Dr. Jimmie Gahagan 01/20/2012

Size: px
Start display at page:

Download "Dr. Jimmie Gahagan 01/20/2012"

Transcription

1 Dr. Jimmie Gahagan 01/20/2012

2 The Case for Learning Outcomes An Overview of Assessment Developing Meaningful Learning Outcomes Assessing Learning Outcomes Resources Question and Answer

3 Increased scrutiny in higher education Increased costs Access What is the value of a college education Increased emphasis on assessment Federal Government Accrediting agencies Board of Trustees Other stakeholders

4 (Hart Research Associates, 2010, Raising The Bar Employers Views On College Learning In The Wake Of The Economic Downturn) Outcome % The ability to effectively communicate orally and in writing 89 Critical thinking and analytical reasoning skills 81 The ability to apply knowledge and skills to real-world settings through internships or other hands-on experiences 79 The ability to analyze and solve complex problems 75 The ability to connect choices and actions to ethical decisions 75 Teamwork skills and the ability to collaborate with others in diverse group settings The ability to innovate and be creative 70 71

5

6 Implement Methods to Gather Evidence Ask Questions / Purpose of the assessment Mission Goals Philosophy Gather Evidence Making decisions to improve programs and services Interpret Evidence (Maki, 2006)

7 Environment Inputs Outcomes (Astin, 1993)

8 Input variables Characteristics the student brings with him or her such as gender, race, GPA, educational background, etc. Environmental variables Include anything that happens during the program, event, or academic course that may have an impact on the student Outcome variables Talents and skills we are trying to develop in students (Astin, 1993)

9

10 Specific measurable objectives that describe what an individual will learn and be able to do as a result of a lesson or program. Characteristics of Learning Outcomes Focus on the product rather than the process Are measureable Are detailed and specific Include action verbs (Gahagan, Dingfelder, & Pei, 2010)

11 Mission Statements describes the purpose and primary functions of an organization Vision Statements Big idea expressed in a concise manner. How an organization wants to be seen Goals Specific, measurable results that an organization intends to achieve Guiding Principles/Philosophy Statements overarching principles or theories which inform and guide an organizations work

12 Helps us stay focused Articulates our expectations for students Allow us to prioritize Provide a bridge to connect with other important institutional goals or outcomes (Gahagan, Dingfelder, & Pei, 2010)

13 Benjamin Bloom 1956 A Taxonomy of Educational Objectives Emphasized cognitive aspects of learning Widely used in educational circles Anderson and Krathwohl 2001 Emphasized cognitive processes of learning and added a knowledge domain Easily adaptable to many disciplines including higher education

14 Verb Subject Object Learning Outcome

15 Is generally always the student! The student will Students will The student should Students should (Gahagan, Dingfelder, & Pei, 2010)

16 What type of knowledge do you want the student to learn as a result of the course, event, or experience? What is your Knowledge Dimension Factual Knowledge Conceptual Knowledge Procedural Knowledge Metacognitive Knowledge

17 Factual Knowledge The Facts - Basic elements a student must know Conceptual Knowledge The interrelationship of different thoughts, ideas, and concepts Procedural Knowledge The How To skills, techniques, and methods Metacognitive Knowledge Awareness of self and others and when to apply certain strategies (Anderson & Krathwohl, 2001)

18 Factual Knowledge Defining specific concepts of leadership or diversity, recalling a specific guiding principle or philosophy Conceptual Knowledge Describing specific theories of leadership such as the Social Change Model or the 5 Practices of Exemplary Leadership from Kouzes and Posner

19 Procedural Knowledge Specific steps for managing change, recognizing when to apply conflict negotiation strategies, describing principles of delegation Metacognitive Knowledge Awareness of one s own leadership strengths and areas of growth, awareness of team dynamics and how to apply strategies to help a group achieve its goals

20 (Overbaugh & Schultz, 2008)

21 Levels of Cognitive Process Remembering: Can the student recall or remember the information? Understanding: Can the student explain the ideas or concepts? Applying: Can the student use the information in a new way? Analyzing: Can the student distinguish between the different parts? Evaluating: Can the student justify a position or decision? Creating: Can the student create a new product or point of view Action Verbs Define, duplicate, list, memorize, recall, repeat, reproduce, state Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Choose, dramatize, demonstrate, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Appraise, argue, compare, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Appraise, argue, judge, defend, select, support, value, evaluate Assemble, construct, create, design, develop, formulate, write (Gahagan, Dingfelder, & Pei, 2010)

22 Knowledge Dimension Cognitive Process Dimension Factual Knowledge Conceptual knowledge Procedural Knowledge Metacognitive Knowledge Remember Understand Apply Analyze Evaluate Create 1A 2A 3A 4A 5A 6A 1B 2B 3B 4B 5B 6B 1C 2C 3C 4C 5C 6C 1D 2D 3D 4D 5D 6D (Anderson & Krathwohl, 2001)

23 1. Determine the purpose of the program, course, or initiative 2. Reflect on your target population and your venue 3. Decide what kind of knowledge you want the student to learn 4. Decide on the level of cognitive process 5. Write the outcome 6. Evaluate the outcome Is it measureable? Is it meaningful? Is it manageable? (Bresciani, Zelna, & Anderson, 2004)

24 Object Verb Learning Outcome Subject As a result of participating in this Knowledge Community webinar educators will describe how to create a learning outcome

25 Object Verb Learning Outcome Subject As a result of serving as an EcoRep students will or As a result of participating in this program on sustainability students will

26 Miami University (OH) EDL 206: The Nature of Group Leadership (2 credit leadership course) Student learning objectives: Examine and compare multiple approaches to leadership with a focus on leadership for social responsibility Understand personal leadership capacities, as well as recognize and critique individual effectiveness in leadership, through readings, exercises, and case analysis work Explore the ethical concepts and strategies for socially responsible leadership work Learn about community leadership through a community action project designed to link student initiative with community problems or needs Build skills relevant to leadership work, including self-assessment, dialogue and listening, critical thinking, team- and coalition-building.

