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Kimberly Green

Strategic National Arts Alumni Project (SNAAP) - 0 views

www.snaap.indiana.edu

national survey arts

shared by Kimberly Green on 09 Aug 10 - Cached
  • Kimberly Green on 09 Aug 10
     
    WSU is participating in this survey. Looks interesting, follow up on students who graduate with an arts degree. Could be useful in program assessment in a number of ways ( a model, sample questions, as well as ways to leverage nationally collected data.) Kimberly Welcome to the Strategic National Arts Alumni Project (SNAAP), an annual online survey, data management, and institutional improvement system designed to enhance the impact of arts-school education. SNAAP partners with arts high schools, art and design colleges, conservatories and arts programs within colleges and universities to administer the survey to their graduates. SNAAP is a project of the Indiana University Center for Postsecondary Research in collaboration with the Vanderbilt University Curb Center for Art, Enterprise, and Public Policy. Lead funding is provided by the Surdna Foundation, with major partnership support from the Houston Endowment, Barr Foundation, Cleveland Foundation, Educational Foundation of America and the National Endowment for the Arts. improvement system designed to enhance the impact of arts-school education. SNAAP partners with arts high schools, art and design colleges, conservatories and arts programs within colleges and universities to administer the survey to their graduates. SNAAP is a project of the Indiana University Center for Postsecondary Research in collaboration with the Vanderbilt University Curb Center for Art, Enterprise, and Public Policy. Lead funding is provided by the Surdna Foundation, with major partnership support from the Houston Endowment, Barr Foundation, Cleveland Foundation, Educational Foundation of America and the National Endowment for the Arts."
Gary Brown

Online Evaluations Show Same Results, Lower Response Rate - Wired Campus - The Chronicl... - 1 views

chronicle.com/...23772

student evaluations online learning

shared by Gary Brown on 06 May 10 - Cached
  • Students give the same responses on paper as on online course evaluations but are less likely to respond to online surveys, according to a recent study.
  • The only meaningful difference between student ratings completed online and on paper was that students who took online surveys gave their professors higher ratings for using educational technology to promote learning.
  • Seventy-eight percent of students enrolled in classes with paper surveys responded to them, but  only 53 percent of students enrolled in classes with online surveys responded.
  • ...2 more annotations...
  • "If you have lower response rates, you're less inclined to make summative decisions about a faculty member's performance,"
  • While the majority of instructors still administer paper surveys, the number using online surveys increased from 1.08 percent in 2002 to 23.23 percent in 2008.
  • Gary Brown on 06 May 10
     
    replication of our own studies
Judy Rumph

High Response Rates Don't Ensure Survey Accuracy - The Chronicle Review - The Chronicle... - 6 views

chronicle.com/...48642

shared by Judy Rumph on 05 Oct 09 - Cached
  • Emerging research shows that despite all the hand-wringing about survey nonresponse, the actual effect of response rate on survey accuracy is generally small and inconsistent, and in any case it is less consequential than many other serious but often ignored sources of bias. Ironically, by drawing time and attention away from the prevention and correction of those other forms of bias, efforts to minimize nonresponse bias may actually decrease the accuracy of higher-education surveys
  • Gary Brown on 05 Oct 09
     
    Key link for much of our work as we prepare for another round of concern about response rates.
  • Judy Rumph on 05 Oct 09
     
    I like this summary of issues with surveys, you can't just throw some questions in a survey and expect meaningful results.
  • Peggy Collins on 11 Oct 09
     
    hi I cant see more than the first paragraph as this says this is locked content for subscribers. Is there a CTLT subscription?
Gary Brown

Professors Who Focus on Honing Their Teaching Are a Distinct Breed - Research - The Chr... - 1 views

