Yes, I am a Professor and my academic training included courses in adult education. I do believe these courses were helpful in my preparation for my career in the field of higher education.

I am retired now as professor emeritus. In the past I taught classes

I have retired from teaching but I have taught classes to faculty on adult education.  I once hired Malcolm Knowles to teach a workshop for educators.  He was delightful and true to his writings.  

I work in the training of school teachers. Of course, I am aware of my responsibility for the quality of the studies. And I use the methods of evaluation of the results of its work, including classroom assessment techniques. The policy of our institute includes these aspects, but the focus now turns to distant forms of learning and distant form of education quality control, as and teacher, and students have a lack of time.

@José -  and for the benefit of all, thecite for these assessment methods is Angelo, T. A., & Cross, K. P. (1993). Classroom Assessment Techniques: A Handbook for College Teachers, 2nd Edition. San Francisco, CA: Jossey-Bass.  ISBN 978-0-471-39353-5.  The first edition (1988) is available online at  http://files.eric.ed.gov/fulltext/ED317097.pdf  and is a good resource.  Both include case studies of use in various disciplines, including mathematics.  I have also provided links to faculty development pages from Iowa State , George Washington, and Vanderbilt University discussing the method for additional explanation.  I would be pleased to exchange further e-mail on the subject.  My e-mail is [email protected]

http://www.celt.iastate.edu/teaching-resources/classroom-practice/teaching-techniques-strategies/check-student-learning/

http://tlc.provost.gwu.edu/classroom-assessment-techniques

http://cft.vanderbilt.edu/guides-sub-pages/cats/

@Nataliya - I have attached a link from the University of North Carolina concerning the adaptation of these techniques for online learning modes that you may find of interest.

http://technologysource.org/article/classroom_assessment_techniques_in_asynchronous_learning_networks/

Does your position includes teaching responsibilities? YES

Does your background include coursework in adult education teaching theory and methods? YES

Does your institution promote or require the use of classroom assessment techniques (including online modes) as a research-based method for improving teaching and learning? Do you think they should?

No, not at the institutional level...but within the institution, such techniques are pursued by interested individuals...should they?  I am undecided.

Does your institution provide or offer any workshops or seminars for full and part-time (including adjunct) faculty on the use of classroom assessments techniques? Do you think they should?  No...but its a good idea

Would you be interested in attending (face-to-face, online or blended) a workshop or seminar on implementing practical, research-based, effective methods such as CATs to improve teaching and learning? yes.

I work with developmently disabled persons and educate the persons who care for them. Yes I use my theories I was taught.

I am a trained post-16 teacher/lecturer with some twenty years experience at graduate and post graduate level. My background includes coursework in adult education teaching theories and methods? My current institution does not appear to promote classroom assessment techniques, in my view they should. When I took my second MA at my current institution some workshops or seminars were provided in the use of English and power-point demonstrations but these were fairly basic. I would be interested in attending a workshop or seminar on implementing practical, research-based, effective methods to improve teaching and learning.

This a fashion question which actually is a policing question -- If I told you that Einstein had no coursework in adult education would you go to his lectures/ courses? no???? Why go if you can study with an online expert who will do the discussion board with you any time 

Completely disagree (sorry) the internet is a wonderful tool but Face to face ( not web-cam) can never be improved on for true creativity and mind improvement. An expert on a subject is not always a great teacher.

I think universities are overdoing with the myth of the teacher to the point that the intellectual value of our interaction is gone and now we have been turned to textbooks translators -- at least such is the practice. and standards written by people who have no idea what they are after and what to do with it reinforce the trend which sees teaching almost as pastoral care

@ania - this is not a fashion question.  I am doing an audience analysis for a proposed workshop on classroom assessment techniques.  The proposed modality is not mentioned in the question, but it is important to learn audience preferences, and those preferences will influence ultimate course design.  The question about background is based on an assumption that if you have that background you are already aware of the technique and thus your interest would be low - but it is possible the opposite is true. It will also help define the market - maybe more people without that background are interested -- and the content, such as whether course material should include some coverage of underlying theory and concept that support the techniques.  The questions about institutions is learn whether or to what extent professional development of the teaching role is supported and encouraged and whether this kind of workshop already exists and whether the use of formative assessments as a method and strategy is common, rare or in between.

I sympathise with Vicki's sentiments. The question is What is it that we want? what is that outcome that guides everything else? If I want a coffee, I engage in a process that will get me there (either buy or make it). So what is the equivalent of wanting the coffee in teaching say at a university? and How do we know that? (as always we need to justify theoretically how we constructed our response )

@Keith Hawkesford: So what is so different that you do in class that has no substitute? I often feel the same way but this helps me to get out from my rut and ask myself this very same question. And then I recover -- however, do I as ME benefit from this F2F student contact? I have to say YES but then when I do all online the same applies 

My  background includes coursework in adult education teaching theories and methods of teaching and learning. The emphasis was on andragogy -- the art and science of teaching adult learners compared to pedagogy -- the art and science of teaching children.  In my current responsibilities, I use a great deal of adult education theories of learning in designing instruction for college teaching as well as when I am making presentations at conferences and workshops.

