Transcript Data-Guided Faculty Development Planning University of Alabama Birmingham September 11, 2012 Shelley A. Chapman, PhD.

Data-Guided Faculty
Development Planning
University of Alabama Birmingham
September 11, 2012
Shelley A. Chapman, PhD
Plan for this Session
O Helping underperforming teachers
O Strategic Use of IDEA for Planning
Faculty Development
O Customizing for School/College
purposes
Reflective Practice using
Individual Reports
Suggest new
ideas to try
Collect
Feedback
Improve
Invite
Reflect &
Conversations Discuss
Help them use
the FIF well
Interpret
Results
Help them interpret
Individual reports
Read &
Learn
Help them use IDEA resources that are keyed to reports
Recommended:
Diagnostic Form
O More data
O Specific suggested
action steps based
on research
O IDEA resources (no
cost) are keyed to
reports
UAB Spring 2012
Research Based
Relationship:
Teaching Methods
to
Learning Objectives
I. Individual Faculty
1. Individual
Consultations
O Faculty Information
Form
O How to select
objectives
O Adjusted and
Converted scores
O Suggested Actions
UAB Spring 2012
UAB Core Learning Outcomes
2. Help them Learn How to Log their
Results on the Faculty Worksheet
Reflective Practice using
Individual Reports
Suggest new
ideas to try
Collect
Feedback
Improve
Invite
Reflect &
Conversations Discuss
Help them use
the FIF well
Interpret
Results
Help them interpret
Individual reports
Read &
Learn
Help them use IDEA resources that are keyed to reports
Suggested Action Steps from Page 3
3. Help them to
make connections
#16
#18
#19
IDEA Website
POD-IDEA Notes
O Background
O Helpful Hints
O Assessment
O References and
Resources
Reflective Practice using
Individual Reports
Suggest new
ideas to try
Collect
Feedback
Improve
Invite
Reflect &
Conversations Discuss
Help them use
the FIF well
Interpret
Results
Help them interpret
Individual reports
Read &
Learn
Help them use IDEA resources that are keyed to reports
4. Encourage “Conversations”
about IDEA
O Coffee and Conversations
O Paired Discussions
O Brown Bag Lunch/Supper Conversations
O Testimonials at End-of-year Faculty Meetings
O Classroom “Visitations” or “Observations”
Classroom Observations
Time What Happened
What Was Said
Classroom Observations
Time What Happened
What Was Said
8:05
Instructor (I): OK, Class. Let’s begin.
Make sure you turned in your
homework as you came in.
Instructor shut door
Students are shuffling
papers, opening books.
Today we will begin our discussion
on the brain. Turn in your textbooks
to chapter 5.
8:10
Student comes in late
Several students raise
hands
8:15
Female in first row is called
on
Is your brain more like a computer
or a jungle? Who would like to
respond first?
Student (S) My brain is a jungle! I
am so unorganized! (class
laughs)…
Flow of Communication Map
Instructor
M
M
F
F
F
F
M
F
M
F
M
M
M
M
F
M
F
F
F
F
F
Encourage the Use of the
IDEA Help Community
Search for information
Ask specific questions
Talk to other clients who use IDEA
Share ideas about how to use IDEA
II. Groups of Faculty
1. Workshops (Sample Topics)
O Incorporating IDEA into a Syllabus
O How to Select “Important” or “Essential”
O
O
O
O
Objectives
Encouraging High Response Rates
Interpreting Reports (Adjusted & Converted
Scores, Contextual data, etc.)
How to get better ratings: Focus on learning
How to use POD IDEA Center Notes
2. Use IDEA for feedback on
Faculty Development “Courses”
O Example: Faculty Summer Institute at PLNU
Using IDEA for Faculty Development at
Point Loma Nazarene University
tile
Using IDEA for Faculty
Development at Point Loma
Nazarene University
Integrating IDEA with the TILE Program
tile
Model the Good Use of IDEA
O Consult IDEA research for planning
TILE activities
O Correlation Studies
O Relationship between Methods and
Learning Objectives
O Relationship between Methods and
Global Items (Excellence of Course
and Excellence of Teacher)
tile
Learning Objectives
O How to select “important” or “essential”
IDEA objectives related to the course
O Use the Teaching Goals Inventory to help select objectives:
Use the Three Guiding Questions
O Is this a significant part of the course?
O Do you do something specific to help students accomplish this
objective?
O Is progress on it part of their grade?
tile
Incorporating IDEA into Syllabus
O Show examples of how faculty put IDEA Objectives in
their syllabi with their specific course objectives.
Example: My three objectives are for you to
1.
learn to analyze and critically evaluate ideas,
arguments, and points of view.
O • To do this, you will be reading and critiquing scholarly
articles and participating in class discussions.
2.
develop skill in expressing yourself in writing.
O • To do this, you will propose a written research project in
APA format.
3.
learn how to find and use resources.
