1) The document describes the development of an assessment plan for student affairs departments at a university. It details the challenges of past assessment efforts and the creation of an Assistant Dean position focused on assessment.
2) The assessment plan developed includes individualized training modules and reporting templates to help directors assess student learning in their programs at their own pace.
3) Initial findings show the plan is successful in helping departments learn about their impact on students and improving programs, as well as helping staff better understand assessment. The plan will continue to evolve alongside the university's overall assessment efforts.
Program Outcomes Retrospective Paper- ACE Capstone ExperienceSydneyHendricks2
As someone who aspires to be a school leader in the future, completing this master’s program through American College of Education has been very impactful. I have grown in my ability to collaboratively lead and manage school personnel, facilitate a culture that supports and celebrates diverse people and perspectives, design and implement a viable curriculum and overall learning experience for students, develop partnerships with parents and community members, and use research to support all decisions regarding resources and other learning-centered topics. I began this program as only a novice teacher, but I am finishing this program as a teacher leader who is adequately prepared to accept and fulfil the role of principal. In this retrospective paper, I will highlight some of the most impactful experiences that helped improve my competency related to the eight program outcomes as identified for educational leaders.
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
Program Outcomes Retrospective Paper- ACE Capstone ExperienceSydneyHendricks2
As someone who aspires to be a school leader in the future, completing this master’s program through American College of Education has been very impactful. I have grown in my ability to collaboratively lead and manage school personnel, facilitate a culture that supports and celebrates diverse people and perspectives, design and implement a viable curriculum and overall learning experience for students, develop partnerships with parents and community members, and use research to support all decisions regarding resources and other learning-centered topics. I began this program as only a novice teacher, but I am finishing this program as a teacher leader who is adequately prepared to accept and fulfil the role of principal. In this retrospective paper, I will highlight some of the most impactful experiences that helped improve my competency related to the eight program outcomes as identified for educational leaders.
Self-Regulated Learning in Action!
International Teacher and Teacher Educator Training (E1)
Athens 6-8 November 2019
SLIDEshow Erasmus+ Project
Training Venue Doukas School
https://www.slideshowproject.eu/
AHDS Conference 2014 - Workshop; TB: Tracking Progress and AchievementAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do. Workshop by Heather Fuller, Education Scotland and Anne Dalziel, HT of Colquhoun Park Primary.
AHDS Conference 2014 - Workshop; TB: Tracking Progress and AchievementAHDScotland
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do. Workshop by Heather Fuller, Education Scotland and Anne Dalziel, HT of Colquhoun Park Primary.
Setelah penelitian yang komprehensif dengan mencocokkan narasi yang ditulis oleh Plato, penulis mengungkapkan teori baru yang menghipotesiskan bahwa pulau dan kota Atlantis yang hilang terletak di Laut Jawa, seperti dituliskan dalam buku Atlantis: The lost city is in Java Sea, yang diterbitkan pada bulan April 2015. Karya tersebut dihasilkan dari penelitian dan analisis referensi serta beberapa pengamatan lapangan selama lebih dari 5 tahun. Hal ini menghasilkan bukti-bukti akurat hipotesis tersebut bahwa fenotip kisah Atlantis sesuai dengan lokasi yang dimaksud.
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Running head: ACADEMIC PROGRAM 4
ACADEMIC PROGRAM
Name
Institution
Academic Program
An effective recommendation for an academic program should have the following characteristics:
· Should consider the age of the learners
· Should consider the education requirements of the learners
· Should be geared towards improving the quality of education
· Should be realistic and have a time frame within which to achieve.
· Should go hand in hand with the way the world is moving
An example of such a recommendation is introducing a policy to ensure all students do a science subject to enhance innovation since the world is technology-based. This recommendation is effective since it goes hand in hand with the way the world is moving and is considering the education requirements of the learners. I will use the module resources to make my recommendation effective when implemented, will involve all people when making decisions regarding the improvement of the academic program.
The review of the undergraduate project is effective, and it is well organized. The review focuses on specific objectives that need to be met, and the writer is keen to note the objectives down and to make sure that the review achieves these objectives. It is also essential that the review was done after the report was conducted, and there was the involvement of all the members of the faculty. This is important as it helps the institution to develop a greater insight and to capture as much as possible opinions that will be used in the improvement of the program. This is great.
The document on the California state university is essential. This is because it brings out the report on the review in an authentic manner, and this is important for effective program improvement in the university. The review is essential as it helps to understand what can be done and what is necessary. The involvement of many of the people in the university is good as it helps even to bring out even a better review and improvement program.
