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1.
Because of accreditation, budget, and accountability pressures at the institutional and program levels, technical and professional communication faculty are more than ever involved in assessment-based activities. Using assessment to identify a program's strengths and weaknesses allows faculty to work toward continuous improvement based on their articulation of learning and behavioral goals and outcomes for their graduates. This article describes the processes of program assessment based on pedagogical goals, pointing out options and opportunities that will lead to a meaningful and manageable experience for technical communication faculty, and concludes with a view of how the larger academic body of technical communication programs can benefit from such work. As ATTW members take a careful look at the state of the profession from the academic perspective, we can use assessment to further direct our programs to meet professional expectations and, far more importantly, to help us meet the needs of the well-educated technical communicator.  相似文献   

2.
Increases of women and minority students at professional schools have been reported but disadvantaged populations still suffer underrepresentation. The literature indicates that effective affirmative action may be realized through early identification programs and pre-professional contact during recruitment; role modeling, and mentoring used from early identification through professional licensure; resocialization techniques for both faculty and students used after matriculation; and academic, social, and psychological support services used during the program that aid retention. A survey of law, medical, dental, and veterinary schools revealed various affirmative action strategies used for the recruitment, admission, and retention of women and minorities. Seven case illustrations of affirmative action programs are detailed. These cases demonstrate that an eclectic grouping of strategies is less effective than a concise, directed program of strategies complementary to the professional school, its faculty, their geographic location, their targeted clientele, and their specific goals for cultural diversity.  相似文献   

3.
This study explored faculty views about curriculum planning in academic programs. Using a semistructured format, researchers interviewed 59 faculty members at two very different campuses about their assumptions and the influences upon them as they work with colleagues in planning program curriculum. Although many of the same factors influence course and program planning, we observed that, compared to course planning, program planning is irregular (even infrequent), typically responds to a specific catalyst, and is more dependent upon a supportive institutional climate and leadership. We consider ways that institutional researchers can help provide a supportive climate for responsive and regular planning that will link planning and assessment more closely.  相似文献   

4.
Doctoral granting institutions prepare future faculty members for academic positions at institutions of higher education across the nation. Growing concerns about whether these institutions are adequately preparing students to meet the demands of a changing academic environment have prompted several reform efforts. We describe a professional development model designed to prepare the future faculty to integrate the multiple components of academic careers. The program emphasizes the study and application of effective teaching practices centered on student learning and assessment and expectations for faculty careers. We describe the impact of the program on its participants.  相似文献   

5.
To assure that gerontology students meet their educational objectives and are prepared to assume professional roles, gerontological program assessment is imperative. This paper situates gerontological academic program assessment within the framework of the American Association of Higher Education's principles of assessment. It presents clear guidelines for the assessment of gerontological programs and courses. These guidelines incorporate indirect and direct assessment methods to examine both processes and outcomes of gerontological education. Also presented are guidelines for the communication of results, recommendations, and plans for follow-up to stakeholders.  相似文献   

6.
Higher education institutions prepare future faculty members for multiple roles, including teaching. However, teaching professional development programs for graduate students vary widely. We present evaluation data from a high engagement program for STEM doctoral students. We analyzed the impact on three cohorts of participants over three academic years and identified the components most influential upon their teaching professional development. Participants found the year-long teaching assessment project and the disciplinary and reflective focus instrumental for improving their knowledge of teaching and learning. We recommend these components for the design of other such high-engagement programs.  相似文献   

7.
ABSTRACT

Technical and professional communication (TPC) programs rely on contingent faculty to achieve their curricular mission. However, contingent faculty lack professional development opportunities. In this article, the author reports survey results (N = 91) and three cases studies that provide information on contingent faculty and their preparation for online teaching and then provides a three-step approach for TPC program administrators and faculty to follow so that programs can create sustainable professional development opportunities for contingent faculty to teach online.  相似文献   

8.
The staff development goals and activities of United States community colleges were studied. A total of 1,315 questionnaires were mailed to community college academic deans in the spring of 1979. Of the 687 colleges responding, 413 indicated that their college had an organized staff development program or set of activities, and another 241 colleges indicated no such program at this time.

