TUTORIAL ACTION PLAN FOR UNIVERSITY DEGREES OF PHARMACY, NUTRITION, AND FOOD SCIENCE AND TECHNOLOGY: EVALUATION, FOLLOW UP AND IMPROVEMENT PURPOSES M. E. Morales1, M.A. Martínez Burgos2, J.L. Arias3, M. López Vélez4, M. LópezViota5, A. Rivas6, M. Fernández-Cabezas7, F.J. Arrebola8, E. Fernández de Haro9, M. Aguilera10 1, 3, 5
Department of Pharmacy and Pharmaceutical Technology. Faculty of Pharmacy. University of Granada (SPAIN) 2 Department of Physiology. Faculty of Pharmacy. University of Granada (SPAIN) 4 Department of Physico-Chemistry. Faculty of Pharmacy. University of Granada (SPAIN) 6 Department of Nutrition and Bromatology. Faculty of Pharmacy. University of Granada (SPAIN) 7, 9 Department of Developmental and Educational Psychology. Faculty of Education Sciences. University of Granada (SPAIN) 8 Department of Histology. Faculty of Medicine. University of Granada (SPAIN) 10 Department of Microbiology. Faculty of Pharmacy. University of Granada (SPAIN)
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Abstract The “University tutorial function” is now being considered a very important tool to the University education context. The Tutorial Action Plan has carried out a project that will cover mainly the orientation towards student's professional area in the degrees of Pharmacy, Nutrition and Food Science and Technology. However, the work plan should go beyond design and performance towards the real impact and efficacy in high student education. Thus, the evaluation is one of the key step to keep and improve its quality. Thus, a continuous analytical and retrospective process will improve the global impact action. Keywords: Tutorial Action Plan, professional opportunities, students higher education.
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INTRODUCTION
The stage at the university and the process of transition to work is a significant step in the life story of the individual who should not be free of guidance that addresses different personal and professional aspects. There is no doubt that college training academically is a mainstay in his training, but we believe that university integral education is an idea and an attitude to be achieved and be considered as a basic principle of our work teaching at the University. This requires that the orientation is not only academic, but also conductive to the individual learns to behave like an adult single, autonomous, independent, responsible and valid. In the European Higher Education Area, tutorship is recognized as an important part of the task of teaching.The “university tutorial function” is now being considered an essential tool to the education given at the University. The College Student Statutes (December 31, 2010) have defined the need for a tutor that every student have during the studies at the University. This Tutorial Action Plan (TAP) entitled FARMAEMPLEO, NUTRIEMPLEO and TECNOEMPLEO aimed to fulfill this need, i.e., the Faculty of Pharmacy of the University of Granada undertakes a series of activities aimed at preparing its students and graduates for a smooth transition between the university and the labour market period. In fact, TAP is a key-tool that significantly contributes to the whole and integrative education of university students. However, the work plan should go beyond design and performance towards the real impact and efficacy in high student education. Thus, the evaluation is one of the key step to keep and improve the quality. Thus, a continuous analytical and retrospective process will improve the action.
Proceedings of EDULEARN13 Conference 1st-3rd July 2013, Barcelona, Spain
1960
ISBN: 978-84-616-3822-2
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OBJECTIVES
The Tutorial Action Plan assessment process is designed to confirm the extent of the validity and effectiveness of the proposed scheme. Besides designing the PAT must have instruments that allow us to know their real efficiency. Monitoring and evaluation will allow us to further correct deficiencies and to incorporate new features to obtain better results. Thus, the main objective of our work is to assess the efficacy and viability of the Tutorial Action Plan.
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DESCRIPTION OF THE EXPERIENCE
The experience already acquired (academic course 2011/12) has allowed to the teachers involved in the TAP to detect successes, failures, strengths, weaknesses and the establishment of putative improvements. Mainly, the TAP should be evaluated to internal and external level. Both, students and professors who have participated directly are able to analyze the plan. Moreover, management organism belonging to the Faculty of Pharmacy with experience in Docent Innovation will evaluate the project. The TAP will be evaluated and reviewed annually as the need for changes arises. A survey will be conducted of the students and those involved in its development to identify deviations and possible actions for improvement and correction. The evaluation process is divided into several sections
3.1
Features of the evaluation process
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The TAP assessment process does not have to be global and final. The evaluation must be performed at stage (Initial, during the process, at the end).
