I should add that we started to do a based line pre-test/post-test for our faculty certificate program at our university. We use a five point scale looking at confidence in using active learning, design quality courses etc. (all things we do during the year in the program). In the past few years we have found that most of the categories go up one entire point! This is terrific information for our provost who believes if faculty are learning new ideas and finding alternative teaching strategies to traditional lecture, and develop confidence in their ability....we continue to see good resources coming our way.
One program with the "touchy feely" issue is some at workshops complain about the dream in that they don't work with such special students. More on that later...
Stewart Ross, Ph.D
Director of Center for Excellence in Teaching and Learning
Minnesota State Mankato
Morris Hall 267
Mankato MN 56003
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From: For college professors globally, to dialogue about course design. [mailto:[log in to unmask]] On Behalf Of Denise Domizi
Sent: Friday, June 11, 2010 8:47 AM
To: [log in to unmask]
Subject: Fwd: Assessing goals from left side of taxonomy
Mike - The thing I find so interesting about the folks who have a hard time with the left side ("touchy feely crap" - ouch!) is that if you ask them before they ever see the taxonomy for their "blue sky" dreams about the course and their students' learning, their answers almost always have to do with the left side. And if you ask them why they got into their discipline to start with, again it's almost always represented by the left side. That's how I try to frame it for them before they ever see the taxonomy. Then when we do look at it for the first time I have them show me where those dreams fit into the taxonomy. Once I made a giant taxonomy on a sticky wall and had them slap their dreams in the appropriate place on the taxonomy. It was great to see them clustered on the left and bottom (with many overlapping into several areas as well). When I do this, I find that I don't have to "sell" the left side at all. They've already done it for themselves.
Stewart and Dave - I think you're right about the baseline/pre-test/post-test attitudinal measurements. I think that is something I need to think about more systematically. Too often at the end of the course I think, "wow - look how far they've come." But do I really know how far they've come? I get some self-report through end-of-semester reflections, but I think I may need to develop some guiding questions for beginning-of-semester reflections and attitude measurements as well. Thanks for the reminder.
And thanks for all of the great ideas and responses!
Denise Pinette Domizi, Ph.D.
Associate Coordinator of Faculty and TA Development
Center for Teaching and Learning, North Instructional Plaza
University of Georgia, Athens, GA 30602 - (706) 542-6572