scholarly journals From Curriculum Mapping to Assessment: One Psychology Department’s Adventure

2018 ◽  
Vol 3 (4) ◽  
pp. 12
Author(s):  
Matthew T. Heinly ◽  
Anurag Rimzhim ◽  
Rebecca A. Boncoddo ◽  
Carolyn R. Fallahi
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Objectives ◽  
Assessment Process ◽  
Academic Departments ◽  
Curriculum Mapping ◽  
Institutions Of Higher Education ◽  
Assessment Battery ◽  
Curriculum Map ◽  
Curricular Modifications

Given the current focus on assessment, funding decisions, and increased demands for faculty accountability, many institutions of higher education and academic departments must demonstrate evidence of student learning. Beginning with a curriculum map, we operationally defined how our learning objectives were met for each course. Using this curriculum map, we then developed a common syllabus for each course, which in turn allowed us to more specifically define course learning objectives and a basic outline of content. This process informed and faciltiated the development of embedded assessments and rubrics for each course. Once data is collected from these assessments, we will refine our assessment battery and determine which learning objectives are being met as well as what courses or curricular modifications are needed. This is an account of one department’s assessment process.

Using Accountability to Improve Student Learning in Higher Education Music Programs

2019 ◽  
pp. 745-765
Author(s):  
Jeffrey Ward
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Learning ◽  
The United States ◽  
Program Improvement ◽  
Influential Factor ◽  
Assessment Process ◽  
Curricular Development ◽  
Accreditation Standards ◽  
Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

Assessing General Education Outcomes Across Programs

2011 ◽  
pp. 620-634 ◽  
Author(s):  
Yi Yang ◽  
Michelle Buchberger ◽  
Harrison Hao Yang
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Assessment Process ◽  
Learning Assessment ◽  
Curriculum Mapping ◽  
Non Profit ◽  
Face To Face ◽  
Mapping Process ◽  
Assessment Of Student Learning

As the pressure to provide accountability in education escalates, the assessment of student learning becomes increasingly important. This chapter describes an approach to the assessment of learning outcomes, in both online and face to face programs, as developed for an independent, non-profit university in Ohio. The approach includes three major components: a curriculum mapping process that determines where particular learning outcomes are being assessed, a visual representation of this curriculum map with links to assessment data (Success Path©), and a cyclical assessment process that assists with the continuous improvement of programs and student learning. This chapter leverages current research in the field of student learning, assessment, and curriculum mapping theory.

scholarly journals Refusing to Wait: Just-in-Time Teaching

2018 ◽  
Vol 111 ◽  
pp. 88-102
Author(s):  
Ann J. Cahill ◽  
Tom Mould
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Presidential Election ◽  
Course Design ◽  
Just In Time ◽  
Institutions Of Higher Education ◽  
Practical Skills ◽  
Faculty And Staff

Shortly after the presidential election of 2016, a group of faculty and staff at Elon University committed to developing and offering a one-credit course  designed to provide students with intellectual and practical skills that would be useful in facing contemporary social and political challenges. This article describes the process of developing the course, its structure and content, and its effects on the students, faculty, and staff who participated in it. The article also discusses strengths and weaknesses of the course design as a means of helping to ensure the success of any future endeavors. The course, which eventually came to be titled “Refusing to Wait: Intellectual and Practical Resources for Troubled Times,” is an example of how institutions of higher education can respond quickly and effectively to political developments, while keeping student learning at the center of their mission.

scholarly journals Financial Aspects of the Dual Form of Education

2020 ◽  
pp. 103-122
Author(s):  
Viktor SYNCHAK ◽  
Oleksandra HREKHOVA
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Vocational Training ◽  
Educational Institutions ◽  
Practical Training ◽  
Institutions Of Higher Education ◽  
Foreign Experience ◽  
Dual Form ◽  
Education Organization ◽  
Principle Of Duality

