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Gary Brown

Empowerment Evaluation - 1 views

eevaluation.blogspot.com

evaluation

shared by Gary Brown on 20 Oct 10 - Cached
  • Empowerment Evaluation in Stanford University's School of Medicine
  • Empowerment evaluation provides a method for gathering, analyzing, and sharing data about a program and its outcomes and encourages faculty, students, and support personnel to actively participate in system changes.
  • It assumes that the more closely stakeholders are involved in reflecting on evaluation findings, the more likely they are to take ownership of the results and to guide curricular decision making and reform.
  • ...8 more annotations...
  • The steps of empowerment evaluation
  • designating a “critical friend” to communicate areas of potential improvement,
  • collecting evaluation data,
  • encouraging a cycle of reflection and action
  • establishing a culture of evidence
  • developing reflective educational practitioners.
  • cultivating a community of learners
  • yearly cycles of improvement at the Stanford University School of Medicine
  • Gary Brown on 20 Oct 10
     
    The findings were presented in Academic Medicine, a medical education journal, earlier this year
Gary Brown

Why Did 17 Million Students Go to College? - Innovations - The Chronicle of Higher Educ... - 2 views

chronicle.com/...27634

future of education costs

shared by Gary Brown on 21 Oct 10 - No Cached
  • Over 317,000 waiters and waitresses have college degrees (over 8,000 of them have doctoral or professional degrees), along with over 80,000 bartenders, and over 18,000 parking lot attendants.  All told, some 17,000,000 Americans with college degrees are doing jobs that the BLS says require less than the skill levels associated with a bachelor’s degree.
  • I have long been a proponent of Charles Murray’s thesis that an increasing number of persons attending college do not have the cognitive abilities or other attributes usually necessary for success at higher levels of learning. 
  • As more and more try to attend colleges, either college degrees will be watered down (something already happening I suspect) or drop-out rates will rise.  
  • ...7 more annotations...
  • The relentless claims of the Obama administration and others that having more college graduates is necessary for continued economic leadership is incompatible with this view
  • Putting issues of student abilities aside, the growing disconnect between labor market realities and the propaganda of higher education apologists is causing more and more persons to graduate and take menial jobs or no job at all. This is even true at the doctoral and professional level –there are 5,057 janitors in the U.S. with Ph.Ds, other doctorates, or professional degrees.
  • “Estimating Marginal Returns in Education,”
  • In other words, even if on average, an investment in higher education yields a good, say 10 percent, rate of return, it does not follow that adding to existing investments will yield that return, partly for reasons outlined above.
  • should we be subsidizing increasingly problematic educational programs for students whose prior academic record would suggest little likelihood of academic much less vocational success?
  • I think the American people understand, albeit dimly, the logic above.
  • Higher education is on the brink of big change, like it or not.
  • Gary Brown on 21 Oct 10
     
    The tone is not the same as Berliner's, but the numbers suggest WSU's and others goals merit a second look.
Gary Brown

Online Colleges and States Are at Odds Over Quality Standards - Wired Campus - The Chro... - 2 views

chronicle.com/...27586

quality

shared by Gary Brown on 14 Oct 10 - No Cached
  • But state officials said they are still concerned that self-imposed standards are not good enough and that online programs are not consistent in providing students with high-quality education.
  • “We’re very interested in making sure that as many good opportunities are available to students as possible,” added David Longanecker, president of the Western Interstate Commission.
  • he group called for a more uniform accreditation standard across state lines as well as a formal framework for getting a conversation on regulation started. Even with the framework in place, however, the state representatives said it will be difficult to get state-education agencies and state legislatures to agree. “Trying to bring 50 different people together is really tough,” Mr. Longanecker said.
  • ...1 more annotation...
  • Like state regulators, colleges are also facing hard decisions on quality standards. With such a diversity in online institutions, Ms. Eaton said it will be difficult to impose a uniform set of standards. “If we were in agreement about quality,” she said, “somebody’s freedom would be compromised.”
  • Gary Brown on 14 Oct 10
     