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For internal evaluators: Teachers and students participating in the PAT
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For external evaluators
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Participation in surveys anonymously, impersonal or optional
3.2
Assessment mechanisms
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Regular meetings: Coordinator-Tutors
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Data Analysis and Schedules Sheets
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Data Analysis Surveys / Interviews
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Suggestion Box
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Proposals direct to tutor
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PAT Interactive Website
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Forums (facebook, twitter, twenti ..)
3.3 3.3.1
Evaluation content: Participants, TAP, Tutoring Evaluation of participants in the process
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Interest raised by the PAT and control of requirements / resources based on the diffusion of PAT (record 1)
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Personal information of students and motivation (record 2)
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Individual monitoring tutored student: assist control and monitoring of the activities proposed to the student by the tutor (record 3)
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Prior knowledge of the professional opportunities of participating students (record 4)
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Previous experiences of search for employment (CV preparation, cover letter, job interviews, web pages (record 5)
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3.3.2
TAP Assessment (Monitoring and review of TAP)
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Evaluation / TAP level of satisfaction by the student (Record 6)
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Evaluation / satisfaction sessions proposed for the various activities through monitoring sheets (record 7)
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Evaluation / Grade TAP satisfaction by Experts External Assessors (record 8. Design specific to each evaluator based on the criteria to assess)
3.3.3
Evaluation of the tutors
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Evaluation / degree of satisfaction of the tutor by the student (record 9)
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Evaluation / level of satisfaction of the tutor by the coordinator (Record 10)
RECORD 1: INTERES RAISED BY THE TAP TOTAL NUMBER OF STUDENTS WHO HAVE REQUESTED PARTICIPATION IN THE TAP
Pharmacy Degree Students 3rd year students (____%) 4th year students (____%)
Science and Food Technology Degree Students 3rd year students (____%) 4th year students (____%)
Human Nutrition and Dietetics Degree Students 3rd year students (____%) 4th year students (____%)
TOTAL NUMBER OF STUDENTS WHO PARTICIPATED IN THE TAP
Pharmacy Degree Students 3rd year students (____%) 4th year students (____%) Science and Food Technology Degree Students 3rd year students (____%) 4th year students (____%)
RECORD 2. PERSONAL INFORMATION OF STUDENTS AND MOTIVATION NAME AND SURNAME: DNI: CERTIFICATION AND COURSE: CONTACT PHONE: E-MAIL: ADRESS: DESCRIBES WHAT WERE YOUR MOTIVATION TO REGISTER IN TAP:
Human Nutrition and Dietetics Degree Students 3rd year students (____%) 4th year students (____%)
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RECORD 3. INDIVIDUAL MONITORING TUTORED STUDENT SESSION NUMBER: DATE: STUDENT ATTENDANCE: STUDENT PARTICIPATION: STUDENT INTEREST: TEACHER-STUDENT RELATIONSHIP: LEVEL OF SATISFACTION SESSION/MEETING:
OF
THE
RECORD 4. PRIOR KNOWLEDGE OF THE PROFESSIONAL OPPORTUNITIES OF PARTICIPATING STUDENTS Fill in the fields according to the degree of satisfaction of the question:
Very low 1 Low 2 Medium 3 High 4 Very High 5
Know different profesional opportunities that gives your degree? Professional area in which you want to work? Know training opportunities at the graduate and appropriatness for professionak practice? Know functions of licensing and profesional associations?
RECORD 5. PREVIOUS EXPERIENCES OF SEARCH FOR EMPLOYMENT Fill in the fields according to the degree of satisfaction of the question: Very low 1 Low 2 Medium 3 High 4 Muy Very High 5
Knows how to write a Curriculum Vitae? Knows that the development of a CV is important? Knows how to face an interview? Knows techniques to face a personal interview? Knows how to meet participation in a group dynamic? Knows how to deal with the realization of a phychotechnical test? Knows how to draft a cover letter? Known as their profile adapts the labour market?
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RECORD 6. VALUATION / PAT LEVEL OF SATISFACTION BY THE STUDENT Fill in the fields according to the degree of satisfaction of the question: Very low 1 Low 2 Medium 3 High 4 Very high 5 -
Did you find it interesting the organization this type of activities? Would you return to register in the TAP? Would you recommend a colleague to be placed on the TAP? Would you seem appropriate times and dates on which the meetings have taken place? Have you been helped this TAP to learn more about the professional opportunities of your degree? Have you been assisted this TAP to have a better idea of what the professional environment in which you want to work? Does this TAP has helped you learn more about the training opportunities at the postgraduate and their suitable for the exercise profesional? Does this TAP has helped you better understand the functions of licensing and professional associations? Does this TAP has helped you better understand how to write a Curriculum Vitae? Does this TAP has helped you to know techniques to face a personal interniew? Does this TAP has helped you face to participation in a group dynamic? Does this TAP has helped you to face the realization of a psycho test? Does this TAP has helped you to know how to write a cover letter? Does this TAP has helped you to learn how your profile adapts the current labor market? Do you think that the information you have been provided in teh TAP has been sufficient? Rate the overall level of compliance with the objectives of the TAP What do you value most positively aspect of the TAP? What aspect appreciates more negatively on the TAP?
