RIT Definition and Rubric of Innovative Teaching and Learning

The Innovative Learning Institute is committed to working with RIT faculty to explore, develop, pilot and disseminate innovative modes and models of teaching and learning. To ensure that we allocate university resources to practices that have promise for or demonstrate innovation, we have developed a definition of and rubric for evaluation of teaching and learning practices. The definition and rubric are based on best-practices at leading universities including Duke University, Johns Hopkins University, the University of Wisconsin, Madison and Penn State University.

Definition of innovative teaching and learning practices at RIT:

Any teaching strategy, approach, technique, or tool that is used,
or used in a new way, to produce quantifiable gain for student outcomes
or the student experience, and can be implemented widely at RIT

The following grid illustrates the relationship between quantifiable gain (Impact) and
 implementation (Scale).

High

Creative practice or tool

Any teaching strategy, approach, technique, or tool that represents a quantifiable gain for student learning or the student experience but cannot be implemented widely at RIT.

For example, there is evidence that complex simulations improve student learning, but they are so time consuming and expensive to program that they cannot be widely implemented.

Innovative practice or tool

Any teaching strategy, approach, technique, or tool that has demonstrated quantifiable gain for students and can be implemented widely at RIT.

For example, Classroom Assessment techniques (a type of formative evaluation) have been shown to positively impact student learning and can be widely implemented.

Impact

Unproven practice or tool

Any teaching strategy, approach, technique, or tool that has not demonstrated a quantifiable gain for student learning or the student experience and cannot be implemented widely at RIT.

For example, use of tablets in the classroom has not yet been proven to positively impact student learning or the student experience and cannot yet be widely implemented at RIT due to costs and student access challenges.

Trendy practice or tool

Any widely implemented teaching strategy, approach, technique, or tool that does not represent a quantifiable gain for student learning or the student experience.

For example, Massively Open Online Courses (MOOCs) have become widely used in higher education, but have not yet been shown to positively impact student outcomes or the student experience.

Low

 

Low

Scale

High

Evaluation Rubric

As practices and tools are proposed for TLS support, the definition of innovation and a number of criteria will be used for evaluation. Practices and tools that fall closer to the mid-range are more likely to be supported. The range of support provided through TLS will be designed to “move” the practice or tool into the high range in terms of the criteria and therefore impact and scale.

Utility

  • Solves a defined problem
  • Has potential to benefit many courses/faculty

Creativity

  • Is a novel approach or application
  • Represents a new paradigm

Efficacy

  • Uses an evidence-based approach
  • Impact to student learning and/or the student experience can be demonstrated

Feasibility

  • Realistic in the current environment
  • Achievable given current constraints

Risk

  • Presents an acceptable level of risk
  • High probability of producing desirable outcomes

Resistance

  • Has champions within RIT
  • Not likely to be met with extreme resistance

Evaluation of PLIG Grants

Grant TypeUtilityCreativityEfficacyFeasibilityRiskResistance
ExplorationXXX   
FocusXXX   
ImplementationXXXXXX

Return to the main PLIG page.

Download the RIT Innovation Definition and Rubric.