An Authentic Assessment Method for Demonstrating Competency Domains in a Learning and Leadership Doctoral Program

Elizabeth Crawford; David Rausch

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 20, 2014) pp. 435–440

Through this presentation, we will share how a doctoral program combines the best of a theory based program and an applied program. Participants work within their professional practice environment underpinned with the theoretical constructs of the...

Topics: Instructional Design, Evaluation, Competencies, Implementation Examples & Issues

Student Learning Outcomes and Rubric Application in the LMS: Graduate culminating projects (theses, dissertations, and more)

Elizabeth Crawford; David Rausch

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2015 (Oct 19, 2015) pp. 181–186

Unlike a traditional course with specific content as well as directed reading material and assignments, a capstone, thesis, or dissertation often begins as a broad individualized journey of research and inquiry, often delivered via an e-learning...

Topics: Implementation Examples & Issues, Designing, Developing, and Assessing E-Learning, Assessment, Evaluation, Learning Outcomes

Authentic Assessment of Competency Demonstration Using Digital Artifacts, Documentation, and Portfolios

Elizabeth Crawford; David Rausch

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2016 (Nov 14, 2016) pp. 1485–1490

Many undergraduate and graduate programs use a digital portfolio process as an assessment method for demonstration of competence. Our competency based programs combine theory with application to professional practice. Students work within their...

Topics: Evaluation, Tools & Systems, Implementation Examples & Issues

Hybrid Delivery Classroom Model: Revised and re-aligned for enhanced student learning success

Elizabeth Crawford; David Rausch

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 320–325

As use of online tools for information sharing increases, researchers continue to review and analyze hybrid models for instructional delivery of higher education as an enhanced alternative to both traditional face-to-face and online only delivery...

Topics: Instructional Design, Implementation Examples & Issues

Implementing The Hybrid Delivery Classroom: A Model for Hybrid - Blended Learning

David Rausch; Elizabeth Crawford

World Conference on Educational Media and Technology 2013 (Jun 24, 2013) pp. 915–921

UTC’s Learning and Leadership Doctoral Program, begun in 2005, has reviewed, revised, and refined program delivery to build and enhance learning communities through an effective and efficient mix of both face-to-face and online instruction. Since...

Hybrid Delivery Classroom: A model designed to maximize the blending of technology and face to face instruction

David Rausch; Elizabeth Crawford

Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 972–977

Over the past three years, UTCs Learning and Leadership Doctoral Program has reviewed, revised, and refined delivery methodology to build and enhance learning communities through an effective and efficient mix of both face-to-face and technology...

Hybrid Learning Model: Best Practice in Doctoral Level Learning

Elizabeth Crawford; David Rausch

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (Oct 09, 2012) pp. 102–108

With recent interest in communities of practice, critical inquiry, and learning communities; and the increasing global use of online instruction, we have developed, implemented and begun to analyze the relationship of community and cohorts...

Enhancing Student Learning Outcomes and Assessment through Alignment and LMS Delivery

Elizabeth Crawford; David Rausch

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 160–164

In 2013, the University of Tennessee at Chattanooga (UTC) embarked on a curriculum mapping process for all programs and courses. During this in-depth campus-wide initiative, all program level outcomes were reviewed and mapped within courses to...

Topics: Performance and outcome assessment, Evaluating for quality improvement, Course, program, project, and other forms of evaluation

Cohorts, Communities of Inquiry, and Course Delivery Methods: UTC Best Practices in Learning--The Hybrid Learning Community Model

David W. Rausch; Elizabeth K. Crawford

Journal of Continuing Higher Education Vol. 60, No. 3 (2012) pp. 175–180

From the early 1990s to present, the practice of cohort-based learning has been on the rise in colleges, universities, organizations, and even some K-12 programs across the nation. This type of learning model uses the power of the interpersonal...

Preparing Faculty for Successful Instruction in Today’s Classroom

Valerie Rutledge; Elizabeth Crawford; Dawn Ford; David Rausch

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2018 (Oct 15, 2018) pp. 317–322

Frequently the success of a student is directly related to the practices of the instructor. In-depth knowledge of a subject does not automatically lead to effective learning. Faculty who present challenging learning environments are often cited as...

Topics: faculty development