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Author: Cynthia A. Dove Publisher: ISBN: Category : Educational tests and measurements Languages : en Pages : 426
Book Description
Faculty at colleges and universities are being asked to integrate student learning outcomes assessment (SLOA) into their teaching to improve teaching and learning and for accountability purposes. Not all faculty respond to this charge equally. This qualitative multiple case study explored factors that influenced faculty adoption of SLOA at a community college. The participants included ten faculty from various academic disciplines, with a wide range of teaching experience, and with varying attitudes towards SLOA. Based on the concept that SLOA is an innovation for faculty, the Concerns Based Adoption Model (CBAM) and the Diffusion of Innovation were used as theoretical frameworks. Data included in-depth interviews, the Stages of Concerns Questionnaire, and instructional documents. Three broad categories of factors that influence faculty adoption of outcomes assessment emerged from the research. They are (1) background and demographic factors, (2) systems factors, and (3) beliefs about teaching and learning. Background factors that influenced faculty adoption of SLOA were time in education, academic discipline, program type, and faculty knowledge of assessment. Systems factors that influenced faculty adoption included resources, such as time, administrative support and intentions, collaboration and communication, and flexibility. Faculty beliefs about teaching and learning that influenced their adoption of outcomes assessment included their beliefs about academic freedom, their views of assessment, and perceptions that SLOA is similar to No Child Left Behind, the accountability model used in K-12 education. The results of this study provide implications for faculty leaders and academic administrators involved with student learning outcomes assessment.
Author: Cynthia A. Dove Publisher: ISBN: Category : Educational tests and measurements Languages : en Pages : 426
Book Description
Faculty at colleges and universities are being asked to integrate student learning outcomes assessment (SLOA) into their teaching to improve teaching and learning and for accountability purposes. Not all faculty respond to this charge equally. This qualitative multiple case study explored factors that influenced faculty adoption of SLOA at a community college. The participants included ten faculty from various academic disciplines, with a wide range of teaching experience, and with varying attitudes towards SLOA. Based on the concept that SLOA is an innovation for faculty, the Concerns Based Adoption Model (CBAM) and the Diffusion of Innovation were used as theoretical frameworks. Data included in-depth interviews, the Stages of Concerns Questionnaire, and instructional documents. Three broad categories of factors that influence faculty adoption of outcomes assessment emerged from the research. They are (1) background and demographic factors, (2) systems factors, and (3) beliefs about teaching and learning. Background factors that influenced faculty adoption of SLOA were time in education, academic discipline, program type, and faculty knowledge of assessment. Systems factors that influenced faculty adoption included resources, such as time, administrative support and intentions, collaboration and communication, and flexibility. Faculty beliefs about teaching and learning that influenced their adoption of outcomes assessment included their beliefs about academic freedom, their views of assessment, and perceptions that SLOA is similar to No Child Left Behind, the accountability model used in K-12 education. The results of this study provide implications for faculty leaders and academic administrators involved with student learning outcomes assessment.
Author: George D. Kuh Publisher: John Wiley & Sons ISBN: 1118046854 Category : Education Languages : en Pages : 422
Book Description
Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.
Author: National Research Council Publisher: National Academies Press ISBN: 030906998X Category : Education Languages : en Pages : 129
Book Description
The National Science Education Standards address not only what students should learn about science but also how their learning should be assessed. How do we know what they know? This accompanying volume to the Standards focuses on a key kind of assessment: the evaluation that occurs regularly in the classroom, by the teacher and his or her students as interacting participants. As students conduct experiments, for example, the teacher circulates around the room and asks individuals about their findings, using the feedback to adjust lessons plans and take other actions to boost learning. Focusing on the teacher as the primary player in assessment, the book offers assessment guidelines and explores how they can be adapted to the individual classroom. It features examples, definitions, illustrative vignettes, and practical suggestions to help teachers obtain the greatest benefit from this daily evaluation and tailoring process. The volume discusses how classroom assessment differs from conventional testing and grading-and how it fits into the larger, comprehensive assessment system.