27 University of South Carolina: Emerging Leaders Program (A cocurricular leadership seminar) Student Learning Outcomes: Learn basic leadership theory and multiple approaches to leadership. Learn more about one s own identity, leadership style, and leadership capacities. Develop skills relevant to leadership work, including self-assessment, working on a team, communicating effectively, and acting in congruence with one s values. Develop a personal development and leadership plan (PDLP) based on their interests to determine how they can use their self-awareness and skills in their work on campus and in the community.

28 University of Illinois: one-day program on developing ethical skills in a leadership context: Recognize the impact of unethical leadership in the short- and long-term Define integrity as well as other key ethical terms and concepts related to integrity (e.g., values, ethics, accountability, character, etc.) Identify personal values and their impact/influence on decision-making in ethical situations Identify an ethical dilemma and distinguish an ethical dilemma from a moral temptation Utilize ethical decision-making frameworks/models to analyze ethical situations and determine a course of action Recognize how to recover after making decisions that lack integrity

29

30 Object Verb Type of Assessment As a result of participating in this program, the student will Define integrity as well as other key ethical terms and concepts related to integrity (e.g., values, ethics, accountability, character, etc.)

31 Object Verb Type of Assessment As a result of participating in this seminar the student will Develop skills relevant to leadership work, including self-assessment, working on a team, communicating effectively, and acting in congruence with one s values.

32 Direct Measures Tests/quizzes Papers Course assignments Presentations Performances Simulations Portfolios Capstone projects Indirect Measures Surveys Satisfaction Pre-post Qualitative data Open ended questions In-class discussions Focus groups Institutional Data Time to degree completion Post-graduation employment placement rates (Gahagan, Dingfelder, & Pei, 2010)

33 Other Considerations Sample Census Random Sample Convenience Sample Cost Participating in the national study vs. using a home grown instrument Timing and delivery Immediately after an event or at a later date Measuring change over time Paper vs. electronic

34 Outcome Understanding Describe the Relational Leadership Model Creating Design, implement, and evaluate a semester-long experiential team leadership experience Course-Based Assessment Formats Test or Quiz question asking the student to describe and provide an example; or a paper Capstone project that includes a research paper, group presentation, and reflective journals Programmatic-Based Assessment Formats Reflection Paper; postprogram survey asking the student to list the principles of the model Reflection Paper; group presentation; Postprogram student survey; simulation or case study

35 1. Emphasize student learning and skill development 2. Link the development of learning outcomes to institutional mission and guiding philosophy statements 3. Remember to look at inputs, experiences, and outcomes 4. Let your subject, verb, and object guide you 5. Use multiple measures to assess 6. Share your results 7. Tell the story of what your students are learning through their experience

36

37 Anderson, L. W., and Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom s taxonomy of educational objectives. New York, NY: Addison Wesley Longman. Astin, A. W. (1993). Assessment for excellence: The philosophy and practice of assessment and evaluation in higher education. Phoenix, AZ: The Oryx Press. Astin, A.W., Banta, T. W., Cross,K. P., El-Khawas, E., Ewell, P. T., Hutchings, P., Marchese, T. J., McClenney, K. M., Mentkowski, M., Miller, M. A., Moran, E. T., and Wright, B. D. (1992). 9 principles of good practice for assessing student learning. American Association for Higher Education. Retrieved from od_practice.pdf Bresciani, M. J., Zelna, C. L., & Anderson, J. A. (2004). Assessing student learning and development: A handbook for practitioners. Washington, DC: National Association of Student Personnel Administrators. Burn, J. M. (1978) Leadership. New York: Harper & Row Dean, L. A. (2009) CAS professional standards for higher education. Washington, DC: Council for the Advancement of Standards in Higher Education. Dugan, J. P., & Komives, S. R., (2007). Developing leadership capacity in college students: Findings from a national study. College Park, MD: National Clearinghouse for Leadership Programs.

38 Gahagan, J.S., Dingfelder, J., and Pei, K. (2010). A faculty staff guide to creating learning outcomes. Columbia, SC: University of South Carolina, National Resource for The First-Year Experience and Students in Transition. Hart Research Associates. (2010). Employers views on college learning in the wake of the economic downturn. Retrieved from df King, P. M. (1997). Character and civic education: What does it take? Educational Record, 78 (3,4), Komives, S. R., Lucas, N., and McMahon, T. R. (1998). Exploring leadership for college students who want to make a difference. San Francisco, CA: Jossey-Bass. Maki, P (2006) Assessing for Learning along the Continuum of Students Studies. Adapted from Workshop at St. Lawrence University. Retrieved from Overbaugh, R., & Schultz, L. (2008). Bloom s taxonomy and pyramid chart. Retrieved from htm.

