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    The Application of Transformative Learning Theory to Curricular Evaluation

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    Author
    Plaza, Cecilia Maria
    Issue Date
    2006
    Advisor
    Draugalis, JoLaine R.
    Committee Chair
    Draugalis, JoLaine R.
    
    Metadata
    Show full item record
    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
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