The Application of Transformative Learning Theory to Curricular Evaluation

Persistent Link:
http://hdl.handle.net/10150/194354
Title:
The Application of Transformative Learning Theory to Curricular Evaluation
Author:
Plaza, Cecilia Maria
Issue Date:
2006
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
Purpose: The purpose of this study was to develop a conceptual framework for curricular evaluation based on transformative learning theory and to demonstrate its use in evaluating a professional curriculum. Transformative learning theory considers the process of constructing knowledge through critical reflection on the content, process, and premise of an experience. Methods: Critical reflection was operationalized by using the College's Outcomes Expected document to provide the overarching curricular framework for a reflective portfolio developed by pharmacy students at the University of Arizona College of Pharmacy (UACOP). Content reflection consisted of curricular mapping based on student and faculty questionnaires as well as comparison to the American Association of Colleges of Pharmacy (AACP) Center for the Advancement of Pharmaceutical Education (CAPE) Educational Outcomes 2004. Process reflection focused on best practices literature-based indicators and student self-efficacy measures. Premise reflection included both content and process reflection to develop global recommendations. Results: The population consisted of 284 Doctor of Pharmacy (PharmD) students at the UACOP during the 2004-2005 academic year. Transformative learning theory provides a potentially valuable tool for curricular evaluation by considering the content, process, and premise of construction of knowledge about the pharmacy curricula at respective schools and colleges of pharmacy. This study also demonstrated how transformative learning theory can be applied to both make sense of and use existing data in curricular evaluation. Content reflection revealed concordance between student and faculty ranking of domain and associated competency coverage in their respective curricular maps. Process reflection revealed areas of needed improvement including student and faculty buy-in and the dual use of the portfolio for learning and assessment. Premise reflection provided several global recommendations that other schools and colleges of pharmacy could use in implementing portfolio assessment.
Type:
text; Electronic Dissertation
Degree Name:
PhD
Degree Level:
doctoral
Degree Program:
Pharmaceutical Sciences; Graduate College
Degree Grantor:
University of Arizona
Advisor:
Draugalis, JoLaine R.
Committee Chair:
Draugalis, JoLaine R.

Full metadata record

DC FieldValue Language
dc.language.isoENen_US
dc.titleThe Application of Transformative Learning Theory to Curricular Evaluationen_US
dc.creatorPlaza, Cecilia Mariaen_US
dc.contributor.authorPlaza, Cecilia Mariaen_US
dc.date.issued2006en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractPurpose: The purpose of this study was to develop a conceptual framework for curricular evaluation based on transformative learning theory and to demonstrate its use in evaluating a professional curriculum. Transformative learning theory considers the process of constructing knowledge through critical reflection on the content, process, and premise of an experience. Methods: Critical reflection was operationalized by using the College's Outcomes Expected document to provide the overarching curricular framework for a reflective portfolio developed by pharmacy students at the University of Arizona College of Pharmacy (UACOP). Content reflection consisted of curricular mapping based on student and faculty questionnaires as well as comparison to the American Association of Colleges of Pharmacy (AACP) Center for the Advancement of Pharmaceutical Education (CAPE) Educational Outcomes 2004. Process reflection focused on best practices literature-based indicators and student self-efficacy measures. Premise reflection included both content and process reflection to develop global recommendations. Results: The population consisted of 284 Doctor of Pharmacy (PharmD) students at the UACOP during the 2004-2005 academic year. Transformative learning theory provides a potentially valuable tool for curricular evaluation by considering the content, process, and premise of construction of knowledge about the pharmacy curricula at respective schools and colleges of pharmacy. This study also demonstrated how transformative learning theory can be applied to both make sense of and use existing data in curricular evaluation. Content reflection revealed concordance between student and faculty ranking of domain and associated competency coverage in their respective curricular maps. Process reflection revealed areas of needed improvement including student and faculty buy-in and the dual use of the portfolio for learning and assessment. Premise reflection provided several global recommendations that other schools and colleges of pharmacy could use in implementing portfolio assessment.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
thesis.degree.namePhDen_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplinePharmaceutical Sciencesen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorDraugalis, JoLaine R.en_US
dc.contributor.chairDraugalis, JoLaine R.en_US
dc.contributor.committeememberSlack, Marion K.en_US
dc.contributor.committeememberSkrepnek, Grant H.en_US
dc.identifier.proquest1497en_US
dc.identifier.oclc659746267en_US
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