chronicle.com/...65262

teaching

shared by Gary Brown on 27 Apr 10 - Cached
  • Professors who are heavily focused on learning how to improve their teaching stand apart as a very distinct subset of college faculties, according to a new study examining how members of the professoriate spend their time.
  • those who are focused on tackling societal problems stand apart as their own breed. Other faculty members, it suggests, are pretty much mutts, according to its classification scheme.
  • 1,000 full-time faculty members at four-year colleges and universities gathered as part of the Faculty Professional Performance Survey administered by Mr. Braxton and two Vanderbilt doctoral students in 1999. That survey had asked the faculty members how often they engaged in each of nearly 70 distinct scholarly activities, such as experimenting with a new teaching method, publishing a critical book review in a journal, or being interviewed on a local television station. All of the faculty members examined in the new analysis were either tenured or tenure-track and fell into one of four academic disciplines: biology, chemistry, history, or sociology.
  • ...7 more annotations...
  • cluster analysis,
  • nearly two-thirds of those surveyed were involved in the full range of scholarly activity they examined
  • Just over a third, however, stood out as focused almost solely on one of two types of scholarship: on teaching practices, or on using knowledge from their discipline to identify or solve societal problems.
  • pedagogy-focused scholars were found mainly at liberal-arts colleges and, compared with the general population surveyed, tended to be younger, heavily represented in history departments, and more likely to be female and untenured
  • Those focused on problem-solving were located mainly at research and doctoral institutions, and were evenly dispersed across disciplines and more likely than others surveyed to be male and tenured.
  • how faculty members rate those priorities are fairly consistent across academic disciplines,
  • The study was conducted by B. Jan Middendorf, acting director of Kansas State University's office of educational innovation and evaluation; Russell J. Webster, a doctoral student in psychology at Kansas State; and Steve Benton, a senior research officer at the IDEA Center
  • Gary Brown on 27 Apr 10
     
    Another study that documents the challenge and suggests confirmation of the 50% figure of faculty who are not focused on either research or teaching.
Gary Brown

News: Assessment vs. Action - Inside Higher Ed - 0 views

www.insidehighered.com/...assess

asesment

shared by Gary Brown on 26 Oct 09 - Cached
  • The assessment movement has firmly taken hold in American higher education, if you judge it by how many colleges are engaged in measuring what undergraduates learn. But if you judge by how many of them use that information to do something, the picture is different.
  • The most common approach used for institutional assessment is a nationally normed survey of students.
  • ut the survey found more attention to learning outcomes at the program level, especially by community colleges.)
  • ...3 more annotations...
  • Much smaller percentages of colleges report that assessment is based on external evaluations of student work (9 percent), student portfolios (8 percent) and employer interviews (8 percent).
  • “Some faculty and staff at prestigious, highly selective campuses wonder why documenting something already understood to be superior is warranted. They have little to gain and perhaps a lot to lose,” the report says. “On the other hand, many colleagues at lower-status campuses often feel pressed to demonstrate their worth; some worry that they may not fare well in comparison with their better-resourced, more selective counterparts. Here too, anxiety may morph into a perceived threat if the results disappoint.”
  • The provosts in the survey said what they most needed to more effectively use assessment was more faculty involvement, with 66 percent citing this need. The percentage was even greater (80 percent) at doctoral institutions.George Kuh, director of the institute, said that he viewed the results as "cause for cautious optimism," and that the reality of so much assessment activity makes it possible to work on making better use of it.
  • Kimberly Green on 26 Oct 09
     
    From National Institute for LOA:\n\n"The provosts in the survey said what they most \nneeded to more effectively use assessment was more faculty involvement, with 66 \npercent citing this need. The percentage was even greater (80 percent) at \ndoctoral institutions."
  • Gary Brown on 28 Oct 09
     
    another report on survey with interesting implications
Gary Brown

The Ticker - Most Colleges Try to Assess Student Learning, Survey Finds - The Chronicle... - 0 views

chronicle.com/...8598

assessment faculty engagement

shared by Gary Brown on 26 Oct 09 - Cached
  • October 26, 2009, 02:53 PM ET Most Colleges Try to Assess Student Learning, Survey Finds A large majority of American colleges make at least some formal effort to assess their students' learning, but most have few or no staff members dedicated to doing so. Those are among the findings of a survey report released Monday by the National Institute for Learning Outcomes Assessment, a year-old project based at Indiana University and the University of Illinois. Of more than 1,500 provosts' offices that responded to the survey, nearly two-thirds said their institutions had two or fewer employees assigned to student assessment. Among large research universities, almost 80 percent cited a lack of faculty engagement as the most serious barrier to student-assessment projects.
  • Gary Brown on 26 Oct 09
     
