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Search returned 72 results using Keyword: "Case studies"



1. International Journal of ePortfolio .
International Journal of e-Portfolio publishes a semiannual journal for researchers and practitioners interested in the development of ePortfolios. Case studies, innovative approaches and methods to ePortfolios, and best practices are also featured in the journal.
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2. Journal of Case Studies in Accreditation and Assessment.
The Journal of Case Studies in Accreditation and Assessment (JCSAA) publishes original, unpublished case studies related to accreditation and assessment issues in higher education. Studies reflecting issues and solutions to higher-education accreditation and assessment concerns like budgeting, outcomes/goals development, assessment implementation, rubric development and implementation, creating faculty ownership, and resistance to change are appropriate topics.
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3. AAC&U News. 2012, August. Liberal arts work!—A model for applied learning at Eastern Connecticut State University.
Eastern Connecticut State University is featured for its work with applied learning in its Liberal Arts program.
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4. Ammons, J. L., & Mills, S. K. 2005. Course-embedded assessments for evaluating crossfunctional integration and improving the teaching-learning process.
This paper offers a case study of the process of defining a competency, specifying intended learning outcomes, selecting course-embedded assessment methods, evaluating the results, and using that information to guide changes in the teaching-learning process.
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5. Association of American Colleges and Universities. 2015. Scientific Thinking and Integrative Reasoning Skills (STIRS) Case Studies.
AAC&U has released 16 new case studies under their Scientific Thinking and Integrative Reasoning Skills (STIRS) initiative. Each case study consists of a student case and facilitator’s guide, to aid faculty with incorporating assignments and modules that engage students in integrative and problem-based inquiry.
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6. Baker, G. R. February 2012. North Carolina A&T State University: A culture of inquiry.
North Carolina A&T was selected for inclusion as a case study for NILOA due to its commitment to improving its campus by developing a "culture of inquiry"—specifically as this relates to student learning outcomes assessment activities. Three elements have been instrumental in A&T's drive to become a more data-driven institution: 1) administrative leadership that encourages discussions and collaboration around student learning outcomes assessment activities on campus; 2) the use of professional development opportunities to help foster the involvement and commitment of faculty members; and 3) the systematic and intentional use of student feedback.
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7. Baker, G. R. April 2012. Texas A&M International University: A culture of assessment INTEGRATEd.
Texas A&M International University was selected as a NILOA case study institution due to 1) its commitment to choosing assessments and tools appropriate for its students, 2) its long history with and innovative approach to assessment, and 3) the influential role of professional development at the institution to help prepare “Assessment Champions” and expand the number of “pockets of excellence” in terms of assessment practices throughout the campus.
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8. Baker, G. R., Jankowski, N., Provezis, S. & Kinzie, J. 2012, July. Using assessment results: Promising practices of institutions that do it well.
To learn more about what colleges and universities are doing to use assessment data productively to inform and strengthen undergraduate education, NILOA conducted nine case studies. This report synthesizes the insights from these individual studies to discern promising practices in using information about student learning. The report concludes with lessons learned and reflective questions to help institutions advance their own assessment efforts within their specific institutional contexts.
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9. Banta, T. W. 2009. Demonstrating the impact of changes based on assessment findings.
This editor's note discusses her co-authored upcoming book, Designing effective assessment: Principles and profiles of good practice. In it they interview individuals about assessment and this article provides a brief summary of findings.
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10. Barrett, J.M. 2012. Writing assessment in the humanities: Culture and methodology.
This article examines methodological and institutional challenges for empirically measuring student performance on writing. Writing’s intrinsic subjectivity and the great variety of writing formats appropriate to diverse contexts raise fundamental questions about the empirical bias of the assessment culture taking root in U.S. higher education. At the same time, the academic training of humanist scholars, who typically have primary responsibility for writing pedagogy in universities, may predispose them to skepticism about assessment culture’s broader mission. This article narrates the process by which the Humanities Department at Lawrence Technological University implemented a writing assessment process designed to address these challenges and evaluates the data generated by this process.
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11. Bember, V., Trwoler, P., Saunders, M., & Knight, P. 2009. Enhancing learning, teaching, assessment and curriculum in higher education.
Using case studies and theoretical frameworks, this book invites readers to conceptualize improvement within their institution.
