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Meaningful Course Revision: Enhancing Academic Engagement Using Student Learning Data (JB - Anker) - Softcover
Inhaltsangabe
Faculty are often motivated to change the activities and design of their courses for reasons not based on data. In Meaningful Course Revision, the author seeks instead to illustrate how the appropriate use of multiple, direct measures of student-learning outcomes can lead to enhanced course development and revision. While providing an outline of methods for creating significant learning experiences, the book also includes practical suggestions for shaping the design of a course to meet student needs.
Meaningful Course Revision urges a rethinking of teaching and learning. By making student advancement its focal point, it offers guidance through
- Data-based decision making
- Designing course-based assessment activities
- Using data to enhance innovation in course redesign
- Rethinking teaching and learning
- Embedding assessment activities in meaningful ways
- Planning the course
- Closing the feedback loop
- Moving from course-level decision making to departmental curriculum planning
- Creating a culture of student-learning outcomes assessment
Written for faculty seeking advice on how to keep their teaching interesting and effective, Meaningful Course Revision is a practical guide for collecting information about how well students are reaching course goals, learning what impact course changes are having on student learning, and putting courses into a cycle of continual revision and improvement.
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Über die Autorin bzw. den Autor
Catherine Wehlburg is currently the executive director of the Office for Assessment and Quality Enhancement at Texas Christian University. Prior to this, she worked as the director of the William H. Koehler Center for teaching Excellence, also at Texas Christian University.
She earned a Ph.D. in educational psychology from the University of Florida in 1992 and took a faculty position at Stephens College in 1991 where she taught in the psychology department and began to explore the interplay between faculty development and assessment at the university level.
Dr. Wehlburg has edited or coedited four volumes of To Improve the Academy (Anker, 2001-2004) and has published several articles and book chapters on assessment and faculty development. In 1998 she worked as a senior associate at the American Association for Higher Education in the Assessment Forum while on sabbatical. In addition, she has been a consultant-evaluator for the Higher learning Commission and for the Southern Association of Colleges and Schools.
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Faculty often make course changes based on reasons other than data. Intuition or student comments and satisfaction may be important guides, but they don't tell how much a student is learning or whether that learning transfers to other courses. This book makes the case for the use of multiple, direct measures of student learning outcomes data to enhance course development and guide meaningful course revision and decision-making. Focusing on student learning as the reason for course revision is essential. <i>Meaningful Course Revision</i> is a practical guide for collecting information about how well students are reaching your course goals, learning what impact your changes are having on student learning, and putting your courses into a cycle of continual revision and improvement. It will also benefit your students and keep your teaching interesting, fresh, and enjoyable. <p><b>Contents include:</b></p> <ul> <li>Date-Based Decision-Making</li> <li>Designing Course-Based</li> <li>Using Data Enhance Innovation in Course Redesign</li> <li>Rethinking Teaching and Learning</li> <li>Embedding Assessment Activities in Meaningful Ways</li> <li>Planning The Course</li> <li>Closing the Feedback Loop</li> <li>Moving from Course-Level Decision-Making to Departmental Curriculum Planning</li> <li>Creating a Culture of Student Learning Outcomes Assessment</li> </ul>
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Zustand: New. Faculty are often motivated to change the activities and design of their courses for reasons not based on data. In Meaningful Course Revision, the author seeks instead to illustrate how the appropriate use of multiple, direct measures of student-learning outcomes can lead to enhanced course development and revision. Series: JB-Anker. Num Pages: 184 pages, black & white illustrations. BIC Classification: JN. Category: (P) Professional & Vocational. Dimension: 228 x 152 x 10. Weight in Grams: 278. . 2006. 1st Edition. paperback. . . . . Books ship from the US and Ireland. Artikel-Nr. V9781119111252
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Meaningful Course Revision
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John Wiley & Sons, 2015
ISBN 10: 1119111250
ISBN 13: 9781119111252
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Kartoniert / Broschiert. Zustand: New. Faculty are often motivated to change the activities and design of their courses for reasons not based on data. In Meaningful Course Revision, the author seeks instead to illustrate how the appropriate use of multiple, direct measures of student-learning . Artikel-Nr. 447234258
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Taschenbuch. Zustand: Neu. Neuware - Faculty often make course changes based on reasons other than data. Intuition or student comments and satisfaction may be important guides, but they don't tell how much a student is learning or whether that learning transfers to other courses. This book makes the case for the use of multiple, direct measures of student learning outcomes data to enhance course development and guide meaningful course revision and decision-making. Focusing on student learning as the reason for course revision is essential. Meaningful Course Revision is a practical guide for collecting information about how well students are reaching your course goals, learning what impact your changes are having on student learning, and putting your courses into a cycle of continual revision and improvement. It will also benefit your students and keep your teaching interesting, fresh, and enjoyable. Artikel-Nr. 9781119111252
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