    no news here, but it does suggest the commitment our unit represents.
Gary Brown

News: Turning Surveys Into Reforms - Inside Higher Ed - 0 views

www.insidehighered.com/...nsse

assessment NSSE Closing the loop

shared by Gary Brown on 26 Oct 09 - Cached
  • Molly Corbett Broad, president of the American Council on Education, warned those gathered here that they would be foolish to think that accountability demands were a thing of the past.
  • She said that while she is “impressed” with the work of NSSE, she thinks higher education is “not moving fast enough” right now to have in place accountability systems that truly answer the questions being asked of higher education. The best bet for higher education, she said, is to more fully embrace various voluntary systems, and show that they are used to promote improvements.
  • One reason NSSE data are not used more, some here said, was the decentralized nature of American higher education. David Paris, executive director of the New Leadership Alliance for Student Learning and Accountability, said that “every faculty member is king or queen in his or her classroom.” As such, he said, “they can take the lessons of NSSE” about the kinds of activities that engage students, but they don’t have to. “There is no authority or dominant professional culture that could impel any faculty member to apply” what NSSE teaches about engaged learning, he said.
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  • She stressed that NSSE averages may no longer reflect any single reality of one type of faculty member. She challenged Paris’s description of powerful faculty members by noting that many adjuncts have relatively little control over their pedagogy, and must follow syllabuses and rules set by others. So the power to execute NSSE ideas, she said, may not rest with those doing most of the teaching.
  • Research presented here, however, by the Wabash College National Study of Liberal Arts Education offered concrete evidence of direct correlations between NSSE attributes and specific skills, such as critical thinking skills. The Wabash study, which involves 49 colleges of all types, features cohorts of students being analyzed on various NSSE benchmarks (for academic challenge, for instance, or supportive campus environment or faculty-student interaction) and various measures of learning, such as tests to show critical thinking skills or cognitive skills or the development of leadership skills.
  • The irony of the Wabash work with NSSE data and other data, Blaich said, was that it demonstrates the failure of colleges to act on information they get -- unless someone (in this case Wabash) drives home the ideas.“In every case, after collecting loads of information, we have yet to find a single thing that institutions didn’t already know. Everyone at the institution didn’t know -- it may have been filed away,” he said, but someone had the data. “It just wasn’t followed. There wasn’t sufficient organizational energy to use that data to improve student learning.”
  • “I want to try to make the point that there is a distinction between participating in NSSE and using NSSE," he said. "In the end, what good is it if all you get is a report?"
  • Kimberly Green on 26 Oct 09
     
    An interesting discussion, exploring basic questions CTLT folks are familiar with, grappling with the question of how to use survey data and how to identify and address limitations. 10 years after launch of National Survey of Student Engagement, many worry that colleges have been speedier to embrace giving the questionnaire than using its results. And some experts want changes in what the survey measures. I note these limitations, near the end of the article: Adrianna Kezar, associate professor of higher education at the University of Southern California, noted that NSSE's questions were drafted based on the model of students attending a single residential college. Indeed many of the questions concern out-of-class experiences (both academic and otherwise) that suggest someone is living in a college community. Kezar noted that this is no longer a valid assumption for many undergraduates. Nor is the assumption that they have time to interact with peers and professors out of class when many are holding down jobs. Nor is the assumption -- when students are "swirling" from college to college, or taking courses at multiple colleges at the same time -- that any single institution is responsible for their engagement. Further, Kezar noted that there is an implicit assumption in NSSE of faculty being part of a stable college community. Questions about seeing faculty members outside of class, she said, don't necessarily work when adjunct faculty members may lack offices or the ability to interact with students from one semester to the next. Kezar said that she thinks full-time adjunct faculty members may actually encourage more engagement than tenured professors because the adjuncts are focused on teaching and generally not on research. And she emphasized that concerns about the impact of part-time adjuncts on student engagement arise not out of criticism of those individuals, but of the system that assigns them teaching duties without much support. S
  • Gary Brown on 02 Nov 09
     
