(BNG 2021 VX) FRG: Digital Learning: Continuous Professional Development of Physicians, University West & Reykjavik University

Continuous professional development (CPD) is an important, yet often overlooked, part of higher education. While a large body of literature exists on formal learning and e-training, aspects of self-directed and informal digital learning in CPD are still under-researched. The aim of this project was: i) to explore physicians informal learning (e.g., collegial communication, collaboration and [...]

(BNG 2021 VX) More Than a Handshake: Insights from over 200 Blue-LMS Integrations, Explorance

Our Native Blue-LMS Integrations are more and more becoming the main drivers to increase response rates. In this presentation, we share with you our experience-based knowledge that has been acquired through integrating more than 150 institutions. We also walk through some of the best practices highlighting their impacts on the different stakeholders which will help [...]

(BNG 2021 VX) We Were Splitters, but Are Now Lumpers: Implications for Our Blue Project and Report Management, University of Maine

In our initial years using Blue, we managed variable timing of course evaluations throughout the semester by defining different projects that covered different periods. We also split departments with different questions into their own projects. Recently, we have moved towards one project per semester in Blue, in order to simplify evaluation and report management. In [...]

(BNG 2021 VX) FRG: Special Needs Students’ Experiences of Emergency Remote Learning in the United Arab Emirates, Zayed University

This study explores special needs students' experiences of emergency remote learning at a Federal University in Dubai, UAE. The study was done using a qualitative case study within an interpretive paradigm. Thirty special needs students were purposively selected to complete a questionnaire and participate in semistructured interviews. It was found that the aspect of differentiated [...]

(BNG 2021 VX) Embedding Strathclyde’s Institutional Approach: What’s Next for Student Module Evaluation?, University of Strathclyde

Following on from our successful implementation of an institutional approach to student module evaluation at Strathclyde, the team discuss the next steps, moving from project phase to business as usual operation – with full, University-wide adoption. The presentation covers insights on building engagement with Faculties to develop and embed the institutional approach and our new [...]

(BNG 2021 VX) Lecturers’ Engagement with Blue Explorance Question Personalisation: An Imperative for Response-able Evaluations, Wits University

The QP feature on the Blue Explorance system affords lecturers a voice in the evaluation process by allowing them to create response-able evaluations that are disciplinary and context-relevant in the era of and beyond the covid pandemic. This presentation explores QP data drawn from the Blue Explorance system across 12 projects to identify lecturers’ use [...]

(BNG 2021 VX) FRG: Enhancing Learner Satisfaction with Challenging Pedagogical Content Through Student-feedback-based Course Redesign, Australian Catholic University

This presentation aims to demonstrate the use of Student Evaluation of Teaching and Learning (SELT) survey data in identifying factors affecting student satisfaction in a Bachelor of Education unit in the academic year greatly affected by COVID-19. The presentation also illustrates how the data analysis outcomes were used a basis for course redesign and adaptation [...]

(BNG 2021 VX) FRG: Using Qualitative Student Feedback to Guide First-Year Advising Program: Means to Improve Student Success and Retention, Saint Mary’s College of California

In order to diagnose the effectiveness of our First Year Advising Cohort (FYAC) program and amplify highimpact advising activities on first-year student satisfaction, success, and retention, this study is designing and implementing a sustainable assessment cycle that regularly integrates qualitative evidence of our students’ experiences with quantitative institutional data. We collected qualitative evidence using the [...]

(BNG 2021 VX) Icing on the Blue Cake: Leveraging Blue with Unique Enhancements, Southern Alberta Institute of Technology

Now that you have implemented Blue, you may experience additional needs and wants out of your projects. Continuous feedback from faculty and staff regarding Blue is important. In this session, SAIT presents 3 examples of Blue enhancements that have developed after our initial implementation. We go over how we worked with staff to turn their [...]

(BNG 2021 VX) Making Student Ratings Meaningful to Faculty: Faculty Creation of a New Type of Student Ratings Instrument, California State University, Fresno

Criticism of student ratings is widespread. However, abandoning them altogether would mean eliminating student voice. We began by critiquing the problems with existing student ratings instruments. We assert that students cannot report 1) their own learning, and 2) invisible qualities such as the instructor’s knowledge or compassion. We concluded that students can report: 1) directly [...]

