Departmental Transformation: Assessing the Assessment Process
Many institutions of higher education have evaluated the effectiveness of their institution based upon enrollment numbers, student course evaluations, and alumni feedback. This paper examined one department’s implementation of an institutional transformation model. The literature review integrated transformational leadership and change processes. Although institutional transformation has been recognized within the literature, systemic recognition of the authentic need and value provided by the transformational process has been limited. Recent emphasis by accrediting bodies on the need for institutions to continuously evaluate and improve their academic and administrative programs has driven the need for this work. This paper looked at the assessment process through two lenses. The first lens examined the development of a program evaluation process for graduate students in an Instructional Design and Technology Department. Examples of program evaluation instruments and the processes utilized in their development shared. The second lens analyzed the processes used.
||Program Evaluation, Transformational Leadership
Journal of the World Universities Forum, Volume 3, Issue 1, pp.21-32.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 637.817KB).
Associate Professor, Department of Instructional Design and Technology, Western Illinois Universtiy, Macomb, IL, USA
Leaunda S. Hemphill teaches K-12 technology integration, visual design, and instructional design courses in the Instructional Design and Technology Department at Western Illinois University in Macomb, Illinois. She has a Ph.D. in Instructional Technology and has worked in instructional design, training delivery, and cutting-edge technology in corporate and academic organizations. She has a M.S. in English, a B.S. in Secondary Education (teaching certification in English and Earth Science), and a B.S. in Geology. Dr. Hemphill’s current research includes the development of K-12 online teaching modules, construction of an instrument to assess the interactivity of online instruction, development of scoring protocols for evaluating the quality of student online writing products, evaluation of online informal science education sites, and evaluation of technology workshops for K-12 teachers, principals, and parents.
Department Chair, Department of Instructional Design and Technology, Western Illinois University, Macomb, IL, USA
As a professional educator I have pushed the envelope of creative and forward thinking in higher education and technology. I am currently exploring social networking tools and simulations’ possibilities for higher education, gaming’s potential for teaching and learning, as well as continuous improvement models for the 21st century. I have a strong academic background in program evaluation, assessment, and technology. I believe in the necessity of effective program evaluation and feedback for continuous improvement; a area too long neglected in higher education. Additionally, I have been very engaged in work force development and corporate training. I model continuous improvement in my own growth and development.
Professor of Educational Leadership, Department of Educational Leadership, Western Illinois University, Macomb, IL, USA
Donna McCaw teaches graduate and doctoral coursework in educational leadership at Western Illinois University, Macomb, IL. She has been the principal investigator for the ISAMS project – a science and math teacher professional development project funded by the Illinois Board of Higher Education: No Child Left Behind Teacher Improvement Grant. Dr. McCaw received her doctorate in curriculum and instruction from Illinois State University. She has a M.A. in counseling, a M.S.Ed. and a B.S. in speech and language pathology. Before teaching at the university Dr. McCaw served as an elementary school principal and director of curriculum. She has worked extensively with schools and districts on continuous improvement, professional development, and literacy. She has co-authored a 2007 book: Accountability for Results: The Realities of Data-Driven Decision-Making.
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