Mid Program Review
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The document outlines the procedures for a Department of Art & Design's Mid-Program Review (MPR). It details the steps involved in preparing for and conducting the MPR, including requesting student information, preparing materials, scheduling faculty teams, setting up rooms, and collecting feedback and assessment forms. The MPR is intended to provide students feedback on their work and progress to help prepare their portfolio.
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Melissa: Hello, everyone. And welcome. I'm Melissa Sharpe, and I'm a writing instructor here at the Walden Writing Center. Before we begin and I hand the session over to Michael, I want to go over a few housekeeping items. First, we are recording this webinar. Although, it helps when you push the button. Okay.
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Slide changes to the title of the webinar, “
Developing Your Writing:
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Write a 2- to 3- page paper.
With the “Developing a Paper: From Discussion Post to Course Paper” webinar in mind, use this week’s Discussion posting to develop and write a 2- to 3-page paper on service strategies.
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Audio: [not on the recording]
Melissa: Hello, everyone. And welcome. I'm Melissa Sharpe, and I'm a writing instructor here at the Walden Writing Center. Before we begin and I hand the session over to Michael, I want to go over a few housekeeping items. First, we are recording this webinar. Although, it helps when you push the button. Okay.
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Visual:
Slide changes to the title of the webinar, “
Developing Your Writing:
Creating a Paper From a Discussion Post” and the speakers name and information:
Michael Dusek
,
Writing Instructor, Walden Writing Center
Audio:
Michael: Great! Thank you, Melissa, for that lovely introduction. My name is Michael Dusek. I'm a writing instructor here at Walden University. You can see my.
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The document is a self-evaluation by a student of their character design project. They acknowledge that they went over the deadline and forgot some planning. They felt comfortable with the structure and language of the assignment sheet. They used the Moodle materials provided by the teacher to help keep them on task, though sometimes did not. They finished the project slightly over the timescale but liked how their character turned out. They admit their time management was poor and they did not set short-term goals. They conducted research that helped with ideas generation and understanding aspects of their character. They feel more familiar with the software used but would not call themselves experienced. They were confident using the camera provided. Their tracing skills improved when producing the final artwork in Ad
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This document provides a summary of feedback received on various design projects and an evaluation of time management and creative development throughout the projects. The key points are:
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Evaluation
The document provides templates and guidance for evaluating projects at Level 3 of an Extended Diploma in Creative Media Production and Technology. It outlines sections to include in the evaluation such as an overview of the project theme and research, development of ideas, outcomes, personal reflections, evaluation of strengths and weaknesses, and an action plan. The templates are designed to help students analyze their work, make judgments about quality, and identify areas for improvement in future projects.
7. evaluation(1)
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The document discusses using audio feedback to provide assessment and feedback to students on their work. It describes the lecturer's experience providing audio feedback to students individually on their assignments, discussing what was done well and areas for improvement. Students found the personalized audio feedback very helpful and an improvement over written comments. They appreciated the level of detail and one-on-one nature of audio feedback. The lecturer found the process rewarding and believes it allows for a more effective sharing of feedback and opportunities for mini-tutorials with students.
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The document discusses using audio feedback to provide assessment and feedback to students on their work. It describes the lecturer's experience providing audio feedback to students individually on their assignments, discussing what was done well and areas for improvement. Students found the personalized audio feedback very helpful and an improvement over written comments. They appreciated the level of detail and one-on-one nature of audio feedback. Both students and the lecturer felt audio feedback was an effective way to provide assessment and suggestions for students to improve their work.
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Tom created various designs and edits of photographs for his client's café Instagram page by taking his own photos and editing them in Photoshop, including designs focusing on different areas and items like the full English breakfast. He received positive feedback on his creative works from coworkers and his client, though his client preferred designs more focused on promoting the café. Overall, Tom felt he improved his skills and completed another successful project on time by creating quality works for his client.
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This evaluation template guides students to evaluate their projects in a structured way. It prompts students to provide an overview of their project, describe their research, ideas, and outcomes. It also has them reflect on how they felt during the process, challenges they faced, and what they learned. Feedback from peers is discussed. Areas for improvement are identified, such as using more concise interviews. Skills development and next steps are considered, such as searching online for skills tutorials.
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The student enjoyed creating a music video the most as they love music and storytelling. They found editing in Adobe Premiere and filming different shots and angles to be their strongest skills. Their best project was the music video as they were able to effectively create a story and edit it to have a vintage style. Going forward, the student wants to focus on roles involving music videos, short films, and social media advertising. They plan to research existing job roles and education requirements to help determine their future career progression.
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Mid Program Review
- 1. Department of Art & Design Mid-Program Review
- 2. Shelley Pecha Scott Short Mary Jo Pittman Ron Verdon Department of Art & Design Mid-Program Review Chair, Curriculum Committee Current Program Director Program Director’s Office Former Program Director
- 6. Department of Art & Design Mid-Program Review email to students
- 7. Department of Art & Design Mid-Program Review Student Self-Assessment Questionnaire
- 8. Department of Art & Design Mid-Program Review courses completed questionnaire
- 9. Department of Art & Design Mid-Program Review artist & designer statement
- 10. Department of Art & Design Mid-Program Review matting instructions
- 11. Department of Art & Design Mid-Program Review MPR evaluation sheets used by faculty
- 17. Department of Art & Design Mid-Program Review MPR assessment chart
- 18. Department of Art & Design Mid-Program Review MPR assessment chart
- 20. Department of Art & Design Mid-Program Review student assessment of MPR process
- 21. Department of Art & Design Mid-Program Review summary of student outcomes assessment in the major report
- 22. Department of Art & Design Mid-Program Review summary of student outcomes assessment in the major report
- 23. Department of Art & Design Mid-Program Review summary of student outcomes assessment in the major report
- 24. Department of Art & Design Mid-Program Review summary of student outcomes assessment in the major report
- 25. Department of Art & Design Mid-Program Review MPR score summary of evaluation sheets assessment in the major report
- 26. Department of Art & Design Mid-Program Review MPR score summary of evaluation sheets assessment in the major report
- 32. Other Comments: I am thankful for the teachers taking time to do this for us. Great to hear unbiased professional feedback from different areas Notify students freshman year about mid program. Impress upon them the importance of preserving their work. I think at the end of each review the professors should sum up what needs to be worked on and what was good. Just for clarification Over all good experience I think that mid-program review would have been more beneficial for me if at least one person from my content area had been present and if the reviewers had given me more feedback about my artwork. The advisors really opened my eyes to things I have been avoiding and unable to see on my own It’s not as bad as I’ve heard it to be.