-to-face on-campus meetings all take place on Tuesday evenings, 6:30–9:30p.m. in the Seely Center, room 2009. The Center is equipped with wifi and you are welcome to bring your laptop to class. Face-to-face meetings will be a combination of instructor lecture, discussion, and student presentations. If you miss a face-to-face meeting you will be required to do additional makeup work online.
Your Online Classroom and Procedures
The Announcements area of the classroom that you see each time you log in will be used on at least a weekly basis to post updates and comments on class matters. The instructor will also email the class to remind students of important due dates. (If you prefer to receive text message versions of these emails, please let the instructor know by following the instructions posted in the classroom.)
The Course Materials area, arranged in folders by week, houses the content for the course. All materials for the course are posted and can be reviewed from the start of the class. There is also a folder within Course Materials labeled Detailed Assignment Instructions that provides full information, criteria, rubrics, and samples for completing each assignment.
The Discussion area contains at least one discussion forum for each week of the course. Each discussion forum will be opened for posting on the Saturday before each new week begins. There is a forum labeled “Student Lounge” for casual conversations as well as a general “Q&A” forum where questions about class requirements or other questions that do not fit into a weekly discussion may be asked. It is recommended that you “subscribe” to the Q&A forum so that you can receive notification via email each time a question is posed or answered.
The Assignment area is the place to submit individual assignments unless otherwise indicated in assignment instructions. Click on the link for each assignment to submit your work. Remember that our classroom server is set to US Eastern time. Therefore all due dates are noted as of US Eastern time. Use the World Time Clock link available in the classroom to convert all times and dates.
Main text: J. Spence, The Search for Modern China, 3rd edition only. See the link to Buy Textbooks in the classroom if you have not already obtained your book, or check on Amazon.com for used copies.
If you are not already familiar with Chinese names and their pronunciation, you may find that in the beginning, you may have a little trouble remembering and identifying the names of people, places, and events. I recommend that you take notes while you read and refer often to the Glossary contained at the end of the textbook. When referring to Chinese names, places, and events, I will try to include short identifications whenever possible. If you are ever in doubt about what I am referring to in my commentary or in the conference discussions, please don’t hesitate to ask!
We will be using many internet resource readings as well as periodical articles available through our electronic reserves of the library. The instructor will also introduce numerous multimedia resources from the internet, especially during the last half of the course. If you are unable to access the multimedia resources from home, you are expected to use the campus labs to complete this work. Finally, the instructor will provide short commentary on a weekly basis to help elucidate the issues from our readings and provide additional perspectives. These commentaries are posted in the Course Materials area of our classroom. During weeks that the class meets face to face, it is recommended that you read the instructor commentary before coming to class.
NYU syllabi must set the standard for scholarship. Each faculty member can realize that vision by including the best teaching literature on a topic (timely, robust, relevant) and choosing reading materials at an appropriate ,but challenging, level. It is important to note that all selected resources and materials should directly serve the Learning Outcomes at the Course and Module level.
Logistically, state what students need to buy (and where to buy) to participate effectively in the course. Clearly state what, if any, resources will be provided by the faculty and how to access these resources.
Links:
Scientific Teaching – Jo Handelsman, Diane Ebert-Man, Robert Beichner, Peter Bruns, Amy Chang, Robert DeHaan, Jim Gentile, Sarah Lauffer, James Stewart, Shirley Tilghman, William Wood
What is Scholarly Work? – The University of Saskatchewan
The Scholarship of Teaching – Eileen Bender and Donald Gray
NYU Library Resources:
As you are completing the Assignments portion of your Syllabus, consider that students are often concerned about how they will be graded, so the specificity and clarity of this section will set them up for success.
Please be mindful of the following:
Important notes:
Finally, remember that faculty should maintain high and consistent standards for all students. While SPS prides itself on being a school of access and opportunity it must also be a school that insists on a high quality of academic and professional competence from all students.
Links:
General Assessment
Mindful and Purposeful Assessments
Rubric Guidelines and Samples
Week 1, January 24–30, Traditional China under the Qing
Tuesday, January 25, 6:30–9p.m., Seely Center, Room 2009
In-class intro to our LMS class site
Online Activity and Assignments Due
Introduce yourself in Introductions forum, first posting in Week 1 forum by January 28
Readings and Materials
Spence, Chapter 3, bottom page 53–top page 69; Chapters 5 and 6, pp. 96–137
Instructor commentary under Course Materials
Visit web resources under Course Materials for Week 1
Week 2, January 31–February 6, China’s Dual Crises
No face-to-face meeting
Online Activity and Assignments Due
Participate in Week 2 discussion forum and make first posting no later than February 4
Review list of topic questions for Short essay assignment under Course Materials
Readings and Materials
Spence, Chapters 7 and 8, pp. 141–191 and 202–214
Instructor commentary for Week 2
Week 3, February 7–February 13, The End of Dynastic China
Tuesday, February 8, 6:30–9p.m.