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge

Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Innov High Educ (2009) 34:93 103 DOI 10.1007/s10755-009-9095-2 Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge Phyllis Blumberg Published online: 3 February

More information

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application:

Analysis: Evaluation: Knowledge: Comprehension: Synthesis: Application: In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95 % of the test questions

More information

Automating Outcome Based Assessment

Automating Outcome Based Assessment Automating Outcome Based Assessment Suseel K Pallapu Graduate Student Department of Computing Studies Arizona State University Polytechnic (East) 01 480 449 3861 harryk@asu.edu ABSTRACT In the last decade,

More information

Taxonomy of the cognitive domain: An example of architectural education program

Taxonomy of the cognitive domain: An example of architectural education program Available online at www.sciencedirect.com ScienceDirect Procedia - Social and Behavioral Sciences 174 ( 2015 ) 3272 3277 INTE 2014 Taxonomy of the cognitive domain: An example of architectural education

More information

NC Global-Ready Schools

NC Global-Ready Schools NC Global-Ready Schools Implementation Rubric August 2017 North Carolina Department of Public Instruction Global-Ready Schools Designation NC Global-Ready School Implementation Rubric K-12 Global competency

More information

An Asset-Based Approach to Linguistic Diversity

An Asset-Based Approach to Linguistic Diversity Marquette University e-publications@marquette Education Faculty Research and Publications Education, College of 1-1-2007 An Asset-Based Approach to Linguistic Diversity Martin Scanlan Marquette University,

More information

Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment

Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment Investigations in university teaching and learning vol. 5 (1) autumn 2008 ISSN 1740-5106 Developing a Language for Assessing Creativity: a taxonomy to support student learning and assessment Janette Harris

More information

Lecturing for Deeper Learning Effective, Efficient, Research-based Strategies

Lecturing for Deeper Learning Effective, Efficient, Research-based Strategies Lecturing for Deeper Learning Effective, Efficient, Research-based Strategies An Invited Session at the 4 th Annual Celebration of Teaching Excellence at Cornell 1:30-3:00 PM on Monday 13 January 2014

More information

Developing an Assessment Plan to Learn About Student Learning

Developing an Assessment Plan to Learn About Student Learning Developing an Assessment Plan to Learn About Student Learning By Peggy L. Maki, Senior Scholar, Assessing for Learning American Association for Higher Education (pre-publication version of article that

More information

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework

The ELA/ELD Framework Companion: a guide to assist in navigating the Framework The ELA/ELD Framework Companion: a guide to assist in navigating the Framework Chapter & Broad Topics Content (page) Notes Introduction Broadly Literate Capacities of a Literate Individual Guiding Principles

More information

Protocol for using the Classroom Walkthrough Observation Instrument

Protocol for using the Classroom Walkthrough Observation Instrument Protocol for using the Classroom Walkthrough Observation Instrument Purpose: The purpose of this instrument is to document technology integration in classrooms. Information is recorded about teaching style

More information

A Systematic Approach to Programmatic Assessment

A Systematic Approach to Programmatic Assessment ATHLETIC TRAINING EDUCATION JOURNAL Q National Athletic Trainers Association www.natajournals.org ISSN: 1947-380X DOI: 10.4085/1103161 COMMENTARY/PERSPECTIVES A Systematic Approach to Programmatic Assessment

More information

Understanding the First Year Experience: An Avenue to Explore Trends in Higher Education (Keynote)

Understanding the First Year Experience: An Avenue to Explore Trends in Higher Education (Keynote) Bowling Green State University ScholarWorks@BGSU University Libraries Faculty Publications University Libraries Spring 5-19-2014 Understanding the First Year Experience: An Avenue to Explore Trends in

More information

Outcome Based Education 15/01/2012

Outcome Based Education 15/01/2012 If you are, you breathe. If you breathe, you talk. If you talk, you ASK.. If you ask, you THINK. If you think, you SEARCH.. If you search, you EXPERIENCE. If you experience, you LEARN.. If you learn, you

More information

Developing True/False Test Sheet Generating System with Diagnosing Basic Cognitive Ability

Developing True/False Test Sheet Generating System with Diagnosing Basic Cognitive Ability Developing True/False Test Sheet Generating System with Diagnosing Basic Cognitive Ability Shih-Bin Chen Dept. of Information and Computer Engineering, Chung-Yuan Christian University Chung-Li, Taiwan

More information

Proposing New CSU Degree Programs Bachelor s and Master s Levels. Offered through Self-Support and State-Support Modes

Proposing New CSU Degree Programs Bachelor s and Master s Levels. Offered through Self-Support and State-Support Modes Proposing New CSU Degree Programs Bachelor s and Master s Levels Revised April 2017 Offered through Self-Support and State-Support Modes This document presents the format, criteria, and submission procedures

More information

An Introduction to LEAP

An Introduction to LEAP An Introduction to LEAP Liberal Education America s Promise Excellence for Everyone as a Nation Goes to College An Introduction to LEAP About LEAP Liberal Education and America s Promise (LEAP) is a national

More information

GRADUATE CURRICULUM REVIEW REPORT

GRADUATE CURRICULUM REVIEW REPORT UATE CURRICULUM REVIEW REPORT OCTOBER 2014 Graduate Review Committee: Beverly J. Irby, Chair; Luis Ponjuan, Associate Professor, and Lisa Baumgartner, Associate Professor (First Draft Submission- June,

