Assessment of Non-Traditional Programs and Students
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Presentation given by Gail Matthews-DeNatale and Sarah Volkman at the 2009 Colleges of the Fenway Teaching and Learning Conference.
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Assessment of Non-Traditional Programs and Students
- 1. Assessment of Non-Traditional Programs and Students Gail Matthews-DeNatale Sarah Volkman Simmons College
- 2. Assessment as a Form of Research Identify Issue(s) Define Research Question Design, Implement Strategy Interpret Data Act Upon Findings
- 8. Thought Experiment: What would a professional in a given discipline (expert) DO with the following? Begin With Evidence How might a professional go about creating these?
- 9. … AND What assessment(s) would provide you with information on what students DID with these? Then Design Assessment Or how they went about creating these?
- 11. Assessment Example: Student Nursing 404 Advanced Human Pathophysiology
- 12. Assessment Parameters Non-traditional student: Nurse or nursing student with clinical practice experience Requirement: Integration and application of core chemical and physiologic competencies Desired Outcomes: Ability to apply basic principles to a variety of clinical settings Approach: Clinical case scenarios
- 14. What Do They Do With These? [H+] = 24 X PCO 2 [HCO 3 - ] To Solve THIS Problem
- 16. Assessment Example: Course Simmons Blended Learning Initiative http://at.simmons.edu/blended
- 17. Improving Courses and Teaching Strategies: Self/Peer – Before, During, After Checklists Student Surveys – CLASSE, BL Assumptions
- 18. Gail Matthews-DeNatale [email_address] Sarah Volkman [email_address]
Editor's Notes
- GAIL : Intro
- GAIL There are two operative terms in the title of our presentation: Assessment, and Non Traditional Assessment can be a daunting word, but it’s actually something that faculty have a LOT of experience. Our work in higher education has three components: Teaching, Service, and Research. Because Assessment is a form of research, we can use our skills in one domain to inform our work in another. So for the purposes of this presentation, Assessment is a form of research, whether it’s an investigation into what students know/understand, how a program is going, etc.
- GAIL : For the purpose of this presentation, Non-Traditional is any student or program that doesn’t fit into the straight-from-high school, residential undergraduate experience. Let’s begin by looking at the characteristics of a non-traditional student, and then extend into the characteristics of a non-traditional program … and in doing do, it becomes obvious that non-traditional is actually the norm. (Source: National Center for Educational Statistics) Put yourself in the shoes of this type of learner. As a “non-traditional” student, What are your most pressing concerns? What are your needs? What are your interests? What are your goals?
- Gail: Once again, put yourselves in the learner’s shoes. As a “non-traditional” student, What kinds of course WORK would be most relevant and engaging to you? What kinds of assessment would be most appropriate for this type of course work?
- SARAH: Describe the format and features of these programs
- SARAH
- SARAH
- Gail: Pick the example that is most closely aligned with your profession.
- GAIL This is the million dollar question
- Gail
- SARAH: Specific Example from own teaching
- SARAH: Specific Example from own teaching
- SARAH: Specific Example from own teaching
- SARAH: Specific Example from own teaching
- SARAH: Specific Example from own teaching
- GAIL: Specific Examples from BL Initiative – see handouts
- GAIL: Specific examples from Simmons Blended Learning Initiative