Volume IV: What works, what matters, what lasts, 2004- present » Postings in 2004 » Recognizing, setting and assessing goals for learning »
Volume IV: What works, what matters, what lasts
Building a community well-informed about the means and potential of assessment of learning
- Applying the Science of Learning to University Teaching and Beyond
- The editors begin, "It is sadly true that most of the way we teach and learn is uninformed by laboratory findings in human cognition." This book addresses the need for faculty to reform pedagogy based on recent findings in how students learn effectively. As a whole, the scientific community needs to reform higher education to maintain validity with today's students. For faculty and administrators interested in long-lasting pedagogical reform this is a must-read.
- Many colleges and universities have initiated a program of institutional assessment. These efforts are driven either by internal interest or by external accrediting agencies and have the overall goal of determining if the institution is doing an effective job of educating students. In principle, this is an important and laudable goal.
- Communication, Communication, Communication
Connecting Assessment to Enhance Student Learning
- In the real estate profession, the mantra is "location, location, location." In most other pursuits, an advisable mantra might be "communication, communication, communication." The prudence of academic leaders adopting such a mantra in the instance of assessment of student learning is easily illustrated by even the most fleeting review of institutional case studies where false starts, strong beginnings accompanied by equally strong fizzles, and outright "no-go's" are evident.
- Creating a Community Dedicated to the Assessment of Student Learning
Jeanne L. Narum
- One responsibility of leaders in undergraduate STEM is to keep their community focused on the quality of learning of their students- what lasts. Exercising this responsibility calls for discussions and negotiations to take place at many different stages in a long and iterative process...
- Experience in becoming learners in the assessment community
- Although I have no formal education in assessment since my graduate degree is in chemistry, I just thought it was an important component as I began my career in chemical education. While teaching this course, I realized that the curriculum and pedagogy seemed to be working well.
- Preparing faculty members in the principles and practices of assessment of student learning
- In the late 1990's, Oberlin College received from the National Science Foundation an Award for the Integration of Research and Education (AIRE) which supported faculty fellowships that enabled faculty to integrate research-like learning opportunities into their courses. A significant part of the AIRE Oberlin program was to develop ways to institutionalize mechanisms for evaluating those curricular innovations and developments, using a multi-faceted strategy...
- Research on learning: potential for improving college ecology teaching
- Most STEM faculty have little knowledge of current research regarding student learning. This is detrimental to society as a whole because high attrition rates in STEM courses lead to fewer scientists and engineers. In her paper, D'Avanzo explores how STEM faculty (particularly ecologists) can become more effective educators.