    Repeat of highlighted resource, but merits revisiting.
Gary Brown

Student-Survey Results: Too Useful to Keep Private - Commentary - The Chronicle of High... - 0 views

chronicle.com/...49128

accountability NSSE

shared by Gary Brown on 17 Nov 09 - Cached
  • "There are … disturbing signs that many students who do earn degrees have not actually mastered the reading, writing, and thinking skills we expect of college graduates. Over the past decade, literacy among college graduates has actually declined."
  • But a major contributing factor is that the customers of higher education—students, parents, and employers—have few true measures of quality on which to rely. Is a Harvard education really better than that from a typical flagship state university, or does Harvard just benefit from being able to enroll better students? Without measures of value added in higher education, that's difficult, if not impossible, to determine.
  • Yet what is remarkable about the survey is that participating institutions generally do not release the results so that parents and students can compare their performance with those of other colleges.
  • ...3 more annotations...
  • Requiring all colleges to make such information public would pressure them to improve their undergraduate teaching
  • It would empower prospective students and their parents with solid information about colleges' educational quality and help them make better choices. To make that happen, the federal government should simply require that any institution receiving federal support—Pell Grants, student loans, National Science Foundation grants, and so on—make its results public on the Web site of the National Survey of Student Engagement in an open, interactive way.
  • Indeed, a growing number of organizations in our economy now have to live with customer-performance measures. It's time higher education did the same.
  • Gary Brown on 17 Nov 09
     
    The whites of the eyes--the perceptions and assumptions behind the push for accountability. I note in particular the notion that higher education will understand comparisons of the NSSE as an incentive to improve.
Gary Brown

Students: Video lectures allow for more napping | eCampus News - 1 views

www.ecampusnews.com/...ectures-allow-for-more-napping

future of education

shared by Gary Brown on 28 Sep 10 - No Cached
  • College students gave video lectures high marks in a recent survey, although many students supported the technology because it freed up more time for napping and hanging out with friends.
  • A majority of students who responded to the survey, conducted in August by audio, internet, and video conferencing provider InterCall, said they would only attend a live lecture if an exam were scheduled for that day, or to borrow notes from a classmate
  • confirm a key fear of many college professors about the availability of video lecture-capture technology: that it could lead to a drop in attendance at the live lectures themselves.
  • ...5 more annotations...
  • Fifty-three percent of respondents said they “learn more effectively” with online lectures, and 54 percent “report that their grades improve when lectures are streamed via video online,”
  • Nearly three-quarters of students said that streaming lectures online “helps them be better prepared for exams.”
  • 49 percent of students take matters into their own hands and record lectures on their own so they can review the material later.
  • “indicative” of the modern college-student mindset. “They can’t be bothered with things that require stepping out of their own comfort and convenience zone,” she said. “Rather than adapt themselves … they want things the way they want things.
  • ‘It’s about me and my convenience’ is one that extends into many aspects of their lives, from school, to work, to community obligations,” Gregory said. “How much more self-absorbed does it get?”
  • Gary Brown on 28 Sep 10
     
    It is interesting to see the resistance to what is sometimes considered student-centered approaches to learning.   One wonders whose "convenience" will have primacy in the education market, and at what....cost?
Kimberly Green

Constant Curricular Change - 1 views

www.insidehighered.com/...pod

assessment teaching

shared by Kimberly Green on 08 Nov 10 - No Cached
  • Kimberly Green on 08 Nov 10
     
    Faculty members routinely change their courses from semester to semester, experimenting with both minor changes and major innovations, according to a national survey released Saturday by the Association of American Colleges and Universities. But while professors see curricular innovation as part of their jobs, they remain uncertain about whether pedagogical efforts are appropriately rewarded, the study found. The survey -- of faculty members at all ranks at 20 four-year colleges and universities, including both public and private institutions -- found that 86.6 percent make some revision to courses at least once a year. Revisions could be relatively minor, with changes in the syllabus, readings or assignments qualifying. But about 37 percent reported adopting a significant new pedagogy in at least one of their courses at least once a year -- with new pedagogies being defined as such approaches as experiential learning, service learning and learning communities. Only 3 percent of faculty members surveyed said that they never or "almost never" make changes in the courses they teach from year to year.
Nils Peterson

