Examining the value and the difficulties of a student partnership project to all of the partners involved

•

0 likes•18 views

The document summarizes a student partnership project between Queen's University Belfast (QUB) and students to enhance assessment. It involved recruiting staff and student interns from 12 of 14 schools to collaborate on developing local assessment projects. The project aimed to address concerns around changes to the academic year. It discusses examining the value and difficulties for all partners through reflecting on group processes and dynamics between staff and students. It poses discussion questions around defining successful student-staff partnerships, potential issues in dynamics like power inequalities, and how to evaluate the project based on student development, assessment strategies, relationship quality, and cost-benefit.

Education

Jade Currie & Ashley Scarlett
9th May 2019
EXAMINING THE VALUE
AND THE DIFFICULTIES
OF A STUDENT
PARTNERSHIP PROJECT
TO ALL OF THE
PARTNERS INVOLVED.

Project overview
QUB Student Partnership Project – Enhancing assessment
through partnership - started June 2018
• In response to some staff and student concerns around
changes in the academic year
• Submitted project proposal to UEB and funding was granted

Recruiting staff and student/graduate interns
• Recruiting staff – 12 out 14 Schools were involved
• Student and graduate interns
• Allocation of schools and development of local projects

Reflect upon the group processes and dynamics
that characterise a University project involving
staff and student collaboration for a mutual goal.
• Relationships with partners
• Staff
• Students
• CED

Understand the practical successes and
challenges in implementing a partnership
project.
• Student engagement

Evaluate the outcomes of such a partnership
project in terms of both pedagogic outcomes as
well as the formative development of student
and staff parties involved.
• Changing culture
• Student voice and reciprocal dialogue
• Focus group and questionnaire data

Discussion questions
• What characteristics do you think a ‘good’ or ‘successful’ partnership between
staff and students would have? i.e. what operational definition would you give to
describe a ‘good’ student-staff relationship?
• Can you envision any potential issues in the group dynamics of a student-staff
partnership in relation to the context of enhancing assessment? For example,
perceived power inequalities, miscommunication etc?
• How would you evaluate this project? In terms of formative development for
student interns involved? Based on the quality of the assessment strategies
developed? Based on the quality of the relationship that develops between staff
and students? Based on a cost-benefit ratio?

What characteristics do you think a ‘good’ or
‘successful’ partnership between staff and
students would have? i.e. what operational
definition would you give to describe a ‘good’
student-staff relationship?

Can you envision any potential issues in the
group dynamics of a student-staff partnership
in relation to the context of enhancing
assessment? For example, perceived power
inequalities, miscommunication etc?

How would you evaluate this project? In
terms of formative development for student
interns involved? Based on the quality of the
assessment strategies developed? Based on
the quality of the relationship that develops
between staff and students? Based on a cost-
benefit ratio?

Examining the value and the difficulties of a student partnership project to all of the partners involved

Olivia Nielsen has over 5 years of experience in training and development. She has supervised teams to deliver over 15 training programs daily, cultivated an interactive computer-based staff training protocol that reduced new-hire training time by 25%, and assessed and renovated a PowerPoint training project to increase employee job effectiveness. Nielsen designed multiple training materials and manuals to address performance gaps and provided coaching to increase client skills by an average of 20 abilities in 6 months.

Using a standards alignment model as a framework for doctoral candidate asses...

CPEDInitiative

This document outlines the process an institution took to redesign its doctoral program in alignment with CPED principles. It began with conducting a needs assessment and developing a theory of action linking program components to intended outcomes. Key aspects of the redesign included establishing program standards, designing authentic assessments like a scholarly practitioner portfolio and dissertation in practice, and using these assessments for continuous program improvement. The goal was to create a coherent program design that prepared students as scholarly practitioners who could apply research to solve problems of practice.

Outputs, Outcomes, and Logic Models

Ashley Brundage

This document discusses using outcomes and logic models to evaluate programs. It defines key terms like outputs, outcomes, indicators, and impacts. It emphasizes measuring outcomes over just outputs. A logic model is presented as a visual way to connect a program's resources and activities to its intended outputs, outcomes, and impacts. The document provides examples and has interactive activities for participants to develop the components of a logic model for their own program.