    I am dismayed to see Longanecker's position on this.
Judy Rumph

Views: Why Are We Assessing? - Inside Higher Ed - 1 views

www.insidehighered.com/...suskie

Assessment

shared by Judy Rumph on 26 Oct 10 - No Cached
  • Amid all this progress, however, we seem to have lost our way. Too many of us have focused on the route we’re traveling: whether assessment should be value-added; the improvement versus accountability debate; entering assessment data into a database; pulling together a report for an accreditor. We’ve been so focused on the details of our route that we’ve lost sight of our destinatio
  • Our destination, which is what we should be focusing on, is the purpose of assessment. Over the last decades, we've consistently talked about two purposes of assessment: improvement and accountability. The thinking has been that improvement means using assessment to identify problems — things that need improvement — while accountability means using assessment to show that we're already doing a great job and need no improvement. A great deal has been written about the need to reconcile these two seemingly disparate purposes.
  • The most important purpose of assessment should be not improvement or accountability but their common aim: everyone wants students to get the best possible education
  • ...7 more annotations...
  • Our second common purpose of assessment should be making sure not only that students learn what’s important, but that their learning is of appropriate scope, depth, and rigo
  • Third, we need to accept how good we already are, so we can recognize success when we see i
  • And we haven’t figured out a way to tell the story of our effectiveness in 25 words or less, which is what busy people want and nee
  • Because we're not telling the stories of our successful outcomes in simple, understandable terms, the public continues to define quality using the outdated concept of inputs like faculty credentials, student aptitude, and institutional wealth — things that by themselves don’t say a whole lot about student learning.
  • And people like to invest in success. Because the public doesn't know how good we are at helping students learn, it doesn't yet give us all the support we need in our quest to give our students the best possible education.
  • But while virtually every college and university has had to make draconian budget cuts in the last couple of years, with more to come, I wonder how many are using solid, systematic evidence — including assessment evidence — to inform those decisions.
  • Now is the time to move our focus from the road we are traveling to our destination: a point at which we all are prudent, informed stewards of our resources… a point at which we each have clear, appropriate, justifiable, and externally-informed standards for student learning. Most importantly, now is the time to move our focus from assessment to learning, and to keeping our promises. Only then can we make higher education as great as it needs to be.
  • Kimberly Green on 27 Oct 10
     
    Yes, this article resonnated with me too. Especially connecting assessment to teaching and learning. The most important purpose of assessment should be not improvement or accountability but their common aim: everyone wants students to get the best possible education.... today we seem to be devoting more time, money, thought, and effort to assessment than to helping faculty help students learn as effectively as possible. When our colleagues have disappointing assessment results, and they don't know what to do to improve them, I wonder how many have been made aware that, in some respects, we are living in a golden age of higher education, coming off a quarter-century of solid research on practices that promote deep, lasting learning. I wonder how many are pointed to the many excellent resources we now have on good teaching practices, including books, journals, conferences and, increasingly, teaching-learning centers right on campus. I wonder how many of the graduate programs they attended include the study and practice of contemporary research on effective higher education pedagogies. No wonder so many of us are struggling to make sense of our assessment results! Too many of us are separating work on assessment from work on improving teaching and learning, when they should be two sides of the same coin. We need to bring our work on teaching, learning, and assessment together.
Gary Brown

A Final Word on the Presidents' Student-Learning Alliance - Measuring Stick - The Chron... - 1 views

chronicle.com/...27535

accreditation.

