STLHE 2015

In light of rising pressures for transparency in post-secondary institutions in Canada, the need for evidence-based assessment of what we do is rapidly increasing. Yet, despite student cries for getting added value for their education (Fullan, 1993), there is little credible evidence to guide instructors in how to connect evidence and decision-making with practice. However, in this climate of change, successful teaching and learning centres are engaging key stakeholders in tracking how well various programs and services are working, and deciding on what evidence results in positive effects on teaching and learning (Healey, 2013; Scott, 2013). 

Drawing from and building upon this work, this presentation aims to describe the experiences of developing and implementing an impact assessment framework that integrates evidence with practice (Impact Plus) at McMaster University. We will provide tools to engage participants in: exploring what impact means; what counts as evidence; and, how impact is assessed within their own centres. By presenting preliminary findings from our ongoing study within Education Development, we will present tools and processes, and explore common challenges to and facilitators of getting to impact. Through paired dialogue, participants will discuss ways of translating these assessment approaches into effective strategies within their own contexts. Using newly developed performance indicators (ED-DEV, McMaster) for programs and activities, participants will come away with ideas for connecting evidence and practice for making informed decisions. 

Fullan, M. (1993). Change forces: probing the depths of educational reform. London: Falmer

Healey, M., Bradford, M., Roberts, C., & Knight, Y. (2013). Collaborative discipline-based curriculum change: applying change academy processes at department level, International Journal of Academic Development, 18, 31-44.

Scott, G. (2003). Effective change management in higher education, Educause review, Nov. 65-80.