Ignorance Is Not BLES: Evidence to Impact Your Students' Experience

Tuesday, March 19, 2019 | 2:00PM–2:45PM ET | Room 555
Session Type: Breakout Session
Delivery Format: Interactive Presentation
This highly interactive panel session will share findings from a three-year grant-funded Bettering Learner Engagement Study (BLES). Learn how five Colleges of the Fenway (COF) institutions used information collected from faculty, students, academic leaders, and other data to benchmark and make incremental improvements. Data collection, analysis, and recommendations addressed how faculty members use their learning management systems (Blackboard, Moodlerooms joule, Canvas); why they are not fully utilized; how current use is connected to student success; and in which ways usage can be improved. We will also consider the evidence for tools and practices that impact faculty adoption and impact student success.

Outcomes: Gain exposure to a cross-section of campus experiences in LMS utilization * Consider evidence for which LMS tools and practices have the greatest impact on faculty adoption and student success * Reflect on how these findings can help you make more informed decisions about LMS practices on your campus

Presenters

  • Lisa Irish

    Director of Faculty Development and Academic Affairs, MCPHS University

  • Karen Linitz

    Associate Dean, Emmanuel College

  • Drew Mirque

  • Debbie Pepper

    Senior Director, Massachusetts College of Art and Design

  • Ke'Anna Skipwith

    Director of Academic Innovation & Strategic Initiatives, Howard University

  • Misty Woodbury

    Interim Director, Teaching & Learning Collaborative, The Johns Hopkins University

  • Meghan Young

  • Tes Zakrzewski

    Senior Director of Teaching & Learning Collaborative, Wentworth Institute of Technology

Resources & Downloads

  • Ignorance is not BLES

    Updated on 11/26/2019