Online Activity and Assignments Due
Assemble with your group, receive your topic and date for presenting
Participate in Week 3 discussion forum and make first posting no later than February 11
Start work in group wiki after February 8 meeting
Readings and Materials
Spence, Chapters 10 and 11, pp. 215–263; Library electronic reserve reading #1
Instructor’s commentary for Week 3
Week 4, February 14–20, The New Chinese Republic
Online Activity and Assignments Due
Participate in Week 4 discussion forum and make first posting no later than February 18
Continue work in group wiki
Short essay due end of this week via Assignment link. Label file submitted Firstinitial+Lastname+ShortE
Readings and Materials
Spence, Chapters 12 and 13, pp. 267–313
Instructor’s commentary for Week 4
Visit web resources for Week 4
Week 5, February 21–27, Union and Disunion
Tuesday, February 22, 3–5p.m.
Groups 1 and 2 to present and lead discussion
Online Activity and Assignments Due
Participate in Week 5 discussion forum, first posting no later than February 25
Groups 1 and 2 be prepared to respond to questions after F2F presentation
Submit your final topic choice to instructor via email for approval by end of this week
Put HIST 415 and Final Topic in your subject line
Readings and Materials
Spence, Chapter 14, pp. 314–341 and Chapter 15, pp. 342–374; Library
The Course Schedule is an opportunity to tell a unique story. Consider what the learning journey will be like for students and the best way to guide them through it. Students should understand how sessions build upon each other and culminate in the final assignment. Scaffolding is essential.
When building your syllabus, clearly state the topic for each session, unit, week, etc.
Please use the list format below for each week of your course. Kindly avoid using tables whenever possible for maximum accessibility by screen reading software and consumption by students with disabilities. (As a general guideline, tables should be reserved for communicating strict data sets only.)
Session I, date, topic title
Topic description
Assignments and deadline dates
Session 2, date, topic title
Topic description
Assignments and deadline dates
Additionally, Course Schedules should highlight the following:
Following are rubric exemplars upon which you can build, as well as worksheets for creating your own rubrics. We would also like to encourage you to contact CAES at caes.sps@nyu.edu should you wish to collaborate on rubric development.
It may be helpful to know that many margnizalied groups' preferred terms have changed over the years. There are several resources for learning about these preferences:
Include these paragraphs in your syllabus for both graduate and undergraduate classes:
STUDENTS WITH DISABILITIES
HEALTH AND WELLNESS
BIAS RESPONSE LINE
For any concerns about bias at NYU, contact the NYU Bias Response line at 212-998-2277 or at bias.response@nyu.edu. Or complete the online form at: https://www.nyu.edu/about/policies-guidelinescompliance/equal-opportunity/bias-response/report-a-bias-incident.html.
This content was originally created by NYU Stern. It has been modified slightly to be more relevant for Tandon faculty and students. The document draws heavily from a document used at NYU Law School, which was the result of a collaboration among NYU Law’s Diversity Working Group, Student Bar Association, and All-ALSA Coalition, and draws upon numerous expert resources including Claude M. Steele, Whistling Vivaldi (2010).
Materials for Instructors and Students
by the Learning Scientists.
Space Out Your Studying Overtime
Explain & Describe Ideas with Many Details
Use Specific Examples to Understand Abstract Ideas
Practice Bringing Information to Mind
Switch Between Ideas While You Study
Combine Words and Visuals
These additional resources where currated by Trace Jordon, Ph.D. and Monica Lewin, Ph.D faculty in the NYU College of Arts and Sciences.
Understanding How We Learn: A Visual Guide
Yana Weinstein, Megan Sumeracki, Oliver Caviglioli
(Routledge, 2018, ISBN 9781138561694)
Make it Stick: The Science of Successful Learning
Peter C. Brown, Henry L. Roediger III, Mark A. McDaniel
(Belkap Press, 2014, ISBN 9780674729018)
A Guide to Effective Studying and Learning: Practical Strategies from the Science of Learning
Matthew Rhodes, Anne Cleary, Edward DeLosh
(Oxford University Press, 2019, ISBN 9780190214470)
Dunlosky, J., rawson, K.A., March, E.J., Nathan, M.J., & Willingham, D.T. (2013). Improving students' learning with effective learning techniques: Promising directions from coginitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4-58.
