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Evidence‐Informed Improvement through Collaborative Professional Integration
Author(s) -
Brown Stephanie T.,
McGreevy Jeanette,
Berigan Nick
Publication year - 2018
Publication title -
new directions for teaching and learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.192
H-Index - 46
eISSN - 1536-0768
pISSN - 0271-0633
DOI - 10.1002/tl.20303
Subject(s) - leverage (statistics) , professional development , psychology , higher education , control (management) , focus (optics) , pedagogy , knowledge management , medical education , computer science , political science , medicine , physics , optics , machine learning , artificial intelligence , law
This chapter describes how any campus can use collaborative professional integration and three “data buckets” (pre‐college, during‐college, and post‐college buckets) to disaggregate assessment evidence, interpret findings contextually, and focus attention on realistic actions to improve student performance in the areas of leverage over which the campus has the most control.