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12. Blaich, C., Keller, C., Philippe, K., Kuh, G., Provezis, S. January 2011. Can you see me now? Taking the pulse of transparency efforts.
Presentation at Association of American Colleges and Universities (AAC&U) Annual Meeting on NILOA web scan studies, the Voluntary System of Accountability (VAR), the Voluntary Framework for Accountability, and lessons learned from the Wabash study.
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13. Blicblau, A. S., & Dini, K. 2012. Creating an alternate reality: Critical, creative, and empathic thinking generated in the “global village playground” capstone experience.
The "Global Village Playground" ("GVP") was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering critical and creative thinking. In the "GVP", students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate participant reactions to the course, their perceptions of the instructional design methodology, what they learned in the course, and the challenges they experienced during the pilot implementation of this capstone design.
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14. Bollag, B. 2006. Making an art form of assessment.
This article discusses Alverno College, a leader in assessment in higher education.
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15. Bresciani, M., Gardner, M, & Hickmott, J. 2010. Demonstrating student success: A practical guide to outcomes-based assessment of learning and development in student affairs.
Using case studies as exemplars, this book focuses on the use of assessment in student affairs, highlighting challenges, collaboration strategies across institutions, and considerations for future practice.
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16. Cambridge, B., Cambridge, D., & Yancey, K. B. (Eds). 2009. Electronic portfolios 2.0: Emergent research on implementation and impact.
This book features emergent results of studies from 20 institutions that have examined effects on student reflection, integrative learning, establishing identity, organizational learning, and designs for learning supported by technology. It also describes how institutions have responded to multiple challenges in eportfolio development, from engaging faculty to going to scale.
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17. Case, S. 2007. Reconfiguring and realigning the assessment feedback processes for an undergraduate criminology degree.
The author conducted this study with a question of how to streamline the assessment process while still maximizing student learning benefits. So, the question aimed to symbiotically merge explicit engagement with assessment criteria and constructive feedback. A reconfigured system was adopted as a standard at the Criminology department.
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18. Chen, H. L., & Light, T. P. 2010. Electronic portfolios and student success: Effectiveness, efficiency, and learning.
This publication presents an overview of electronic portfolios and ways individuals and campuses can implement e-portfolios to enhance and assess student learning, recognizing that learning occurs in many places, takes many forms, and is exhibited through many modes of representation. This work is illustrated through multiple campus case study examples.
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19. Clark, I. D., Trick, D., & Van Loon, R. 2009. Academic reform: Policy options for improving the quality and cost-effectiveness of undergraduate education in Ontario.
This book "provides realistic policy options for improving the quality and the cost-effectiveness of undergraduate education in Ontario."
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20. Coker, J.S., & Porter, D.J. . 2015, January/FebruarY. Maximizing Experiential Learning for Student Success.
The results of a study conducted at Elon University yield three best-practices for experiential learning: (1) Provide a wide array of experiential learning opportunities for students; (2) Frame experiences for broad liberal-learning outcomes; and (3) provide all students with access to each type of experience.
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21. Cole, J.S., Kennedy, M., & Ben-Avie, M. 2009. The role of precollege data in assessing and understanding student engagement in college.
This article demonstrates through case studies how precollege student data can help institutions understand the first-year experience.
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22. Commonwealth Higher Education Management Service, United Nations Educational, Scientific and Cultural Organization . 1998. Benchmarking in higher education (ED-98/SW/12).
A report from UNESCO from 1998 describing the concept and emerging practice of benchmarking, with case studies from Australia, Canada, the United Kingdom and Germany.
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23. Council of Independent Colleges. 2008. Evidence of learning: Applying the collegiate learning assessment to improve teaching and learning in the liberal arts college experience.
The Council of Independent Colleges sponsored report presents the experience of a consortium of 33 CIC member colleges and universities with the CLA over a period of three years.
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24. Crawford, C. B., & Gould, L. Jan/Feb2012. Department chair perspective on learning outcomes assessment at Kansas' public universities.
Abstract: The article focuses on the learning outcomes assessments at Kansas' public universities. A survey was made to determine the efficiency of the learning assessment processes. At least 94 percent of respondents stated that they implemented an action on their assessment reports. More than 80 percent have made the assessment plan and about 60 percent have made changes according to the assessment findings. Faculty members are encouraged to progress in their assessment activities.