Does your position include teaching responsibilities and does your background include coursework in adult education teaching theories and methods? yes

I am working on an audience analysis for a proposed workshop on using Angelo & Cross (1993) Classroom Assessment Techniques (CATs) in post-secondary education and training environments. A response to the following prompts would be greatly appreciated:

Does your position includes teaching responsibilities? yes

Does your background include coursework in adult education teaching theory and methods? yes

Does your institution promote or require the use of classroom assessment techniques (including online modes) as a research-based method for improving teaching and learning? Do you think they should? No, they don't. I might support this position if the findings were for the general improvement of teaching and learning across the sector, but not if they were to be used as a means of slapping staff across the back of their hands.

Does your institution provide or offer any workshops or seminars for full and part-time (including adjunct) faculty on the use of classroom assessments techniques? Do you think they should? Casually, variably and optionally yes, but we also have formal qualifications on teaching in tertiary education that would benefit staff .

Would you be interested in attending (face-to-face, online or blended) a workshop or seminar on implementing practical, research-based, effective methods such as CATs to improve teaching and learning? yes

Does your position includes teaching responsibilities?

Yes

Does your background include coursework in adult education teaching theory and methods?

Yes

Does your institution promote or require the use of classroom assessment techniques (including online modes) as a research-based method for improving teaching and learning? No. Do you think they should? No.

Does your institution provide or offer any workshops or seminars for full and part-time (including adjunct) faculty on the use of classroom assessments techniques? Yes. Do you think they should? Yes.

Would you be interested in attending (face-to-face, online or blended) a workshop or seminar on implementing practical, research-based, effective methods such as CATs to improve teaching and learning?

Yes.

Does your position includes teaching responsibilities?

Does your background include coursework in adult education teaching theory and methods?

No, my background is in theology and Church Leadership. In a way yes for adults and children, but not in English. Over the past 15 yeas I have been involved with a wide variety of age groups, but not a lot on the theory. 

Does your institution promote or require the use of classroom assessment techniques (including online modes) as a research-based method for improving teaching and learning? Do you think they should?

This university does their own assessment of classroom techniques, but it is not related to this topic. 

Does your institution provide or offer any workshops or seminars for full and part-time (including adjunct) faculty on the use of classroom assessments techniques? Do you think they should?  

There are CPD presentations but most do not address this.

Would you be interested in attending (face-to-face, online or blended) a workshop or seminar on implementing practical, research-based, effective methods such as CATs to improve teaching and learning?

Yes I have an interest in this. 

paul

Does your position include teaching responsibilities and does your background include coursework in adult education teaching theories and methods?

I am working on an audience analysis for a proposed workshop on using Angelo & Cross (1993) Classroom Assessment Techniques (CATs) in post-secondary education and training environments. A response to the following prompts would be greatly appreciated:

Q - Does your position include teaching responsibilities?

A - Yes, my position includes teaching responsibilities

Q - Does your background include coursework in adult education teaching theory and methods?

A - My background also includes coursework in adult education teaching theories and methods. I used Angelo & Cross (1993) and still have the book.

Q - Does your institution promote or require the use of classroom assessment techniques (including online modes) as a research-based method for improving teaching and learning? Do you think they should?

A – Classroom assessment techniques are strongly required at any grade level to improve teaching and learning. I strongly agree with that requirement.

Q - Does your institution provide or offer any workshops or seminars for full and part-time (including adjunct) faculty on the use of classroom assessments techniques? Do you think they should?

A – Yesterday was professional development day for all of us. The students were at home. It is important that we develop our assessment skills for the benefit of our students.

Q - Would you be interested in attending (face-to-face, online or blended) a workshop or seminar on implementing practical, research-based, effective methods such as CATs to improve teaching and learning?

A – The 21st century teaching must include the technology into all aspect of learning. I strongly agree with CAT for children and adults education.

I am a Clinical Educator in a Community Hospital.  Over the years, many of my colleagues had not had adult education coursework or training and I was a lone voice having come from a School of Public Health with a major in Health Education.  Nurses believed that they were educators simply because they performed a task termed "patient education," however this is merely simple instruction without theory or curriculum knowledge. 

Since many of my colleagues did not possess graduate degrees at all, and if they did, it was the MSN, I had to be the one to introduce my institution to the Kirkpatrick Levels. I still try to maintain a very eclectic approach to education, because too much of what we do is nurse-centric.  So yes, I might be interested in learning more. Now that my colleagues have been required to have advanced degrees, they are coming on board splendidly with audience assessment and technology-based services, such as Survey Monkey, Turning Point, and Midas Plus.  I cannot speak to whether or not they might find the time, however, as so many competing priorities in healthcare bombard us daily.

