Preface

This glossary came about as part of a graduate course in Educational Evaluation, Assessment, and Effectiveness at Claremont Graduate University. We taught the course during the Fall semester of 2021 when most educational settings were in emergency remote learning status. We, as the instructors, took advantage of asynchronous learning strategies to develop the concept, deploy, and refine the learning activity that took place over the entire semester.

Why this Learning Strategy:

Our personal and combined pedagogical practices seek to promote agency, equity, and respect for a generative learning community among the graduate students. This activity flows from these commitments to empower our learners and build a co-creative learning space.

How it Worked:

The graduate students of our program have many years of professional experience and understand the value of professional jargon to demonstrate field knowledge and expertise. Each week, a ‘lead’ student who read ahead in the weekly assignments, chose three terms, and crafted their own definition of what the word meant using what was learned in class and from their own experiences.  Then, for one week, their classmates would provide comments for refinement and clarification. The ‘leader’ would then synthesize the feedback from classmates and instructors, and produce the new definition used in this publication.

Acknowledgements:

We are grateful to our graduate assistant, Nancy LePage, who provide masterful technical assistance, shepherding all revisions and online processes. We also are grateful to Jennifer Beamer, from The Claremont Colleges Library staff, whose expertise and enthusiasm in online access scholarship really propelled the work from an idea to a student publication.

Finally, the heart and soul of this work comes from the students themselves. What a pleasure to work with each and every one of them.

Gwen Garrison, PhD, Clinical Professor

Michael Fileta, PhD, Faculty of Practice

April 2022