doing it differently in science - an evaluation of the process sharon fraser and elizabeth deane...
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Doing It Differently in Science - An Evaluation
of the Process
Doing It Differently in Science - An Evaluation
of the Process
Sharon Fraser and Elizabeth DeaneUniversity of Western Sydney, Nepean
April, 28th 2000
Background - CUTSD GrantBackground - CUTSD Grant
An integrated programme supporting the development of key learning competencies in undergraduate science students:
group leadership and membershiporal and written communicationcritical analysis problem solvingreflective skillsindependent learning
Subject Format - structureSubject Format - structureCo-operative learning
• Students assigned to core teams of 4
One 2-hour workshop per week One 3-hour practical session per week
• 5 weeks - laboratory skills development• 3 weeks - team learning & problem task analysis &
planning
A weekend practical session• Problem solution undertaken
Subject format - assessmentSubject format - assessment
Quizzes Formative
Mid-semester test 25%
End of semester test 25%
Cooperative learning assignment 15%
Lab. problem: cooperative learning 15%
Oral presentation - laboratory problem 10%
Poster 10%
What is there to Evaluate?What is there to Evaluate?
• The programme
• The learning environment– The instructor(s)
• lecturer and/or tutor
– Support services • technical assistance
• Learning outcomes
• The future of the programme
Evaluating the Evaluation - the person and the process
Evaluating the Evaluation - the person and the process
• “Independent Observer” or “Independent Facilitator”?
• Summative assessment outcomes– Including Team Collage and Poster
• Video footage • Student Questionnaires• Follow-up Student Focus Groups • Staff Reflection - documented• Staff Focus Groups - academic / technical
The “Independent Facilitator”The “Independent Facilitator”
Independent of – Teaching and Support staff
– Assessment - acceptance by students
– Vested interests
Attributes– Content knowledge & understanding of the learning process
– Interpersonal skills
– Ability to reflect, analyse, solve problems, identify needs
– Flexibility
– Doesn’t impose ideas & opinions or make value judgements
The Value of an “Independent Facilitator”The Value of an “Independent Facilitator”
A person other than the academic– Different viewpoint, focus
– With the time
Has an holistic involvement, with…– No vested interests – A concern for students, staff, learning outcomes
• trust established, opens lines of communication
– The programme and its future
Evaluation: informing the futureEvaluation: informing the future
• The programme
• The learning environment– The instructor(s) - lecturer and tutor– Support services - technical assistance
• Learning outcomes
• Its future………?