Author: Sinha, G. R. Publisher: IGI Global ISBN: 1799847853 Category : Education Languages : en Pages : 327
Book Description
In educational institutions, outcome-based education (OBE) remains crucial in measuring how certain teaching techniques are impacting the students’ ability to learn. Currently, these changes in students are mapped by analyzing the objectives and outcomes of certain learning processes. International accreditation agencies and quality assessment networks are all focusing on mapping between outcomes and objectives. The need of assessment tools arises that can provide a genuine mapping in the global context so that students or learners can achieve expected objectives. Assessment Tools for Mapping Learning Outcomes With Learning Objectives is a pivotal reference source that provides vital research on the implementation of quality assessment methods for measuring the outcomes of select learning processes on students. While highlighting topics such as quality assessment, effective employability, and student learning objectives, this book is ideally designed for students, administrators, policymakers, researchers, academicians, practitioners, managers, executives, strategists, and educators seeking current research on the application of modern mapping tools for assessing student learning outcomes in higher education.
Author: William Condon Publisher: Indiana University Press ISBN: 0253018862 Category : Education Languages : en Pages : 172
Book Description
Colleges and universities across the US have created special initiatives to promote faculty development, but to date there has been little research to determine whether such programs have an impact on students' learning. Faculty Development and Student Learning reports the results of a multi-year study undertaken by faculty at Carleton College and Washington State University to assess how students' learning is affected by faculty members' efforts to become better teachers. Extending recent research in the Scholarship of Teaching and Learning (SoTL) to assessment of faculty development and its effectiveness, the authors show that faculty participation in professional development activities positively affects classroom pedagogy, student learning, and the overall culture of teaching and learning in a college or university.
Author: Heather Jean Lang Publisher: ISBN: Category : Academic achievement Languages : en Pages : 152
Book Description
Institutions of higher education are increasingly being held accountable and experiencing pressure to demonstrate how well their students are achieving intended learning outcomes. External and internal influences fuel this pressure. After decades of rhetoric on student learning outcomes assessment there remains a question of whether the practice has been fully adopted by institutions and, if so, whether the practice has led to improved student learning and success. Student affairs units play an integral part of students' education and are not immune to the call for establishing a practice of assessment. First hand accounts by student affairs administrators on the state of learning outcomes assessment at their institutions are scarce in the scholarly literature. This qualitative study explored the perceptions of senior student affairs officers on the state of student learning outcomes assessment within their community college student affairs divisions. This study specifically sought to understand the participants' perceptions of (a) what internal and external forces influence adoption of assessment practice and use of data, (b) how assessment is prioritized within their action agenda, and (c) how equipped administrators are to lead assessment efforts. Guided by interpretive theory and the body of research on the culture of assessment in student affairs, this instrumental multiple case study was bound by a deliberate sample of participants representing comparably sized institutions in Oregon. Verbatim transcript data from semi-structured interviews served as the primary source of evidence in this study. Associated documents provided by participants, as well the researcher's own analytic memos, provided a secondary source. Data for this study were interpreted through a process of thematic qualitative analysis. This systematic, iterative, and active analysis process resulted in a thematic framework from which thirteen categories of key dimensions were generated. These in turn fed into six major themes: (a) factors that inhibit assessment practice; (b) factors that facilitate assessment practice; (c) reality versus aspiration; (d) knowledge, skill, and attitude of leaders; (e) limited culture of institutional support; and (f) resource challenges. The major findings of this study were evaluated within the guiding theoretical framework of the body of literature on the topic which led to the following key insights: (a) assessment practice is viewed as imperative by senior student affairs officers, (b) there is a lack of culture of assessment within student affairs divisions, (c) there are significant barriers to assessment practice within student affairs, (d) and there is hope for an expanded assessment practice in student affairs in the future. Study findings have implications for state and federal policy makers and accreditation associations, and key stakeholders interested in the integration of learning outcomes in student services. Expectations for assessment are not well defined and the integration of learning outcomes is not evident for services and programs that touch students outside the classroom. Existing research on outcomes primarily focuses on instruction. Ultimately, if a "culture of assessment" is to be integrated into student services there must be additional research that documents the benefits of assessment practice in student services and whether the efforts are worth it.
