Preface, Volume 21 (2002)

Preface to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University

Using Data to Enhance College Teaching: Course and Departmental Assessment Results as a Faculty Development Tool

This article highlights the need for using assessment of student learning outcomes data to guide reaching-related farolty development decision-making. Literature on the topic suggests that using assessment results to inform faculty development discussions makes better use of both the assessment data and the time spent in faculty development. Feedback and consultations regarding feedback seem to be important variables in determining if changes in teaching will occur. Types of assessment data that may especially inform reaching-related conversations are discussed

Learning Outcomes Assessment Misunderstood: Glass Half-Empty or Half-Full

A professor walks into a room full of honors students and begins an activity related to the assigned topic of the day. The probability that most of the students in class will enthusiastically engage is probably zero unless the professor has established the relevance of the material and somehow hooked the students with an intriguing question or example. Many students, even honors students, will view any activity as a hassle unless the professor establishes relevance and creates favorable conditions for engagement. Professors are no different when it comes to learning outcomes assessment. When asked to participate in the process, we see a glass half-empty rather than a glass halffull, so we need to start by examining why and how we might change this teaching attitude

New directions for teaching and learning

Publ. comme no 121, spring 2010 de la revue New directions for teaching and learningIndexComprend des bibliogr

Meaningful Course Revision: Enhancing Academic Engagement Using Student Learning Data

Faculty often make course changes based on reasons other than data. Intuition or student comments and satisfaction may be important guides, but they don\u27t tell how much a student is learning or whether that learning transfers to other courses. This book makes the case for the use of multiple, direct measures of student learning outcomes data to enhance course development and guide meaningful course revision and decision-making. Focusing on student learning as the reason for course revision is essential. Meaningful Course Revision is a practical guide for collecting information about how well students are reaching your course goals, learning what impact your changes are having on student learning, and putting your courses into a cycle of continual revision and improvement. It will also benefit your students and keep your teaching interesting, fresh, and enjoyable. Contents include: Data-based decision-making Designing course-based assessment activities Using data to enhance innovation in course redesign Rethinking teaching and learning Embedding assessment activities in meaningful ways Planning the course Closing the feedback loop Moving from course-level decision-making to departmental curriculum planning Creating a culture of student learning outcomes assessmen

Introduction. Volume 21 (2003)

Introduction to volume 21 (2003) of To Improve the Academy: A Journal of Educational Development, by Devorah Lieberman of Portland State University

Transformative learning and adult higher education

Comprend des références bibliographiques et un index.Presenting current trends in transformative learning and adult higher education, this volume paints a vivid picture of the Transformative Learning theory in action. The concepts that knit these articles together despite the variety of educational settings and populations are: relationships, community, and the body experience--often missing in higher education. This volume includes: the voices of marginalized populations often excluded from research studies such as community college students, emerging adults with learning differences, English language learners, native Alaskans, African-American health educators, doctoral students, and yoga practitioners; new paradigms for thinking about adult undergraduate education; new ways to deal with social conflict and advise doctoral students; and personal stories from Black women leaders, college teachers, student writers as well as pregnant women, and social service providers

New directions for teaching and learning

Publ. comme no 123, fall 2010 de la revue New directions for teaching and learningIndexComprend des bibliogr