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design (e.g., correlation does not imply causation). Demonstrate the ability to appropriately select and use statistical models (e.g., normal distribution, t-distribution, binomial distribution) and statistical methods (e.g., regression, resampling). Develop facility with one or more professional statistical software programs. Respond appropriately to issues that may arise when analyzing real data sets and communicating results. Learning Outcomes for Actuarial Science Minor (AS) (Developed with

Three New Tools for Teaching with Sakai By Dana Shreaves, Instructional Designer Many instructors use Sakai for posting their syllabus, sharing resources, and communicating course grades. But did you know that Sakai tools can collect formative assessment data, help students manage their to-do lists, and facilitate communication through audio recordings?  Lesson Questions… September 9, 2019 assessmentaudio recordingchecklistinstructional resourcesinstructional toolsonline learningpollquizSakai

My First MOOC: A New Year’s Resolution Revisited By Dana Bodewes, Instructional Designer In January, I enrolled in my first MOOC to learn more about this controversial form of instruction.  It was definitely valuable, both for instructional design research and as a learning experience. The course was designed around five basic elements: video… August 25, 2015 MOOCsonline learning

. Use historical perspective as central to active citizenship. Learning Outcomes for Lower-Division CoursesThe History Department has structured all 100-200-level courses to create the following learning outcomes for students who complete them successfully. Students will: 1. Learn and practice the evaluation of historical evidence by identifying and explaining specific claims or ideas in primary and secondary sources. 2. Practice skills of oral expression and dialogue through interpreting and

learning. An example is provided below. Upon completion of _______, students should be able to: recognize the key characteristics of … interpret reports for … analyze options for … collaborate with peers to … design an original system for … When writing objectives, avoid verbs such as know, understand, appreciate, study, learn, or realize as these are difficult to observe and measure. Review the examples below and consider why the second option in each pair is more specific and measurable. A. “Students

examples, and access resources.Learn MoreThe below quick links will redirect you to other PLU or external websites. Right click to open links in a new tab or use the browser back arrow to return to the Teaching & Learning website. Additional Resources epass PLU Knowledge Base Instructional Technologies Multi-Factor AuthenticationStudent Care and Support Resources Faculty and Staff Guide to Helping Students in Distress Student Care Form Student Support The THRIVE NetworkReturn to Teaching & Learning

Experiential Learning Requirement Enrolling in the Experiential Learning Course Enrolling in any one of these courses obtaining a registration override from the instructor of the course and completing your registration via Banner Self Service.  Students must be able to meet at the designated time (if any) as noted in the class registration schedule. 495 Internship A practicum experience in the community in the clinical, social, and/or experimental areas.  Classroom focus on case

Climate Crisis Universal Design for Learning: Eliminating barriers to learning and building an inclusive learning environment Renew & Reflect: Cultivating Purposeful Practice in a Community of Contemplative Educators Active Learning: Cultivating Engagement and Equity in our Classes (enrollment closed) A full description of each FLC can be found here. Who can participate? FLCs are open to all faculty, regardless of appointment status or rank. Each FLC is capped at 6 participants. How can I sign up? To