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ERIC Number: ED477743
Record Type: Non-Journal
Publication Date: 2003
Pages: 12
Abstractor: N/A
Reference Count: N/A
Assessing the Effectiveness of a Student-Centered College Classroom.
McClure, Robert; Johnson, Bruce; Jackson, David
Faculty members at St. Mary's University of Minnesota have been engaged in a process to develop a more student-centered curriculum. Administration and faculty taking the lead in this endeavor have begun to embrace much of the literature in the area of constructivism as a philosophical foundation for guiding this change. The result is the near completion of a performance-based, outcome-oriented general education program that received faculty approval. This general education program is divided into three components: (1) the content; (2) skills; and (3) dispositions expected of a 4-year graduate of the institution. Each of these components is divided into more specific subcategories agreed upon by the faculty. For each sub-category a team of faculty volunteered to develop specific performance-based outcomes and exemplars for which students must demonstrate competency in order to meet the general education requirements. To ascertain whether the faculty was capable of creating constructivist-based classroom environments, a study utilized the Constructivist Learning Environment Survey for the Social Sciences (CLES-SS) in a redesigned form to assess the constructivist nature of two selected U.S. government courses at St. Mary's University. The CLES instrument was piloted to pre- and inservice teachers (n=290). Results were then used in an exploratory factor analysis to determine reliability among the items. Results of this pilot of the CLES-SS indicated that the instrument may have possibilities for application within college level social science classrooms. Attached are T-CLES teacher and student forms. (BT)
Publication Type: Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A