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ERIC Number: EJ1206340
Record Type: Journal
Publication Date: 2018
Pages: 7
Abstractor: ERIC
ISBN: N/A
ISSN: EISSN-2161-4210
Considerations and Resources for the Learning Improvement Facilitator
Smith, Kristen L.; Good, Megan R.; Jankowski, Natasha
Research & Practice in Assessment, v13 p20-26 Win 2018
A long-standing purpose of assessment is to help faculty improve student learning; unfortunately, evidence of improved learning is rare. Learning improvement evidence in its most simple form requires practitioners to assess, intervene, and re-assess a student learning outcome. Of course, achieving evidence of learning improvement is not so simple. Technically, assessment expertise is needed to assist with the assess and re-assess components of the model and pedagogical and curricular expertise is needed for the intervene part. Involvement, however, is not limited to faculty within a program, department, area, unit, etc. Other stakeholders and leaders are often involved, such as department heads and other administrators, assessment practitioners, educational developers, industry experts, students, alumni, etc. Coordinating such a diverse group towards a common improvement goal requires a new type of skillset. A practitioner who develops this skillset is considered a "Learning Improvement Facilitator" (LIF). LIFs possess excellent facilitation skills and are attuned to group dynamics, organizational nuances, and interpersonal communication. That is, the LIF analyzes and accounts for "situational factors" related to learning improvement projects. Situational factors are variables that influence one's environment (e.g., the environment in which a learning improvement project is being implemented). Fink (2013) discusses situational factors as the first step of "integrated course design" (p. 68). Based on Fink's work, the authors explore organizational culture, leadership, and faculty experiences--as situational factors--related to learning improvement projects. LIFs consider such situational factors prior to facilitating learning improvement projects.
Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Alabama