More information

Assessment System for M.S. in Health Professions Education (rev. 4/2011)

Assessment System for M.S. in Health Professions Education (rev. 4/2011) Assessment System for M.S. in Health Professions Education (rev. 4/2011) Health professions education programs - Conceptual framework The University of Rochester interdisciplinary program in Health Professions

More information

ACADEMIC AFFAIRS GUIDELINES

ACADEMIC AFFAIRS GUIDELINES ACADEMIC AFFAIRS GUIDELINES Section 8: General Education Title: General Education Assessment Guidelines Number (Current Format) Number (Prior Format) Date Last Revised 8.7 XIV 09/2017 Reference: BOR Policy

More information

Assessment Essentials for Tribal Colleges

Assessment Essentials for Tribal Colleges T r i b a l C o l l e g e s a n d U n i v e r s i T i e s a d v a n C i n g n a T i v e K n o W l e d g e A m e r i c a n I n d i a n H i g h e r E d u c a t i o n C o n s o r t i u m ( A I H E C ) Assessment

More information

Literature Review. Liberal Arts and its cornerstone role in forming core educational requirements or

Literature Review. Liberal Arts and its cornerstone role in forming core educational requirements or Literature Review 2 The Historic Roots of General Education Literature Review Liberal Arts and its cornerstone role in forming core educational requirements or general education curriculum are considered

More information

FIELD PLACEMENT PROGRAM: COURSE HANDBOOK

FIELD PLACEMENT PROGRAM: COURSE HANDBOOK FIELD PLACEMENT PROGRAM: COURSE HANDBOOK COURSE OBJECTIVE: The Field Placement Program aims to bridge the gap between the law on the books and the law in action for law students by affording them the opportunity

More information

Ideas for Plenary Session. Erskine

Ideas for Plenary Session. Erskine Ideas for Plenary Session Erskine Pedagogical Mindfulness The FIU College of Education is working to develop, in teacher education and other school personnel candidates, dispositions as habits of pedagogical

More information

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION Arizona Department of Education Tom Horne, Superintendent of Public Instruction STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 5 REVISED EDITION Arizona Department of Education School Effectiveness Division

More information

EDUC-E328 Science in the Elementary Schools

EDUC-E328 Science in the Elementary Schools 1 INDIANA UNIVERSITY NORTHWEST School of Education EDUC-E328 Science in the Elementary Schools Time: Monday 9 a.m. to 3:45 Place: Instructor: Matthew Benus, Ph.D. Office: Hawthorn Hall 337 E-mail: mbenus@iun.edu

More information

D direct? or I indirect?

D direct? or I indirect? Direct vs. Indirect evidence of student learning Quiz Time D direct? or I indirect? 1 Example 1. I can name the capital of Alaska. Strongly Agree Agree Disagree Strongly Disagree Indirect evidence of knowledge

More information

John Jay College of Criminal Justice, CUNY ASSESSMENT REPORT: SPRING Undergraduate Public Administration Major

John Jay College of Criminal Justice, CUNY ASSESSMENT REPORT: SPRING Undergraduate Public Administration Major John Jay College of Criminal Justice, CUNY ASSESSMENT REPORT: SPRING 203 Undergraduate Public Administration Major Maria J. D'Agostino 06.30.203 ANNUAL ASSESSMENT REPORT FALL 20 SPRING 202 2 I. ASSESSMENT

More information

Writing Effective Program Learning Outcomes. Deborah Panter, J.D. Director of Educational Effectiveness & Assessment

Writing Effective Program Learning Outcomes. Deborah Panter, J.D. Director of Educational Effectiveness & Assessment Writing Effective Program Learning Outcomes Deborah Panter, J.D. Director of Educational Effectiveness & Assessment Overall Assessment Process Articulate learning outcomes: What is this program about?

More information

Saint Louis University Program Assessment Plan. Program Learning Outcomes Curriculum Mapping Assessment Methods Use of Assessment Data

Saint Louis University Program Assessment Plan. Program Learning Outcomes Curriculum Mapping Assessment Methods Use of Assessment Data Saint Louis University Program Assessment Plan Program (Major, Minor, Core): Sociology Department: Anthropology & Sociology College/School: College of Arts & Sciences Person(s) Responsible for Implementing

More information

Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration

Master of Science (MS) in Education with a specialization in. Leadership in Educational Administration Master of Science (MS) in Education with a specialization in Leadership in Educational Administration Effective October 9, 2017 Master of Science (MS) in Education with a specialization in Leadership in

More information

10.2. Behavior models

10.2. Behavior models User behavior research 10.2. Behavior models Overview Why do users seek information? How do they seek information? How do they search for information? How do they use libraries? These questions are addressed

More information

Heather Malin Center on Adolescence Stanford Graduate School of Education 505 Lasuen Mall Stanford, CA 94305

Heather Malin Center on Adolescence Stanford Graduate School of Education 505 Lasuen Mall Stanford, CA 94305 Heather Malin Center on Adolescence Stanford Graduate School of Education 505 Lasuen Mall Stanford, CA 94305 EDUCATION Stanford University, Ph.D., Education, 2009 Columbia University Teachers College,

More information

MPA Internship Handbook AY

MPA Internship Handbook AY MPA Internship Handbook AY 2017-2018 Introduction The primary purpose of the MPA internship is to provide students with a meaningful experience in which they can apply what they have learned in the classroom