shared by Gary Brown on 22 Nov 10 - No Cached
  • I was very pleased to see the responses to the announcement of the Presidents’ Alliance as generally welcoming (“commendable,” “laudatory initiative,” “applaud”) the shared commitment of these 71 founding institutions to do more—and do it publicly and cooperatively—with regard to gathering, reporting, and using evidence of student learning.
  • establishing institutional indicators of educational progress that could be valuable in increasing transparency may not suggest what needs changing to improve results
  • As Adelman’s implied critique of the CLA indicates, we may end up with an indicator without connections to practice.
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  • The Presidents’ Alliance’s focus on and encouragement of institutional efforts is important to making these connections and steps in a direct way supporting improvement.
  • Second, it is hard to disagree with the notion that ultimately evidence-based improvement will occur only if faculty members are appropriately trained and encouraged to improve their classroom work with undergraduates.
  • Certainly there has to be some connection between and among various levels of assessment—classroom, program, department, and institution—in order to have evidence that serves both to aid improvement and to provide transparency and accountability.
  • Presidents’ Alliance is setting forth a common framework of “critical dimensions” that institutions can use to evaluate and extend their own efforts, efforts that would include better reporting for transparency and accountability and greater involvement of faculty.
  • there is wide variation in where institutions are in their efforts, and we have a long way to go. But what is critical here is the public commitment of these institutions to work on their campuses and together to improve the gathering and reporting of evidence of student learning and, in turn, using evidence to improve outcomes.
  • The involvement of institutions of all types will make it possible to build a more coherent and cohesive professional community in which evidence-based improvement of student learning is tangible, visible, and ongoing.
Nils Peterson

NCIIA - 0 views

nciia.org/who.html

shared by Nils Peterson on 13 Nov 08 - Cached
  • The NCIIA works with colleges and universities to build collaborative experiential learning programs that help nurture a new generation of innovators and entrepreneurs with strong technical and business skills and the tools and intention to make the world a better place.
    • Nils Peterson
      Nils Peterson on 13 Nov 08
       
      Another attempt to bring authentic problems in community to the univeristy curriculum
Gary Brown

Assess this! - 5 views

assessory.blogspot.com

assessment ;

shared by Gary Brown on 16 Feb 10 - Cached
  • Assess this! is a gathering place for information and resources about new and better ways to promote learning in higher education, with a special focus on high-impact educational practices, student engagement, general or liberal education, and assessment of learning.
  • If you'd like to help make Assess this! more useful, there are some things you can do. You can comment on a post by clicking on the comments link following the post.
  • Of the various ways to assess student learning outcomes, many faculty members prefer what are called “authentic” approaches that document student performance during or at the end of a course or program of study. In this paper, assessment experts Trudy Banta, Merilee Griffin, Teresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches.
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  • Going PublicDouglas C. Bennett, President of Earlham College, suggests each institution having a public learning audit document and gives the example of what this means for Earlham College as a way for public accountability.
  • More TransparencyMartha Kanter, from the US Education Department, calls for more transparency in the way higher education does accreditation.
  • Despite the uptick in activity, "I still feel like there's no there there" when it comes to colleges' efforts to measure student learning, Kevin Carey, policy director at Education Sector, said in a speech at the Council for Higher Education Accreditation meeting Tuesday.
  • Most of the assessment activity on campuses can be found in nooks and crannies of the institutions - by individual professors, or in one department - and it is often not tied to goals set broadly at the institutional level.
  • Nine Principles of Good Practice for Assessing Student Learning
  • Gary Brown on 16 Feb 10
     
    A very interesting useful site where we might help ourselves by getting involved.
Nils Peterson

National Institute for Learning Outcomes Assessment - 1 views

learningoutcomesassessment.org/occasionalpapertwo.htm

NILOA Trudy Banta

shared by Nils Peterson on 18 Feb 10 - Cached
  • Of the various ways to assess student learning outcomes, many faculty members prefer what are called “authentic” approaches that document student performance during or at the end of a course or program of study.  Authentic assessments typically ask students to generate rather than choose a response to demonstrate what they know and can do.  In their best form, such assessments are flexible and closely aligned with teaching and learning processes, and represent some of students more meaningful educational experiences.  In this paper, assessment experts Trudy Banta, Merilee Griffin, Theresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. 
  • Educators and policy makers in postsecondary education are interested in assessment processes that improve student learning, and at the same time provide comparable data for the purpose of demonstrating accountability.
  • First, ePortfolios provide an in-depth, long-term view of student achievement on a range of skills and abilities instead of a quick snapshot based on a single sample of learning outcomes. Second, a system of rubrics used to evaluate student writing and depth of learning has been combined with faculty learning and team assessments, and is now being used at multiple institutions. Third, online assessment communities link local faculty members in collaborative work to develop shared norms and teaching capacity, and then link local communities with each other in a growing system of assessment.
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      hey, does this sound familiar? i'm guessing the portfolios are not anywhere on the Internet, but we're otherwise in good company
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  • Three Promising Alternatives for Assessing College Students' Knowledge and Skills
    • Nils Peterson
      Nils Peterson on 18 Feb 10
       