The results showed that the most frequently mentioned staff development goals of the 31 goals studied related to the improvement of the full‐time teaching faculty as opposed to part‐time faculty and other academic and non‐academic support personnel. Second, the most highly rated and used practices were travel and grants programs for faculty. Some of the least effective of 48 practices investigated were programs for the “faculty evaluation of college administrators” and “lighter than normal teaching loads for first‐year faculty.”

It is recommended that colleges offer a variety of staff development programs for each of their staff development groups and that research be conducted to determine participant perceptions of the usefulness of various staff development practices.  相似文献   

9.
Based on a completed study of alumni of a master's degree teacher education program at a large northeastern university, this article demonstrates how alumni research can be designed to focus assessment on student outcomes and be responsive to program goals, policy concerns of administrators, instructional values of the faculty, and standards of professional practice. The article presents a conceptual framework, a research design plan, identification of relevant issues, appropriate analytical techniques, and selected findings with substantial relevance to other professional degree programs. Results confirm the importance of satisfaction with courses, perception of professional growth, and level of intellectual challenge on graduates' overall evaluation of the program. The methodological approaches and substantive issues raised in this study potentially enhance researchers' ability to design future assessment studies that will impact the policy development and program planning of other professional degree programs.  相似文献   

10.
ABSTRACT

The author reports on social media research in technical and professional communication (TPC) training through a national survey of 30 professional and technical communication programs asking about their use of social media in technical communication. This research forms the basis of recommendations for training online TPC faculty to teach with social media. The author offer recommendations throughout for those who train online TPC faculty as well as for the teachers themselves.  相似文献   

11.
专业学位的特性与专业学位研究生质量的提升   总被引：1，自引：0，他引：1  
专业学位具有明显的实践取向,但专业学位的实践性不等于技术性,专业学位依然具有其特定的学术品格。当前的专业学位研究生培养中存在的突出问题就是在实践性和学术性的认识与实践方面存在着不同程度的偏差。提升专业学位研究生教育质量的关键是寻求实践和学术之间的适当平衡。  相似文献   

12.
ABSTRACT

The authors provide an overview of what capstone courses do by presenting information from across the field based on materials received from and interviews with technical and professional communication program administrators and faculty. The authors then point to opportunities to improve the course. Finally, the authors argue for sustainable program development as the theoretical framework to perform programmatic work.  相似文献   

13.
Community and technical colleges serve a vital function in STEM education by training workers for medium- and high-skilled technical careers and providing employers the labor necessary to operate and maintain thriving business ventures. A curriculum developed with the elements of a systems-based approach results in a program more relevant to the needs of the institution, its students, and industry partners—and avoids the pitfalls of programs designed without a plan or process in place. To achieve validity and reliability, curriculum assessment tools should be conduits to collect critical feedback from students, graduates, and the industries and academic partners served. Research was undertaken to design and evaluate an associate degree-level STEM workforce education program at the nexus of bioenergy/bioproducts, electrical systems and maintenance, and wastewater treatment plant operations. Component to the research, a program’s graduates were interviewed and professionals representing a spectrum of manufacturing/processing-type industries were surveyed. A curriculum development and assessment model emerged to help community and technical college faculty and administrators develop, evaluate, and revise associate degree-level STEM workforce education programs.  相似文献   

14.
Scientific workforce diversity is critical to ensuring the realization of our national research goals and minority-serving institutions play a vital role in preparing undergraduate students for science careers. This paper summarizes the outcomes of supporting career training and research practices by faculty from teaching-intensive, minority-serving institutions. Support of these faculty members is predicted to lead to: 1) increases in the numbers of refereed publications, 2) increases in federal grant funding, and 3) a positive impact on professional activities and curricular practices at their home institutions that support student training. The results presented show increased productivity is evident as early as 1 yr following completion of the program, with participants being more independently productive than their matched peers in key areas that serve as measures of academic success. These outcomes are consistent with the goals of the Visiting Professorship Program to enhance scientific practices impacting undergraduate student training. Furthermore, the outcomes demonstrate the benefits of training support for research activities at minority-serving institutions that can lead to increased engagement of students from diverse backgrounds. The practices and results presented demonstrate a successful generalizable approach for stimulating junior faculty development and can serve as a basis for long-term faculty career development strategies that support scientific workforce diversity.  相似文献   