AUA partnerships 2014 - Partnership Operational Documents (PODs) and their ap...

Association of University Administrators

This document discusses partnership operational documents (PODs) and their role in administering academic partnerships. It outlines how PODs were developed to address challenges from a previously fragmented approach. PODs break down memorandum of agreements (MoAs) into operational details and actions to provide structure, systems, and clarity around expectations. The session aims to have groups work on interpreting an aspect of an MoA into a POD, with feedback. An example joint master's program is provided for the group exercise.

Via Evaluation Evaluation Plan presentation for GPA

Via Evaluation

The document discusses evaluation plans and their importance. It provides an overview of what an evaluation plan is and when one is necessary, such as when required by a funder. It outlines the key components of an effective evaluation plan, including identifying the evaluator, developing objectives and indicators, creating a logic model and timeline. The presentation aims to help attendees understand how to create strong evaluation plans that can improve their projects and demonstrate accountability.

Convocation Day Presentation on Planning and Budget Workgroup

Bradley Vaden

This document outlines the integrated program review, planning, and budget process at a college. It lists the co-chairs and members of the faculty convocation committee that oversees the process. It then describes the multi-step process which includes program review by individual units, development of unit and department plans, prioritization of resource requests by divisions and committees, and approval of the annual operating plan and budget by the planning and budget committee and college council. Key dates and activities in the 2009-2010 cycle are also listed.

Liz Cleaver and Rachel Cowie

SEDA

This document outlines several focus areas and projects for Spring 2011 at Wesleyan University: 1. Enhancing transfer student engagement by developing an intentional community and process to engage and support transfer students from acceptance through graduation. 2. Organizing career preparation programs, counseling, experiences and placement services in an integrated approach to support career placement. 3. Improving physical and virtual spaces using student input to positively contribute to the student experience. 4. Developing a coordinated process for scheduling and communicating campus events and information to the community, and communicating the "Signature Experience" to all stakeholder groups.

Presentation4

CesarNin1

This document discusses educational technology, curriculum design, assessment, and professional development for educators. It provides guidance on integrating technology into the curriculum to meet standards, and explains that curriculum design outlines objectives, lessons, resources and evaluations. The document also discusses how assessment and feedback help improve instruction, and how educational technology facilitators should understand ethical issues regarding technology use in schools.

Charter project kick off final 3 29 11

TXWes_PMO

This document discusses several projects aimed at enhancing the student experience at a university. It outlines the scope, deliverables, and steward for projects focused on: 1) enhancing transfer student engagement; 2) organizing career services to better support career preparation and placement; 3) examining physical and virtual spaces to positively contribute to the student experience; and 4) enhancing campus communications around events and a "Signature Experience" initiative.

Boston Higher Ed Leadership Summit [Presentation] - Marianna Savoca: Campus E...

Anna Moloney

May 09 - Delivery baselining session may09

curricsupport

This document discusses assessing transformation as part of a curriculum delivery program. It explores starting points for assessing transformation using a synthesis framework. Tools and frameworks are identified for gathering evidence of transformation, such as changes in direction, stakeholder benefits, addressing original challenges, and comparing situations over time. Challenges in assessing transformation are noted, as it is an emergent property with many influencing factors. The document provides examples of potential transformations and discusses how to identify evidence of transformations through tools like case studies, process models, and benchmarking.

Hannah Smith - Removing Complexity through Creative, Collaborative Working at...

Association of University Administrators

Laura Hallett and Hannah Smith presented techniques for managing a complex project to deliver a new student experience within four months across ten departments. Business analysis was used to identify required changes, and project management provided the framework. Engagement techniques included stakeholder maps, matrices, and visual agendas. The implementation approach involved context, tools, plans, RAID logs, stand-ups, user testing, and feedback loops. Evaluation comprised student and staff questionnaires, retrospectives, and adjusting their approach for next steps. Group work involved applying the tools, critiquing approaches, and discussing lessons learned.

