In order to evaluate the progress of an FLC toward obtaining its objectives, there are at least three areas to involve: An assessment of faculty development outcomes of the participants, FLC program components, and the learning of students in the courses of FLC members. Examples of outcomes follow. The instruments and results are also on the FLC website, under 30 components, items 25-27.
Accreditation agencies now look more closely at effective faculty development support offered by institutions. Assessment of your FLC outcomes provides evidence of success when a strong case for continued funding and support is needed. It can be used in accreditation reports. Provide a means for assessing the effectiveness of the objectives of an FLC, both short- and long-term. A mid-year and final evaluation and report in addition to evaluations of each seminar provide evidence of success and ways to improve various aspects of the FLC. Collect pre- and post-FLC member syllabi to illustrate changes inspired by participation. Have each participant select a focus course. Participants should prepare a course mini-portfolio for their focus course.
It is best to conduct major assessment in the middle of your year and near the end before your community disperses at the conclusion. You can do this online or you can build in an “evaluation session” into your last meeting, ensuring summary documents will be completed. However, these summaries will have to be prepared off the completed hard copies. More careful reflection, teaching project reports, and the like will take more time and may need to be completed “over the summer.” It may be a hassle to get the completed reports, but loyalty to the community usually produces results, although sometimes a “guilty” report arrives two years later.
If you are using pre- and post- syllabi (or other instruments) to measure development, be sure to collect a pre-FLC syllabus from each person for the term before or as the FLC begins. If you are doing an opening retreat, collect syllabi in a booklet for perusal before the retreat so the members learn what and how others are teaching.
Assessment of seminars should be done to determine the effectiveness of the session and to discern improvements for upcoming sessions. An evaluation form can be found online on the FLC website.
The following pages illustrate surveys and outcomes at Miami for participants’ faculty development across common components of several FLCs and participants’ evaluation of FLC components in common across several FLCs. The sample survey is for a diversity FLC. The next example is the survey and the results of a survey of participants’ reports of student learning in their classes as a result of participation in an FLC.
A qualitative dimension of reflection and assessment was introduced by the Ohio Learning Network. The form is the last item in this section. This approach is the two-part case report method in which the group completes Part 1 at a group meeting after a month or so has gone by. This discussion and reflection adds an important aspect of community. Similarly, Part 2 is completed near the end of the FLC.
|25||FD||Of faculty or staff development: Case report, Likert and open-ended survey, and Results|
|26||D||Of FLC program components: Case report, Likert and open-ended survey, and Results|
|27||FD||Of student learning in the classes of FLC participants: Survey and Results|
This project has been supported in part by grants from the US Department of Education Fund for the Improvement of Post-Secondary Education (FIPSE) and the Ohio Board of Regents.