Event Title

Using Midterm Assessments and Personas for Responsive Course Design

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Location

University of Southern Maine

Start Date

18-2-2022 10:15 AM

Description

In this workshop we will be focused on two connected topics. First, is the importance of developing means of eliciting formative feedback from students, such as through our mid-term assessment. The second is on the creation and use of student personas to facilitate change in course design and improve instructor pedagogy. To achieve our goal we will use a combination of collaborative activities and group discussion. First, we will start with discussions of how to elicit feedback from students such as through a mid-term assessment or other means. Next, we will move on to a discussion and activity focused on how to interpret both qualitative and quantitative data to improve instructors’ courses and develop effective pedagogy. Finally, we will finish with activities focused on developing and using student personas that instructors can then take and use in their own courses.

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Feb 18th, 10:15 AM

Using Midterm Assessments and Personas for Responsive Course Design

University of Southern Maine

In this workshop we will be focused on two connected topics. First, is the importance of developing means of eliciting formative feedback from students, such as through our mid-term assessment. The second is on the creation and use of student personas to facilitate change in course design and improve instructor pedagogy. To achieve our goal we will use a combination of collaborative activities and group discussion. First, we will start with discussions of how to elicit feedback from students such as through a mid-term assessment or other means. Next, we will move on to a discussion and activity focused on how to interpret both qualitative and quantitative data to improve instructors’ courses and develop effective pedagogy. Finally, we will finish with activities focused on developing and using student personas that instructors can then take and use in their own courses.