Susie Reis - Partnerships, Administration and the School of Education

Association of University Administrators

This document discusses the changes to the administration team and partnerships at a School of Education over multiple shifts. It describes: 1) How the administration team structure changed with careers and placements merging and new roles like partnership managers being created. 2) How partnerships with schools, academic colleagues, internal departments, and trainees evolved as government policies shifted programs to a school-centered model. 3) The lessons learned around nurturing internal partnerships through communication, inclusion, and flexibility being essential to managing changes successfully and continuing to support partnerships externally.

Modernizing GEM: An Innovative Approach to Graduate Recruitment & Student Eng...

Texas Association of Graduate Admissions Professionals

The document discusses modernizing graduate recruitment and student engagement efforts through innovation. It outlines using innovative tools to understand generational adaptation and technology. Building collaborations through prospect experience, faculty/staff integration, and resource sharing is also discussed. The presentation emphasizes that success requires both external collaborations and community engagement as well as internal focus on staff retreats, continuity guides, and strategic goals.

NTLT Conference 2011 Sue Walbran keynote

NTLT Conference

This document discusses using data and evidence to improve learning outcomes. It outlines a plan involving outcomes, ways of knowing, evaluation indicators and data collection. Audit, research, monitoring and evaluation are described as ways to collect different types of data to understand what is happening and track trends. Outcome indicators relate to employment, further study, skills acquisition and well-being. Process indicators track achievement data, complaints and performance reviews. Data gathering, analysis, reporting and improvement are part of the cycle. Good practice grants are available for initiatives that demonstrate learner benefit through evidence-based self-reflection within a supportive organizational culture.

HE Course and Module Evaluation Conference - Kate Little

Association of University Administrators

The document discusses moving from a consumerist model of student feedback to a partnership model where students are engaged as co-creators in the learning process. It advocates for surveys to be embedded within broader student representation and engagement, with students and staff jointly responsible for identifying issues, developing solutions, and implementing changes. Case studies from Gloucestershire and Glasgow universities demonstrate iterative evaluation processes where student feedback directly impacted module improvements. Principles for research emphasize empowering students and staff to work together towards a shared quality agenda through open access to information and ensuring feedback leads to timely actions and solutions developed in partnership.

"Challenging traditional program design and delivery to better support wideni...

Association of University Administrators

Professor Helen Marshall, Vice-Chancellor of University of Salford, delivered a keynote focused on delivering a better support of widening participation in Universities. Current agendas that seek to promote “widening participation” and the development of skilled as well as knowledgeable graduates mean that universities need to take a step back to re-examine and challenge traditional curriculum design and delivery models. This paper explores the current landscape and requirements such as modularisation, credits, learning outcomes and levels and how those support and/or constrain curriculum design and delivery that engages and develops students who come from backgrounds that are mixed in terms of previous educational experience, socio-economic class and cultural heritage. The central theme is to challenge perceptions that certain approaches to curriculum design and delivery are not possible because of these requirements.

Campus Safety and Violence Prevention Task Force

Massachusetts Department of Higher Education

Make Your Data Work for You

Via Evaluation

James Soper CV 2015

James Soper

James Soper is an experienced Learning Consultant seeking new opportunities. He has a passion for helping people improve and has developed numerous successful training interventions. Some of his key achievements include reducing a customer service process time from 265 to 12 days, influencing business partners to accept behavioral e-learning, and developing 'in the moment' training solutions. He has worked in roles developing management reports, identifying ways to improve processes, and delivering training. Soper keeps up to date with learning theory and techniques and solves problems creatively.

009 laura mac kenzie whatuni student insights day future employability final

whatunichennai

1. The document discusses next steps for improving student employability from a university perspective. 2. It argues for a broader definition of employability that includes social and personal factors beyond just skills. 3. The author notes younger students are less likely to seek career help or pursue internships and many feel it will be difficult to get their desired job, showing need for improved student engagement. 4. Increased partnerships between employers and universities, like expanded work placements, are presented as a way to further develop student employability.

Logic model templates_and_howto

Carrie Grote

This document provides templates for logic models at the institutional, faculty, and student levels. The templates outline the inputs, processes/activities, outputs, and outcomes for each level. At the institutional level, the template focuses on activities like workshops and committees that produce outputs like publications and recruitment efforts to achieve outcomes such as increased student learning and retention. The faculty-level template addresses faculty development and community engagement activities that result in outputs like scholarly publications and assignments to achieve outcomes like the use of high-impact teaching practices. Finally, the student-level template discusses programmatic activities and their outputs, which can inform short-term, intermediate, and long-term student outcomes.

