Professional and Organizational Development Network in Higher Education
Date of this Version
2017
Document Type
Article
Citation
To Improve the Academy: A Journal of Educational Development (2017) 36(1)
Abstract
Using an assessment cycle as an organizing framework, this article illustrates how educational development and assessment mutually complement each other. It describes an assessment study conducted to determine if two colleges at a small university met their strategic goals to increase the adoption of learning-centered teaching. This study served the parallel function of assessing the impact of sustained educational development efforts by the Centers for Teaching and Learning (CTL) to promote learning-centered teaching. The majority of interviewed faculty reported using learning-centered approaches. The data collection method itself also served as a teachable moment for faculty who do not attend CTL events. Then, the data were used to create further development efforts, thus completing the assessment cycle. Subsequent events educated faculty about rarely used or not understood components of learning-centered teaching.
Included in
Curriculum and Instruction Commons, Higher Education Commons, Higher Education Administration Commons, Higher Education and Teaching Commons, Other Education Commons
Comments
License: CC BY-NC-ND