More information

UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions

UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions UK Institutional Research Brief: Results of the 2012 National Survey of Student Engagement: A Comparison with Carnegie Peer Institutions November 2012 The National Survey of Student Engagement (NSSE) has

More information

Beyond the Blend: Optimizing the Use of your Learning Technologies. Bryan Chapman, Chapman Alliance

Beyond the Blend: Optimizing the Use of your Learning Technologies. Bryan Chapman, Chapman Alliance 901 Beyond the Blend: Optimizing the Use of your Learning Technologies Bryan Chapman, Chapman Alliance Power Blend Beyond the Blend: Optimizing the Use of Your Learning Infrastructure Facilitator: Bryan

More information

USING LEARNING THEORY IN A HYPERMEDIA-BASED PETRI NET MODELING TUTORIAL

USING LEARNING THEORY IN A HYPERMEDIA-BASED PETRI NET MODELING TUTORIAL USING LEARNING THEORY IN A HYPERMEDIA-BASED PETRI NET MODELING TUTORIAL A Paper Submitted to the Graduate Faculty of the North Dakota State University of Agriculture and Applied Science By Vaibhav Kumar

More information

Many health care advocates have

Many health care advocates have Institutional Issues Use for IPEC 2012 Institute with permission from the AAMC Changing the Future of Health Professions: Embedding Interprofessional Education Within an Academic Health Center Amy V. Blue,

More information

Teacher Development to Support English Language Learners in the Context of Common Core State Standards

Teacher Development to Support English Language Learners in the Context of Common Core State Standards Teacher Development to Support English Language Learners in the Context of Common Core State Standards María Santos, Oakland Unified School District Linda Darling-Hammond, Stanford University Tina Cheuk,

More information

Effect of Cognitive Apprenticeship Instructional Method on Auto-Mechanics Students

Effect of Cognitive Apprenticeship Instructional Method on Auto-Mechanics Students Effect of Cognitive Apprenticeship Instructional Method on Auto-Mechanics Students Abubakar Mohammed Idris Department of Industrial and Technology Education School of Science and Science Education, Federal

More information

Contract Renewal, Tenure, and Promotion a Web Based Faculty Resource

Contract Renewal, Tenure, and Promotion a Web Based Faculty Resource Contract Renewal, Tenure, and Promotion a Web Based Faculty Resource Kristi Kaniho Department of Educational Technology University of Hawaii at Manoa Honolulu, Hawaii, USA kanihok@hawaii.edu Abstract:

More information

National Survey of Student Engagement (NSSE)

National Survey of Student Engagement (NSSE) 2008 NSSE National Survey of Student Engagement (NSSE) Understanding SRU Student Engagement Patterns of Evidence NSSE Presentation Overview What is student engagement? What do we already know about student

More information

POL EVALUATION PLAN. Created for Lucy Learned, Training Specialist Jet Blue Airways

POL EVALUATION PLAN. Created for Lucy Learned, Training Specialist Jet Blue Airways POL EVALUATION PLAN Created for Lucy Learned, Training Specialist Jet Blue Airways Dear Lucy, Thank you for trusting Davis Consulting Inc. to create an evaluation plan for JetBlue University s Principles

More information

Revision and Assessment Plan for the Neumann University Core Experience

Revision and Assessment Plan for the Neumann University Core Experience Revision and Assessment Plan for the Neumann University Core Experience Revision of Core Program In 2009 a Core Curriculum Task Force with representatives from every academic division was appointed by

More information

Teaching and Assessing Professional Skills in an Undergraduate Civil Engineering

Teaching and Assessing Professional Skills in an Undergraduate Civil Engineering Paper ID #12205 Teaching and Assessing Professional Skills in an Undergraduate Civil Engineering Curriculum Dr. William J. Davis P.E., The Citadel William J. Davis is a professor in Civil & Environmental

More information

Indiana Collaborative for Project Based Learning. PBL Certification Process

Indiana Collaborative for Project Based Learning. PBL Certification Process Indiana Collaborative for Project Based Learning ICPBL Certification mission is to PBL Certification Process ICPBL Processing Center c/o CELL 1400 East Hanna Avenue Indianapolis, IN 46227 (317) 791-5702

More information

Programme Specification

Programme Specification Programme Specification Title: Crisis and Disaster Management Final Award: Master of Science (MSc) With Exit Awards at: Postgraduate Certificate (PG Cert) Postgraduate Diploma (PG Dip) Master of Science

More information

Developing a Comprehensive Assessment Plan: Lessons Learned

Developing a Comprehensive Assessment Plan: Lessons Learned Developing a Comprehensive Assessment Plan: Lessons Learned This presentation will describe the University of Dayton School of Law s assessment initiatives at the macro and micro level, with the goal that

More information

Unit 7 Data analysis and design

Unit 7 Data analysis and design 2016 Suite Cambridge TECHNICALS LEVEL 3 IT Unit 7 Data analysis and design A/507/5007 Guided learning hours: 60 Version 2 - revised May 2016 *changes indicated by black vertical line ocr.org.uk/it LEVEL

More information

Promoting the Wholesome Professor: Building, Sustaining & Assessing Faculty. Pearson, M.M. & Thomas, K. G-SUN-0215h 1

Promoting the Wholesome Professor: Building, Sustaining & Assessing Faculty. Pearson, M.M. & Thomas, K. G-SUN-0215h 1 Promoting the Wholesome Professor: Dr. Mildred M. Pearson, Director, Faculty Development Associate Professor, Early Childhood, Elementary & Middle Level Education Mrs. Krishna Thomas, Assistant Director,

More information

Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach

Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach Enhancing Students Understanding Statistics with TinkerPlots: Problem-Based Learning Approach Krongthong Khairiree drkrongthong@gmail.com International College, Suan Sunandha Rajabhat University, Bangkok,

More information

Faculty governance especially the

Faculty governance especially the THE NEA 2001 ALMANAC OF HIGHER EDUCATION 27 Unions and Faculty Governance by Christine Maitland and Gary Rhoades Christine Maitland has more than 20 years experience in higher education labor relations.