2009 Annual Meeting | Conference Program - 0 views

www.aacu.org/...program.cfm

shared by Nils Peterson on 22 Jan 09 - Cached
  • This session explores the notion that assessment for transformational learning is best utilized as a learning tool. By providing timely, transparent, and appropriate feedback, both to students and to the institution itself, learning is enhanced – a far different motive for assessment than is external accountability.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      need to get to these guys with our harvesting gradebook ideas...
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      decided to attend another session. Hersh was OK before lunch, but the talk by Pan looks more promising
  • Academic and corporate communities agree on the urgent need for contemporary, research-based pedagogies of engagement in STEM fields. Participants will learn how leaders from academic departments and institutions have collaborated with leaders from the corporate and business community in regional networks to ensure that graduates meet the expectations of prospective employers and the public.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      here is another session with links to CTLT work, both harvesting gradebook and the ABET work
  • Professor Pan will discuss the reflective teaching methods used to prepare students to recognize and mobilize community assets as they design, implement, and evaluate projects to improve public health.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Students tasked to learn about a community, ride the bus, make a Doc appt. Then tasked to do a non-clinical health project in that community (they do plenty of clinical stuff elsewhere in the program). Project must build capacity in the community to survive after the student leaves. Example. Work with hispanic parents in Sacramento about parenting issue, ex getting kids to sleep on time. Student had identified problem in the community, but first project idea was show a video, which was not capacity building. Rather than showing the video, used the video as a template and made a new video. Families were actors. Result was spanish DVD that the community could own. Pan thinks this is increased capacity in the community.
  • ...17 more annotations...
  • Freshman Survey annually examines the academic habits of mind of entering first-year students.  Along with academic involvement, the survey examines diversity, civic engagement, college admissions and expectations of college. 
  • The project aims to promote faculty and student assessment of undergraduate research products in relation to outcomes associated with basic research skills and general undergraduate learning principles (communication and quantitative reasoning, critical thinking, and integration and application of knowledge).
  • They focus educators on the magnitude of the challenge to prepare an ever-increasingly diverse, globally-connected student body with the knowledge, ability, processes, and confidence to adapt to diverse environments and respond creatively to the enormous issues facing humankind.
  • One challenge of civic engagement in the co-curriculum is the merging of cost and outcome: creating meaningful experiences for students and the community with small staffs, on small budgets, while still having significant, purposeful impact. 
  • a)claims that faculty are the sole arbiters of what constitutes a liberal education and b) counter claims that student life professionals also possess the knowledge and expertise critical to defining students’ total learning experiences.  
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      also, how many angels can dance on the head of a pin?
  • This session introduces a three-year national effort to document how colleges and universities are using assessment data to improve teaching and learning and to facilitate the dissemination and adoption of best practices in the assessment of college learning outcomes.
  • Exciting pedagogies of engagement abound, including undergraduate research, community-engaged learning, interdisciplinary exploration, and international study.  However, such experiences are typically optional and non-credit-bearing for students, and/or “on top of” the workload for faculty. This session explores strategies for integrating engaged learning into the institutional fabric (curriculum, student role, faculty role) and increasing access to these transformative experiences.
  • hands-on experiential learning, especially in collaboration with other students, is a superior pedagogy but how can this be provided in increasingly larger introductory classes? 
  • As educators seek innovative ways to manage knowledge and expand interdisciplinary attention to pressing global issues, as students and parents look for assurances that their tuition investment will pay professional dividends, and as alumni look for meaningful ways to give back to the institutions that nurtured and prepared them, colleges and universities can integrate these disparate goals through the Guilds, intergenerational membership networks that draw strength from the contributions of all of their members.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      see Theron's ideas for COMM.
  • Civic engagement learning derives its power from the engagement of students with real communities—local, national, and global. This panel explores the relationship between student learning and the contexts in which that learning unfolds by examining programs that place students in diverse contexts close to campus and far afield.
  • For institutional assessment to make a difference for student learning its results must result in changes in classroom practice. This session explores ways in which the institutional assessment of student learning, such as the Wabash National Study of Liberal Arts Education and the Collegiate Learning Assessment, can be connected to our classrooms.
  • Interdisciplinary Teaching and Object-Based Learning in Campus Museums
  • To address pressing needs of their communities, government and non-profit agencies are requesting higher education to provide education in an array of human and social services. To serve these needs effectively, higher educationneeds to broaden and deepen its consultation with practitioners in designing new curricula. Colleges and universities would do well to consider a curriculum development model that requires consultation not only with potential employers, but also with practitioners and supervisors of practitioners.
  • Should Academics be Active? Campuses and Cutting Edge Civic Engagement
  • If transformational liberal education requires engaging the whole student across the educational experience, how can colleges and universities renew strategy and allocate resources effectively to support it?  How can assessment be used to improve student learning and strengthen a transformational learning environment? 
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Purpose of university is not to grant degrees, it has something to do with learning. Keeling's perspective is that the learning should be transformative; changing perspective. Liberating and emancipatory Learning is a complex interaction among student and others, new knowledge and experience, event, own aspirations. learners construct meaning from these elements. "we change our minds" altering the brain at the micro-level Brain imaging research demonstrates that analogical learning (abstract) demands more from more areas of the brain than semantic (concrete) learning. Mind is not an abstraction, it is based in the brain, a working physical organ .Learner and the environment matter to the learning. Seeds magazine, current issue on brain imaging and learning. Segway from brain research to need for university to educate the whole student. Uses the term 'transformative learning' meaning to transform the learning (re-wire the brain) but does not use transformative assessment (see wikipedia).
  • But as public debates roil, higher education has been more reactive than proactive on the question of how best to ensure that today’s students are fully prepared for a fast-paced future.
    • Nils Peterson
      Nils Peterson on 22 Jan 09
       