Roediger III, H.L. (2013). Applying cognitive psychology to education: Translational educational science. Psychologial Science in the Public Interest, 14(1), 1-3.
Litman, L., & Davachi, L. (2008). Distributed learning enhances relational memory consolidation. Learning & Memory, 15(9), 711-716.
Bahrick, H.P., & Phelps, E. (1987). Retention of Spanish Vocabulary Over 8 Years. Journal of Experimental Psychology: Learning Memory and Cognition, 13(2), 344-349.
Co-Creating Our Experiences Through Sustainable Practices
Technology affords NYUSPS faculty and students the ability to improve sustainability and avoid waste. Creating and sharing content digitally can help save valuable class time and reduce paper consumption by loading materials on NYU Classes. Adopting tools available through NYU Classes also opens the door to new pedagogical approaches while promoting collaboration, empowering students, and organizational skills that are a benefit to NYUSPS students as they pursue their degree or certificate.
Here you will find six approaches that promote “green teaching.”
Here are some simple ways to integrate writing throughout your course. These suggestions can be adapted to fit online, onsite and blended courses.
For more ideas on how to integrate writing into your course work:
What does it mean to be an effective teacher in higher education? Here’s a short video that illustrates 21st Century teaching goals
More than 100 distinguished full-time faculty members collaborate with an exceptional cadre of practitioner/adjunct faculty members to create a vibrant professional and academic environment that educates over 5,000 degree seeking students from around the globe each year. In addition, the School fulfills the recurrent professional education needs of local, national, and international economies, as evidenced by nearly 28,000 Professional Pathways enrollments in Career Advancement Courses and Diploma Programs.
The purpose of feedback is to improve student learning.
Some definitions of feedback include:
Grant Wiggins (2012) in Seven keys to effective feedback, defines feedback as: “Information about how we are doing in our efforts to reach a goal”.
In an online article published by Flinders University, Feedback to improve student learning, they define feedback as “information provided to students that is used by them to alter the gap between their current performance and the ideal (i.e. information that helps the student learn)”
To distinguish between feedback, assessment and evaluation, Teaching and Learning Laboratory at MIT provide us with these definitions:
Taking into consideration all of these definitions, feedback isn’t the grade (that’s the evaluation), it isn’t a way to know if/what a student has learned (that’s the assessment). Feedback is information that tells the students what they are doing well and where they need to improve to reach outcome mastery. It is one of single most important learning tools. It is transparent and tangible information that is concrete, specific, and useful regardless of the level of student work. “Nice job” is not effective unless it is followed by the reasons the student did well. There is a balance inherent in useful feedback. To be effective, it should be understandable and ongoing. Perhaps, one of the most important elements of effective feedback to improve learning is timeliness. Students need ongoing and timely feedback to build their skills throughout the class as the level scaffolds upward. (Wiggins, 2012, http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx).
A plethora of sites can be found on the Web that provide us with tools to create rubrics, numerous rubrics created by others who are willing to share their ideas, and articles expounding their benefits and drawbacks. Most educators agree that using a rubric increases the quality of the assessment and is an important tool for the measurement of student learning. It is important to note that rubrics can be as simple or complex as the author chooses. They can provide detailed and transparent feedback, consistency, and a roadmap for the students to utilize as they reflect and engage in coursework. They can also increase effective grading and be combined with qualitative feedback. Here is a video created by Truckee Meadows Community College (2015) explaining the importance of using rubrics:
What is a rubric?
In their article about using rubrics in higher education, Atkinson, and Lim (2013) reported an increase in students’ ability to understand their tasks, what they had achieved, and where they needed to do to improve while instructors’ reported improved efficiencies and greater student satisfaction.
A rubric is:
A coherent set of criteria
Jonsson and Svingby (2007) state, “Rubrics indicate what is important and thereby give clarity and explicitness to the assessment, and this is deemed positive by students and teachers alike” (p. 139). A rubric formalizes the process of assessment. Panadero and Johsson (2013) explained that rubrics can lead to improved performance by increasing transparency, anxiety, aiding in feedback process, improving student self-efficacy and, or supporting student self-regulation. As Andrade (2005) suggested, however, rubrics vary by quality, and it is important that they are built with careful attention to quality for each criteria. For a tutorial on building rubrics, see http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/Tutorials/Rubrics/index.htm
Why use a rubric?