More information

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION

MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION MSW POLICY, PLANNING & ADMINISTRATION (PP&A) CONCENTRATION Overview of the Policy, Planning, and Administration Concentration Policy, Planning, and Administration Concentration Goals and Objectives Policy,

More information

Voices on the Web: Online Learners and Their Experiences

Voices on the Web: Online Learners and Their Experiences 2003 Midwest Research to Practice Conference in Adult, Continuing, and Community Education Voices on the Web: Online Learners and Their Experiences Mary Katherine Cooper Abstract: Online teaching and learning

More information

LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A

LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A Contact Info: Email: lhubbard@sandiego.edu LEAD 612 Advanced Qualitative Research Fall 2015 Dr. Lea Hubbard Camino Hall 101A Phone: 619-260-7818 (office) 760-943-0412 (home) Office Hours: Tuesday- Thursday

More information

Activities, Exercises, Assignments Copyright 2009 Cem Kaner 1

Activities, Exercises, Assignments Copyright 2009 Cem Kaner 1 Patterns of activities, iti exercises and assignments Workshop on Teaching Software Testing January 31, 2009 Cem Kaner, J.D., Ph.D. kaner@kaner.com Professor of Software Engineering Florida Institute of

More information

From practice to practice: What novice teachers and teacher educators can learn from one another Abstract

From practice to practice: What novice teachers and teacher educators can learn from one another Abstract From practice to practice: What novice teachers and teacher educators can learn from one another Abstract This symposium examines what and how teachers and teacher educators learn from practice. The symposium

More information

Student Engagement and Cultures of Self-Discovery

Student Engagement and Cultures of Self-Discovery Student Engagement and Cultures of Self-Discovery Dr. Debra Dawson The University of Western Ontario London, Ontario Canada Outline What is student engagement? NSSE benchmarks What were some of the key

More information

HANDBOOK. Doctoral Program in Educational Leadership. Texas A&M University Corpus Christi College of Education and Human Development

HANDBOOK. Doctoral Program in Educational Leadership. Texas A&M University Corpus Christi College of Education and Human Development HANDBOOK Doctoral Program in Educational Leadership Texas A&M University Corpus Christi College of Education and Human Development Revised April 2017 by Dr. Daniel L. Pearce Dr. Randall Bowden Table of

More information

Running Head GAPSS PART A 1

Running Head GAPSS PART A 1 Running Head GAPSS PART A 1 Current Reality and GAPSS Assignment Carole Bevis PL & Technology Innovation (ITEC 7460) Kennesaw State University Ed.S. Instructional Technology, Spring 2014 GAPSS PART A 2

More information

Promoting Active Learning in University Classes

Promoting Active Learning in University Classes Promoting Active Learning in University Classes Dr Tony Morrison EDC, January 11 Introduction This workshop follows on from the four earlier 'active learning' workshops conducted in EDC. Approximately

More information

Key concepts for the insider-researcher

Key concepts for the insider-researcher 02-Costley-3998-CH-01:Costley -3998- CH 01 07/01/2010 11:09 AM Page 1 1 Key concepts for the insider-researcher Key points A most important aspect of work based research is the researcher s situatedness

More information

Active Learning a pathfinder guide to active learning resources Developed by Roberta (Robin) Sullivan

Active Learning a pathfinder guide to active learning resources Developed by Roberta (Robin) Sullivan Active Learning a pathfinder guide to active learning resources Developed by Roberta (Robin) Sullivan Scope note The guides on this pathfinder provide suggested resources for beginning research about active

More information

eportfolio Guide Missouri State University

eportfolio Guide Missouri State University Social Studies eportfolio Guide Missouri State University Updated February 2014 Missouri State Portfolio Guide MoSPE & Conceptual Framework Standards QUALITY INDICATORS MoSPE 1: Content Knowledge Aligned

More information

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE

PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE PEDAGOGICAL LEARNING WALKS: MAKING THE THEORY; PRACTICE DR. BEV FREEDMAN B. Freedman OISE/Norway 2015 LEARNING LEADERS ARE Discuss and share.. THE PURPOSEFUL OF CLASSROOM/SCHOOL OBSERVATIONS IS TO OBSERVE

More information

Ruggiero, V. R. (2015). The art of thinking: A guide to critical and creative thought (11th ed.). New York, NY: Longman.

