2020 UNC CAUSE

Are innovation and best practices always at odds with each other? In this session, we demonstrate how feedback from students, faculty colleagues, and other data helped confirm some assumptions about redesigning an environmental engineering course, but also opened up new windows to innovation and viewing common problems like engagement and faculty time constraints from different angles. We also provide sample tools and strategies that anyone can use to help them gain practical, actionable insights.

** Learning Outcomes **

1. Use student feedback to make pedagogically sound, data-driven design decisions
2. Analyze qualitative and quantitative data to verify or reject course design assumptions
3. Balance innovation with more traditional course design elements

** Intended Audience **

This presentation is designed to be useful to faculty, instructional designers, instructional technologists, and assessment/evaluation professionals. Administrators within these areas will also likely find it useful, as it provides a thorough but succinct narrative of the course redesign process, including how a team with varying types and levels of expertise worked collaboratively to design, implement, and evaluate a well-organized, engaging, and effective course.