Beyond One-Size-Fits-All: Embracing Holistic Change in Higher Education

By Genevieve Jomantas M.Ed., M.S.

A diverse team member from varying departments collaborates on shared educational goals.

A respected faculty member recently shared an article on assessment initiatives in higher education, prompting me to reflect on how we implement change and collaborate within our academic community. The piece highlighted issues related to assessment and the dynamics of our interactions when facilitating change.

Holistic Problem-Solving in Education

In education, it's imperative to approach challenges from a holistic perspective. There should never be a one-size-fits-all approach, especially when the goal is to transform lives. For instance, backward design offers an excellent course framework and assessment guidance strategies, but it should be viewed as one variable in a larger equation. Designing an entire course before a semester starts can inadvertently neglect students' diverse skills and backgrounds, leading to misaligned assessments. While frameworks like backward design are significant, education demands collaboration among experts from various disciplines to support students.

The Importance of Collaboration

As an instructional designer, I've observed that faculty members may feel apprehensive about collaborating, fearing external imposition on their course structures. To address this, I prioritize building relationships with educators, listening to their concerns, and co-developing course enhancements. Recognizing faculty as subject matter experts is crucial; their insights are invaluable to quality course design. For example, designing a history course without a historian's expertise would be inadequate.

Balancing Assessment and Pedagogical Freedom

Those involved in the assessment must collaborate respectfully with faculty, ensuring that any proposed changes align with educators' perspectives. In my journey within educational technology, I've learned the importance of thorough inquiry before implementing decisions. For instance, to foster truly inclusive learning, it's essential to avoid rigid course designs established before understanding the student audience, as predetermined assessments may not suit diverse learner needs.

A Call for Mutual Respect and Dialogue

This doesn't imply abandoning assessments altogether but suggests a balanced, collaborative approach. For higher education to progress, fostering mutual respect and dialogue between administration and faculty is vital. Engaging faculty in decision-making ensures that initiatives related to assessment, compliance, or other areas are informed and effective. Regrettably, this collaborative spirit is often lacking, hindering our collective advancement.

While assessments have their place, it's imperative to balance them with pedagogical freedom, ensuring they serve as tools for enhancement rather than constraints. Let's not lose sign of the big picture to transform the students we serve. By cultivating mutual respect and collaboration, we can create an educational environment that genuinely benefits educators and learners.