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- TAIR 2004
- Mrs. Jacque Gillispie, Mr. Wesley Jennings, and Dr. Gail Dantzker
- South Texas Community College
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An Inevitable
Tension
in Higher Ed=
div>
- “Teaching is what faculty DO”
-
(An Activity)
- What they value
- What they want to be evaluated on
- FACULTY CONTROL THIS=
li>
- “Learning is what is expected to result.”
- (An Intended Outcome)
- What others value
- What others want to use as the evaluation of teaching
- FACULTY DO NOT CONTROL THIS
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- TEACHING is an activity in which we engage in order to produce an
intended outcome (i.e., learning).
- The Intended Outcome of teaching is LEARNING at a satisfactory level=
in
every student.
- If learning does not occur at a satisfactory level, then the activit=
y of
teaching has not accomplished its intended outcome.
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- Information & Change Agency Role: We often shape expectations
through our work
- Research Role: We are probably the only folks on most of our campuses
who can help identify the relationship between teaching strategies a=
nd
learning outcomes (past, current, or future)
- Default: Few of our institutions have fullblown faculty development
programs and “Centers for Teaching Excellence” (or somet=
hing
similarly dedicated) to help with this
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- Information & Change Agency: We often shape expectations through=
our
work
- Default: Few of our institutions have fullblown faculty development
programs and “Centers for Teaching Excellence” (or somet=
hing
similarly dedicated) to help with this
- This is at the heart of IE and Quality Enhancement Planning at most
institutions
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- Help faculty identify student learning outcomes they can truly influ=
ence
- Institutional level
- College or division level
- Department or program level
- Personal level
- Help faculty develop baseline data against which to measure improvem=
ent
in student learning outcomes
- Help faculty identify, plan for, use and assess teaching strategies =
that
lead to desired learning outcomes
- Help faculty identify and measure change resulting from their teachi=
ng
- Help build reasonable expectations for outcomes
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- These initiatives should be addressed at the program, department, or
school/college level
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- “Best-Practice” sources
- Theory and Lit Review sources
- Developmental Theories
- Theories of Intelligence
- Developing Expertise
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- Seven Principles of Good Practice
- Implementing the Seven Principles: Technology as Lever
- Indicators of “Good Practice” in Undergraduate Education=
: A
Handbook for Development and Implementation
- The Principles of Good Practice in Assessing Student Learning
- Principles of Good Practice for Student Affairs
- (See Reference List & Resources)
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- Encourages contact between students and faculty
- Develops reciprocity & cooperation among students
- Encourages active learning
- Gives prompt feedback
- Emphasizes time on task
- Communicates high expectations
- Respects diverse talents & ways of learning
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- Encourages contact between students & faculty
- Maintains office hours & meets with students outside class
- Web-enhanced class includes e-mail & online forum
- Contact information provided in syllabus
- Other measurable or observable??
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- Intended Outcome: Student Success
- Performance Indicator: Course Retention
- Performance Standard: Course withdrawal rate will decrease by 5% dur=
ing
A.Y. 03-04.
- Activities: Encourage contact between students & faculty
- Maintain office hours & meet with students outside class
- Web-enhanced class includes e-mail & online forum
- Contact information provided in syllabus
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- Grade Distribution Report tracks and reports on the number and % of
withdrawals*
- For the entire institution
- For the entire division or college
- For the program or department
- For all courses (all sections of each course combined)
- For each instructor for each course s/he teaches (all sections of e=
ach
course combined, or not)
- * These are the Performance Measure data reports
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- Include an item on the end-of-semester faculty eval forms or student
satisfaction surveys asking students to report how many times they w=
ent
to the instructor’s office
- Include an item asking students to report how many times they used t=
he
online support
- Review all/a sample of syllabi for contact and office hour information=
. Is
it accurate?
- Were any of these related to overall withdrawal patterns?
- - Statistical analysis of student records
- Insights about improvement?
- Conduct focus groups with students
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- Intended Outcome: Student Success
- Performance Indicator: Course Retention
- Performance Standard: Course withdrawal rate will decrease by 5% dur=
ing
A.Y. 03-04
- Activities: Gives Prompt Feedback (Early Alert)
- Graded work provided within first 2 weeks of semester
- Returns graded work within 2 class meetings or 1 week, whichever is
shorter
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- Include an item on faculty eval forms or student satisfaction surveys
asking students to report how soon they received the first graded
assignment in course
- Include an item asking students to report how long, on average, it t=
ook
to get graded work back from instructor
- Review all/a sample of syllabi for evidence of an early term graded
project
- Use student e-mail for real-time checks
- Conduct focus groups with students who withdraw
- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . =
. .