The article shows the role of the dual form of education in improving the quality of training of graduates of domestic educational institutions. The need to diversify the sources of funding for the dual form of higher education at the stages of its implementation is emphasized. The dual form of the organization of training by the motivating factor of diversification of sources of financing of education is defined. The content of the principle of duality and the peculiarities of its application in improving the professionalism of the graduate are revealed. The importance of two forms of student learning in different environments is emphasized. The concepts of «dual form of education acquisition» and «dual form of education organization» are described. The correctness of the application in scientific vocabulary and the practical application of the concepts «dual form of education acquisition» and «dual form of education organization» is emphasized. Foreign experience in financing higher education is analyzed. The multidimensionality in the training of specialists in free economic education with the use of academic capital and diversification of sources of funding for education in foreign practice is shown. The foreign experience of training specialists in working professions and financing vocational training is generalized. The benefits of direct and indirect funding of vocational education for the creation of additional jobs in the workplace have been identified. The German experience of formation of the Framework Curriculum by an educational institution and the Framework Plan of Practice with the participation of the employer is given. Emphasis is placed on the incentives and motivation of the mentor in teaching students in the workplace. The results of pilot projects on introduction of the dual form of the organization of training in domestic establishments on preparation of working trades are processed. It is stated a high level of employment of graduates of vocational schools and raise of savings due to increased practical training in the workplace. The peculiarities of realization of the dual form of organization of education and its financing in the Bar College of Transport and Construction are generalized. The necessity of taking into account the work schedule of employers when forming educational institutions’ curricula is proved. A comparison of the ratios of student learning in educational institutions and in workplaces with different models of the dual form of education is conducted. Calculations were made for the educational program with the distribution of loans between domestic institutions of higher education and employers. The main directions of development of educational and professional programs in institutions of higher education are offered. Keywords: forms of education, cost of education, theoretical training, practical training, base of practice, interests of an employer, educational-professional program, principle of duality, dual form of education acquisition, dual form of education organization, models of realization of dual form of education, institutions of higher education, institutions of professional education, financing of education, direct and indirect financing, financing of vocational training, financial support, diversification of sources of financial resources.

scholarly journals Internationalization, the Curriculum and the Disciplines

2015 ◽  
pp. 10-12 ◽  
Author(s):  
Hans De Wit ◽  
Betty Leask
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Critical Reflection ◽  
Internationalization Of Higher Education ◽  
Institutions Of Higher Education ◽  
National Organizations ◽  
Definition Of ◽  
National Governments ◽  
The Relationship

Institutions of higher education, national governments and (inter)national organizations have become more proactive, comprehensive, diverse, and innovative in their approaches to internationalization. Critical reflection on their outcomes, and in particular their impact on student learning, has resulted in a search for approaches to internationalization that have deeper meaning and greater impact. However, it is only relatively recently that questions related to the relationship between the internationalization of higher education, the curriculum and the disciplines have been explored in depth. Some of these questions are discussed, such as the relationship between ‘at home’ and ‘abroad’, the role of mobility, the role of contexts and the definition of internationalization of the curriculum.

FORMATION OF STUDENT LEARNING MOTIVATION IN AGRICULTURAL INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Vol 11 (4) ◽  
pp. 31-39
Author(s):  
Tonha T. G. ◽  
◽  
Sopivnyk R. V. ◽  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Motivation ◽  
Institutions Of Higher Education ◽  
Internal Reasons ◽  
Motivation For Learning ◽  
Level Of Motivation

The article theoretically analyzes the motivation of students learning, identifies the prerequisites and the ways of possible increasing of the motivation's level of students' learning in an agricultural institution of higher education. This article is one of the stages to research student's youth, the level of student's motivation for learning specialized and general subjects. External and internal reasons for the decrease in the level of motivation are considered, as well as methodical recommendations are given to teachers to increase the level of motivation of students' learning.

scholarly journals Beyond Employability: Defamiliarizing Work-Integrated Learning with Community-Engaged Learning

2020 ◽  
Vol 5 (3) ◽  
pp. 21-41
Author(s):  
Honor Brabazon ◽  
Jennifer Esmail ◽  
Reid Locklin ◽  
Ashley Stirling
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Learning Objectives ◽  
Institutions Of Higher Education ◽  
Integrated Learning ◽  
Engaged Learning ◽  
Self Reflection ◽  
Canadian Context ◽  
Work Integrated Learning ◽  
Self Examination

