Innovative Approaches to Programmatic Assessment in an Era of Flux

Autor/inn/en	Androzzi, Jared; Schramm-Possinger, Megan
Titel	Innovative Approaches to Programmatic Assessment in an Era of Flux
Quelle	In: Intersection: A Journal at the Intersection of Assessment and Learning, 2 (2020) 1, (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Higher Education; Program Evaluation; Program Improvement; COVID-19; Pandemics; Teacher Student Relationship; Online Courses; Blended Learning; Educational Change; Stress Variables; College Faculty; Futures (of Society); Evaluation Methods; Accreditation (Institutions); Stakeholders + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme evaluation; Programmevaluation; Teacher student relationships; Lehrer-Schüler-Beziehung; Online course; Online-Kurs; Bildungsreform; Fakultät; Future; Society; Zukunft; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut
Abstract	Leaders of higher education need practical solutions to engaging in program improvement, providing student supports, and fortifying partnerships with collaborators. Compounding these needs are the heightened demands thrust upon faculty to advise students online, reconfigure in-person courses to hybrid and online models, and attend to their students' emergent psychological, academic and social needs -- as they themselves navigate through a new set of personal stressors associated with COVID-19. Making matters worse is that many of these changes have been and will be unpredictable; a shift from in-person to hybrid instruction can occur in less than a week. Members of the academy are faced with one paradoxical certainty: we are in an era of flux that is unlikely to change anytime soon. (As Provided).
Anmerkungen	Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01