Faculty Assessment Loop Form
As a professional and a committed faculty member, it is acknowledged that you regularly reflect upon your
teaching and make adjustments to improve student learning. To help document this important iterative
process, please describe at least one change you have made in your course or program within the last year.
Simply enter your response into the box below each question. The box will expand as you type.
Please submit one Assessment Loop Form each academic year, and send it to Jack Bautsch at
jbautsch@sccd.ctc.edu. Please contact Jack with any questions.
Thank you.
Your Name
Barbara E. Geary
Course or Program
Introduction to Medical Vocabulary
Quarter/Year
Spring, 2009
Learning outcome or objective: What concept, skill or attitude were you teaching?
NSCC values “promoting continuous learning and growth”. (NSCC Strategic Plan)
Assessment of student learning: What did you notice about student learning that prompted you to
consider making a change in your method of teaching the outcome?
This particular change is more in response to the changing world around us; the need of practitioners to
stay current – sometimes with news headlines.
Change: What change(s) did you make ?
I am using the occurrence of the H1N1 (aka swine flu) near-pandemic to add words such as pan/dem/ic
(pertaining to all people) or zoonotic (pertaining to diseases transmitted from animals to humans) in a
“Word of the Day” feature at the beginning of the class session.
Impact on student learning: What impact did the change have on student learning?
Not measurable yet. I do know that there is an increase in interest (expressed in body language, notetaking, questions) when I introduce the word.
Reflections: What did you learn from this experience? What did your students learn?
This builds solidly on the principles of adult education: it draws on life experience and knowledge; it is
“relevancy-oriented”; it is practical.
It demonstrates the need to be continually learning, and to be current – as current as today’s headline!
New question(s): Did this experience suggest any new questions or “next steps”?
This could become a regular feature in my classroom: I will be alert on a continuing basis to medical
vocabulary I see or hear in the news, in publications, and bring them to the attention of the class. As well,
while I currently ask students to be alert to the appearance of words they are learning in the world outside
of the classroom (sometimes in a TV commercial), I can broaden that to ask them to bring in a term or
condition that caught their interest. The downside of this is that there isn’t a lot of time in a three-credit
course.
Sharing this example: May we post this example as documentation and so that others can learn from it?
Yes
Revised July 2008
Thank You
Revised July 2008