Ruggiero, V. R. (2015). The art of thinking: A guide to critical and creative thought (11th ed.). New York, NY: Longman. BSL 4080, Creative Thinking and Problem Solving Course Syllabus Course Description An in-depth study of creative thinking and problem solving techniques that are essential for organizational leaders. Causal,

More information

THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02

THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 THREE-YEAR COURSES FASHION STYLING & CREATIVE DIRECTION Version 02 Undergraduate programmes Three-year course Fashion Styling & Creative Direction 02 Brief descriptive summary Over the past 80 years Istituto

More information

ABET Criteria for Accrediting Computer Science Programs

ABET Criteria for Accrediting Computer Science Programs ABET Criteria for Accrediting Computer Science Programs Mapped to 2008 NSSE Survey Questions First Edition, June 2008 Introduction and Rationale for Using NSSE in ABET Accreditation One of the most common

More information

Assuring Graduate Capabilities

Assuring Graduate Capabilities eportfolios in Australian higher education: Graduate attributes, standards and employability Assuring Graduate Capabilities Professor Beverley Oliver National Teaching Fellow http://tiny.cc/boliver US,

More information

1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change.

1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change. TOOLS INDEX TOOL TITLE PURPOSE 1.1 Examining beliefs and assumptions Begin a conversation to clarify beliefs and assumptions about professional learning and change. 1.2 Uncovering assumptions Identify

More information

CREATING SAFE AND INCLUSIVE SCHOOLS: A FRAMEWORK FOR SELF-ASSESSMENT. Created by: Great Lakes Equity Center

CREATING SAFE AND INCLUSIVE SCHOOLS: A FRAMEWORK FOR SELF-ASSESSMENT. Created by: Great Lakes Equity Center CREATING SAFE AND INCLUSIVE SCHOOLS: A FRAMEWORK FOR SELF-ASSESSMENT Created by: Great Lakes Equity Center May 2015 About Great Lakes Equity Center Great Lakes Equity Center is one of ten regional Equity

More information

Researcher Development Assessment A: Knowledge and intellectual abilities

Researcher Development Assessment A: Knowledge and intellectual abilities Researcher Development Assessment A: Knowledge and intellectual abilities Domain A: Knowledge and intellectual abilities This domain relates to the knowledge and intellectual abilities needed to be able

More information

San Diego State University Division of Undergraduate Studies Sustainability Center Sustainability Center Assistant Position Description

San Diego State University Division of Undergraduate Studies Sustainability Center Sustainability Center Assistant Position Description San Diego State University Division of Undergraduate Studies Sustainability Center Sustainability Center Assistant Position Description I. POSITION INFORMATION JOB TITLE DEPARTMENT Sustainability Center

More information

Course Assessment 101: A Primer for Faculty

Course Assessment 101: A Primer for Faculty Course Assessment 101: A Primer for Faculty Office of Academic Planning, Institutional Research, and Assessment /coursetoolkit.html 1 The George Washington University, like many universities, devotes substantial

More information

HARPER ADAMS UNIVERSITY Programme Specification

HARPER ADAMS UNIVERSITY Programme Specification HARPER ADAMS UNIVERSITY Programme Specification 1 Awarding Institution: Harper Adams University 2 Teaching Institution: Askham Bryan College 3 Course Accredited by: Not Applicable 4 Final Award and Level:

More information

STUDENT ASSESSMENT, EVALUATION AND PROMOTION

STUDENT ASSESSMENT, EVALUATION AND PROMOTION 300-37 Administrative Procedure 360 STUDENT ASSESSMENT, EVALUATION AND PROMOTION Background Maintaining a comprehensive system of student assessment and evaluation is an integral component of the teaching-learning

More information

MASTER S COURSES FASHION START-UP

MASTER S COURSES FASHION START-UP MASTER S COURSES FASHION START-UP Postgraduate Programmes Master s Course Fashion Start-Up 02 Brief Descriptive Summary Over the past 80 years Istituto Marangoni has grown and developed alongside the thriving

More information

Probability and Statistics Curriculum Pacing Guide

Probability and Statistics Curriculum Pacing Guide Unit 1 Terms PS.SPMJ.3 PS.SPMJ.5 Plan and conduct a survey to answer a statistical question. Recognize how the plan addresses sampling technique, randomization, measurement of experimental error and methods

More information

The College Board Redesigned SAT Grade 12

The College Board Redesigned SAT Grade 12 A Correlation of, 2017 To the Redesigned SAT Introduction This document demonstrates how myperspectives English Language Arts meets the Reading, Writing and Language and Essay Domains of Redesigned SAT.

More information

2007 Advanced Advising Webinar Series. Academic and Career Advising for Sophomores

2007 Advanced Advising Webinar Series. Academic and Career Advising for Sophomores 2007 Advanced Advising Webinar Series Webinar 2, March 28, 2007 Academic and Career Advising for Sophomores Myla Rugge, academic counselor lead, University of Washington Julie Stockenberg, assistant director,

More information

The Impact of Honors Programs on Undergraduate Academic Performance, Retention, and Graduation

The Impact of Honors Programs on Undergraduate Academic Performance, Retention, and Graduation University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Journal of the National Collegiate Honors Council - -Online Archive National Collegiate Honors Council Fall 2004 The Impact

More information

Growth of empowerment in career science teachers: Implications for professional development

Growth of empowerment in career science teachers: Implications for professional development Growth of empowerment in career science teachers: Implications for professional development Presented at the International Conference of the Association for Science Teacher Education (ASTE) in Hartford,

More information

Innovative Methods for Teaching Engineering Courses

Innovative Methods for Teaching Engineering Courses Innovative Methods for Teaching Engineering Courses KR Chowdhary Former Professor & Head Department of Computer Science and Engineering MBM Engineering College, Jodhpur Present: Director, JIETSETG Email:

