Faculty Professional Development

This article is an overview of the results of the Parsons School of Design’s decision to embed reflective practice in the form of a learning portfolio for first year student curriculum. It details the first two years of this program in both student work and faculty development through including new student assignments and teaching strategies focusing on the learning portfolios.

This article was written to discuss the differences between critical reflection of an instructor’s experience from the concept of reflective practice. Additionally, the remaining body of the article discusses experiences with reflective practice with pre-service teachers over a 40 year period

This article is an exploration of different teacher reflective practices focusing on ‘Inquiry as professional development’ and ‘inquiry as research’ as a way to improve instructional practices. Research methods and inquiry approaches are examined to present the readers with options for exploring a style that they may adapt for themselves.

This research article clearly collects and defines the key concepts of reflective practice as it supports student learning using participatory action research and ecological approach.

Libguide resources on reflective practices including additional articles and books.

"The goal of this paper is to establish an Assessment Framework for the Community College and to contextualize that framework within the concept of the Learning College. A major premise of the paper is that the assessment of student learning can generate data to support continuous improvement efforts necessary for documenting institutional effectiveness."

This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development.

This program considers why teachers should grade smarter, not harder and how smarter thinking and planning will actually diminish a teacher’s workload; why teachers often function better as coaches; and why learning is more important than grades and how teachers should organize lessons according to learning goals and identify clear levels of performance keeps the focus on learning. The program also considers why positive relationships are essential for success in teaching and learning and discusses changing assessment strategies can have a profound effect on the relationship between teacher and student.

Professors' reflections on their experiences with 'ungrading' spark renewed interest in the student-centered assessment practice.