Browsing by Author "Clayton, P.H."

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    Investigating faculty learning in the context of community-engaged scholarship
    (2012) Jameson, J.K.; Clayton, P.H.; Jaeger, A.J.; Bringle, Robert G.
    This study investigates faculty learning resulting from a faculty development program implemented at North Carolina State University to build capacity for community-engaged scholarship (CES). Previous work done under the auspices of Community Campus Partnerships for Health is extended by modifying an extant scale used to assess CES competencies and adding a retrospective pre-test to account for response-shift bias. This study also builds upon earlier work on assessment of student learning through the use of reflection by examining reflection products written by faculty at three points during the 12-month program. Quantitative analysis of responses to the CES competencies scale indicated a significant response-shift bias (participants overestimated their knowledge about CES at the start of the program). Qualitative investigation of participants’ reflection products suggests they learned new language for CES, achieved new discoveries about their community-engaged work, and often redefined their scholarly identities through the lens of engaged scholarship. Implications of this study include the value-added by examining faculty learning through reflection products as well as self-report scales, the need to build faculty capacity for learning through reflection, and the proposal of new strategies for documenting faculty learning from faculty development programs.
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    Transforming Assessment Practice Through the Lens of Democratic Engagement - handouts
    (2018) Price, Mary F.; Bandy, J.; Clayton, P.H.; Gale, S.; Metzker, J.
    Is your assessment practice value-laden, value-free or value-neutral? What role do your own value commitments play when you design learning assessments or program evaluation metrics? What impact do values have on outcomes? This session introduces an emerging framework, Democratically Engaged Assessment (DEA) that attends to these questions. DEA reimagines assessment as a cultural practice through which we can transform our universities, our communities, and ourselves. Participants will use the model to surface values inherent in our assessments and explore implications of using the framework to inform how we assess and what becomes the focus of assessment with students, faculty, staff, community partners, and institutions.