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Official Director for eLearning and Technology. School of Pharmacy and Health Professions ... Morals of Inquiry: Issues in the Scholarship of Teaching and Learning. ...
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Teaching Effectiveness Past, Present, Future

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Tracy Chapman, M.Ed. Official Director for eLearning and Technology School of Pharmacy and Health Professions tchapman@creighton.edu Ken Keefner, R.Ph., PhD Associate Professor Vice Chair Department of Pharmacy Sciences School of Pharmacy and Health Professions kenkeefner@creighton.edu

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Today\'s Session… Overview of the difficulties we confronted and prompts to roll out improvements Process utilized to influence change Current status and tentative arrangements Our connection

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" I never educate my students; I just endeavor to give the conditions in which they can learn." Albert Einstein

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Challenges and Prompts Course assessments as sole information hotspot for dossiers to archive showing Faculty reliably got the poorest appraisals (P&T) No legitimacy/dependability attached to apparatuses utilized for course assessments No consistency in devices/questions utilized Looking for another instrument for course assessments Very minimal developmental appraisal Death by review

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Office for Faculty Development & Assessment Administration School Assessment Committee Pharmacy Ass\'t Cmte PT Ass\'t Cmte OT Ass\'t Cmte OASA Existing Structure OLAT

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Transforming the Culture Change in Institutional Culture Course Evaluation Teaching Effectiveness Assessing Teaching Effectiveness Build Shared Guide-lines Build Shared Trust Build Shared Motivation Build Shared Language Adapted from Angelo 1999

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Process Stakeholder inclusion External mastery Collaboration & Communication Tenacity Someone \'driving the charge\' Worked at numerous levels

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School Assessment Committee Pharmacy OT PT Administration Peer Groups Process School of Medicine Office for Faculty Development & Assessment Internal Consultants External Consultants IDEA SGID Facilitators Peer Coaches

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"A change is something you do, and a prevailing fashion is something individuals discuss." Peter Drucker Managing in the Next Society

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What did we wind up with? Process/Plan for utilizing different information focuses Multiple Tools for information accumulation Agreement on information proprietorship Beginning to consider understudy learning in a more strong manner Cross disciplinary examination/talk on showing adequacy Decreased \'passing by review\'

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Tools Developed/Adapted Teaching Effectiveness Plan Teaching Effectiveness Table – what to utilize when and for what purposes Annual Course Report frame Small Group Instructional Diagnosis (SGID) Peer Mentoring Policies/Procedures Individual Development & Educational Assessment (IDEA)

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I ndividual D evelopment & E ducational A ssessment New apparatus – open door for change Appropriate utilization of understudy appraisals & understudy remarks Shared dialect

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Shared Language Course assessments → Student evaluations of guideline Teaching assessment → Teaching viability Faculty center → Student (learning) centered

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New Tool: An Opportunity for Change Student Learning Focus Diagnostic Component Scores Adjusted for Extraneous Influences What was educator\'s impact on learning? Archived Validity and Reliability National Comparative Data Group Summary Reports Program Review Accreditation

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Appropriate Use of Student Ratings & Student Comments Student Ratings can have a positive effect if... The instrument : Is "learning centered" and gives a demonstrative The accentuation to "summative" workforce assessment is suitable: 30%-half of the general assessment of showing Use extra wellsprings of confirmation Results are not over-deciphered 3-5 execution classifications Appropriate utilization of understudy remarks Results are illustrative of guideline: 6 to 8 classes speaking to all or almost all classes taught More if classes are little

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Students Are Not Qualified to Assess Faculty aptitude Appropriateness of objectives, substance, and association obviously Materials utilized as a part of conveyance How understudy work is assessed, including reviewing rehearses

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Transforming the Culture Change in Institutional Culture Course Evaluation Teaching Effectiveness Assessing Teaching Effectiveness Build Shared Guide-lines Build Shared Trust Build Shared Motivation Build Shared Language Adapted from Angelo 1999

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References Selected References: Arreola R. Building up a Comprehensive Faculty Evaluation System. Bolton, MA; Anker Pub, 2000. Hutchings P. Morals of Inquiry: Issues in the Scholarship of Teaching and Learning. Menlo Park, CA; The Carnegie Foundation for the Advancement of Teaching, 2002. McKeachie W. Educating Tips. eleventh Edition, Boston, MA; Houghton Mifflin Co, 2002. Penny A, Coe R. Viability of discussion on understudy appraisals criticism: a meta-examination. Survey of Educational Research, 74(2): 215-253, 2004. Seldin P. Changing Practices in Evaluating Teaching, Bolton, MA; Anker Pub, 1999. Shulman L. Instructing as Community Property: Essays on Higher Education, San Francisco, CA, 2004. Wergin J. Divisions that Work: Building and Sustaining Cultures of Excellence in Academic Programs. Bolton, MA; Anker Pub, 2003.

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