Academic audit presentation_-_introduction

Durgesh Ahirwar

The document summarizes the academic audit process used by the Tennessee Board of Regents to promote continuous quality improvement at institutions. The process involves a self-study where institutions evaluate their performance across focal areas like learning objectives and teaching. Auditors then visit to provide feedback and recommendations. Institutions then implement initiatives to address areas for growth. The goal is to use the recurrent audit process to demonstrate effectiveness and improve teaching and learning over time.

Program Review & Planning Cycle

Bradley Vaden

This document discusses the program review and planning cycle at LATTC and options for improving the process. It notes that LATTC received an accreditation recommendation to fully integrate program review, planning, and resource allocation. Two approaches are examined: a staggered program review by program every 4 years, or using modular cycles where all programs address 2-3 sections each year. The modular approach may better synchronize the college planning process and enable more relevant use of program review results, though it would be a new process requiring approval and time to implement. Input and questions are solicited on the pros and cons of each approach.

Performance Measurement: Ensuring Accuracy, Transparency and Relevance

Massachusetts Department of Higher Education

Student's as partners for the enhancement assessment strategies

SEDA

Reimagining and Reinforcing Student Success Into Career Success Across the Cu...

credomarketing

The final webinar in Credo Education webinar series "The Onus is On Us - How Higher Education Can Close the Skills Gap" presented by Kate Sawyer, Higher Education Administration and Library Consultant. Are we still teaching students the same old way we were taught and expecting them to learn the same way we learned? Maybe it’s time to rethink where and how often we teach critical thinking, problem solving and information skill sets, as well as how and when we teach them.

What's hot

Ces 2013 negotiating evaluation design

CesToronto

Spring 2011 Signature Experience Projects Kick-Off

TXWes_PMO

Presentation4

CesarNin1

Charter project kick off final 3 29 11

TXWes_PMO

Boston Higher Ed Leadership Summit [Presentation] - Marianna Savoca: Campus E...

Anna Moloney

May 09 - Delivery baselining session may09

curricsupport

Hannah Smith - Removing Complexity through Creative, Collaborative Working at...

Association of University Administrators

Susie Reis - Partnerships, Administration and the School of Education

Association of University Administrators

Modernizing GEM: An Innovative Approach to Graduate Recruitment & Student Eng...

Texas Association of Graduate Admissions Professionals

NTLT Conference 2011 Sue Walbran keynote

NTLT Conference

HE Course and Module Evaluation Conference - Kate Little

Association of University Administrators

"Challenging traditional program design and delivery to better support wideni...

Association of University Administrators

Campus Safety and Violence Prevention Task Force

Massachusetts Department of Higher Education

Make Your Data Work for You

Via Evaluation

James Soper CV 2015

James Soper

009 laura mac kenzie whatuni student insights day future employability final

whatunichennai

Logic model templates_and_howto

Carrie Grote

Academic audit presentation_-_introduction

Durgesh Ahirwar

Program Review & Planning Cycle

Bradley Vaden

Performance Measurement: Ensuring Accuracy, Transparency and Relevance

Massachusetts Department of Higher Education

What's hot (20)

Ces 2013 negotiating evaluation design

Spring 2011 Signature Experience Projects Kick-Off

Presentation4

Charter project kick off final 3 29 11

Boston Higher Ed Leadership Summit [Presentation] - Marianna Savoca: Campus E...

May 09 - Delivery baselining session may09

Hannah Smith - Removing Complexity through Creative, Collaborative Working at...

Susie Reis - Partnerships, Administration and the School of Education

Modernizing GEM: An Innovative Approach to Graduate Recruitment & Student Eng...

NTLT Conference 2011 Sue Walbran keynote

HE Course and Module Evaluation Conference - Kate Little

"Challenging traditional program design and delivery to better support wideni...

