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

Data-Guided Faculty Development Planning University of Alabama Birmingham

September 11, 2012Shelley A. Chapman, PhD

Plan for this Session

OHelping underperforming teachers

OStrategic Use of IDEA for Planning Faculty Development

OCustomizing for School/College purposes

Reflective Practice using Individual Reports

Help them use IDEA resources that are keyed to reports

Invite Conversations

Suggest new ideas to try

Help them usethe FIF well

Help them interpret Individual 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

Help them use IDEA resources that are keyed to reports

Invite Conversations

Suggest new ideas to try

Help them usethe FIF well

Help them interpret Individual reports

Suggested Action Steps from Page 3

#16#18#19

3. Help them to make connections

IDEA Website

POD-IDEA Notes

OBackgroundOHelpful HintsOAssessment OReferences and

Resources

Reflective Practice using Individual Reports

Help them use IDEA resources that are keyed to reports

Invite Conversations

Suggest new ideas to try

Help them usethe FIF well

Help them interpret Individual reports

4. Encourage “Conversations” about

IDEAO Coffee and ConversationsO Paired DiscussionsO Brown Bag Lunch/Supper

ConversationsO Testimonials at End-of-year Faculty

MeetingsO Classroom “Visitations” or

“Observations”

Classroom Observations

Time

What Happened

What Was Said

Classroom Observations

Time

What Happened What Was Said

8:05

8:10

8:15

Instructor shut door

Students are shuffling papers, opening books.

Student comes in late

Several students raise hands

Female in first row is called on

Instructor (I): OK, Class. Let’s begin. Make sure you turned in your homework as you came in.

Today we will begin our discussion on the brain. Turn in your textbooks to chapter 5.

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 MapInstructor

M

F

F

F

M M M M M

M M

M

F F F F

F

F

F

F F

Encourage the Use of the IDEA Help CommunitySearch for informationAsk specific questionsTalk to other clients who use IDEAShare ideas about how to use IDEA

II. Groups of Faculty1. Workshops (Sample Topics)

O Incorporating IDEA into a SyllabusO How to Select “Important” or “Essential”

ObjectivesO Encouraging High Response RatesO Interpreting Reports (Adjusted &

Converted Scores, Contextual data, etc.)O How to get better ratings: Focus on

learningO How to use POD IDEA Center Notes

2. Use IDEA for feedback on Faculty Development

“Courses”O Example: Faculty Summer Institute

at PLNUUsing IDEA for Faculty Development

atPoint Loma Nazarene University

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Using IDEA for Faculty Development at Point

Loma Nazarene University

Integrating IDEA with the TILE Program

tile

Model the Good Use of IDEAOConsult IDEA research for

planning TILE activitiesOCorrelation Studies

ORelationship between Methods and Learning Objectives

ORelationship between Methods and Global Items (Excellence of Course and Excellence of Teacher)

tile

Relationship of Teaching

Methods to Learning

Objectives

Use Proactively to Plan Faculty

Development Learning Activities

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Relationship of Teaching Methods

to Global Items

Use Proactively to Plan Faculty

Development Learning Activities

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Learning ObjectivesOHow to select “important” or

“essential” IDEA objectives related to the courseO Use the Teaching Goals Inventory to help select

objectives: Use the Three Guiding QuestionsO 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 1.1.learn to analyze and critically evaluate ideas, learn to analyze and critically evaluate ideas, arguments, and points of view. arguments, and points of view.

O • To do this, you will be reading and critiquing scholarly articles and participating in class discussions.

2.2.develop skill in expressing yourself in writing. develop skill in expressing yourself in writing. O • To do this, you will propose a written research

project in APA format. 3.3.learn how to find and use resources. 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

BLOOM’S TAXONOMYIDEA OBJECTIVES

1. Gaining factual knowledge

2. Principles, generalizations, theories

3. Application for improved thinking

4. This profession’s points of view, skills

5. Team skills

6. Creative capacities

7. Broad , liberal education

8. Expressiveness (written and oral)

9. Find & use resources

10. Personal values

11. Analyze and critically evaluate ideas

12. Learn more by asking questions

1

2, 7

3, 8, 9

10, 11

10, 11

6

Average Ratings for Objectives

IDEA OBJECTIVES

1. Gaining factual knowledge

2. Principles, generalizations, theories

3. Application for improved thinking

4. This profession’s points of view, skills

5. Team skills

6. Creative capacities

7. Broad , liberal education

8. Expressiveness (written and oral)

9. Find & use resources

10. Personal values

11. Analyze and critically evaluate ideas

12. Learn more by asking questions

Objective # Average Rating

1 4.0

2 3.9

3 4.0

4 4.0

5 3.9

6 3.9

7 3.7

8 3.8

9 3.7

10 3.8

11 3.8

12 3.8

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.

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UAB Response Rates Spring 2012

IDEA Response RatesO 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 reportO Put objectives is syllabusO Talk about how you use student feedbackO Explain its reciprocal value

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End-of-TILE Assessment

O Administer the Diagnostic Form to participants

O Instructors use the FIF in a way to assess team teaching

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3. Using IDEA in a Curriculum Caucus

UAB CoreShared 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?

Name of Course 1 2 3 4 5 6 7 8 9 10 11 12

English Composition I X X X X

Introductory Biology I X X X X

Finite Mathematics X X

The Art Experience X X X

Western Civilization I X X X X

Introduction to Psychology

X X X X

IDEA Learning Objectives

What learning are we targeting?

Name of Course 1 2 3 4 5 6 7 8 9 10 11 12

English Composition I X X X X

Introductory Biology I X X X X

Finite Mathematics X X

The Art Experience X X X

Western Civilization I X X X X

Introduction to Psychology

X X X X

IDEA Learning Objectives

Using GSRs to Analyze Targeted Learning

Page 2

Percent of Classes Selecting Obj. as Important or Essential

This Group Institution IDEASystem

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?

GSR,Pages 5 and 6

Raw Average

Adj.Average

# ofClasses

ThisReport

3.9 3.9 11

Institution

4.2 4.2 3,963

IDEA System

4.0 4.0 31,991

Objective 1: Gaining factual knowledge (terminology, classifications, methods, trends)

Which Teaching Methods Should We Target for

Improvement? % of Classes Where Method was “Infrequently” Used

4. Use Data from IDEA to Target Specific Needs

Overall Progress Ratings (Courses) Page 3Percent of Classes at or Above the

IDEA database Average

Relationship of Teaching Methods

to Global Items

Plan workshops to target needs

Correlation of Teaching Method Items to Summary

ItemsIDEA Teaching Method Excelle

ntTeacher

Excellent Course

6. Make it clear how each topic fits into the course .84 .80

10.Explain course material clearly and concisely

.90 .79

13.Introduce stimulating ideas about the subject

.83 .82

4. Demonstrate the importance and significance of the subject matter

.83 .80

Other ConsiderationsO 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?