References
Redman,C.L, Withycombe, L & Wiek,A. (2011) Key competencies in sustainability: A reference framework for academic program development.6(2).203-218.
Julia Discussion:
Hi everyone.
I chose to evaluate the English Program at Southern Illinois University, Edwardsville for this discussion. Some of the characteristics of an effective program review will include whether or not student learning is assessed, how it is being assessed, any challenges to assessment from faculty or students, what is working well with the process, what did not work well, and recommendations for improvement. The assessment from this particular University was interesting because it seemed to be infused with a lot of personality from the assessors.
The assessment was conducted during 2009 and it also happened to be taking place while the department was introducing a new curriculum. The faculty were introducing this curriculum ...
Running Head DESIGN THE EVALUATION 1DESIGN THE EVALUATION .docxhealdkathaleen
Running Head: DESIGN THE EVALUATION 1
DESIGN THE EVALUATION 11
Design the Evaluation
Lauren Klevis
Strayer University
Professor: Anthony Jacob
November 15th, 2019
Evaluation
Primary goals of the evaluation
1. In projects, the evaluation has importance because of analysis of the process of implementation which determines the effectiveness of processes, in bulling perspective the results of the percentage of the decline in such events would determine the effectiveness of the program.
2. The evaluation also helps in the determination of the quality of the work done, in bulling, what was the methods which was used to stop bulling, whether they were permanent or temporary?
3. The evaluation provides with the insight of the activities which are going in the program, this helps in enhancing the program and changing the decision made which don’t suit the scenario.
Issues in implementing the programs
1. One major issue in the implementation of the program is that the parents of the children responsible for bullying, don’t accept the fault of their children and blaming the authorities in exchange for torturing their child.
2. The reporting of the events of the bullying is itself the problem, as in most of the cases, the bullying is not reported in the schools, which may result in the ineffectiveness of the anti-bulling programs.
3. There is lack of cooperation from the rest of the student body who may know the realities of the events inside that had happened. The student shows no cooperation to the concerning authorities.
Overcoming the issues effectively
In response to the non-supportive behavior of the parents, the school authorities need to act in the positive manner to get the parents under confidence regarding their child’s behavior. This can be done through the use of the evidences which can prove the wrong behavior of their child in the school. The evidences may be the CCV footage or the eye witness, like other students in the school. This will be helpful in stopping the bulling through the cooperation of the parents.
As another issue is the non-reporting of the bullying events by the victim himself/herself is very problematic as the events of the bulling will not be reported but its effects will prevail on the minds of the victim will be reflecting. Specially in schools the studies of the victim students may decline. The school students should be taught about the benefits what they can provide to other through reporting, as reporting is not just for the only one person but it will be helpful in making the environment friendlier and favorable for education.
The other students who are not reporting the events of bulling may also become the cause of the decrease in the efficiency of the program. The students must be educated on the mass level in the school regarding the responsibility which they have over the sightedness of the event of bulling. They should be taught that it’s the contribution towards the betterment of the ...
Running Head DESIGN THE EVALUATION 1DESIGN THE EVALUATION .docx
Assessment_in_Practice_Maryville
1. Page 1 of 3
Measuring Student Learning in the Co-curricular: Developing an
Assessment Plan for Student Affairs
Christie Cruise-Harper, PhD
Maryville University
The Office of Student Life at Maryville University of St. Louis has adopted an assessment plan
that meets department directors at their various levels of comfort with assessment while
contributing to the university’s efforts to create a culture of assessment. When I applied for
my current position as Assistant Dean of Students and Director of the Office of Multicultural
Programs, the fact that the primary responsibility of the new Assistant Dean of Students was
developing and implementing an assessment plan for the Office of Student Life was quite
attractive to me. I was excited and nervous at the same time. I was excited because at that
time in my professional career I was looking for a position that would allow me the opportunity
to focus more on assessment. I was also nervous because I wasn’t sure how I would
develop, let alone implement, an assessment plan for an entire division.
PAST EFFORTS
The Office of Student Life is responsible for the oversight of 7 departments; Office of
Multicultural Programs, Personal Counseling, Health and Wellness, Office of Student
Involvement, Campus Ministry and Community Service, Residential Life and Athletics. As a
division, we have had our share of assessment tries and misses. A few years prior to creating
the Assistant Dean of Students position, the entire division participated in a CAS Professional
Standards for Higher Education assessment project for each unit within Student Life. As with
many assessment efforts, data were collected, reports were written, and layers of dust settled
on top of those reports. What happened? Despite best efforts the division was no better off
than when it partook in the assessment endeavor.
