Vertical and Horizontal Assessment of a STEM Professional Development Academy Using Videos
Conference Tracks
Teaching with Technology – Research
Abstract
This session demonstrates how an evidence-based STEM professional development academy at a mid-sized public university uses video evidence to assess faculty growth and development. During a 36 hour summer academy faculty participants strategically planned changes to teaching methods and articulated these changes at the end of the academy through a SOTL project. During monthly meetings the following academic year, participants perform “elevator speech” updates of their implementation and research. Faculty also perform peer observations of each other’s classrooms in and outside of their disciplines, creating more rich qualitative evidence. We are tracking faculty progress by recording reflective videos as they end the academy and begin their projects. In this way we perform qualitative assessment of each participant’s growth and progress. Session participants will create a simple video reflection through an interactive exercise that models our faculty observation process.
Session Format
Presentation
Location
Room 2005
Publication Type and Release Option
Event
Recommended Citation
Frost, Laura J. Ph.D.; Greene, Jackie; McCulloch, Elspeth; and Serro, Linda, "Vertical and Horizontal Assessment of a STEM Professional Development Academy Using Videos" (2015). SoTL Commons Conference. 130.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2015/130
Vertical and Horizontal Assessment of a STEM Professional Development Academy Using Videos
Room 2005
This session demonstrates how an evidence-based STEM professional development academy at a mid-sized public university uses video evidence to assess faculty growth and development. During a 36 hour summer academy faculty participants strategically planned changes to teaching methods and articulated these changes at the end of the academy through a SOTL project. During monthly meetings the following academic year, participants perform “elevator speech” updates of their implementation and research. Faculty also perform peer observations of each other’s classrooms in and outside of their disciplines, creating more rich qualitative evidence. We are tracking faculty progress by recording reflective videos as they end the academy and begin their projects. In this way we perform qualitative assessment of each participant’s growth and progress. Session participants will create a simple video reflection through an interactive exercise that models our faculty observation process.
