Administration+and+Evaluation+-+Okay,+What's+Next?


 * With data collected from students and professors, what shall administration do with this data?
 * A framework to analyse and potentially design new curriculum is needed.
 * The PDCA Cycle can assist in knowing when the data collected presents a need to curriculum change.


 * [[image:Screen Shot 2013-06-06 at 10.13.53 AM.png align="left" caption="Source: http://www.apiweb.org/circling-back.pdf"]] || [[image:PDCA.png width="420" align="center" caption="Source: http://www.mdanderson.org"]] ||

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 * ** What conditions indicated the need for change? **
 * What conditions precipitated the need to change?
 * Who or what areas will affected and altered?
 * Who decided to do something about it?


 * =Create an "Aim" Statement=
 * Answers ‘What are you trying to achieve?’
 * Increase/decrease something?
 * Is it SMART: Single-focused, measurable, action-oriented, realistic, and timely?


 * =What needs to be changed?=
 * Characterize the change
 * Why does the change need to happen?


 * =How do you know change is needed?=
 * What was the baseline measure?
 * What analysis and data indicated which cause(s) precipitate the change?


 * =So, what is the proper course for change ?=
 * Does the change cover short and long term issues?
 * Does it consider the effects on other departments or the school as a whole?


 * =What is the plan for successful change?=
 * Does the plan include a transition from the old to the new way?
 * Does the plan include both cultural and process aspects?
 * How will it be porous to input to help it adjust along the way?


 * =How did the implementation of change proceed?=
 * What were the bumps and adjustments?
 * What mid-course corrections made and why?
 * How long did it take to become the new way?
 * If it is a pilot, what remains to be changed for rollout?


 * =Was the solution successful? Post Implementation Measurement=
 * During and after change implementation, find out what happened.
 * Was the actual change outcome closer than what planned target?
 * Did something not work out as planned?
 * What were lessons learned that might help out with future change?


 * =What measures and procedures are in place to assure the changer remains effective?=
 * How will you keep the change current?
 * What is the rollout plan if the change was just a pilot?

Analysis of Change Conditions Using the Seven Principles for Online Courses Source: http://www.utc.edu/Administration/WalkerTeachingResourceCenter/FacultyDevelopment/7principles.html Technology, like e-mail, computer conferencing, and the World Wide Web, now gives more opportunities for students and faculty to converse. It is efficient, convenient, and protected. It allows more privacy so that students are able to discuss more openly without fear that other students are going to hear. E-mail also gives student more time to think about what they want to say. With these new alternatives to face-to-face communication, interaction from more students should increase within the classroom.
 * Principle 1: Contact between students and faculty? **


 * Computer conferencing. How does this work? Does it work?
 * Use list serves.
 * Clearly communicate your email response policy.
 * Encourage e-mail correspondence, especially beneficial for those that are shy or are from different cultures because it allows them a different avenue of communication that might be more comfortable.
 * "Chat time" online with faculty (at various times, scheduled weekly).
 * Use pictures of faculty/students.
 * Visit the distance sites.
 * Have an on-site support person.
 * Maintain eye contact with camera and local students.
 * Arrange for group work at a distance site.


 * Principle 2: Develop reciprocity and cooperation among students? **

When students are encouraged to work as a team, more learning takes place. Characteristics of good learning are collaborative and social, not competitive and isolated. Working together improves thinking and understanding.


 * Use chat sites for student to student communication.
 * Set up teams to interact through e-mail or phone bridges with enough people at each site.
 * Encourage students to respond to each other's work by posting it on the internet.
 * ICU-UCMe (i see you, you see me) applications.
 * Have a question and answer time.
 * Use teleconferencing for idea sharing.
 * Encourage online discussion groups that require interaction.
 * Work on group projects through phone and e-mail.
 * Team-teach courses.
 * Include an "ice-breaker" activity to allow students to share their interest and to learn about others.


 * Principle 3: Encourage active learning? **

Learning is an active process. Students are not able to learn much by only sitting in classes listening to teachers, memorizing pre-packaged assignments, and churning out answers. They must be able to talk about what they are learning, write about it, relate it to past experiences, and apply it to their daily lives. Students need to make learning a part of themselves.
 * Allow flexibility in choosing material so that it is more meaningful to the learner (e.g. students choose their own topic, project format, etc.).
 * Have an interactive web page.
 * Debate on-line.
 * Present students work for other students to review.
 * Talk about what students are learning by creating a learning group through e-mail, telephone, chat room, or conferencing.
 * Use e-mail for group problem solving.


 * Principle 4: Give prompt feedback? **

By knowing what you know and do not know gives a focus to learning. In order for students to benefit from courses, they need appropriate feedback on their performance. When starting out, students need help in evaluating their current knowledge and capabilities. Within the classroom, students need frequent opportunities to perform and receive suggestions for improvement. Throughout their time in college and especially at the end of their college career, students need chances to reflect on what they have learned, what they still need to know, and how to assess themselves.


 * E-mail gives instant feedback instead of waiting for the next lesson
 * On-line testing, software simulations, and web-based programs that provide instantaneous feedback
 * Monitor bulletin boards regularly and give specific information feedback to students.
 * Use pre-class and post-class assessments.
 * Schedule a chat group where you, the instructor are present. Use it as a question and answer session when appropriate.
 * Send acknowledgment e-mails when you receive a students work.
 * Post answer keys after receiving assignment from all students.
 * Use of hyper links within text to provide feedback to questions raised within the text.


 * Principle 5: Emphasize time on task? **

Learning needs time and energy. Efficient time-management skills are critical for students. By allowing realistic amounts of time, effective learning for students and effective teaching for faculty are able to occur. The way the institution defines time expectations for students, faculty, administrators, and other staff, can create the basis for high performance from everyone.