It was soon realized that a position needed to be created with a primary focus on assessment,
and so the Assistant Dean of Students position came about. Its purpose was to break the cycle
of meaningless assessment endeavors and enact initiatives where directors use what they
learned to prove and improve student learning in the co-curricular.
2. Page 2 of 3
BREAKING THE CYCLE
My first year in the position was spent educating my colleagues just on the differences
between evaluation and assessment. Going into year two, I felt quite discouraged that maybe
I was in over my head. After some serious thought and reflection, I decided to focus the
second year on helping them gather all the data collected up to this point. What I soon
learned was that the majority of the data that had been collected was program evaluation
data, not assessment. I put together a report of each department; the tool used to measure
student learning and/or program satisfaction, and sent it to my colleagues. We then
discussed what the data was telling us and what it was not.
After two years of working with my colleagues, I started to get a clear picture of the needs of
my team. I guess you can say I used my assessment data to create an assessment plan.
The assessment data I collected helped me realize several things. First, my colleagues were
all at different levels in terms of their understanding of assessment. In the past I had been
working with them in group settings. What they needed was a more individualized approach.
Second, they needed more direction than I had been giving. If this were going to work I
needed to follow up with them regularly and provide them with due dates throughout the year.
In essence, I thought I was providing the team with easy to follow directions, but we were not
all on the same page. Last, for reporting purposes, there needed to be more guidance on
how to analyze the data and what was important to report.
THE PLAN
I took all the information I had learned about my team and used it to customize an
assessment plan to fit their individual needs. I first started by scheduling individual meetings
with each director to explain assessment and evaluation. This one-on-one time allowed them
to ask questions based on their level of understanding. The first meetings were all a half-hour
to 45 minutes. In each meeting I used the analogy of teaching and the various necessary
pieces to creating a successful course to make my point. Since all of the directors had taught
at least one course, this analogy was extremely helpful. In order to help them ease into the
practice and not feel so overwhelmed, they were asked to choose one program to assess for
the upcoming school year. I came prepared to the meeting with suggestions of a program
based on what I now knew about their areas. Like a course, they needed to choose a program
where they had a group of students for an extended period of time allowing them to measure
student learning.
The next step in the plan was to create assessment modules that would walk them through
the assessment plan, but at their own place. Four modules were created using PowerPoint
and disseminated at different intervals during the summer. The modules were:
Module One: Writing Learning Outcomes
Module Two: Developing Learning Activities
Module Three: Assessing Learning Outcomes
3. Page 3 of 3
Module Four: Analyzing and Reporting Assessment Results
Each module was sent out including a report template with sections that correspond to the
modules. Each section was to be completed after going through the corresponding module
and returned to me for review. After each module and report, I scheduled individual follow up
meetings with each director to discuss the report and to provide them with feedback for that
section. When the modules were sent, not only did they receive the report template, but I
completed the section of the template with my own assessment project prior to sending it as
an example of how the report should look. This plan allowed for consistent and concise
reporting. It also allowed each director to have time to complete the modules at their own
pace, provide clear definitions and examples of each step, and individual time to address
concerns specific to their needs.
FINDINGS
What did we learn about our programs? We learned that the work we do in Student Life adds
value to the collegiate experience of the students with whom we work. While not all learning
outcomes were achieved within the first year, many of them were. We learned the importance
of both formative and summative assessment tools in order to continue program improvement
for optimal learning.
What have we learned about ourselves? We learned that we are able to assess student
learning just like our colleagues in academic affairs, but in ways that are best suited for
student affairs. We learned that while assessment takes more time and effort, it assists us in
being better professionals for our students and the departments we oversee.
What have we learned about assessment? We learned that assessment is not as scary as we
originally thought. We learned that if we take it piece by piece it is an endeavor that can be
accomplished and can be rewarding. We learned that assessment data is integral to the work
we do with our students. It is the only way of knowing if what we think students should be
learning is actually taking place.
NEXT STEPS
The success of the assessment plan has been encouraging. The directors and their staff have
found the modules to be quite beneficial. In the future, additional modules will be created. Those
modules will focus on continuing to link the curricular with the co-curricular. As the assessment
plan for the university continues to evolve, so will the plan for student life. In the meantime,
though, a fifth module is being developed; writing Rubrics. This module will help directors write
rubrics that are in line with those implemented by the university; and will also assist them with
using rubrics in the assessment process.