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The conceptualization, formative evaluation, and design of a process for student professional development
Lana Ledet1, Christina Kaufman Esparza, Suzanne M Peloquin
1Department of Occupational Therapy, School of Allied Health Sciences, The University of Texas Medical Branch, Galveston, Texas 77555-1142, USA.
Summary
This study details a 2-decade faculty effort to develop and refine a student professional development process. The iterative approach, incorporating feedback, resulted in an effective master
Area of Science:
- Education
- Professional Development
- Higher Education Pedagogy
Background:
- Faculty have dedicated nearly two decades to developing a student professional development process.
- The process has undergone continuous refinement based on faculty and student feedback.
- Initial conceptualization began in 1987, evolving over time.
Purpose of the Study:
- To describe a long-term, iterative process for student professional development.
- To share insights from faculty efforts in conceptualizing, evaluating, and refining educational programs.
- To offer a case study for educators undertaking similar development initiatives.
Main Methods:
- Formative evaluation of the professional development process.
- Iterative refinement based on ad hoc feedback from faculty and students.
- Case study methodology documenting a 20-year developmental trajectory.
Main Results:
- A robust student professional development process has been established.
- The process effectively addresses both conceptual and practical concerns.
- The refined process is suitable for master's level students.
Conclusions:
- Long-term, iterative development is crucial for effective educational processes.
- Incorporating diverse feedback enhances program utility and relevance.
- This case study provides a model for faculty engaged in curriculum and professional development.