Teaching, Learning & Assessment

Sharing Our Practices Program

The Sharing Our Practices Program is one of the three components of CSUMB's holistic alignment framework.

This program is for CSUMB educators* who want to share the learning experiences they create and/or facilitate so all CSUMB students can benefit.

*CSUMB educators include faculty, student affairs professionals, staff, students, and community partners

Next deadline for submitting learning experience reports: Jan. 29, 2019

Program goals

  1. Recognize and share excellent CSUMB curricular and co-curricular learning experiences.
  2. Help all CSUMB educators increase their expertise in creating, facilitating, and evaluating student learning experiences.
  3. Promote integration of curricular and co-curricular learning within and across the divisions of Academic Affairs & Student Affairs.
  4. Document and share what and how CSUMB students learn.

Program description

  • Each semester starting in spring 2019 the Center Teaching, Learning, and Assessment will solicit Sharing Our Practices Reports.
  • All faculty (full- and part-time lectures and tenure line), student affairs professionals, staff, and students are eligible.
  • Project categories
    • Face-to-face course learning experience
    • Hybrid learning experience (involves integration of a face-to-face and an online learning experience)
    • Online learning experience
    • Co-curricular learning experience
    • Integration of curricular and co-curricular learning experience
    • Culturally responsive learning experience (see NILOA's paper on culturally responsive assessment)
    • Learning experiences designed and/or assessed with student leaders
  • Each semester up to 15 learning experiences from among the different categories will recognized and report authors will receive $100 to support their own professional development (e.g. funds can be used to purchase books, pay for conference fees, travel, supplies, etc.) and a letter of acknowledgment from TLA. Reports authored by two people will receive $150 and reports authorized by three or more will receive $200, if chosen for recognition.
  • Reports will be posted on the TLA website and authors will be encouraged to share their materials on the CSUMB Digital Commons.

Recommended resource

Learning Assessment Techniques by Elizabeth Barkley and Claire Major

Guidelines for reports

  • Report template
    • Reports should be brief, generally not more than 2 or 3 pages, excluding appendices.
    • Reports should be written for other CSUMB educators to help them increase their ability to create, implement, and/or evaluate similar learning experiences.
    • A committee including representatives from student affairs and academic affairs will use the following criteria to select learning experiences for recognition:
Item Description Criteria
Learning outcome Specific learning outcome the experience was created to support (stated as a SMARRT learning outcome) and most relevant program and/or institutional learning outcome. Quality of the learning outcome: Clarity and "SMARRTness" of the specific learning outcome. Level of alignment of the specific learning outcome to a program and/or institutional learning outcome.
Learning experience Description of the learning experience(s) designed to help students develop competency. Quality of the learning experience: alignment to the specific learning outcome, creativity, effectiveness, applicability to other contexts.
Demonstration of achievement Description of the action students performed (e.g. a written assignment, a task or activity, a group exercise, etc.) to demonstrate competency. Quality of the method(s)/tool(s) used to evaluate competency: alignment to specific learning outcome, validity, creativity, effectiveness, applicability to other contexts. Note: method(s)/tool(s) should generate direct evidence of student achievement (demonstrated learning) in addition to or instead of indirect evidence (e.g. self-evaluation of learning).
Summary, analysis, and evaluation of results Brief summary, analysis, and evaluation of the results, including how level of student competency was determined (e.g. using a rubric, etc.). Quality of presentation, interpretation, and response: clear, succinct, accessible, logical, thorough, considers limitations. Note: student achievement results should be systematic in addition to or instead of anecdotal evidence.  
Response to results (if applicable) Describe evidence-based responses to the results (e.g. improvements to the learning experience(s) and/or methods(s)/tool(s), etc.). Quality of responses: connection to results, creativity, potential for increasing student achievement.
Appendices (optional) Include any appendices that would help other CSUMB educators better understand and implement or adapt the learning experience.