Assessing the Effectiveness of a College Teaching Certificate Program

Session Time and Location

Date:
Fri, 8 Jun 2018
Time:
Time:
8:00am to 9:30am
Room: Room:
Advance HE Pre-function Area
Session Track
  • Graduate Student Professional Development
Session Format
  • Poster

Speaker(s)

Erin DokterIngrid Novodvorsky

Responding to the need for increased teaching development of graduate students, our institution offers a 10-credit graduate certificate program in college teaching, open to post-baccalaureates across disciplines. This poster presents preliminary results of a systematic, multi-year assessment of the program intended for improvement. Data from a subset of the over 170 graduates includes student work, feedback surveys from students and faculty, demographic and course data, and course evaluations. The logic model, rubrics, student surveys, and other instruments used to plan and implement the assessment will be shared to inform those at other institutions.

 

  • Session References +

    Austin, A.E. & Sorcinelli, M.D. (2013). The future of faculty development: Where are we going? New Directions for Teaching and Learning, 133, 85-97.

    Hutchings, P. (2010). Opening doors to faculty involvement in assessment. Occasional Paper No. 4. Champaign, IL: National Institute for Learning Outcomes Assessment.

    Kandlbinder, P. & Peseta, T. (2009). Key concepts in postgraduate certificates in higher education teaching and learning in Australasia and the United Kingdom. International Journal for Academic Development, 14(1), 19-31, DOI: 10.1080/13601440802659247.

    von Hoene, L. (2011). Graduate student teaching certificates: Survey of current programs. Studies in Graduate & Professional Student Development, 14, 101-123.

    Wright, M.C., Goldwasser, M., Jacobson, W., & Dakes, C. (2017). Assessment from an educational development perspective. To Improve the Academy, 36(2), 39-49.