Center for Teaching & Assessment of Learning Research Study Grant: The Impact of Automated Quizzing on Student Learning in Large Introductory Undergraduate Courses
The Center for Teaching & Assessment of Learning wishes to conduct several educational research studies in large introductory undergraduate courses to examine the impact of automated computer scored quizzing on student performance. Specifically, we seek to determine how increasing the number of assessments using quizzes with automated grading may impact students’ final grades. A recent article “Do Quizzes Improve Student Learning? A Look at the Evidence” by Maryellen Weimer, PhD (Faculty Focus, Feb. 1st, 2017) outlines the challenges researchers face in trying to answer this question. Studies in the fields of Psychology, Sociology, Business, and Accounting Education have examined the role of daily quizzes, “pop” quizzes, announced quizzes, and other frequent quizzing structures on student learning. The automated quiz feature in Canvas is one way of quickly integrating some of these quizzing practices into your course.
We encourage all University of Delaware faculty who are teaching large (60+ students) introductory undergraduate (100- and 200-level) courses to apply for this grant to determine the relationship between frequent, automated quizzes (particularly those executed in Canvas) and student learning.
Successful applicants will receive $5,000 in funding to cover faculty (or graduate student assistant) time in generating quiz questions, learning how to use Canvas automated quizzing, and other study-related tasks.
You qualify if:
- You taught a 100 or 200 level course in Fall 2016 with an enrollment close to or greater than 60 students.
- In the past because of your large course size, you limited your major assessments primarily to a midterm and a final exam.
- You will teach the same course in Fall 2017.
What will I have to do?
During the summer of 2017 you will:
- Collaborate with CTAL and Academic Technology Services to design and implement at least four quizzes using the Canvas Learning Management System. These quizzes will be automatically scored and must be included in the students’ overall grades.
- Share with CTAL your grade book and syllabus from the same course that you previously taught.
- Implement the same midterm and final assessments that you did when you previously taught the course.
- Share your grade book at the end of the Fall 2017 semester so that CTAL can run a comparative analysis to see if this intervention changed students’ final course grades.
Funding will be awarded on a competitive basis for proposals that best fit the goals and criteria outline above.
- April 1: Send email to CTALemail@example.com stating your interest and the course you taught in Fall 2016 that you will again teach in Fall 2017.
- May 1: CTAL will announce all the faculty members funded for this study.
- Receive $2,500 to work with CTAL and ATS
- Summer 2017: Collaborate with CTAL to create your quizzes and ATS to automate the quiz feature in Canvas. Must be completed by August 15th, 2017.
- Teach the course in Fall 2017 integrating the quiz grades into your gradebook.
- Share your grade book with CTAL by the end of December 2017.
- January 2018 you will receive your final $2,500.
You can be assured that students’ names and grades will be confidential. We would like to publicize that you participated in this research project and were awarded this research grant. However, if you feel that you would prefer that your participation remain confidential, we will respect that request.
CTAL Instructional Grants
The Center for Teaching & Assessment of Learning 2017- 2018 Instructional Improvement Grant submittal period will open on March 1, 2017 and close on May 15, 2017, or until all funds are expended.
Instructional Improvement Grants (IIG) provide funds (up to $5,000) for one-time, small-scale projects to improve existing courses, develop new courses, evaluate instruction, and assess curricular needs. The grant funds also can be used to support larger innovative projects that will directly and significantly affect teaching and learning, such as developing materials for new and existing courses and developing new modes of instruction. All submissions will be considered on a rolling basis from the grant opening date in March through the grant closing date in May, or until all funds are expended, whichever comes first. If you would like a consultation to prepare for a submittal, please email CTALfirstname.lastname@example.org with the subject line “IIG Consult Requested”.
The IIG program has the following priorities for the 2017-2018 academic year:
- Multi-disciplinary or team-taught projects, projects that involve large lecture classes, particularly at the lower division level, classes that have multiple sections, or classes that are normally very popular and fill up quickly.
- Proposals that seek to address the rising cost of course materials through use of open textbooks and open educational resources are also encouraged. Individual faculty members or groups who wish to transition a course from a commercial textbook to an OER textbook that maintains high quality education and is more affordable (or free) to students are encouraged to apply. Successful proposals will emphasize the link between effective teaching practices and the use of open resources.
- Faculty groups who wish to meet regularly create faculty learning communities (FLCs) of between 5-10 faculty members interested in researching a teaching, learning, or assessment topic that has the potential to impact our UD community. Typically, FLC members are each awarded $500 for one semester($250 at the beginning and $250 at the end) during which they all regularly meet to conduct research and create a white paper.
- Potential topics for 2017-2018 may include:
- Redesigning a course with colleagues to incorporate free and open educational resources.
- How to create engaged learners in very large classes (>100 students)
- High-impact teaching practices for equity and inclusion
- Learning to teach: Best-practices for new instructors
- Challenges and Opportunities when Teaching in the Associate in Arts Program
- Potential topics for 2017-2018 may include:
Finally, we welcome proposals that do not fit into the priorities outlined above but are still focused on improving teaching and learning at UD. For example, other projects might involve service learning and civic engagement, enhance educational equity in the classroom, encourage study groups, promote active learning and engagement, focus on speaking or writing skills, or improve classroom assessment.