(BNG 2021 VX) What’s New with Blue Dashboard, Explorance

Blue Dashboard is an add-on analytics module within the Blue XM platform. It is specially conceived to support data-driven decision making at every level of an institution. The user interface is built for stakeholders such as faculty and senior administrators, with easy navigation and interactivity of the data to unveil actionable insights from your course [...]

(BNG 2021 VX) Blue Reporting with Dynamic Report Access and Merged Subjects, Bowdoin College & Explorance

In Fall 2020, Bowdoin College worked with Explorance to redesign our data structure and reports in Blue in order to better meet our institutional reporting needs for our Bowdoin Course Questionnaires (BCQs). We recreated four custom reports using standard Blue functionality, enabled Dynamic Report Access (a dynamic way to allow academic leaders access to their [...]

(BNG 2021 VX) The Changing Landscape for Course Evaluations, University of Pennsylvania & Explorance

End of the term course evaluations are standard at almost all institutions of higher education. But there are calls for change based on concerns about bias and accuracy of evaluations and a sense that the goal of improving teaching would be served by a different approach. Since University of Pennsylvania chose Blue to replace a [...]

(BNG 2021 VX) FRG: Factors Influencing Feedback & Engagement: Faculty and Student Perspectives, Dalhousie University

Perspectives from faculty and students were solicited using online surveys to explore the potential relationship between engagement strategies and response rates for formal student feedback. Within this context, we also examined the strategies used to elicit student feedback (both formal and informal), the topics and types of feedback sought by instructors, and how student feedback [...]

(BNG 2021 VX) Putting Blue to Work at Washtenaw Community College V 2.0, Washtenaw Community & Explorance

How do you really take full advantage of your investment in BLUE and the qualified Blue Administrators you have on your campus during a global pandemic when normal operations are in constant fluctuation? You maximize this powerful tools potential by leveraging it for more than course and instructor evaluations. This session follows up on our [...]

(BNG 2021 VX) FRG: Mining Course Evaluation Text Analytics to Develop Strategies that Increase Teaching Effectiveness, University of Florida

Historically, analyzing student’s written feedback from students into common themes or contextualizing the data has proven problematic at best or non-existent at worse. As a result, administrators (deans, department chairs, Promotion & Tenure offices) have not been able to utilize the free text comments to improve teaching practices. The primary goal of this grant is [...]

(BNG 2021 VX) Faculty and Student Engagement: The Key to Improving Response Rates in Online Evaluations, Wayne State University

Strong response rates are essential to trustworthy evaluations of teaching. Our team has investigated several new approaches to improve our response rates. Our first year, working with only online savvy classes, we were able to beat paper response rates. Since then, after our expansion of the online environment across the university has resulted in lower, [...]

(BNG 2021 VX) FRG: CURE in the time of COVID-19: Student Perception and Learning in Virtual Course-based Undergraduate Research Experiences, Kennesaw State University

Undergraduate research represents one of the highest impact practices in STEM degrees and Course-based Undergraduate Research Experiences (CURE) are a popular model to incorporate meaningful undergraduate research experiences in the classroom. CURE traditionally put a heavy emphasis on hands-on laboratory or field-based research where students engage in data collection in a very experiential manner, but—as [...]

(BNG 2021 VX) Leveraging QBank to the Fullest: Department and Program Customization and Looking Forward to Gen Ed Accreditation Planning, UNC-Chapel Hill

Managing a questionnaire with over 430 unique questions and section titles has been part of the College of Arts & Sciences (CAS) Student Evaluations of Teaching (SET) process for more than a decade now, but moving that into QBank has greatly improved what CAS can do and how quickly we can generate reports in Blue [...]

(BNG 2021 VX) FRG: Exploring Students’ Perceptions of the Inclusive Curriculum, Liverpool John Moores University

This study explored students’ perceptions of the inclusive curricula in one UK university, with specific emphasis on race and ethnicity. Research involved an iterative dialogue informed by the Delphi technique. It used Bluepulse to question the student body, with a representative panel of students scrutinising the data. Analysis suggests that students view inclusion in the [...]