Why use rubrics?
For instructors, rubrics:
Measure student learning
Focus the instructor’s feedback
Help the instructor assess how well the stated outcomes were met
Connect learning outcomes, instruction, and assessment
Contribute to fair and consistent grading
Provide efficiencies for feedback and grading
For students, rubrics:
Measure student learning
Clarify the expectations as students prepare, focus, and management time
Enhance the learning process
Encourage students to reflect on their work prior to and after completion
Provide feedback to students
Increase student-directed learning opportunities
Rubrics do not replace instructor feedback, they guide and enhance it. The instructor’s feedback, as stated previously, provides the information that tangibly and transparently informs the student how s/he is doing in reference to reaching the stated outcome, information that is concrete, specific, and useful (Fennema, B. 2017).
At SPS, our goal is to be current and competitive with skill sets and competencies that meet and anticipate the demands and opportunities of the marketplace and our changing and increasingly global economy. This commitment complements well our twin objective to provide the core industries we serve with highly skilled and critical thinkers capable of formulating ideas and finding solutions to advance their fields of practice.
We do this by serving the educational needs of all those striving to maximize their full personal and professional potential and to meet and achieve industry-based outcomes.
Much research has been completed about learning, in higher education. Quinn (2005, p. 12) stated engagement as the word used to describe the situation when learners are captured, heart and mind, in learning – or to use formal terms, are cognitively and affectively connected to the learning experience. This does not mean that students are only engaged with the instructor but are also engaged with one another and the instructional materials. Quinn went on to state that by aligning engagement and education, a synergy is created that makes a more compelling and effective experience (2005, p.53).
In a learner-centered environment, the following principles apply (Brown, 2003; Ramsey & Fitzgibbons, 2005):
Theory plus practice/skill development is included.
Learners start with prior experiences and knowledge allowing for 360-degree learning.
Activities in the classroom include discussions, exercises, role-plays, and demonstrations.
The instructor is a guide on the side (facilitator).
The student is actively engaged in the learning process.
Content is put into context so the relevancy to learners is apparent.
The learner makes learning connections.
The onus is on the student. The instructor provides a wide variety of instructional strategies that allows flexibility for the learner in constructing their learning.
Emphasis is on understanding and thinking to help the learners build their own interpretation.
Active Learning
Closely related to engaged learning is the concept of active learning. Learning outcomes are written using active verbs because students learn best when participating in learning activities. There is abundant evidence today that illustrates the benefits of active versus transmissionist approaches. Any type of learning that goes beyond listening, memorizing, or passively reading is active learning. Even lectures or presentations can include active learning. For instance, students can be asked to reflect during the lecture, take a short assessment about their understanding, or engage in critical discussions (“Leading Scintillating, Stimulating, Substantive Class Discussions.” Colombia University, Graduate School of Arts and Sciences, Teaching Center. http://www.columbia.edu/cu/tat/pdfs/discussions.pdf).
When students are actively engaged in learning, research indicates that they are able to retain more knowledge, synthesize that knowledge, and place it among their cognitive roadmap for analysis, retrieval, and application. Active learning places responsibility for learning on the learners thereby encouraging students to grapple with new ideas, and reflect in meaningful ways. Active learning also encourages students’ to utilize their own experiences, and thereby, increase the significance of the learning process (Knowles, Holton, and Swanson, 2005). Harvard’s Derek Bok Center (2017) offers multiple examples of active learning exercises that are easy to integrate into any classroom: https://ablconnect.harvard.edu/pages/activity-definitions
It may be helpful to know that many margnizalied groups' preferred terms have changed over the years. There are several resources for learning about these preferences:
Include these paragraphs in your syllabus for both graduate and undergraduate classes:
STUDENTS WITH DISABILITIES
HEALTH AND WELLNESS
BIAS RESPONSE LINE
For any concerns about bias at NYU, contact the NYU Bias Response line at 212-998-2277 or at bias.response@nyu.edu. Or complete the online form at: https://www.nyu.edu/about/policies-guidelinescompliance/equal-opportunity/bias-response/report-a-bias-incident.html.
This content was originally created by NYU Stern. It has been modified slightly to be more relevant for Tandon faculty and students. The document draws heavily from a document used at NYU Law School, which was the result of a collaboration among NYU Law’s Diversity Working Group, Student Bar Association, and All-ALSA Coalition, and draws upon numerous expert resources including Claude M. Steele, Whistling Vivaldi (2010).
