{"title":"Creating a Culture of Assessment","authors":"Amy E. Heath, Carrie Barrett","doi":"10.4018/ijitlhe.337288","DOIUrl":"https://doi.org/10.4018/ijitlhe.337288","url":null,"abstract":"Programmatic and curricular assessment, as mechanisms of continuous quality improvement, are essential and require input from multiple stakeholders. Despite its essential nature, there are few resources to help guide the development of a sustainable model of assessment. The aims of this organizational case study are to describe a sustainable model. Data was collected from various stakeholders of the Doctor of Physical Therapy (DPT) program. Results were compared between and within groups to determine level of agreement and yearly trends. These results were discussed at the faculty assessment retreat. The outcomes included data collection timelines that have been operationalized and systematized. Five out of nine faculty participated in a post-survey. All respondents (100%) indicated a favorable impression of the event. Building a culture of assessment requires an intentional and sustainable plan. A retreat was an effective method to communicate the results of the assessment and to build trust and transparency.","PeriodicalId":492322,"journal":{"name":"International journal of innovative teaching and learning in higher education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139684611","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teaching Accompaniment","authors":"Steve Reifenberg","doi":"10.4018/ijitlhe.335497","DOIUrl":"https://doi.org/10.4018/ijitlhe.335497","url":null,"abstract":"Engaging in a complicated world to bring about positive change is challenging. Students often view themselves as either optimistic changemakers helping the “needy” or, conversely, recognize their own privilege and complicity in the world's problems as sophisticated pessimists. Both framings are problematic. Reflecting on his own fraught experiences trying to “help poor children” at a small orphanage in Chile in the early 1980s, the author explores the concept of “accompaniment”—walking together with others—as a constructive framing to move beyond this problematic duality. Drawing on the insights of Fr. Gustavo Gutiérrez, Dr. Paul Farmer, and Ophelia Dahl, he explores how accompaniment informs their work. Reflecting on one's own experiences of being well-accompanied opens up new ways of understanding how one might engage in a complicated world. The paper proposes that teaching about accompaniment in the classroom might also model ways to engage in a complex world.","PeriodicalId":492322,"journal":{"name":"International journal of innovative teaching and learning in higher education","volume":"67 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139449224","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}