Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/48524

Course Series Alignment: Examining a Three Course Sequence

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Item Summary

Title: Course Series Alignment: Examining a Three Course Sequence
Authors: Cook, Lysandra
Keywords: assessment methods
rubrics
program learning assessment
institutional learning assessment
Issue Date: 24 Mar 2017
Citation: Cook, L. (2017, March). Course series alignment: examining a three course sequence. Poster session presented at the Assessment for Curricular Improvement Poster Exhibit at the University of Hawai'i at Mānoa, Honolulu, HI.
Abstract: This poster outlines the process through which faculty examined how the embedded assignments, field components, and signature assignment across a three-course sequence aligned. The course sequence of the three Learner in the Environment courses are outlined. Faculty utilized the federal funded Collaboration for Effective Educator Development, Accountability and Reform (CEEEDAR) Center tools to ensure that across the three courses students engaged in meaningful course and field assignments aligned with current research. Scoring criteria are provided along with initial and post-implementation ratings and a sample report. The courses were examined using the Culturally Responsive Teaching Practices, the Classroom Management, and the High Leverage Practices rubrics. Finally, from identified areas in need of additional clarity or additional coverage, this poster highlights how results from the report were utilized toward syllabi revision, which increased the number of elements addressed across the course sequence.
Pages/Duration: 1 page
URI/DOI: http://hdl.handle.net/10125/48524
Rights: Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)
Appears in Collections:Assessment for Curricular Improvement Poster Sessions



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