Date: Friday March 23, 2012
For additional workshop details, please click here.
Linda B. Nilson, Director, Office of Teaching Effectiveness and Innovation
|Measuring students’ facility in higher-order thinking demands thoughtful and well-designed assessment instruments, particularly since even defining these higher-order learning goals can be challenging. This workshop will simplify and systematize the assessment process by enabling you to measure, with good accuracy, your students’ progress toward achieving higher-order thinking/learning outcomes by means of both written work—really any form of work students construct—and multiple choice items. You will also be able to measure your students’ overall learning in your course and produce results that are suitable to submit for your faculty reviews. We will focus primarily on solid pre-/post-test measures but will give some attention to three weaker methods that are sometimes used.Sponsored by the Teaching Resource Center’s Tomorrow’s Professor Today Program and the Office of Institutional Assessment and Studies
Linda B. Nilson is founding director of the Office of Teaching Effectiveness and Innovation (OTEI) at Clemson University and author of Teaching at Its Best: A Research-Based Resource for College Instructors, now in its third edition (Jossey-Bass, 2010) and The Graphic Syllabus and the Outcomes Map: Communicating Your Course (Jossey-Bass, 2007). She also co-editedEnhancing Learning with Laptops in the Classroom (Jossey-Bass, 2005) and Volumes 25 and 26 of the major publication of the Professional and Organizational Development Network in Higher Education, To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, as associate editor (Anker, 2007, 2008), and Volumes 27 and 28 as head editor (Jossey-Bass, 2009, 2010). Her most recent article, which addresses the instability of faculty development careers, just came out in Volume 30 of this publication.
Dr. Nilson has also published many articles and book chapters and has presented conference sessions and faculty workshops at colleges and universities both nationally and internationally on dozens of topics related to teaching effectiveness, assessment, scholarly productivity, and academic career matters.
Before coming to Clemson University, she directed teaching centers at Vanderbilt University and the University of California, Riverside. Prior to her faculty development career, she was on the sociology faculty on UCLA. She has held leadership positions in the Professional and Organizational Development (POD) Network in Higher Education, Toastmasters International, Mensa, and the Southern Regional Faculty and Instructional Development Consortium.
Dr. Nilson was a National Science Foundation Fellow at the University of Wisconsin, Madison, where she received her Ph.D. and M.S. degrees in sociology. She completed her undergraduate work in three years at the University of California, Berkeley, where she was elected to Phi Beta Kappa.