Montreal, Canada – May 29, 2020 – Explorance, the leading provider of Journey Analytics solutions for higher education, announced the recipients of the 2020 Faculty Research Grant in March. The program supports research done by faculty members to examine their instructional designs and classroom practices, specifically around using student feedback to improve student learning.
Explorance committed a total of $160,000 USD and has awarded faculty members at 16 universities across the globe. The awardees will present their findings at the Bluenotes GLOBAL 2020 Virtual Experience from August 3-4, where leaders and practitioners in institutional effectiveness, institutional research, teaching and learning, technology, and faculty will come together. During the virtual experience, attendees will connect, share experiences, and research findings in using data and analytics to harness the power of feedback to manage the impact of COVID-19.
Faculty members who have an interest in researching teaching and learning improvement using assessment and course evaluation data can submit their proposals for the 2021 Explorance Faculty Research Grant starting in September 2020. Join us at the Bluenotes GLOBAL 2020 VX to see firsthand the types of research that your colleagues from institutions around the world were able to conduct with the grant.
2020 recipients of Explorance’s Faculty Research Grant
|Institution||Principal Investigator(PI)||Co-PI(s)/ Collaborator(s)||Research Topic|
|Australian Catholic University||Bhavani Sridharan||Alireza Amrollahi||The Effect of Student-centred Flipped Feeding Approach on the Development of Employability Skills: Collaborative Group Work Context|
|Bellarmine University||David G. Wolf||Analyzing the Use of a Long-Term Care Administration Simulation Tool in the Classroom and its Effect on Student Performance|
|Dalhousie University||Leanne Stevens||Jennifer Stamp, Brad Wuetherick, Bruno Roy, Swasti Arora||Supporting the Analysis and Visualization of Qualitative Student Feedback in Large Enrolment Classes for Faculty|
|Kennesaw State University||Christopher T. Allen||Examining Teaching Behavior Models: Person-centered Models vs. Variable-centered Models|
|Liverpool John Moores University||Anna Law||Elena Zaitseva||Bringing Student Voice to Evaluation: Using Q Methodology for Creating a Student-led Question Bank|
|Reykjavík University||María Óskarsdóttir||Anna Sigríður Íslind, John David Baird||Learning Outside the Box: a Data-Driven, Cross-Sectional Learner Behaviour Analysis|
|Simon Fraser University||Rochelle Tucker||Kiran Bisra||Examining How Student Feedback, Specifically to the Instructor-Selected Questions (ISQ), can Improve Teaching Practice and Student Learning|
|The Ohio State University||Joyce J. Chen||Alan Kalish, Vladimir Kogan||Reducing Impact of Student Bias on Feedback Surveys: A Pilot Study|
|The University of North Carolina at Chapel Hill||Esther O. Ohito||Joseph L. Lewis||Evaluating Diversity and Inclusion Pedagogy in Two Inclusive University Classrooms|
|University of Florida||Kate A. Ratliff||Bonnie Moradi, David Miller, Amanda Phalin, John Jordi||Investigating the Influence of Instructions and Questions on Student Evaluations of Teaching to Make SETs More Useful|
|University of Louisville||Linda Fuselier||A Multicultural, Intersectional Analysis of Student Performance and Evaluation of Teaching|
|University of Maryland Global Campus||Darragh McNally||Examining Faculty-Student Interactions built into First-Year Experience Course Design to Enhance Student Experience|
|University of Minnesota||Joseph Rios||Do Instructor and Course Evaluations in STEM Gateway Courses Predict STEM Retention?|
|Xi’an Jiaotong Liverpool University||Yao Wu||Reinforcing Learning Outcomes of Second Language Courses in Higher Education with Community Based Pedagogy and Test Item Analyses|
|Yorkville University||Irene Torres-Arends||Understanding the Academic Experience of International Students in Canada as a Cultural Transition Process|
|Zayed University||Sadiq Midraj||Jessica Midraj, Asli Hassan||Associations Between Grade Six Students’ Evaluation of the Learning Ecology, Self-efficacy and Academic Achievement|
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