Please submit the completed application to this site: http://www.udel.edu/003685
Mini-grants of less than $1,000 are also available under this funding category for small-scale projects that improve or enrich existing undergraduate courses. Contact CTAL at 831-2027 or send email to CTALemail@example.com. to discuss a small-scale project and receive application details.
Information required on the CTAL Instructional Improvement Grant Form
Please submit all of the following as your complete submission package:
Department Chair’s letter of support
Plan to assess if your idea is effective:
Plan for sustainability (how will this change live on past the grant money?)
If proposing a course or revising a course provide the expected enrollment limit per course offering. If the proposal is for a new course, briefly address how it will further at least two general education objectives, and how the course will be sustained as a permanent part of the curriculum after this initial funding period. If the proposal is for a substantial revision of an existing course, briefly address the nature and extent of the revisions, and how it will further at least two general education goals. Indicate which one of the General Education objectives will be primarily emphasized in the course.
Budget Proposals must include an itemized budget page and justification (ensure that there is a clear connection between the funds requested and the proposed activities in support of the course development and implementation).
If faculty use funds for summer salary support, the budget justification must indicate the activities that will be completed during the summer. Note that there is no fringe associated with faculty summer salaries. At the end of the budget section, be sure to include the total amount of requested funds. The amount of the award will be determined by the merits of the proposal and the appropriateness of the budget request in relation to the scope of the project. Allowable expenses include, but are not necessarily limited to, faculty summer salaries, undergraduate/graduate student assistance, faculty professional development, and course materials. If material expenses integral to course implementation are part of the budget, indicate how these costs will be sustained after this funding period. All funds must be expended no later than June 15, 2018.
CTAL Scholars Program Overview
The Center for Teaching & Assessment of Learning (CTAL) Scholars program provides an opportunity for faculty members to undertake special projects related to teaching and learning of critical interest to the University of Delaware. CTAL Scholars pursue these projects to share their results or discoveries with the UD community, encourage further exploration, and build community among UD faculty. For the academic year 2017-2018, the call is focused on the new multi-cultural requirement through General Education.
Scholars focus on projects that help the campus teaching and learning community in particular areas. This year, the area of interest is on the Multicultural Course Requirement. The project elements may include:
- Providing faculty with resources, professional development, and support to infuse effective pedagogies into this new General Education Requirement.
- Aiding other faculty in understanding the diversity competency guidelines both as they relate to individual disciplines, and in how they may most effectively be applied in the classroom.
- Developing and coordinating incentives for faculty to develop a new course or re-conceptualize an existing course(s) that enhance(s) student learning outcomes in a Multicultural Course.
- Creating a rubric to aid in the assessment of the Multicultural Course requirement.
- Examining the efficacy of selected Multicultural Courses at UD and investigating which learning outcomes are achieved via which pedagogical strategy.
The CTAL scholars for 2017-2018 would be responsible for creating a handbook to aid future faculty in the creation and teaching of future Multicultural Courses at UD. The form, contents, and style of that handbook would be determined by the scholars during their tenure.
Funding and Support
- Stipend based on the size and scope of their project. Course release may be possible in lieu of a stipend and dependent upon department circumstances.
- Budget for workshops and programming needs.
- Regular access to and consultations with a CTAL staff member with specific interests and skills that align with the Scholar’s project.
All full-time faculty are eligible for the CTAL Scholars Program. Scholars may be from any academic discipline represented on the UD Newark campus.
We are proud to announce that we have appointed three UD faculty members as CTAL Faculty Scholars for the 2014-2015 academic year:
Jessica Edwards, assistant professor of English, is the CTAL Diversity Scholar. She will explore inclusive teaching practices and approaches to teaching about diversity among UD faculty. She will share her findings with the UD community by creating a repository of resources at CTAL.
Melissa Ianetta, associate professor of English and director of the UD Writing Center, is CTAL’s Assessment Scholar. She will examine how well students are acquiring the general education goals of written communication, oral communication, information literacy and critical thinking. Her work will inform ongoing assessment of UD general education goals.
Barret Michalec, assistant professor of sociology and criminal justice, is a CTAL Scholar. He will examine courses at UD that satisfy our multicultural general education requirement to provide information that will help us better understand those courses and how they help students achieve that goal.
James Jones, psychology professor and director of the Center for the Study of Diversity, will work with Barrett Michalec on a project that examines the learning outcomes of Multicultural-designated courses. More details on the project he calls, Multiversity, can be found in this UDaily Article.
More details about the appointments can be found in our UDaily article. We will update our webpage with presentations, reports, and other items from our new colleagues as they dive into their exciting work!
Grant review committee
Past faculty grant recipients are invited to serve on the review committee; please contact CTALfirstname.lastname@example.org