      Bologna process being adopted (slowly) in EU, the idea is to make academic degrees more interchangeable and understandable across the EU three elements * Qualification Frameworks (transnational, national, disciplinary). Frameworks are graduated, with increasing expertise and autonomy required for the upper levels. They sound like broad skills that we might recognize in the WSU CITR. Not clear how they are assessed * Tuning (benchmarking) process * Diploma Supplements (licensure, thesis, other capstone activities) these extend the information in the transcript. US equivalent might be the Kuali Students system for extending the transcript. Emerging dialog on American capability This dialog is coming from 2 directions * on campus * employers Connect to the Greater Exceptions (2000-2005) iniative. Concluded that American HE has islands of innovation. Lead to LEAP (Liberal Education and America's Promise) Initiative (2005-2015). The dialog is converging because of several forces * Changes in the balance of economic and political power. "The rise of the rest (of the world)" * Global economy in which innovation is key to growth and prosperity LEAP attempts to frame the dialog (look for LEAP in AACU website). Miami-Dade CC has announced a LEAP-derived covenant, the goals must span all aspects of their programs. Define liberal education Knowledge of human cultures and the physical and natural world intellectual and practical skills responsibility integrative skills Marker of success is (here is where the Transformative Gradebook fits in): evidence that students can apply the essential learning outcomes to complex, unscripted problems and real-world settings Current failure -- have not tracked our progress, or have found that we are not doing well. See AACU employer survey 5-10% percent of current graduates taking courses that would meet the global competencies (transcript analysis) See NSSE on Personal and social responsibility gains, less tha
  • Dr. Pan will also talk about strategies for breaking down cultural barriers.
    • Nils Peterson
      Nils Peterson on 24 Jan 09
       
      Pan. found a non-profit agency to be a conduit and coordinator to level the power between univ and grass roots orgs. helped with cultural gaps.
Joshua Yeidel

Wired Campus: Amazon Expected to Unveil New Kindle for Textbooks - Chronicle.com - 0 views

chronicle.com/...index.php

kindle ebook interactivity

shared by Joshua Yeidel on 05 May 09 - Cached
  • In surveys, students have shown much greater satisfaction reading e-books on their computers than they did on the Sony Reader. Interactivity — the ability to annotate and take notes — were the main factors cited by students, rather than the size of the devices.
  • Joshua Yeidel on 05 May 09
     
    In surveys, students have shown much greater satisfaction reading e-books on their computers than they did on the Sony Reader. Interactivity - the ability to annotate and take notes - were the main factors cited by students, rather than the size of the devices.
Gary Brown

