Shontell Stanford, M.Ed.Director of Institutional LearningInterdenominational Theological Center

Formative Feedback Matters: An Enhanced Assessment

Method for Dissertation Research Committees

Formerly Curriculum Manager, Morehouse School of Medicine

PRESENTERShontell Stanford, M.Ed.

Director of Institutional Learning at ITCPh.D. Student Liberty University

MODERATORTyrese Hinkins-Jones, M.Ed., Ed.S

Associate Director of Medical EducationEmory School of Medicine

The piloted of this study began with my work at Morehouse School of

Medicine using an enhanced

thesis/dissertation committeeassessment method within the

division ofGraduate Education in Biomedical Research.

Dissertation Research Committees and the Feedback Process

Graduate Student’s Maze

When graduate student's thesis or dissertation work is assessed by their committee members in a subjective, non-collaborative manner, without quantifiable data or clear expectations, it can leave the graduate student at a loss of direction.

Graduate Student Conversations

Good? Bad?

Nothing written

Late responses

No unified communication

This project will not work

Formative and Summative Assessment

Adopted from Developing Your Teaching: Getting and Using Feedback (2011) http://www.iupui.edu/~cletcrse/course_mat/08_developing/html/course_files/2_20.html

Thesis/Dissertation Committee Form (TDCF)

Current form completed by the Ph.D. Dissertation Committees as an assessment tool for student's progress on their dissertation work.

New Ph.D. Dissertation Committee Form

Ph.D. Dissertation Formative Feedback Outcomes

and What is NEXT?