Campus Safety and Violence Prevention Task Force

Make Your Data Work for You

James Soper CV 2015

009 laura mac kenzie whatuni student insights day future employability final

Logic model templates_and_howto

Academic audit presentation_-_introduction

Program Review & Planning Cycle

Performance Measurement: Ensuring Accuracy, Transparency and Relevance

Similar to Examining the value and the difficulties of a student partnership project to all of the partners involved

Student's as partners for the enhancement assessment strategies

SEDA

Reimagining and Reinforcing Student Success Into Career Success Across the Cu...

credomarketing

A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...

Sheila Sinclair

This study evaluated the effectiveness of a rubric for assessing competency-based course design and student success in an undergraduate program. The rubric was used to evaluate 12 new competency-based courses in the program. The results showed a correlation between high-scoring courses on the rubric and higher student assessment scores, suggesting the rubric is effective in evaluating course quality and predicting student success. The study recommends focusing on active student learning, increased mentor support and feedback, and opportunities to practice skills to improve course design.

Running head ACADEMIC PROGRAM 4ACAD.docx

healdkathaleen

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 ...

CIPP Evaluation Model

Ct Hajar

This document discusses program evaluation models, including the CIPP (Context, Input, Process, Product) model developed by Stufflebeam et al. in the 1960s. The CIPP model guides evaluators in assessing a program's context, inputs, processes, and products. Context evaluation assesses needs and priorities. Input evaluation judges resources and strategies. Process evaluation monitors implementation. Product evaluation determines outcomes and whether goals were achieved. The CIPP model provides a systematic framework for evaluation to make judgments about a program's merit and effectiveness.

Bringing the backstage conversations front of stage: a whole organisational ...

SEDA

This document discusses inclusive practices at Oxford Brookes University. It outlines how the university has mapped conversations around inclusion, identified key partners, and embedded inclusion in curriculum policies and professional development. Goals include reducing outcomes gaps for underrepresented groups and improving graduate destinations. Next steps involve linking disparate conversations, monitoring impact of inclusion tools, and rethinking employability and belonging through a cultural capital model and social learning.

CityU Air forum 2013

CityU Library and Learning Resource Center

Sabrina Crawford, the (former) VP of Institutional Effectiveness and Dr. Laura Williamson, the Director of the MBA program presented at the Association for Institutional Research (AIR) annual conference May 20, 2013. The AIR Forum is the world’s largest gathering of higher-education professionals working in institutional research, assessment, planning and related post-secondary education fields. The conference included presentations by colleagues representing all sectors of higher education and an exhibit hall that featured the latest tools and resources to support data use for decision making. City University of Seattle created a program assessment process that utilizes Folio180’s ePortfolio to gather and track both formative feedback and summative analysis of student learning directly related to achievement of program learning outcomes. Sabrina and Laura presented on the utilization of Folio180, program assessment, and the data collection process as well as initial MBA program results.

2014 Action Research IAEVG ppt

David Trought

The document discusses career development benchmarks for tertiary education. It describes the development process for the Career Development Benchmarks-Tertiary in New Zealand, which involved establishing a working team, reviewing literature, field testing a draft, conducting surveys, and receiving peer review feedback. The benchmarks are intended as a self-review tool and guide to improve practice rather than evaluative standards. They focus on student engagement, employer/industry engagement, and organization engagement. The document also discusses using action research to develop a strategic career plan at one university, involving a career practitioner, two academics, meetings, and planning-action-reflection cycles to understand opportunities to maximize employer engagement and better integrate career services.

Reclaiming and Reimagining Assessment

Bonner Foundation

Project Based Learning – An innovative learning approach

incmagazineseo

Performance appraisal and review

International advisers

Performance management is the process of evaluating how well employees perform their jobs and providing feedback to help them improve. It aims to identify training needs, encourage better performance, and recognize achievements. Effective performance management requires clear objectives, measurable goals, challenges for growth, and support through coaching. Schools use performance management to improve teaching quality and student outcomes by setting teacher priorities and reviewing progress towards school improvement plans.

Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...