Student learning assessment is a systemic and ongoing process for understanding and improve student learning (Angelo, 1995). Assessment of student learning occurs at a various levels of a higher education institution: individual level, course level, and institutional level, etc. Program-level assessment determines the extent to which students in an academic program are mastering the learning outcomes of the academic program.
The program level assessment cycle is continuous, and generally includes five key elements as it is illustrated in the image.
Compared to course-level assessment, program-level assessment “helps determine whether students can integrate learning from individual courses into a coherent whole. Interest is focused on the cumulative effects of the educational process” (Banta and Palomba, 2015). Program-level assessment is an opportunity to understand and strengthen student learning experience and learning outcomes and to create meaningful conversations around pedagogy and curriculum in the program.
Each program is recommended to develop an assessment plan to detail the steps of the assessment cycle for the learning outcomes identified for the program. Assessment plans consist of program goals, learning outcomes, curriculum map, assessment measures, and timeline. Each program should identify 3-5 of its most important learning goals and 6-10 measurable learning outcomes. Every year, each program should revisit the assessment plan and develop an assessment report that assessing at least two learning outcomes.
Click the sections below for program-level assessment resources available to all NYU SPS teaching faculty.
Program goals are broad, general statements about what the program intends to accomplish. Goals describes overarching expectations such as “Students will demonstrate communication and leadership skills in a team business-related setting”. Program Goals can be drawn from program mission statement and linked to specific and measurable student learning outcomes as seen in the image below.
Student Learning Outcomes (SLO) are specific statements of what students will be able to do, know, or value as a result of their learning experiences. SLOs are concise, discipline specific and observable. A measurable SLO consists of an action verb, specific content and context. For example, students will be able to write (action verb) clear, concise, and audience-centered business plans (content) for organizations addressing social problems (condition). You can find a list of categorized action verbs in Blooms’ taxonomy. Words, such as, “understand”, “become familiar with”, “learn about”, “become aware of”, or “gain an awareness of”, should be avoided as these actions are not observable.
Resources:
Curriculum map is a visual diagram displaying where each program outcome is introduced, reinforced and assessed throughout a program’s curriculum. It is a reflective process that provides faculty the opportunity to develop a comprehensive student-centered view and reflect on the optimal pathway. Creating a curriculum map can help design a coherent and well-organized curriculum that facilitates student learning. It also ensures that learning opportunities match the academic expectations for the program.
Resources:
Assessment measures are methods used to gather evidence of student learning. Based on the nature of evidence of student learning, assessment measures are categorized into direct assessment measures and indirect assessment measures. Direct evidence of student learning demonstrates that actual learning has occurred relating to a specific content or skill against measurable learning outcomes.
Examples of direct assessment measures include capstone projects, filed experience, etc. Indirect evidence of student learning provides information about what students are probably learning. Course evaluations and alumni surveys are examples of indirect assessment measures.
A capstone course is a common method for directly measuring program-level student learning outcomes. When using a capstone course to collect assessment data, a best practice involves applying rubrics to student artifacts and identifying student performance at varying levels of mastery.
Resources:
Data analysis is a process of making sense of collected assessment data and answering the question of how well students are achieving the learning outcome(s) you are assessing. Once you have collected the survey responses or graded student work using a rubric, you are ready to organize and summarize the data using charts, graphs, and tables. Effective data visualizations can reveal patterns, trends and correlations in your data. For support on data analysis, Request a Consult with a Specialist.
Using results to close the loop involves making sense of your assessment results and taking actions on the results to enhance student learning. It is a collaborative process to identify and implement strategies to make changes. The question to be answered at this point is “What changes should be made to enhance the program and student learning?”. This is the final step in the continuous assessment cycle, which concludes the current cycle and initiates the next cycle of assessment planning. Below is a list of changes to consider as you craft specific recommendations to improve student learning in your programs:
Changes to Assessment Plan
Changes to Curriculum
Changes to Academic Processes
(Adapted from University of Central Florida Assessment Handbook, 2008)
Welcome to the Engaged Learner Series! Each module focuses on a discrete pedagogical area and was crafted in concert with faculty who are experts in these areas. We would like to invite you to explore these modules and to stay tuned as we continue to add to our reserve!
To learn or explore more about the modules below, click on the tiles below.
Filter Module Topic offerings by category, using the navigation bar below.
To enroll within the NYUiLearn Module, Click on Schedule, Launch, and Launch again.