Education ambivalence : Nature : Nature Publishing Group - 1 views

www.nature.com/...465525b.html

science undergraduate teaching

shared by Gary Brown on 02 Jun 10 - Cached
  • Academic scientists value teaching as much as research — but universities apparently don't
  • Nature Education, last year conducted a survey of 450 university-level science faculty members from more than 30 countries. The first report from that survey, freely available at http://go.nature.com/5wEKij, focuses on 'postsecondary' university- and college-level education. It finds that more than half of the respondents in Europe, Asia and North America feel that the quality of undergraduate science education in their country is mediocre, poor or very poor.
  • 77% of respondents indicated that they considered their teaching responsibilities to be just as important as their research — and 16% said teaching was more important.
  • ...6 more annotations...
  • But the biggest barrier to improvement is the pervasive perception that academic institutions — and the prevailing rewards structure of science — value research far more than teaching
  • despite their beliefs that teaching was at least as important as research, many respondents said that they would choose to appoint a researcher rather than a teacher to an open tenured position.
  • To correct this misalignment of values, two things are required. The first is to establish a standardized system of teaching evaluation. This would give universities and professors alike the feedback they need to improve.
  • The second requirement is to improve the support and rewards for university-level teaching.
  • systematic training in how to teach well
  • But by showering so many rewards on research instead of on teaching, universities and funding agencies risk undermining the educational quality that is required for research to flourish in the long term.
  • Gary Brown on 02 Jun 10
     
    Attention to this issue from this resource--Nature--is a breakthrough in its own right. Note the focus on "flourish in the long term...".
Michèle Drechsler

Socialbookmarking and Education. (english version) - 4 views

Survey about "socialbookmarking and Education". The english version : http://enquetes-education.net/limesurvey/index.php?sid=28793&lang=en Thank you for your interest. Best regards Michèle Dre...

socialbookmarking survey education

started by Michèle Drechsler on 13 Jul 09 no follow-up yet
Joshua Yeidel

Using Outcome Information: Making Data Pay Off - 1 views

www.urban.org/...311040.html

assessment outcomes

shared by Joshua Yeidel on 22 Sep 10 - Cached
  • Joshua Yeidel on 22 Sep 10
     
    Sixth in a series on outcome management for nonprofits. Grist for the mill for any Assessment Handbook we might make. "Systematic use of outcome data pays off. In an independent survey of nearly 400 health and human service organizations, program directors agreed or strongly agreed that implementing program outcome measurement had helped their programs * focus staff on shared goals (88%); * communicate results to stakeholders (88%); * clarify program purpose (86%); * identify effective practices (84%); * compete for resources (83%); * enhance record keeping (80%); and * improve service delivery (76%)."
Nils Peterson

Jeff Sheldon on the Readiness for Organizational Learning and Evaluation instrument | A... - 4 views

aea365.org/blog

shared by Nils Peterson on 01 Nov 10 - No Cached
  • The ROLE consists of 78 items grouped into six major constructs: 1) Culture, 2) Leadership, 3) Systems and Structures, 4) Communication, 5) Teams, and 6) Evaluation.
    • Nils Peterson
      Nils Peterson on 02 Nov 10
       
      You can look up the book in Amazon and then view inside and search for Appendix A and read the items in the survey. http://www.amazon.com/Evaluation-Organizations-Systematic-Enhancing-Performance/dp/0738202681#reader_0738202681 This might be useful to OAI in assessing readiness (or understanding what in the university culture challenges readiness) OR it might inform our revision (or justify staying out) of our rubric. An initial glance would indicate that there are some cultural constructs in the university that are counter-indicated by the analysis of the ROLE instrument.
  • Joshua Yeidel on 01 Nov 10
     
    " Readiness for Organizational Learning and Evaluation (ROLE). The ROLE (Preskill & Torres, 2000) was designed to help us determine the level of readiness for implementing organizational learning, evaluation practices, and supporting processes"
  • Joshua Yeidel on 01 Nov 10
     
    An interesting possibility for a Skylight survey (but more reading needed)
Joshua Yeidel

Student Expectations Seen as Causing Grade Disputes - NYTimes.com - 0 views

www.nytimes.com/...18college.html

higher education grades student

shared by Joshua Yeidel on 18 Feb 09 - Cached
  • Joshua Yeidel on 18 Feb 09
     
    "A recent study by researchers at the University of California, Irvine, found that a third of students surveyed said that they expected B's just for attending lectures, and 40 percent said they deserved a B for completing the required reading. "
Joshua Yeidel

HP Labs : Solutions and Services Research : New Competitive Spaces : BRAIN - 0 views

www.hpl.hp.com/...brain

predictivemarkets socialnetworking

shared by Joshua Yeidel on 23 Mar 09 - Cached
  • Joshua Yeidel on 23 Mar 09
     
    Predictive Markets at HP: "we is smarter than all of us". Leslie R/ Fine: "The BRAIN Process is an information aggregation tool that harnesses all of the power and truth-telling properties of market mechanisms and implements it with all of the simplicity and robustness of a simple survey.
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