 * Understand that there will be problems with the distance and technology along the way.
 * Identify key concepts and how those will be taught. Given the amount of time, decide what realistically can be covered.
 * Each distance class should involve some kind of achievement expectation that is laid out at the beginning of the course. Assign some content for out of class time.
 * Give up the illusion of doing it all as you might in a regular classroom.
 * Vary the types of interaction. In creating an interactive environment, it can be overwhelming to the students and teacher if the types of interaction required are too time consuming.
 * Consider both in and out of class time.
 * Make sure you know what your goals are and that the learners understand them as well.
 * Have regular discussions that require participation.

Expect more and you will get it. The poorly prepared, those unwilling to exert themselves, and the bright and motivated all need high expectations. Expecting students to perform well becomes a self-fulfilling prophecy when teachers and institutions hold high standards and make extra efforts.
 * Principle 6: Communicate high expectations. **


 * Give a detailed syllabus with assignments, due dates, and a grading rubric.
 * Call attention to excellent work in bulletin board postings or class list serves.
 * Show examples of your expectations with previous students' work.
 * Publish student work.
 * Provide corrective feedback. State what you did and did not like.
 * Be a role model to students. Model the behavior and expectations that you expect from students.
 * Expect students to participate.
 * Try to make assignments interesting and relevant to create interest.
 * Ask students to comment on what they are doing.
 * Suggest extra resources that support key points.


 * Principle 7: Respect diverse talents and ways of learning? **

There are many different ways to learn and no two people learn the same way. Students bring different talents and learning styles to the classroom. Students that excel in the seminar room may be all thumbs in the lab or art studio and vice versa. Students need the opportunity to show their talents and learn in ways that work for them. Then, they can be guided into new ways of learning that are not as easy for them.


 * Encourage students to express diverse points of view in discussions.
 * Create learning activities filled with real-life examples and diverse perspectives.
 * Provide Saturday lab experiences by contracting with local high schools or community colleges.
 * Some CD-Roms are available that offer a simulated lab.
 * Balance classroom activities for all styles (some books, some hands on, some visual).
 * Explain theory from a practical approach first then add the structural approach.

References used:

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 * Benson, David, Lu Mattson and Les Adler (1995). Prompt Feedback. In Susan Rickey Hatfield (Ed.), //The Seven Principles In Action// (55-66). Bolton, MA: Anker Publishing Company, Inc.
 * Brown, David G. and Curtis W. Ellison (1995). What is Active Learning?. In Susan Rickey Hatfield (Ed.), //The Seven Principles In Action// (39-53). Bolton, MA: Anker Publishing Company, Inc.
 * Bunda, Mary A. (1993). The Seven Principles for Good Practice in Undergraduate Education. //Instructional Exchange// 4 (1-6), 1-4.
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 * Chickering, Arthur W. and Gamson, Zelda F. (1987). Seven Principles for Good Teaching in Undergraduate Education. //AAHE Bulletin// 39, 3-7.
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 * Cookman, Claude (1998). A Computer-Based Graphics Course and Student's Cognitive Skills. //Journalism and Mass Communication.// 53 (3), 37-49.
 * Cross, K. Patricia. 1997. The Freshman Year: Working Out the Puzzle of a College Education. Paper presented at the Sixteenth Annual Conference on The Freshman Year Experience, Columbia, SC, February 22. (Eric Document Reproduction Services No. ED 410 773)
 * Graham, Charles R., Cagiltay, Kursat, Craner, Joni, and Lim, Byung-Ro (2000). Using the Seven Principles to Evaluate Online Courses. Paper presented at Distance Learning 2000: Proceedings of the Annual Conference on Distance Teaching and Learning, Madison, Wisconsin. (Eric Document Reproduction Services No. ED 456 235)
 * King, James W. (2000). Seven Principles Of Good Teaching Practice. [Online]. Available: [] . [2001, January 10].
 * Hatfield, Tim and Susan Rickey Hatfield (1995). Cooperative Learning Communities. In Susan Rickey Hatfield (Ed.), //The Seven Principles In Action// (23-38). Bolton, MA: Anker Publishing Company, Inc.
 * Lidman, Russell M., Barbara Leigh Smith, and Thomas L. Purce (1995). Good Practice Respects Diverse Talents And Ways Of Learning. In Susan Rickey Hatfield (Ed.), //The Seven Principles In Action// (95-106). Bolton, MA: Anker Publishing Company, Inc.
 * Millis, B. J. (1991). Fulfilling the promise of the "seven principles" through cooperative learning: An action agenda for the University classroom. //Journal on Excellence in College Teaching.// 2, 139-144.
 * Revak, Marie (2000). If Technology is the Hammer, Where's the Nail?. //Cooperation and Collaboration in College Teaching// 10 (1), 21-23
 * Scott, Robert A. and Dorothy Echols Tobe (1995). Effective Undergraduate Education Communicates High Expectations. In Susan Rickey Hatfield (Ed.), //The Seven Principles In Action// (79-94). Bolton, MA: Anker Publishing Company, Inc.
 * Sturnick, Judith A. and Keith J. Conners (1995). Good Practice Encourages Student-Faculty Contact. In Susan Rickey Hatfield (Ed.), //The Seven Principles In Action// (9-21). Bolton, MA: Anker Publishing Company, Inc.
 * Vorkink, Stuart (1995). Time On Task. In Susan Rickey Hatfield (Ed.), //The Seven Principles In Action// (67-78). Bolton, MA: Anker Publishing Company, Inc.
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