O • To do this, you will use scholarly books and articles for
your research proposal.
tile
Bloom’s Taxonomy and IDEA
IDEA OBJECTIVES
BLOOM’S TAXONOMY
1. Gaining factual knowledge
2. Principles, generalizations, theories
3. Application for improved thinking
6
4. This profession’s points of view, skills
5. Team skills
10, 11
6. Creative capacities
10, 11
7. Broad , liberal education
3, 8, 9
8. Expressiveness (written and oral)
2, 7
1
9. Find & use resources
10. Personal values
11. Analyze and critically evaluate ideas
12. Learn more by asking questions
Average Ratings for Objectives
Objective #
Average Rating
IDEA OBJECTIVES
1
4.0
1. Gaining factual knowledge
2
3.9
2. Principles, generalizations, theories
3
4.0
3. Application for improved thinking
4
4.0
4. This profession’s points of view, skills
5
3.9
5. Team skills
6
3.9
6. Creative capacities
7
3.7
7. Broad , liberal education
8
3.8
8. Expressiveness (written and oral)
9
3.7
9. Find & use resources
10
3.8
10. Personal values
11
3.8
11. Analyze and critically evaluate ideas
12
3.8
12. Learn more by asking questions
Week 3: CATs and Midterm
Feedback
O Think about your IDEA objectives and create
a midterm evaluation just for yourself.
O Ask questions that get at whether they feel
they are making progress on the types of
objectives you said are relevant.
tile
UAB Response Rates Spring 2012
IDEA Response Rates
O Talk about ways to boost response rates:
O Can’t “set it and forget it”
O Create a culture of reflective practice
O Show sample report
O Put objectives is syllabus
O Talk about how you use student
feedback
O Explain its reciprocal value
tile
End-of-TILE Assessment
O Administer the Diagnostic Form to
participants
O Instructors use the FIF in a way to assess
team teaching
tile
3. Using IDEA in a
Curriculum Caucus
UAB Core
Shared Vision for a UAB Graduate
Possible IDEA Learning Objectives
Communication
8, 11
Knowledge
1, 2, 7, 9
Problem Solving
3, 11, 12
Citizenship
2, 10, extra questions
What learning are we targeting?
IDEA Learning Objectives
Name of Course
1
English Composition I
2 3 4 5 6 7
8 9 10
X
X X
Introductory Biology I
X
X
Finite Mathematics
X
X
The Art Experience
X
Western Civilization I
X
X
Introduction to Psychology
X
X X
X
11
12
X X
X
X
X
X
X
What learning are we targeting?
IDEA Learning Objectives
Name of Course
1
English Composition I
2 3 4 5 6 7
8 9 10
X
X X
Introductory Biology I
X
X
Finite Mathematics
X
X
The Art Experience
X
Western Civilization I
X
X
Introduction to Psychology
X
X X
X
11
12
X X
X
X
X
X
X
Using GSRs to Analyze Targeted Learning
Page 2
Percent of Classes Selecting Obj. as
Important or Essential
This Group
Institution
IDEA
System
Objective 1
16%
70%
78%
Objective 2
13%
59%
75%
Objective 3
41%
58%
75%
Objective 4
32%
35%
55%
Objective 5
23%
19%
32%
Objective 6
32%
14%
25%
Objective 7
22%
27%
27%
Objective 8
78%
43%
47%
Objective 9
19%
23%
41%
Objective 10
7%
11%
23%
Objective 11
68%
42%
49%
Objective 12
20%
23%
41%
Average # of Obj. Selected
3.7
4.2
5.7
How do students rate their learning?
GSR page 3
Do Students’ report of learning meet our
expectations?
Objective 1: Gaining factual knowledge (terminology, classifications, methods, trends )
Raw
Average
Adj.
Average
# of
Classes
This
Report
3.9
3.9
11
Institution
4.2
4.2
3,963
IDEA
System
4.0
4.0
31,991
GSR,
Pages 5 and 6
Which Teaching Methods Should
We Target for Improvement?
% of Classes Where Method was “Infrequently” Used
4. Use Data from IDEA to
Target Specific Needs
Collect
Feedback
Improve
Reflect &
Discuss
Interpret
Results
Read &
Learn
Overall Progress Ratings (Courses)
Page 3
Percent of Classes at or Above the
IDEA database Average
Correlation of Teaching Method
Items to Summary Items
IDEA Teaching Method
6. Make it clear how each topic fits into the
course
Excellent
Teacher
.84
Excellent
Course
.80
10. Explain course material clearly and
concisely
.90
.79
13. Introduce stimulating ideas about the
subject
.83
.82
.83
.80
4. Demonstrate the importance and
significance of the subject matter
Other Considerations
O Consider sending faculty to the IDEA User
Group Meeting to do presentations
O Consider becoming a member of POD and
joining these conversations on the
international level
O Design a Faculty Development Day around
some of these ideas
Questions?