TLC Research & Assessments
ACUE Demonstrated Success
We continually evaluate program outcomes to optimize service offerings based on student success and retention rates. Here are just a few of our most recent results.
- ACUE IDEA Student Satisfaction Scores Pre- & Post-ACUE We assess improvement in IDEA scores of instructors who have not achieved ACUE certification, and those had a mean of 4.22, while those of instructors who had ACUE certifications had a mean improvement to 4.39.
- ACUE DFQ DFQ Rates Pre- and Post-ACUE Training Instructors who have not completed the ACUE course had a Drop/Fail/Q-Drop (DFQ) mean of 12.87, while the DFQ rates for those instructors with ACUE certifications drops to 10.48.
EE Demonstrated Success
We offer Engaging Exploration as a 4-day workshop to bring active learning techniques into the classroom.
- EE IDEA Student Satisfaction Pre- and Post-EE IDEA Scores The mean difference for those instructors who had not participated in Engaging Exploration and those who have completed EE training increased by .18.
- EE DFQ DFQ Pre- and Post-EE Scores Our differential discharge, fail and Q-drop rates pre- and post-Engaging Exploration workshop completion for the same group of instructors had a mean decrease of 5.07%.
Papers & Publications
Full title: The Impact of the Association of College & University Educators (ACUE) Certification on Instructor Evaluations and Student Success Rates. Professional development programs can help college instructors better incorporate evidence-based teaching practices. This study examines the impact of a well-known resource: the Association of College and University Educators (ACUE) Course in Effective Teaching Practices. ACUE advertises that its course has significant positive impacts on instructor evaluations and DFW rates; however, the evidence supporting these claims comes from studies either conducted in conjunction with ACUE or involving small sample sizes. This study largely corroborates existing research by studying a larger sample size and without financial or other incentives offered by ACUE.
Transactive memory systems in supply chain teams: role of lone wolf tendencies, technology ease of use and team collaboration. Team Performance Management, Vol. 1, 23 pages
This study examines the impact of a teaching grant program on student retention and perceptions of faculty teaching effectiveness in a large public university during the 2021–2022 academic year. Using propensity score matching to control for student demographic variables, 378 courses taught by previous Teaching Innovation Grants (TIGs) recipients were matched with 378 courses taught by matched non-TIG recipients. Multivariate and univariate analyses of covariance, controlling for course enrollment, revealed that courses taught by previous TIG recipients had significantly higher student evaluations of teaching and course quality. These courses also demonstrated significantly lower Ds, Fs, and withdrawal (DFW) rates, indicating improved student retention.
Full title: Can Understanding Students' Decisions to Drop Help Us Solve the Enrollment Crisis? Results of a Preliminary Study. Enrollment is a serious concern for institutions of higher education. One way of addressing the issue is to seek to conform course offerings to student preferences. This article aims to show that the reasons students cite in connection with their decisions whether to drop courses is an untapped source of information about their preferences. It also suggests ways this information can inform institutional strategy without undermining crucial educationalgoals, with an emphasis on attending to teacher quality and courses requirements.
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Mailing: The Teaching & Learning Center, Box 2390, Huntsville, TX 77341-2390