It is time to review the schedule for the placement of your session in the AAACE Agenda. This is the final draft of the Schedule. When you look up your name, use the detail listing to check what days/times you asked to be placed. This is a huge program and we can accommodate necessary changes in day and time now, but may not be able to do so after September 1, 2013 except in emergencies. Please carefully check your placement and send any requests to Ginger Phillips, AAACE Conference Planner with AAACE Session Change Request in the subject line. We will respond to your email, but it may take us up to a week to do so. Thanks for your help in "fine tuning" this agenda!
Higher Education Faculty as Learners: Engagement in Program-Level Learning Outcomes Assessment as a Learning Process
Type of Presentation
Shared
Session Abstract
Faculty in a qualitative study described "engagement" in program-level outcomes assessment as a learning process with catalyst, self-directed learning, and experiential learning phases. Is this a new model of learning?
Target Audience
Those who are interested in faculty as learners in higher education, or interested in the process of "engagement" in a particular area of faculty work posed as a learning process of three phases. Those who are familiar with other constructs of adult learning and engagement, participation and involvement in learning could contribute their knowlege to the conversation about this model as a way to understand learner motivation.
Learning Outcomes
-recognize "engagement" as a process involving both behavior and attitudes;
-describe a model of engagement as learning;
-compare their own experiences or those of others they know to the model;
-consider this model compared to adult learning theories and constructs of engagement, involvement and participation
Session Description
Participants will consider a model of "engagement" as a learning process of three phases: 1) a catalyst which helped the learner/faculty member see outcomes assessment at the program level as pertinent to his /her work, 2) a period of self-directed learning including seeking out mentors - "those who came before," followed by 3) active leadership of academic processes involving assessment which offerred ongoing opportunties for experiential learning.
Increasing pressure on higher education institutions means that administrators are looking for ways to "engage" faculty in assessment. This research poses faculty as learners in this "engagement" process, an approach which offers adult educators and faculty developers many frameworks and tools. However, this approach to assessment work is not being used widely in higher education. Participants will compare this model to existing learning theories and constructs of engagement. Is this a new model of learning or just a restatement of already existing theories?
Efforts are made to try to schedule sessions on the day preferred by the Primary Presenter, though this cannot be guaranteed. Please check your preference.
Wednesday November 6
Primary Presenter
Elizabeth L. Evans, Ph.D., Concordia University Wisconsin
Work Title
Director, Center for Excellence in Learning and Teaching