Assessment Following Professional Development: A Program that Works
Jennifer Redd, San Jose State University
Professional development programs offer faculty members a way to enhance and revitalize their pedagogical practices. Often an aspect lacking in the process is a method to gather assessment information relating to the impact of the program on actual practices and subsequent student learning outcomes. As a result, a program was developed to provide a supported structure for conducting research on the pedagogical changes made, offering a unique blend of faculty innovation and support to encourage the implementation of new teaching and technological strategies that lead to student success.
Global Health and Educational Enhancement in Nursing
Jeong O, Pasadena City College and SookJa Yang, Ewha Womans University
The nursing research team at the Ewha Womans University (EWU) received funding from the Korea International Cooperation Agency to empower the capacity of nursing education in Cambodia. Nursing education in Cambodia is extremely limited, in which it complicates the need for highly skilled nurses, educators, and leaders. The Master of Science in Nursing (MSN) curriculum has been developed by the EWU and University of Health Sciences. The working group was formed to develop an MSN curriculum, which includes the historic review of nursing education in Cambodia and need assessment of the MSN program. We will share our experience with other research programs, colleges, and universities.
Implementation of a Successful Program Assessment Process
Martina Reinhold and Theresa Bacon-Baguley, Grand Valley State University
The poster session describes implementation of a program assessment process at a Midwest Physician Assistant program. Chaired by the Assistant Program Director for Assessment, the Program Review Committee (PRC) is tasked with the oversight of data collection, tabulation, and review. Communication between the PRC and chairs of respective program committees initiates the analysis and development of action plans for committee specific issues. Analysis, any action plan and outcomes, are recorded in an annual self-assessment report allowing for the examination of trends over time and the identification of program strengths and weaknesses, followed by appropriate (if necessary) improvement plans.
Leading Cognitive Change: A Transdisciplinary (Education, Cognitive Psychology, Neuroscience) Model
John Meyer, Martin Luther College
This presentation addresses the complex issues surrounding cognitive change in educators by reporting on a study involving qualitative data of six participants gathered from online educational leadership development sessions and literature from education, cognitive psychology, and neuroscience. The author uses the cognitive change model to substantiate several implications for educational leadership, including that the model provides a tangible explanation for educator cognitive change, that educator cognitive change is a function of normal neural processes in conjunction with certain external and internal conditions, that overcoming educator cognitive change involves more than overcoming resistance, and that a transdisciplinary approach provides useful insights not available through single-discipline approaches.
The Active Learning Fellowship: A Program for Faculty Development
Elizabeth Rice, University of CA-Davis
Faculty development for new teaching initiatives and practices can be challenging due to competing demands on faculty time and scheduling difficulties. This project was an effort to develop a series of active learning workshops for a designated small group of full-time faculty who have varied amounts of experience with active learning.
Train the Trainer: Empowering Students and Professors Through Tech Coaching
Susan Finelli-Genovese, Baldwin Wallace University
An effective train-the-trainer scenario for furthering higher education initiatives includes college students coaching professors. This session shares how undergraduate education students, put in the roles of tech coaches, share newly acquired tech-integration tools and strategies with their instructors. Pre-teachers are given opportunities to develop their teaching and mentoring skills while higher education instructors further their own professional development. The benefit here is that the professors being coached gain exposure to more of the up-to-date technologies for teaching and learning. Ultimately, these instructors use more of these tools and strategies in their daily lessons, thereby empowering even more students.
Development of a Quantitative Tool for Assessing Faculty Scholarship
Theresa Bacon-Baguley and Martina Reinhold, Grand Valley State University
In higher education, faculty are reviewed based on activities related to teaching, scholarship, and service. This poster session describes the development, implementation, and ongoing modification of a tool used to quantify activities related to the scholarship of discovery (advancement of knowledge/creative expression), scholarship of integration (engagement and grant endeavors), and scholarship of application (professional development). This session describes the process in which faculty within a health professions college at a comprehensive university not only developed a quantitative tool, but also defined parameters of activities and modified those parameters as the university evolved.