More information

The Teaching and Learning Center

The Teaching and Learning Center The Teaching and Learning Center Created in Fall 1996 with the aid of a federal Title III grant, the purpose of LMC s Teaching and Learning Center (TLC) is to introduce new teaching methods and classroom

More information

ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY

ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY ASSESSMENT OF STUDENT LEARNING OUTCOMES WITHIN ACADEMIC PROGRAMS AT WEST CHESTER UNIVERSITY The assessment of student learning begins with educational values. Assessment is not an end in itself but a vehicle

More information

FY year and 3-year Cohort Default Rates by State and Level and Control of Institution

FY year and 3-year Cohort Default Rates by State and Level and Control of Institution Student Aid Policy Analysis FY2007 2-year and 3-year Cohort Default Rates by State and Level and Control of Institution Mark Kantrowitz Publisher of FinAid.org and FastWeb.com January 5, 2010 EXECUTIVE

More information

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT

Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Instructional Supports for Common Core and Beyond: FORMATIVE ASSESMENT Defining Date Guiding Question: Why is it important for everyone to have a common understanding of data and how they are used? Importance

More information

Mastering Team Skills and Interpersonal Communication. Copyright 2012 Pearson Education, Inc. publishing as Prentice Hall.

Mastering Team Skills and Interpersonal Communication. Copyright 2012 Pearson Education, Inc. publishing as Prentice Hall. Chapter 2 Mastering Team Skills and Interpersonal Communication Chapter 2-1 Communicating Effectively in Teams Chapter 2-2 Communicating Effectively in Teams Collaboration involves working together to

More information

Missouri Mathematics Grade-Level Expectations

Missouri Mathematics Grade-Level Expectations A Correlation of to the Grades K - 6 G/M-223 Introduction This document demonstrates the high degree of success students will achieve when using Scott Foresman Addison Wesley Mathematics in meeting the

More information

Module Title: Teaching a Specialist Subject

Module Title: Teaching a Specialist Subject MOTIVATE Project MODULE DOCUMENT Module Title: Teaching a Specialist Subject Institutional Specific Module Data: 1 Name of institution: Budapest Polytechnic Name of Department: Centre for Teacher Training

More information

STUDENT LEARNING ASSESSMENT REPORT

STUDENT LEARNING ASSESSMENT REPORT STUDENT LEARNING ASSESSMENT REPORT PROGRAM: Sociology SUBMITTED BY: Janine DeWitt DATE: August 2016 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The

More information

American Studies Ph.D. Timeline and Requirements

American Studies Ph.D. Timeline and Requirements American Studies Ph.D. Timeline and Requirements (Revised version ) (This document provides elaboration and specification of degree requirements listed in the UNC Graduate Record, especially regarding

More information

Developing Students Research Proposal Design through Group Investigation Method

Developing Students Research Proposal Design through Group Investigation Method IOSR Journal of Research & Method in Education (IOSR-JRME) e-issn: 2320 7388,p-ISSN: 2320 737X Volume 7, Issue 1 Ver. III (Jan. - Feb. 2017), PP 37-43 www.iosrjournals.org Developing Students Research

More information

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice Title: Considering Coordinate Geometry Common Core State Standards

More information

Additional Qualification Course Guideline Computer Studies, Specialist

Additional Qualification Course Guideline Computer Studies, Specialist Additional Qualification Course Guideline Computer Studies, Specialist Schedule D Teachers Qualifications Regulation July 2010 Ce document est disponible en français sous le titre Ligne directrice du cours

More information

KENTUCKY FRAMEWORK FOR TEACHING

KENTUCKY FRAMEWORK FOR TEACHING KENTUCKY FRAMEWORK FOR TEACHING With Specialist Frameworks for Other Professionals To be used for the pilot of the Other Professional Growth and Effectiveness System ONLY! School Library Media Specialists

More information

Focus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION

Focus on. Learning THE ACCREDITATION MANUAL 2013 WASC EDITION Focus on Learning THE ACCREDITATION MANUAL ACCREDITING COMMISSION FOR SCHOOLS, WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES www.acswasc.org 10/10/12 2013 WASC EDITION Focus on Learning THE ACCREDITATION

More information

Epistemic Cognition. Petr Johanes. Fourth Annual ACM Conference on Learning at Scale

Epistemic Cognition. Petr Johanes. Fourth Annual ACM Conference on Learning at Scale Epistemic Cognition Petr Johanes Fourth Annual ACM Conference on Learning at Scale 2017 04 20 Paper Structure Introduction The State of Epistemic Cognition Research Affordance #1 Additional Explanatory

More information

Providing Feedback to Learners. A useful aide memoire for mentors

Providing Feedback to Learners. A useful aide memoire for mentors Providing Feedback to Learners A useful aide memoire for mentors January 2013 Acknowledgments Our thanks go to academic and clinical colleagues who have helped to critique and add to this document and

More information

Georgetown University School of Continuing Studies Master of Professional Studies in Human Resources Management Course Syllabus Summer 2014

Georgetown University School of Continuing Studies Master of Professional Studies in Human Resources Management Course Syllabus Summer 2014 Georgetown University School of Continuing Studies Master of Professional Studies in Human Resources Management Course Syllabus Summer 2014 Course: Class Time: Location: Instructor: Office: Office Hours:

More information