This fall, the Chronicle of Higher Education ran a special report, “Diversity in Academe: Transgender on Campus.” Touching on topics from pronouns to restrooms, the report issued a call to provide equal access to transgender students on college campuses with an emphasis on creating safe environments in which all students may thrive. Student interviews captured in a powerful video can prompt us to think about providing safe and inclusive classroom environments for library instruction as well.
Over the past two years, the library has designed a set of evaluation forms for instruction sessions; over the course of fall semester, we generated reports on those evaluations for each instructor. At a workshop in late February, individual reports were given out and discussed. I want to give a sense of what we talked about in that meeting and to share some thoughts about evaluations and their uses for teaching.
On October 29, 2010, the Instructor College hosted a conversation on assessment with Dr. Larry Gruppen, U-M professor of Learning Health Sciences.
In late February and early March 2010, Instructor’s College hosted a three session webinar series on information literacy and student learning assessment. The first session defined assessment and offered a theoretical framework to illustrate the assessment design and planning processes.
