Date Approved

4-20-2022

Embargo Period

10-19-2022

Document Type

Dissertation

Degree Name

Ed.D. Doctor of Education

Department

Educational Services and Leadership

College

College of Education

Advisor

Monica Reid Kerrigan, Ed.D.

Committee Member 1

Ane Turner Johnson, Ph.D.

Committee Member 2

Sarah Ferguson, Ph.D.

Keywords

learning management system (LMS), Canvas, writing, college composition, English 101, community colleges

Subject(s)

Educational evaluation; Community colleges--Faculty--New Jersey

Disciplines

Community College Leadership | Higher Education | Language and Literacy Education | Rhetoric and Composition

Abstract

This mixed methods action research study aimed to understand the use of LMS assessment tools by faculty teaching English Composition (Eng 101) at a New Jersey Community College in order to increase that use for assessment of outcomes. In spite of administrative push for faculty to use the LMS for data based decision-making, there is still limited use of LMS tools. In writing-intensive fields like Eng 101 grading and feedback could be accelerated along with monitoring student performance on outcomes using LMS assessment tools. Forming a virtual faculty learning committee that collaborated in the study's data collection and analysis, volunteers studied faculty experience with their college LMS platform, Canvas, and its assessment tools. The purpose was to increase use of these tools through faculty-led professional development that could benefit faculty in assessment of outcomes and lead to student success. The results of the study based on models of blended learning and 21st century learning skills could prove useful to the college administration and educational leaders in determining policy surrounding assessment culture and technology use that impacts classroom practice.

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