No, I teach in K-12

Yes to all but the last question

I am not in a good position to answer the questions for two reasons: first, I was a professor of the Economics of Education and I did not work scientifically on teaching methods or CATs; moreover, when I was rector of my university, I did not teach at all. Second reason: I retired from my position in 2012 and do not teach anymore since. But I can recommend to ask 3 other persons of my university the above questions: one is Prof. Wolfgang Jütte, he has a professorship on adult education, and he is a member of research gate; the second is Dr. Markus Walber, he is the head of our institute of continuing scientific learning; and no. 3 is Dr. Andrea Frank, she is the head of our center for teaching and learning. At least one out of the 3 or in the best case all three can give you imaginative answers (I hope).

I do not know if I'm the best person to answer this question. In any case, as I teach courses in theater training for adults and not, certainly my position includes teaching responsibilities, while I rarely happen to teach trainers for adults. I teach adults and nothing else.

Best regards.

Vittorio

Yes

Yes

Yes

No ...n yes they should

Yes

INteresting questions: Yes, I do teach courses, in teacher education. These courses include to some extent coursework on adult education. My institution does not require CATs but I would be interested in using them more. Although I sometimes use them for myself to analyze them in order to improve my teaching. 

Yes, I do teach. I am an Associate Professor of Criminal Justice at a University. I also teach in-service training programs to police and military forces across the United States and Canada. Yes, I have taken formal coursework in Adult Education. At my university, each class has a formal student evaluation of the perceived instructional quality of the instructor. In addition, the professors use peer review to evaluate instructional effectiveness. Our university provides a wide variety of instructional workshops for faculty that include teaching methods, evaluations, and new technologies. Our travel budget allows us to attend only one or two conferences a year. I might be interested, but I usually go to the American Society of Criminology and the NAtional Gang Crime Research Center's Conferences.

I'd be interested in knowing more. I teach adults but now mainly online, so I haven't used these techniques recently.

Yes to all. I will forward this to our assessment team.

I do not work for an educational institution. However, my answer is yes to all. I am a trainer and instructor of continuing education classes at a nonprofit organization.

Yes to all.

previously taught in prison education, therefore yes to the first question. informal and adhoc yes to the rest.

Yes to the first two, no on numbers three and four but I think they should, 5 - possibly.

Yes to the first four questions.

Dear Vicki,

I'm a provost and I am happy to be able to say yes to all your questions above!

Yes, my position includes teaching

Yes, and I teach courses on adult learning theory and on methods

Our institution promotes but does not require CATS.  - Academic freedom.

Along with a variety of other teaching topics, we offer and/or embed classroom assessment techniques in various workshops and faculty development opportunities.

I would probably not attend a workshop or seminar on CATS, unless it was a session at a larger conference - not because I am uninterested, but because I would choose other topics of which I have less experience and knowledge.

Def yes to the last Q

Yes to the first and second question,  yes to question 3 but not online.

Yes to all questions!

Yes to all of your questions!

Yes, my position does include all of these, but your real question is not explicit. Can you clarify what you will like to know please

@Gordon, thank you for your interest.  I will try to clarify.  I wanted to begin understanding the ratio of colleagues in post-secondary institutions that have teaching duties, but no background or training in education methods compared to those that do have that background or training.  Unfortunately, my question seems to generate significantly more responses from those with that background as opposed to those without that background.  I am not sure how to mitigate that result.  Any thoughts?

Yes I include all about teaching responsibilities. In reference with coursework in adult education teaching theories and methods

The University in Cuba took the decision to found a 3rd Age university. The issues and needs arising from an ageing population are world wide but insufficient attention and resources are going into this area. Even the UN is perceived as not making it a high enough priority. In Cuba there were already a number of initiatives, a movement for retired and pensioned people largely co-ordinated by the directors of the retired sections of Trades Unions working together within the Central de Trabajadores de Cuba (CTC); initiatives such as cultural and sports activities and significant social integration through organised voluntary projects in different institutions including schools and former workplaces where the maturity of expertise is considered invaluable. and has filled many skills gaps. There are also “Circulos de Abuelos” (Grandparents' Circles) in most communities. The Seniors University Program, for example, created in 2000, provides an opportunity for personal development, updating and upgrading knowledge, plus social involvement. Havana University Professor and President of the Seniors University,Teresa Orosa Email: [email protected]

In my current teaching role and in other roles within an academic medical center I serve to develop programs for medical faculty.My role includes teaching educational learning theory as well as psychologic development theories.  In addition, I have been active in employing faculty based programs in peer coaching and assessment, academic productivity for medical faculty, learnning to wrtie for publication, assessment techniques, development of a leadership curriculum, etc.

YEs

Yes

No

Minimal, Yes

No

Yes, my responsibilities include teaching, graduate courses in research methodology and undergraduate courses in foundations of education, curriculum development, several courses in leadership, and a psychology course in test, measurement and evaluation. In addition, I conduct teaching seminars across the US and international countries, focusing on  cognitive neuroscience learning theories and how they impact teaching and learning.

Yes, I am a Professor and my academic training included courses in adult education. I do believe these courses were helpful in my preparation for my career in the field of higher education.

I Agree With Francine Hekelman

I am a teacher and I am still studying