Facilitating Collaborative Analysis of Student Learning to Improve Courses and Programs

Session Time and Location

Thu, 7 Jun 2018
8:00am to 9:30am
Room: Room:
Dunwoody C
Session Track
Session Format


This presentation is based on a research study examining how Collaborative Analysis of Student Learning (CASL) was used at a comprehensive university by teams of faculty to improve student learning and teaching practice. The authors of this study sought to understand how CASL informed improvement efforts and what facilitators learned from the process. Findings suggested CASL results were helpful in identifying improvements, the facilitator’s role is crucial, and purposefully designed processes and protocols are imperative for successful implementation. This presentation will describe CASL theory and process, offer insights from the study, and provide guidelines for educational developers facilitating CASL

  • Session References +

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    Fear, F. A., Doberneck, D. M., Robinson, C. F., Fear, K. L., Barr, R. B., Van Den Berg, H., Smith, J., & Petrulis, R. (2003). Making meaning and “the learning paradigm”. A provocative idea in practice. Innovative Higher Education, 27(3), 151.


    Guskey, T. R. (2002). Professional development and teacher change. Teachers and Teaching: Theory and Practice, 8(3/4), 381-391.


    Hattie, J. A. C. (2015). The applicability of Visible Learning to higher education. Scholarship of Teaching and Learning in Psychology, 1, 79-91.


    Langer, G., Colton, A. & Goff, L. (2003). Collaborative analysis of student work: Improving teaching and learning. Association for Supervision and Curriculum Development.


    Weimer, M. (2012). Learner-Centered Teaching: Five Key Changes to Practice (2nd ed.). San Francisco, CA: Jossey-Bass.