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Suggested Citation:"Appendix A Workshop Agenda and Attendees." National Academy of Engineering. 2009. Developing Metrics for Assessing Engineering Instruction: What Gets Measured Is What Gets Improved. Washington, DC: The National Academies Press. doi: 10.17226/12636.
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Page 39
Suggested Citation:"Appendix A Workshop Agenda and Attendees." National Academy of Engineering. 2009. Developing Metrics for Assessing Engineering Instruction: What Gets Measured Is What Gets Improved. Washington, DC: The National Academies Press. doi: 10.17226/12636.
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Page 40

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Appendix A Workshop Agenda and Attendees Workshop on Metrics of Instructional Scholarship November 13, 2007 National Academy of Science Building 2100 C Street, NW, Washington, DC Room 150 Meeting Agenda: 8:30 am Welcome and Opening Comments by Study Committee Chair C. Judson King – University of California Berkeley 8:45 – 10:15 Presentations regarding strategies for developing candidate metrics, assessment or scoring, and evaluation agents. • Larry Braskamp – Loyola University of Chicago • Lawrence Aleamoni – University of Arizona • Michael Theall – Youngstown State University • John Bardo – Western Carolina University 10:15 – 10:30 Break 10:30 – 12:30 pm Breakout Discussions – Breakout Groups will address the points raised in presentations and augment those ideas in order to propose methods to devise a metric/rubric. Community Acceptance would be dealt with by all groups of discussants. 12:30 – 1:30 Lunch – Continue breakout group discussions 1:30 – 2:30 Brief Presentations from each of the breakout groups 2:45 – 4:30 Plenary Discussion – Moving toward group consensus for Metric Development, Scoring, Assessment/Evaluating Body and Community Acceptance 4:30 Adjourn 39

Workshop Attendees Lawrence Aleamoni, University of Arizona Susan Ambrose, Carnegie Mellon University Brownell Anderson, Association of American Medical Colleges Raoul Arreola, University of Tennessee John Bardo, Western Carolina University Larry Braskamp, Loyola University of Chicago Elizabeth Cady, National Academy of Engineering Mark Fleury, National Academy of Engineering Norman Fortenberry, National Academy of Engineering Kamyar Haghighi, Purdue University Susan Kemnitzer, The National Science Foundation Julia Kregenow, National Academy of Sciences Thomas Litzinger, The Pennsylvania State University Jack Lohmann, Georgia Institute of Technology James Melsa, American Society for Engineering Education Lueny Morrell, Hewlett Packard Company Wilfrid Nixon, American Society of Civil Engineers George P. “Bud” Peterson, The University of Colorado M.P. Ravindra, Infosys Technologies, Limited Paul Savory, University of Nebraska Allen Soyster, National Science Foundation Richard Taber, National Academy of Engineering Mike Theall, Youngstown State University Elizabeth VanderPutten, National Science Foundation Thomas Walker, Virginia Polytechnic Institute and State University Robert Warrington, American Society of Mechanical Engineers Karan Watson, Texas A&M University 40

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Faculty in all disciplines must continually prioritize their time to reflect the many demands of their faculty obligations, but they must also prioritize their efforts in ways that will improve the prospects of career advancement. The current perception is that research contributions are the most important measure with respect to faculty promotion and tenure decisions, and that teaching effectiveness is less valued--regardless of the stated weighting of research, teaching and service. In addition, methods for assessing research accomplishments are well established, even though imperfect, whereas metrics for assessing teaching, learning, and instructional effectiveness are not as well defined or well established.

Developing Metrics for Assessing Engineering Instruction provides a concise description of a process to develop and institute a valid and acceptable means of measuring teaching effectiveness in order to foster greater acceptance and rewards for faculty efforts to improve their performance of the teaching role that makes up a part of their faculty responsibility. Although the focus of this book is in the area of engineering, the concepts and approaches are applicable to all fields in higher education.

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