| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Collaborative Evaluation to Enhance Undergraduate Coursework and Prepare Future Teachers |
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Roundtable Presentation 926 to be held in Lido A on Saturday, Nov 5, 12:35 PM to 2:05 PM
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Sponsored by the Assessment in Higher Education TIG
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| Presenter(s):
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| Leigh D'Amico, University of South Carolina, damico@mailbox.sc.edu
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| Vasanthi Rao, University of South Carolina, vasanthiji@yahoo.com
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| Abstract:
The University of South Carolina and Midlands Technical College are collaborating to improve undergraduate coursework to better prepare pre-service teachers to effectively educate students with differing needs. Faculty members at both institutions have been evaluating syllabi of core early childhood education courses to examine content and share strategies and resources to improve course delivery and student assessment. Upon the conclusion of the syllabi evaluation and redesign, faculty will evaluate implementation of the enhanced syllabi to refine and further improve pre-service teacher preparation programs. Goals of the project include facilitating communication and collaboration between 2-year and 4-year higher education institutions, understanding the needs, values, and realities of undergraduate students, providing coursework and preparation that promotes young childrens' growth and development, and preparing pre-service teachers to effectively work in classrooms with diverse students with differing needs.
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| Roundtable Rotation II:
Finding Chemistry With Science Faculty: Engaging Stakeholders in Evaluation of Student Learning |
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Roundtable Presentation 926 to be held in Lido A on Saturday, Nov 5, 12:35 PM to 2:05 PM
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Sponsored by the Assessment in Higher Education TIG
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| Presenter(s):
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| Jennifer Lewis, University of South Florida, jennifer@usf.edu
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| Abstract:
Successful learning in a college-level biochemistry course depends on correct understanding of a number of basic concepts from general chemistry and biology, but there are few existing high-quality measures. To further complicate the situation, college science faculty, who are key stakeholders, often do not value assessment. This talk discusses the collaborative process of instrument design and development undertaken as part of the evaluation of a curriculum reform project in biochemistry involving biology, chemistry, and biochemistry faculty from multiple institutions. The most current results across the project and the implications of this work will be discussed, including the importance of the collaborative development process as professional development for college science faculty and the value of using a pre/post diagnostic instrument to maintain awareness of the need for the project's work to continue.
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