Within the context of an increasing interest in forms of work-integrated learning (WIL) among governments and institutions of higher education, this essay explores the relation between WIL and community-engaged learning (CEL) in order to argue that the structural and self-critique apparent in much CEL scholarship can serve as a model to WIL scholars and practitioners. CEL has undergone a rigorous process of self-examination in recent years, a process that has encouraged its advocates to think carefully about their core assumptions, appropriate learning objectives, and best practices in the field. In this way, we argue, whether or not CEL is classified as a form of WIL, it can serve to defamiliarize many of WIL’s assumptions and to invite self-reflection in the field as a whole. In the first half of the essay, we provide background for the conversation, first in the Canadian context, and then in the broader scholarship of CEL. In the second half, we offer three case studies that illustrate both the distinctive characteristics of CEL and, in the last case, how these characteristics might strengthen the practice of traditional WIL. 

Electronic courseware in higher education

First Monday ◽  
2005 ◽  
Author(s):  
Maureen Minielli ◽  
S. Ferris
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Teaching Styles ◽  
Cost Effective ◽  
Management Systems ◽  
Course Management Systems ◽  
Institutions Of Higher Education ◽  
Course Management ◽  
Space And Time

The rising costs of education often lead to the call for a change from the traditional, space–and–time bound institutions to ones that offer increasingly cost–effective, technologically enhanced programs. As institutions of higher education turn to technology, primarily Internet–based, to address these challenges, the use of electronic courseware is dramatically increasing. In order to effectively utilize electronic courseware in the classroom, educators not only need to be aware of terminology, functions, and uses of the most popular types of electronic courseware, but also (and perhaps more importantly) educators need to develop and critique pedagogically based research that can, at the broader level, help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning. In this paper we consider electronic course management systems from a pedagogical perspective, with the goal of aiding educators to effectively utilize electronic courseware in the classroom. By discussing the basics (such as terminology, functions, and uses of the most popular types of electronic courseware) and examining pedagogically based research we hope, at the broader level, to help educators at various levels of technological expertise learn and adapt their teaching styles to maximize student learning.

Can We Do Both? Eportfolios for Student Learning and Assessment

2012 ◽  
pp. 101-108 ◽  
Author(s):  
Candyce Reynolds ◽  
Judith Patton
Keyword(s):  
Higher Education ◽  
General Education ◽  
Student Learning ◽  
Education Program ◽  
Lessons Learned ◽  
Learning Needs ◽  
Institutions Of Higher Education ◽  
Student Work ◽  
American Universities ◽  
The Rich

The use of eportfolios in American universities has proliferated over the last ten years as administrators and educators have discovered the rich opportunities that they provide for both promoting and assessing student learning. However, too often institutions of higher education prioritize assessment over student learning, creating assignments and protocols that ease assessment of student work while at the same time ignoring the valuable aspects that creating an eportfolio can provide for students, rendering the eportfolio as merely another assignment. This chapter focuses on lessons learned in University Studies, Portland State University’s four-level interdisciplinary general education program, about the importance of balancing assessment needs with student learning needs.

Engaging Faculty as a Strategic Choice in Assessment

2011 ◽  
pp. 317-336
Author(s):  
Sean A. McKitrick
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Case Studies ◽  
Shared Governance ◽  
Strategic Choice ◽  
Governance Structure ◽  
Assessment Process ◽  
Sociological Research ◽  
Institutions Of Higher Education ◽  
Networking Theories

This chapter introduces methods that can be used to engage faculty in the assessment process, working within a shared governance structure in institutions of higher education. It begins by identifying assumptions about including faculty in the assessment process, placing special emphasis on social capital and networking theories often used in communication and sociological research. The chapter then proceeds to identify six methods that might be used to engage faculty strategically in the assessment process, and then used three case studies to help explain these methods. The author hopes that an understanding of these assumptions and methods will empower assessment professionals wishing to develop and sustain assessment on their own campuses, and will lead to further discussion about how to include faculty in the assessment process.

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