Enhancing Learner Engagement Through Credit Hour Analysis
This poster presents the evolving philosophy and application of credit hour analysis at University of the Rockies. Federal policy requires institutions to undertake time-based assessment, regardless of its problematic connection to learning or skills. Time remains a key dimension in curriculum design and learning assessment. Institutions are well served in using credit hour to track the impact of time/work overload and underload on meeting learning outcomes. In the next iteration, University of the Rockies is using credit hour to evaluate the impact of diversity of learning activities on learner success. If universities are to maintain credibility as productive agents of learning, they will need to connect the effectiveness of different types of contact hours (inputs) to the quality of learning outcomes (outputs). It is necessary to harness measures on both sides of the input output equation to foster optimal performance, with no single measure being sufficient.
Designers: Julie Frese, PhD & Philip McCready, PhD
