RoughOutcomes


 * NOTE: this is for archiving purposes. Please do your work on the RevisingOutcomes page!**

t

CTE Learning Outcomes for Higher Education Instruction: Take One! By undertaking professional development in various areas of CTE programming, participants will… (or) By consistently engaging in a variety of professional development activities through CTE, faculty, teaching staff, postdoctoral fellows and graduate students will… (or)… you get the idea… we need to specify this stem…


 * 1) Be able to locate resources about appropriate UW policies and procedures
 * 2) Recognizing (Recognize) that teaching is a skill that can be learned
 * 3) Will [just Identify here I think) identify best ways to support student’s learning
 * 4) Apply knowledge of themselves as a teacher and teaching practices in their own discipline
 * 5) Develop effective instructional design skills
 * 6) Develop skills for effective course delivery and facilitation
 * 7) Be able to respond to a dynamic teaching environment
 * 8) Seek continual improvement through reflective practice and be of good character
 * 9) Model a caring and supportive approach to students that considers their lives outside the classroom
 * 10) Value and respond to diversity including but not limited to cultural learning styles, global awareness social perspectives and learning difficulties
 * 11) Integrate scholarship on teaching into their own teaching practice

Trevor’s thoughts; take’em as you like… Great start, AND I think these need work, which is normal after only having a limited crack at it. The first four (yellow highlight) are, I think, meant to be knowledge level (and we go maybe halfway up Bloom – is that far enough? What about a synthesizing, integrating, creating goal?). The next (no highlight) are skills, and are pretty broad, but maybe need to be. Should they get specific about design skills and delivery skills? The third of these seems to flag some kind of flexibility with tools, and might be better expressed as responding to dynamic learning environments, unless it’s meant to talk about the overall work environment for teachers. The green highlight ones are all values, and I think the double-barrelled one should rid itself of the “good character” statement (which might pre-exist our programming or not be something one can teach in teaching workshops).

I almost think that we need some kind of principles statement that starts with “Recognizing that teaching is a skill that can be learned, and with our common belief that reflective practice leads to improvement, we offer programming that has the following outcomes…” (thus getting rid of 2 outcomes that are more intake / founding assumptions). What is missed there (if we remove the second one) is the independent seeking of improvement, so we might add back in something like that (ongoing professional development sought out by the participant, or something like the 8th SEDA one).

One way to rethink these is to look at where they fit in relation to other prior documents from higher education sources. The next three charts express your sense of these relations. After looking at them, and after considering the work we did last time, can we solidify 3 knowledge, 3 skills, and 3 value statements that we can use going forward? Or even fewer. We can then test them out with our participant base via focus groups, online feedback, and so on. If we can revise these by October 12th, we can map our revised outcomes to our current programming practices! I’m thinking wiki work, rather than using this document. Anyone have a preferred wiki? I like wikispaces.