15.
College counseling centers play an important role in the training and supervision of counselor trainees. This article addresses the importance of communication between college counselors and academic counseling program faculty when college counselors supervise graduate students from academic counseling programs. As the authors discuss, effective communication contributes to positive and productive training experiences for graduate student trainees. Suggestions are offered for successful communication between counseling center staff and program faculty.  相似文献   

16.
In the 1960s, general education was at the forefront of innovative programs in American community colleges. Every community college designed a program of a common core of courses for the common person. General education was so popular it was included as one of the required components of a comprehensive community college along with university transfer, vocational and occupational programs, remedial education, and community service programs. By the 1980s, the common core idea began to fracture, and faculty began to add so many courses to meet general education requirements that today Thomas Bailey and his colleagues at the Community College Research Center cite the cafeteria-style, self-service model as one of the key issues keeping the Completion Agenda from reaching its goals. Whereas in the 1960s, students were required to take one comprehensive course in the humanities; students today choose from among 60 or more courses to meet the humanities requirement. In current student success reform efforts to increase retention and completion rates, the curriculum has pretty much been ignored. But leaders in a handful of community colleges are beginning to realize the unintended consequences of too many courses and too many choices, and they are beginning to appoint faculty committees to explore and redesign general education programs to better serve the needs of today’s students. Few faculty leaders and administrators are familiar with the history and philosophy of general education, and this brief history will be helpful in their work as they design the next generation of these programs.  相似文献   

17.
Educational settings tend to provide highly specialized contexts for learning. In contrast, workplaces are increasingly multidisciplinary, presenting challenges often not considered in the technical communication curriculum. Our technical communication program is addressing this issue by building partnerships with programs in mechanical engineering and industrial engineering. In this article, we discuss a study of our initial semester matching technical communication students with teams of engineers in a capstone, client-based design course. We focus on challenges the students faced in the multidisciplinary, client-based experience. Based on our initial results, we suggest that academic and professional settings could do more to address the types of challenges identified. We call for a more inclusive pedagogy, one that expands the boundaries of technical communication and welcomes multidisciplinary experience in shared contexts.  相似文献   

18.
The faculty and administration of a school of education in the mid-Atlantic region formally adopted a standards-based, conceptual framework that reflects the values articulated by the faculty and the outcomes for students as they prepare for and develop in their professions. Faculty and administrators agreed to use the framework as the basis for examining professional programs, academic courses, and professional experiences, as well as for governing interactions with one another as colleagues. This article describes the conceptual framework, its goals, research used to evaluate the framework, and the outcomes attained.  相似文献   

19.
Administrators in professional programs perceive influences on the program from within the university as stronger than do faculty but the two groups do not perceive the strength of societal influences, professional community influences, or internal levels of curriculum debate differently. After controlling for program and institutional sizes and institutional types, these differences between faculty and administrator views regarding relationships between the program and the university appear characteristic of certain professional fields. The analysis was based on subsamples drawn from a data base of survey responses from 873 administrators and 849 faculty members in ten professional fields representing 732 programs in 346 colleges and universities.  相似文献   

20.
Meeting the challenge of program accountability is a goal for teacher education programs across the USA. In this context, achieving effective assessment practices that provide concrete evidence of program participants’ knowledge and skills has become both an increasingly significant issue and a challenge to teacher education programs seeking to document the attainment of their program learning outcomes. This qualitative study examined the portfolio reflections of 51 teachers enrolled in an advanced master’s degree program whose learning outcomes are aligned with the core propositions of the National Board for Professional Teaching Standards. Using the four levels of reflection and a fifth level that emerged from data analysis, we examined the levels of development and change in teachers’ reflections across the program. This analysis helped the researchers to determine to what degree teachers developed a reflection‐based inquiry stance in their classrooms during the program. The study contributes new findings to the body of literature on the role and function of portfolios in teacher education programs seeking to document teachers’ understanding and application of specific program goals and professional standards as a result of professional development coursework. As an authentic assessment tool, portfolio data (i.e., evidence such as the reflections contained therein) can provide an important lens for capturing teachers’ approach to teaching and learning and provides insight into the complexity of professional development for practicing teachers.  相似文献   

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