      I'm not sure they are 'alternatives' so much as 3 elements we would combine into a single strategy
Gary Brown

Wired Campus - The Chronicle of Higher Education - 0 views

chronicle.com/...9181

for profits teaching faculty development

shared by Gary Brown on 14 Dec 09 - Cached
  • colleges and universities can learn from for-profit colleges' approach to teaching.
  • "If disruptive technology allows them to serve new markets, or serve markets more efficiently and effectively in order to profit, then they are more likely to utilize them."
  • Some for-profit institutions emphasize instructor training in a way that more traditional institutions should emulate, according to the report. The University of Phoenix, for example, "has required faculty to participate in a four-week training program that includes adult learning theory," the report said.
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  • The committee's largest sponsors include GE, Merrill Lynch and Company, IBM, McKinsey and Company, General Motors, and Pfizer.
  • Gary Brown on 14 Dec 09
     
    Minimally the advocates list suggests that higher ed might qualify for a bail out.
Gary Brown

The Ticker - The Chronicle of Higher Education - 1 views

chronicle.com/...9217

accreditation department of education

shared by Gary Brown on 15 Dec 09 - Cached
  • The U.S. Education Department today released a report critical of the Middle States Commission on Higher Education, saying the regional accrediting organization did not set minimum standards for its member institutions on program length or credit hours.
  • The accreditor responded that "the fundamental concern of higher education's constituencies is whether students graduate with appropriate knowledge, skills, and competencies, not how many hours they spend in a classroom."
  • Gary Brown on 15 Dec 09
     
    A critical indicator of why I see our work as work with accreditors rather than for accreditors.
Gary Brown

The Ticker - Education Dept. Criticizes Accreditor Over Credit-Hour Standards - The Chr... - 2 views

chronicle.com/...8993

seat time accreditation

shared by Gary Brown on 29 Nov 09 - Cached
  • The Southern Association of Colleges and Schools cannot consistently ensure the quality of academic programs it reviews without clearly defining what constitutes a credit hour, according to a report issued on Tuesday by the U.S. Department of Education's inspector general. The accrediting organization, which assesses colleges in 11 states, responded that the variety of experiential, online, and distance courses that institutions now offer makes it impossible to define a single, common standard for credit hours. "The traditionally accepted definitions of semester credit hours and quarter credit hours based almost exclusively on seat time can no longer be applied to half of the credits now being awarded by our higher-education institutions," the association wrote in answer to the report.
  • Gary Brown on 29 Nov 09
     
    Outcomes are mentioned as an alternative in the comments, but in a disconcerting way. As is the alternative approach to study time....
Matthew Tedder

Congress Finances Program to Use Technology in Education - NYTimes.com - 2 views

www.nytimes.com/...25center.html

education

shared by Matthew Tedder on 26 Jan 10 - Cached
  • Matthew Tedder on 26 Jan 10
     
    This might be a good thing for education... Grants, money.. possibly very soon.
  • Matthew Tedder on 26 Jan 10
     
    Granted (no pun intended), the funds are seriously not there. I bet private contributions will be substantial.
Theron DesRosier

The Problem with the Data-Information-Knowledge-Wisdom Hierarchy - The Conversation - H... - 3 views

blogs.hbr.org/...is_to_info_as_info_is_not.html

datainformationknowledgewisdom learning

shared by Theron DesRosier on 05 Feb 10 - Cached
  • Theron DesRosier on 05 Feb 10
     
    "But knowledge is not a result merely of filtering or algorithms. It results from a far more complex process that is social, goal-driven, contextual, and culturally-bound. We get to knowledge - especially "actionable" knowledge - by having desires and curiosity, through plotting and play, by being wrong more often than right, by talking with others and forming social bonds, by applying methods and then backing away from them, by calculation and serendipity, by rationality and intuition, by institutional processes and social roles."
  • Theron DesRosier on 05 Feb 10
     