Tom Durkee

Ellie Russell - Student Voice in Evaluation

Association of University Administrators

This document discusses student voice in course evaluation and the importance of authentic student partnership. It argues that surveys alone do not fully engage students and can promote a consumerist approach. True partnership involves students co-designing, co-producing, and co-evaluating their learning environment. This would provide mutual accountability and enhancements informed by both student and staff perspectives. The document provides examples of how partnership can be implemented, such as involving students in survey design, focus groups, and action research. It also outlines tests to determine the authenticity of partnership practices.

The Impact of Employee-Sponsored Leadership Development Programming on Colleg...

atalbot_21

This document discusses a study on the impact of employment-sponsored leadership programming on college student success. It defines leadership as an individual's ability to make decisions and engage in socially responsible activities to accomplish a goal. The study aims to examine how professional development programs impact student success in school and commitment to their institution, as there is little research on this topic. It also reviews different leadership programs at various universities and relevant literature on leadership development programs and their effects. The proposed methodology is a mixed-methods approach using surveys and focus groups to understand the impacts and reasons for certain education and work habits.

NTLTC 2011 - Academic co-creative inquiry

NTLT Conference

The document discusses Academic Co-creative Inquiry (ACCI), an innovative teaching method that emphasizes collaboration between teachers and students. Some key aspects of ACCI include co-creating course content and processes, using learning contracts, self and peer assessment, and defining resources and criteria. ACCI aims to increase student engagement, ownership over learning, and integration of theory and practice. The document proposes applying ACCI principles to an existing course in 2012 and evaluating its effectiveness through reflection and research.

Information Literacy Assessment 2007 version

Johan Koren

Assessment is the process of identifying, gathering and interpreting information about students’ learning to provide information on student achievement and progress. There are four main types of assessment: assessment of learning, assessment as learning, assessment for learning, and authentic assessment. Authentic assessment involves real-world tasks that demonstrate meaningful application of knowledge and skills.

Boosting student success: The role of data analytics

Peter Alston

Appendix AEducational Leadership Goals and Learning Outcomes.docx

jesuslightbody

Appendix A Educational Leadership Goals and Learning Outcomes Appendix A Doctoral Program Goals and Learning Outcomes The Doctor of Education (EdD) is designed to support the mission of the Fischler School of Education and Human Services. The program is designed to prepare adult learners to fulfill their professional and personal academic goals. It provides opportunities to enhance the core knowledge, skills and values essential to competent and ethical practitioners and leaders of organizations in the fields of education, human services and related areas. The learning outcomes of the program are focused on facilitating the transfer of theory into practice in order to produce a new generation of local, national and global leaders who will effect positive changes in a diverse and multicultural society. Program Learning Outcomes Doctor of Education Degree (EdD) graduates will be able to: 1. Demonstrate knowledge learned in the program by applying it to real settings. (Knowledge) 1. Conduct an independent research investigation that contributes to the general body of knowledge in a specific field or profession. (Research) 1. Solve diverse problems using information and skills acquired in the program to create solutions. (Problem solving) 1. Make informed decisions based on ethical and legal principles. (Ethics) 1. Formulate scholarly arguments supported by academic resources. (Communication) Educational Leadership Goals and Learning Outcomes The primary goal of the concentration in Educational Leadership (EDL) is to improve our K-12 schools by preparing candidates for leadership and lifelong learning in the fields of K-12 educational administration. The doctoral program fosters an in-depth application of knowledge and skills, inquiry and research, problem-solving, collaboration and communication, professional development, and higher order thinking skills. The graduates of the EDL concentration will be leaders in improving schools and other learning environments; expanding their administrative competence and modeling visionary leadership; advocating and implementing educational improvement using informed action research, effective application of change theory, collaborative decision-making and strategic planning, risk and creativity, and appropriate evaluation; and identifying and addressing contemporary and future educational issues in a changing world. Goals EDL goals are to enable candidates to: 1. Acquire practical knowledge and skills of effective leadership at the school and district levels to improve teaching and learning. 2. Develop abilities for research in the field of K-12 educational leadership. 3. Develop and apply technology as both an administrative and instructional tool. 4. Broaden their professional background as it relates to the: 1. establishment and implementation of a vision; 1. assessment and improvement of the school and district culture; 1. refinement of both internal and external communi.