Author: Gary Rhoades Publisher: SUNY Press ISBN: 9780791437155 Category : Education Languages : en Pages : 368
Book Description
Focuses on the ongoing negotiations of professional autonomy and managerial discretion and provides insight into the broad restructuring of faculty, with conclusions that extend beyond unionized faculty to all of academe.
Author: Sameh Elhabashy Publisher: Lulu.com ISBN: 138743926X Category : Education Languages : en Pages : 78
Book Description
Student learning outcomes have emerged as a major issue for higher education in terms of accreditation, accountability, and performance indicators and performance funding. Student Learning Outcomes are measurable cognitive, psychomotor, or affective skills or knowledge acquired which embody the overarching goals of a course or program. Both course and programs have SLOs. Course SLOs should be aligned with the program SLOs for the program that the course belongs to. This handbook is intended to serve as a resource for Faculty, staff, academic leaders and educational developers engaged in program and course design/review, and the assessment of program-level learning outcomes for program improvement. Student learning should keep a sharp focus on differences in learning outcomes when studying the relationships between context, perceptions, and evaluations of context and approaches to learning.
Author: Adrian Curaj Publisher: Springer ISBN: 3319208772 Category : Education Languages : en Pages : 906
Book Description
Bridging the gap between higher education research and policy making was always a challenge, but the recent calls for more evidence-based policies have opened a window of unprecedented opportunity for researchers to bring more contributions to shaping the future of the European Higher Education Area (EHEA). Encouraged by the success of the 2011 first edition, Romania and Armenia have organised a 2nd edition of the Future of Higher Education – Bologna Process Researchers’ Conference (FOHE-BPRC) in November 2014, with the support of the Italian Presidency of the European Union and as part of the official EHEA agenda. Reuniting over 170 researchers from more than 30 countries, the event was a forum to debate the trends and challenges faced by higher education today and look at the future of European cooperation in higher education. The research volumes offer unique insights regarding the state of affairs of European higher education and research, as well as forward-looking policy proposals. More than 50 articles focus on essential themes in higher education: Internationalization of higher education; Financing and governance; Excellence and the diversification of missions; Teaching, learning and student engagement; Equity and the social dimension of higher education; Education, research and innovation; Quality assurance, The impacts of the Bologna Process on the EHEA and beyond and Evidence-based policies in higher education. "The Bologna process was launched at a time of great optimism about the future of the European project – to which, of course, the reform of higher education across the continent has made a major contribution. Today, for the present, that optimism has faded as economic troubles have accumulated in the Euro-zone, political tensions have been increased on issues such as immigration and armed conflict has broken out in Ukraine. There is clearly a risk that, against this troubled background, the Bologna process itself may falter. There are already signs that it has been downgraded in some countries with evidence of political withdrawal. All the more reason for the voice of higher education researchers to be heard. Since the first conference they have established themselves as powerful stakeholders in the development of the EHEA, who are helping to maintain the momentum of the Bologna process. Their pivotal role has been strengthened by the second Bucharest conference." Peter Scott, Institute of Education, London (General Rapporteur of the FOHE-BPRC first edition)
Author: Sungsup Ra Publisher: Springer Nature ISBN: 9811609837 Category : Education Languages : en Pages : 322
Book Description
This open access book presents contemporary perspectives on the role of a learning society from the lens of leading practitioners, experts from universities, governments, and industry leaders. The think pieces argue for a learning society as a major driver of change with far-reaching influence on learning to serve the needs of economies and societies. The book is a testimonial to the importance of ‘learning communities.’ It highlights the pivotal role that can be played by non-traditional actors such as city and urban planners, citizens, transport professionals, and technology companies. This collection seeks to contribute to the discourse on strengthening the fabric of a learning society crucial for future economic and social development, particularly in the aftermath of the coronavirus disease.
Author: Cynthia A. Dove
Author: Cynthia A. Dove
Author: George D. Kuh
Author: National Research Council
Author: Sinha, G. R.
Author: William Condon
Author: Heather Jean Lang
Author: Gary Rhoades
Author: Sameh Elhabashy
Author: Adrian Curaj
Author: Sungsup Ra