RECORD 7. VALUATION / LEVEL OF SATISFACTION OF THE SESSIONS PROPOSED FOR THE VARIOUS ACTIVITIES SESSION NUMBER: Activity: Visit a Company- Center____/ Visit of business qualified personal ____/ Informative-training activity ____ DATE: STUDENT ATTENDANCE: INTERACTIVE PARTICIPATION OF THE STUDENT : STUDENT INTEREST : LEVEL OF SATISFACTION OF THE SESSION: Very low 1 Low 2 Medium 3 High 4 Very High 5 OTHER OBSERVATIONS:
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RECORD 8. REULTS OF THE EVALUATION BY EXTERNAL COMMITTEE OF EXPERTS Registration on the evaluation of experts external committees: Very low 1 Low 2 Medium 3 High 4 Very High 5
Evaluation Committee of the Vice-Rector´s Office for Quality Assurance (University of Granada)
Evaluation Committee Andalusian Agency for Quality Assessmnet and Acreditation
Evaluation Committee of the Spanish National Agency for Quality and Acreditation
RECORD 9. VALUATION / LEVEL OF SATISFACTION OF THE TUTOR BY THE STUDENT Fill in the fields according to the degree of satisfaction of the question: Very low 1 Low 2 Medium 3 High 4 Very high 5 - Assess the ability of the teacher to guide the student - Assess the ability of teachers to answer questions - Assess teachers´knowledge about the issues - Rate the information that has provided teachers - Assess the level of compliance of the objectives of teacher TAP - Assess the student-teacher relationship - Assess the teaching methods used - Assess the ability of teachers to make the sessions interesting
RECORD 10. VALUATION / GRADE OF SATISFACTION OF THE TUTOR BY THE COORDINATOR Fill in the fields according to the degree of satisfaction of the question: Very low 1 Low 2 Medium 3 High 4 Very high 5 - Assessment of students monitoring reports by the tutor - Valuation of data quality follow up of students by the tutor
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MAIN RESULTS
Not only is it important to carry out such actions, like TAPs, but it also must perform a thorough evaluation of the entire process, as well as the results obtained, since as noted Sobrado (2008) we should collect information for analysis and interpretation, do systemically and continuously, making decisions that help improve aspects are evaluated. Thus, after the implementation of TAP during one academic course, the balance, in terms of assessing student learning is very positive. The TAP has initially been designed as a complementary activity for “tutoring and the guidance in higher education”. This initiative is promoted and supported by the “Vicerrectorado para la Garantía de la Calidad” of the University of Granada. The structure of the TAP has successfully been developed during the academic course 2011-2012. All the activities were carried out satisfactorily by using the proper infrastructure required for them. The internal evaluation by students has been measured and analyzed through validated surveys. The results obtained have been highly positive. The 88% of students give a positive evaluation to the TAP activities development (Figure 1). The 94% of the students have given a global high mark (4/5) to the TAP (Figure 2) and the 100% will recommend the participation to other students.
Very High High Medium Low Very Low
Fig.1. Overall assessment of the activities of the TAP
Very High High Medium
Fig.2. Overall assessment of the TAP
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CONCLUSIONS
The assessment process of "FARMAEMPLEO, NUTRIEMPLEO and TECNOEMPLEO" was designed to confirm the extent of the validity and effectiveness of the Action Plan Proposed Tutorial. Thus, we believe that has allowed focus and guide the student in achieving the different skills (goal marked at the beginning), which are essential for personal and professional growth of the same. Once TAP team has analyzed the survey results and the global performance, they have made an improvement purpose that has incorporate several modifications to the next application through the University Innovation Projects. New activities purposes will warrant a better achievement and outcomes.
REFERENCES [1]
SOBRADO, L. (2008) Plan de acción tutorial en los centros docentes universitarios. Revista interuniversitaria de formación del profesorado, 22(1), pp. 89-107.
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