Since the spring 2020 semester faculty in higher education have been struggling with not only personal, but professional concerns. Within the typically well-defined system in higher education, faculty typically understand the expectations and performance levels related to reappointment, promotion, and tenure (RPT, and typically manage instruction in ways aligned with their strengths, content, and the needs of the learners. However, the COVID-19 global pandemic set many of the ideas, understandings and practices for RPT aside in favor of an unknown future in many institutions.<br>COVID-19 during the spring 2020 impacted the higher education system. Across the country faculty, as with faculty in PK-12 schools, rallied and revised their modes of instruction to best address the situation. Learning was impacted, instruction was impacted, and yet there are lessons to be learning within the higher education system. One strategy that can be embedded and integrated into the higher education instructional setting is that of the concept mapping. These concept maps can provide authentic and realistic assessment data for faculty to improve student learning, demonstrate teaching effectiveness, and address criteria related to RPT regardless of course delivery modes.<br>In this work an overview and resources related to concept maps and mapping are shared, as well as several strategies to glean data to demonstrate student learning, faculty performance, and satisfy RPT requirements.
|Title of host publication||Using Authentic Student Assessment Strategies as Faculty Evidence in Reappointment, Promotion, and Tenure in Our COVID-19 Impacted System (57961)|
|Publisher||Society for Instructional Technology in Education|
|State||Published - Mar 15 2021|