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High Impact Continuing Education and Training -- A Design for Long-Term Results

  High Impact Continuing Education and Training:   A Design for Long-Term Results   Diana K. Kelly, Ph.D.   Presentation at NCCET, Milwaukee , WI   – October 31, 2006     DESCRIPTION :   Is your program a short-term smorgasbord or a program designed for long-term impact?   In this interactive session you will learn how to apply a program design method for long-term results. First you’ll develop Learning Outcomes, then you’ll use those outcomes to design a program for high impact step by step -- the curriculum, teaching & learning methods, and assessment methods. The design used in this workshop has been proven effective in work-related continuing education   programs internationally.   Handouts and materials will be provided so you can continue to develop your programs back at your college.   Introduction Is your Continuing Education or Training program a smorgasbord of activities and programs, workshops and events – similar in scope and content year after yea
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Classroom Assessment -- Enhancing Learning through Student and Teacher Reflection

  CLASSROOM ASSESSMENT: ENHANCING LEARNING THROUGH STUDENT AND TEACHER REFLECTION   Diana K. Kelly, Ph. D.   ABSTRACT "Classroom Assessment Techniques" are teaching techniques which were developed by K. Patricia Cross and Thomas A. Angelo in which faculty use simple research techniques to determine what students have been learning.   This paper describes the results of two studies of Classroom Assessment Techniques.   The objective of both projects was to study the effects of using Classroom Assessment Techniques upon the success, retention, and involvement in learning of adult learners in evening classes.   The second study also examined in greater depth the faculty development aspects Classroom Assessment Techniques. A total of 29 faculty members were selected to participate in the two research projects.   All taught at least one evening class, and they represented a wide range of disciplines and levels. Faculty were trained in the use of Classroom Assessment Te
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