Using Assessment for Course Redesign in an Active Learning Environment
This presentation is an interactive discussion of the results of an assessment experience conducted using four sections of HUSR 385, Program Design and Proposal Writing, a requirement for HUSR majors. Through pre and post-surveys and small group interviews, student competencies and meaningfulness were evaluated. Participants will receive strategies for developing active-learning exercises that develop studentsí skills in communication, problem-solving and critical thinking, as well as methods of enhancing the relevance and importance of course content.
The intended audience for this workshop is faculty members and department chairpersons. Though HUSR 385 is housed in the College of Health and Human Development, the information and presentation is applicable to many academic disciplines.
Workshop participants will engage in a discussion highlighting:
∑ The benefit of teaching students to understand why they are learning specific content
∑ Ways faculty can develop active-learning exercises to enhance the meaning and relevance of course content to students
∑ How such activities can increase student skills in communication, problem solving and critical thinking
∑ The usefulness of engaging students in course design and its impact on learning outcomes
∑ The use of pre and post surveys examining knowledge and ability, perception of course content importance for professional development, level of student interest and confidence, and overall benefit of required course elements
∑ How to incorporate student motivation and attitudes toward course content into improved instructional strategies and methods of evaluation
∑ How to translate technical course content into opportunities for active student involvement and learning
∑ Opportunities to collaborate with other faculty in order to develop approaches to enhance classroom experiences
James Ruby is an assistant professor in the Human Services Department at Cal State, Fullerton. He received his masters from Northeastern IL University and doctorate from Loyola University of Chicago. His areas of interest include counseling theories, program design, social sciences data driven decision making and program evaluation.