THE BLENDED COURSE GRANT
ASSESSMENT STIPEND APPLICATION
Submit electronically to the Faculty Development Center (facdevctr@stthomas.edu) by 4:00 pm
on March 18, 2013 along with the application for the Blended Course Grant.
Name:
UST ID number:
Department:
College/School:
Email:
Campus mailbox:
Faculty status: _ Full Prof
_ Assoc. Prof
Tenure status: _ Tenured
_ On tenure track
Submission Date:
_ Asst. Prof
_ Clinical
_ Not applicable
_ Other: __________
Date of Initial Tenure-track appointment at UST (if applicable):
Faculty Development will provide an additional Assessment stipend of $1,000 to awardees of
the Blended Course Grant who build in a research component that includes assessment of
student learning outcomes. The research is expected to result in a peer-reviewed product for
dissemination, either a conference paper or article in an appropriate Scholarship of Teaching
and Learning (SoTL) journal.
I.
NARRATIVE: (limited to 3 pages, double-spaced, 12 point font). The narrative should
describe the research approach you plan to undertake regarding assessment of student
learning outcomes (e.g., IDEA data, measures of learning, student evaluations of teaching
effectiveness, departmental assessment information, etc.) in your blended course. Please
identify the outcomes and possible measures for assessing and your plan for disseminating
the findings of your research.
II.
IRB EXEMPT REVIEW: Because research on student learning outcomes requires an IRB
review you will also need to separately submit an Exempt review to UST’s Institutional
Review Board. The Assessment Stipend is contingent on completing the Exempt IRB review.
Instructional Strategies in Educational Settings: this includes research conducted in established or
commonly accepted educational settings, involving normal educational practices, such as a) research on
regular and special education instructional strategies, or b) research on the effectiveness of or the
comparison among instructional techniques, curricula, or classroom management methods.
http://www.stthomas.edu/irb/reviewlevels/exempt/
The IRB Exempt review can be submitted to IRB any time prior to the start of the course and
research but please note that Exempt review typically takes at least a week. Information
and process for IRB Exempt review can be found at http://www.stthomas.edu/irb. If you
have questions about the IRB review process please contact the IRB office at
IRB@stthomas.edu.
2013 BLENDED COURSE ASSESSMENT STIPEND APPLICATION
Examples of published research that can be used as models when developing your
research approach:
Enhancing Student Learning and Retention with Blended Learning Class Guides: This
example includes a comparison of outcomes in a blended and face-to-face course.
www.educause.edu/ero/article/enhancing-student-learning-and-retention-blended-learning-classguides.
Learner and Instructional Factors Influencing Learning Outcomes within a
Blended Learning Environment: This study examined the influence of instructional and learner
variables on learning outcomes for a blended instruction course offered for undergraduate students.
ezproxy.stthomas.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=keh&AN=
44785115&site=ehost-live
The impact of formative feedback on student learning in an online classroom: Examined
the impact of using feedback from weekly multiple-choice tests on final exam scores and students'
IDEA course ratings in two graduate-level, semester-long, online courses. Each section had identical
course materials on separate electronic Blackboard sites.
http://bit.ly/XqhYLk
Comparing Student Performance: Online versus Blended versus Face-to-Face: This study
compares delivery modes to determine if there existed a difference in student success among the
delivery modes. The research compares student exam and final grade results in this class that was
taught by the same instructor using face-to-face, blended and online delivery modes.
sloanconsortium.org/jaln/v13n1/comparing-student-performance-online-versus-blended-versusface-face.
The ‘Facebook' Effect: College Students' Perceptions of Online Discussions in the Age of
Social Networking: This study used a pre-test, post-test design in two introductory-level courses
to compare perceptions of, attitudes toward, and perceived learning associated with two different
online discussion tools.
http://academics.georgiasouthern.edu/ijsotl/v6n2/articles/PDFs/Acc%20Article_Hurt%20et%20al.p
df
Selected research from the University of Minnesota: this web page highlights selected faculty
research on teaching and learning using blended models and technology..
www.oit.umn.edu/research-evaluation/selected-research/teaching-research/index.htm
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