Designing and assessing your work based learning system

NAFCareerAcads

DU FACULTY ADVISING Helping Students Matriculate Through Effective Advising

Dillard University Library

Similar to Examining the value and the difficulties of a student partnership project to all of the partners involved (20)

Student's as partners for the enhancement assessment strategies

Reimagining and Reinforcing Student Success Into Career Success Across the Cu...

A Comparative Study Of Competency-Based Courses Demonstrating A Potential Mea...

Running head ACADEMIC PROGRAM 4ACAD.docx

CIPP Evaluation Model

Bringing the backstage conversations front of stage: a whole organisational ...

CityU Air forum 2013

2014 Action Research IAEVG ppt

Reclaiming and Reimagining Assessment

Project Based Learning – An innovative learning approach

Performance appraisal and review

Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...

Ellie Russell - Student Voice in Evaluation

The Impact of Employee-Sponsored Leadership Development Programming on Colleg...

NTLTC 2011 - Academic co-creative inquiry

Information Literacy Assessment 2007 version

Boosting student success: The role of data analytics

Appendix AEducational Leadership Goals and Learning Outcomes.docx

Designing and assessing your work based learning system

DU FACULTY ADVISING Helping Students Matriculate Through Effective Advising

More from SEDA

The role of academic developers in initiating, developing, and supporting stu...

SEDA

Are Academic Development and Educational Development really the same thing? A...

SEDA

The serious role of play in educational development, Aybige Yilmaz & Aga M Bu...

SEDA

‘You are your best thing: Addressing differential gaps through values based, ...

SEDA

How a finance course used a reflective qualitative assignment to encourage a ...

SEDA

Educationol: A new framework to reflect on educational interventions, Marcus ...

SEDA

The TIRIgogy approach to continuing professional development in Higher Educat...

SEDA

Embedding expected standards for Learning, Teaching and Assessment across UEL...

SEDA

Dimensions of Change: Educational Developers as Change Agents, Laura Milne

SEDA

The long and the short of it: dualities and dichotomies in HE today, Yvonne ...

SEDA

Embedding EDI in Curriculum Design, Daniela de Silva

SEDA

Developing developers: using insights from international students’ experience...

SEDA

Is there a chatbot for that? – Reflections on supporting Faculty as they nego...

SEDA

Authentic Assessment: Insights from the Development of the University of Ches...

SEDA

Empowering Educators: Embracing Coaching-Based Observation Feedback in Higher...

SEDA

What makes an education developer? An exploration of academic and professiona...

SEDA

The workshop aims to explore the identity trajectory of educational developers at a pivotal time when on the one hand the role is 'becoming more professionalised, with dedicated study paths and development routes, but on the other it still broadly defined mostly depending on institutional cultures and areas of expertise. The session will be exploratory and will unpick some of the key elements that contribute to making an educational developer by engaging participants in discussions and reflective activities.

Generative AI and Educational Development: opportunity, challenge, or potenti...

SEDA

Our students need to develop their skillsets, encompassing and integrating traditional academic skills with new Generative AI (GenAI) techniques so they can succeed in their studies and beyond. This session analyses current GenAI developments, identifying applications with particular implications for educational developers and educational development units. We review surveys of student use of GenAI, different applications of GenAI to enhance pedagogy, and offer a practical crash course in “prompt-craft” to demonstrate future possibilities.

Preparing for the workplace, Alison Purvis

SEDA

A comparative sentiment analysis of human, Gary Fisher

SEDA

What role can generative AI, such as ChatGPT, play in producing academic content that can be taught to students? This session explores the results of a mixed-methods study evaluating the comparative performance of human-generated and AI-generated educational materials. Through a mixture of psycholinguistic analysis of AI- and human-generated teaching content and a quantitative survey of their impact on students, we examine the capabilities and limitations of generative AI as a tool to deliver higher education.

What next for graduate attributes? Exploring institutional approaches to embe...

SEDA

This workshop will explore the extent to which graduate attributes are actively promoted by universities as a way to embed employability within programmes of study. Attendees will be invited to share experiences and approaches to working with graduate attributes through a range of discussions and activities. We will seek to collaboratively explore the importance of graduate attributes and the extent to which different HEIs recognize this, and consider what the future holds for graduate attributes.

More from SEDA (20)