    An interresting take on assumptions about knowledge.
  • Kimberly Green on 08 Feb 10
     
    Really interesting quote, Theron. I wonder if it's a chunk that could be used as a prompt for a faculty discussion, to open up the dialogue about what is learning. And then how does a program design a curriculum and syllabi / assignments to teach and assess, towards a much broader understanding of knowledge (and skills)?
Joshua Yeidel

Capella Learning and Career Outcomes - Program Outcomes - 0 views

www.capellaresults.com/BS_info_tech.asp

higher_education accountability accreditation assessment

shared by Joshua Yeidel on 19 Jan 10 - Cached
  • Joshua Yeidel on 19 Jan 10
     
    Re: Capella U.'s "CHEA" award: it appears that CU is located in Lake Woebegone, where all the children are above average...
Matthew Tedder

Turning Work into Play with Online Games | h+ Magazine - 0 views

hplusmagazine.com/...turning-work-play-online-games

education

shared by Matthew Tedder on 16 Jan 10 - Cached
  • Matthew Tedder on 16 Jan 10
     
    This is about games to improve employee work.
  • Matthew Tedder on 16 Jan 10
     
    This is about using online games to engage employees in work. This is very much the core of what I was talking about, except for education. For those more knowledgeable about software design: my thoughts so far were on using Google's V8 Javascript engine and a 3D engine, such as Ogre3D, perhaps wrapped by QT or SDL. The worlds would be managed on the server but code for each object type shipped to the clients and run, sychronized there. Everything would be an "object"--even a world itself (a container object). Each object would comprise of four code modules plus its media files (3D models, sounds, etc.): Affector -- this receives sensory input then filters and translates that to the object's internal properties. Intrinsor -- this is the object's behavioral programming. For example, it can be the functions of an espresso machine object or the AI and/or user-interface connector of an animate object, etc. Mitigator -- this is the code that controls the internal environment of any objects contained within this object. It mitigates the effects of contained objects to the affects of others. For example, a world object, a boat, a house, or a bag. The physics, weather, and such will depend on what they are contained within. The mitigator may also initiate effects to contained objects. Effector -- this provides the API for action attempts to the Intrinsor. It then filters and translates the action attempts to the objects actual action attempts that are read by this object's containor. (Yes--I mispelled some words above intentionally) This design provides a framework for a persistent world of decent individual performance. The V8 engine compiles to fast machine code (and caches). Only very minimal data need be communicated over the network. Objects can run in parallel precisely the same, so if a client fails the system continues. Updates of virtually any kind can be made on-the-fly without stopping the game. New object types will be relatively easy to b
Gary Brown

News: Different Paths to Full Professor - Inside Higher Ed - 1 views

www.insidehighered.com/...osu

SoTL research Tenure and Promotion

shared by Gary Brown on 11 Mar 10 - Cached
  • Ohio State is embarking on discussions on how to change the way professors are evaluated for promotion to full professor. University officials argue that, as in tenure reviews, research appears to be the dominant factor at that stage, despite official policies to weigh teaching and service as well.
  • The concept in play would end the myth that candidates for full professor (and maybe, someday, candidates for tenure) should be great in everything. Why? Because most professors aren't great at everything.
  • Once research eminence is verified, teaching and service must be found only to be "adequate."
  • ...3 more annotations...
  • This approach is insidiously harmful," Alutto said. "First, it generates cynicism among productive faculty, as they realize the 'game' being played. Second, it frustrates productive faculty who contribute to their disciplines and the university in unique and powerful ways other than -- or in addition to -- traditional research. Third, it flies in the face of everything we know about the need for a balanced portfolio of skills to achieve institutional success."
  • Measuring impact is always difficult, particularly when it comes to teaching and service," he said. "But it can be done if we focus on the significance of these activities as it extends beyond our own institution -- just as we expect such broad effects with traditional scholarship. Thus, indicators of impact on other institutions, recognition by professional associations, broad adoption of teaching materials (textbooks, software, etc.) by other institutions, evidence of effects on policy formulation and so on -- all these are appropriate independent indicators of effectiveness."
  • Gerber said, the idea of "counting" such contributions in faculty evaluations is an embrace of Ernest Boyer's ideas about "the scholarship of teaching," ideas that have had much more influence outside research universities than within them.
  • Gary Brown on 11 Mar 10
     