. . . . . . .
- Were any of these related to overall withdrawal patterns? Insights a=
bout
improvement?
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- Theories of Intelligence (Examples)
- “G” General capacity to learn
- Gardner’s Theory of Multiple Intelligences
- Developmental Theories (Examples)
- (“Ages & Stages”)
- Fluid & crystallized intelligence (Baltes et al.)
- Piaget, Erikson, Maslow, Gould, Loevinger, Weathersby, Usher
- Kitchener & King
- Developing Expertise (Example)
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- Gardner’s Multiple Intelligences
- Linguistic: sense-making through language
- Musical: meaning through sound
- Logical-mathematical: use of abstract relations
- Spatial: use & transformation of spatial information
- Bodily-kinesthetic: use of all or parts of body to create products =
or
solve problems
- Interpersonal: recognition & distinction of feelings &
intentions of others
- Intrapersonal: distinction among own feelings, building accurate me=
ntal
models of self, & using models in decision-making
- Naturalist: distinguish among, classify & use environmental
elements
- Existential: focus on the “meaning of life” questions=
li>
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- Intended Outcome: Student Success
- Performance Indicator: Course Retention
- Performance Standard: Course withdrawal rate will decrease by 5% dur=
ing
A.Y. 03-04.
- Activities: Linguistic: sense-making through language
- Conduct readability reviews of potential texts & adjust
- Conduct readability review of syllabus & adjust
- Conduct readability review of exams &
- adjust
- Provide alternative formats
- Encourage taping of lectures
- Co-enrollment in Developmental Reading
- course requirement
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- Kitchener & King (age)
- Knowledge is absolute & concrete (childhood)
- All problems are solvable (early adolescence)
- Truths may be inaccessible, so use best judgment (last 2 yrs of H.S. & 1=
st
2 yrs.of college)
- Well-structured v. ill-structured problems (late undergrad & ear=
ly
graduate)
- Contextual knowledge (typical grad student)
- Relative worth of varying perspectives or contextual understandings
(advanced grad students)
- Best solutions through critical inquiry & synthesis
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- Weatherby (sequential)
- Impulsive & Self-protective (education is something you get once
& then have)
- Conformist (education as credentialing)
- Self-Aware (education as a personal asset)
- Conscientious (education as improving personal & societal values=
)
- Individualistic (lifelong learning)
- Autonomous & Integrated (ongoing education needed for
self-fulfillment, creativity, deeper values, and interpersonal
relationships)
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- Intended Outcome: Student Success
- Performance Indicator: Course Sequence Completion
- Performance Standard: Grades of C or better will be good predictors of succe=
ssful
grades (A,B,C or P) in the next course in each course sequence
- Activities: Assist students in mastering sequential materials and
outlooks on learning needed to progress successfully through course
sequences
- [presentation methods?]
- [fostering conceptual growth?]
- [assessment methods?]
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- Experts excel mainly in their own domains.
- Experts perceive large, meaningful patterns in their domains.
- Experts are fast & economical.
- Experts have superior memories.
- Experts see and represent problems in their domain at deep levels.=
li>
- Experts tend to use qualitative analysis in problem solving.
- Experts have strong self-monitoring skills.
- Chi, Glaser & Farr, 1989.
- Goal of Education to increase expertise in various areas?
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- Intended Outcome: Student Success
- Performance Indicator: Employer Satisfaction
- Performance Standard: 100% of employers of A.Y. 2002-03 graduates wi=
ll
indicate that graduates are expert in job skills required for
entry-level positions
- Activities: Experts have strong self-monitoring skills.
- Items on Employer follow-up survey indicate that all graduates
regularly check their work for errors, identify any errors, correct
identified errors before completing work
- Employers report having to do no additional training in quality con=
trol
with entering employees who graduated from STCC in last year
- Employers report having to do no additional training in waste
management with entering employees who graduated from STCC in last =
year
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- Be proactive
- Help faculty and staff distinguish between process and outcome
- Encourage faculty and staff to use available theory & research in
their activities
- Push for better standards
- Measure and Report
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- Would you like to work with us on this project?
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