    Reconsidering SoTL at Ohio State
  • Kimberly Green on 29 Mar 10
     
    Responding to this portion: This approach is insidiously harmful," Alutto said. "First, it generates cynicism among productive faculty, as they realize the 'game' being played. Second, it frustrates productive faculty who contribute to their disciplines and the university in unique and powerful ways other than -- or in addition to -- traditional research. Third, it flies in the face of everything we know about the need for a balanced portfolio of skills to achieve institutional success." How does OAI navigate these real concerns / hurdles with our program assessment efforts? If we convince/force leadership to "value" teaching and SoTL but it carries little or no weight in terms of promotion and tenure (I give you Carol Anelli, for example), then don't we become part of that "game"?
Gary Brown

Discussion: Higher Education Teaching and Learning | LinkedIn - 2 views

www.linkedin.com/groupAnswers

employers

shared by Gary Brown on 30 Mar 10 - No Cached
  • Do you have ideas or examples of good practice of working with employers to promote workforce development? UK universities and colleges are under pressure to do "employer engagement" and some are finding it really difficult. This is sometimes due to the university administrative systems not welcoming non-traditional students, and sometimes because we use "university speak" rather than "employer speak". All ideas very welcome. Thanks. Posted 7 hours ago | Reply Privately /* extlib: /js_controls/_dialog.jsp */ LI.i18n.register( 'Dialog-closeWindow', 'Close this window' ); LI.i18n.register( 'Dialog-or', 'or' ); LI.i18n.register( 'Dialog-cancel', 'Cancel' ); LI.i18n.register( 'Dialog-submit', 'Submit' ); LI.i18n.register( 'Dialog-error-generic', 'We\'re sorry. Something unexpected happened and your request could not be completed. Please try again.' ); LI.Controls.addControl('control-7', 'Dialog', { name: 'sendMessageDialog', type: 'task-modeless', content: { node: 'send-message-dialog', title: 'Reply Privately' }, extra: { memberId: '19056441', fullName: 'Anita Pickerden', groupId: '2774663', subject: 'RE: Do you have ideas or examples of good practice of working with employers to promote workforce development?' } });
  • Gary Brown on 30 Mar 10
     
    We should respond to this query with examples from a few of our programs--and write a baseball card or two in the process.
Gary Brown

News: The Specialists - Inside Higher Ed - 4 views

www.insidehighered.com/...statistics

for profits

shared by Gary Brown on 13 Apr 10 - Cached
  • Choosing the academic program at a single university, they say, is a relic of a time before online education made it possible for a student in Oregon to take courses at a university in Florida
  • Much of the talk about this imminent unbundling has come from colleges that predict that students might want to transfer credits from other colleges that might have different missions. But the competition may also come from entities that do not even offer degrees.
  • The company outsources grading and other work to master’s degree-holders in India for much less than it would cost to employ similarly qualified teaching assistants in the United States.
  • ...1 more annotation...
  • the confluence of several economic factors — particularly rising tuition and the unwillingness of many students to take on exorbitant debt, especially as they see their degree-holding peers struggling to land jobs — may force institutions to consider turning to outside specialists if they want to continue offering certain courses.And if they don’t, Smith says, students will likely turn to the outside specialists themselves.
  • Gary Brown on 13 Apr 10
     
    Variations on a theme, but notable now in particular as we debate general education reform.
Gary Brown

Office of the President: Elson S. Floyd's Blog - 2 views

president.wsu.edu/blog

community

shared by Gary Brown on 29 Mar 10 - Cached
  • SU research directly supports the economies of so many of our communities statewide – communities and economies many of our graduates will soon take part in when they enter the workforce.  Therefore, it is imperative we align WSU to work closely and strategically with the state, and more specifically, very intimately with the counties, communities and businesses to maximize the efficiency and value of our extension, educational, outreach and research programs
  • Gary Brown on 29 Mar 10
     
    The president speaks about community engagement and aligning our goals.....
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