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25. De Leon, A. G. 2007. The collegiate learning assessment: A tool for measuring the value added of a liberal arts education.
This article presents a brief history and an overview of the test along with examples of colleges that have used it. It ends with a look to the future of the CLA.
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26. Debra Humphreys, Heather McCambly, and Judith Ramaley. October 07, 2015. The Quality of a College Degree: Toward New Frameworks, Evidence, and Interventions.
This report builds on information and recommendations from AAC&U's DQP Quality Collaboratives project. Authors offer recommendations for more efficient and effective transfer from two-year to four-year institutions in terms of student achievement of learning outcomes expressed in the Degree Qualifications Profile. The report also shares a framework for bridging educators with state and policy makers to ensure educational quality.
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27. Del Rios, M., & Leegwater, L. 2008. Increasing student success at minority-serving institutions: Findings from the Beams project.
The primary purpose of Building Engagement and Attainment for Minority Students (BEAMS) is to help institutions cultivate data-driven initiatives that promote student learning, engagement and success. The BEAMS Report discusses findings from those MSIs who participated in its’ project from 2004-2008. Teams were given assistance in building a culture of evidence to help inform their decision making concerning their institution.
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28. Ewell, P., Kinzie, J., Keith, J., & Love, M. B. January 2011. Down and in: A national perspective on program-level assessment.
Presentation at Association of American Colleges and Universities (AAC&U) on the Reviewing NILOA survey results, qualitative information on program assessment, with examples from two exemplary campuses.
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29. Garcia, A. E., & Pacheco, J. M. 1992, March. A student outcomes model for community colleges: Measuring institutional effectiveness.
This paper presented at the 1992 North Central Association of Colleges and Schools commission outlines Santa Fe Community College's Student Outcomes Model. Through a series of ongoing outcomes studies, the SOM seeks to: identify what the college should be teaching, measure the extent to which the college is actually doing so, and collect information to help the college better fulfill its mission.
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30. Goff, L., Potter, M. K., Pierre, E., Carey, T., Gullage, A., et al. 2015, March. Learning Outcomes Assessment: A Practitioner’s Handbook.
This handbook from the Higher Education Quality Council of Ontario (HEQCO) serves as a resource for faculty and administrators to design and assess program-level learning outcomes. The handbook includes tips, examples and case studies, and recommendations on methods for developing program-level learning outcomes and assessment.
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31. Guskin, Alan E. July-Aug 1994. Reducing Student Costs and Enhancing Student Learning. The University Challenge of the 1990s. Part I: Restructuring the Administration.
This article discusses radical restructuring of college and university administration and faculty as a way to reduce student costs and enhance student learning and presents a case study analysis of administrative restructuring at Antioch University.
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32. Hecht, Laura. Achieving transparency, closing the loop.
This short case study discusses the use transparent assessment strategies and technology to involve faculty in the assessment process, understand student gaps in learning, and foster solutions to close these gaps.
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33. Hutchings, P. 2014, July. DQP Case Study: Kansas City Kansas Community College.
KCKCC created an alternative system for documenting student achievement of Degree Qualifications Profile (DQP) proficiencies using an interactive curriculum mapping database that allows faculty to enter information about individual student performance on each learning outcome and competency in their courses.
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34. Hutchings, P. 2014, January. DQP Case Study: Point Loma Nazarene University, San Diego, California.
Point Loma Nazarene University's engagement with the Degree Qualifications Profile began early and has been sustained over a number of years. PLNU's work with the DQP is now prompting conversations about how to more effectively assess learning in ways that are comparable across programs and how to continue to improve the experience of Point Loma students.
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35. Jankowski, N. August 2011. Capella University: An outcomes-based institution.
Capella University was selected for a case study due to its systematic, embedded student learning outcomes assessment process; its administrative support and vision of what assessment can do for individual learners; its transparency efforts such as Capella Results, which publicizes assessment results, and its help in developing Transparency By Design; and its use of assessment results to enhance learner success levels.
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36. Jankowski, N. July 2011. Juniata College: Faculty led assessment.
Juniata College was identified as an example of good assessment practice for the faculty-led Center for the Scholarship of Teaching and Learning (SoTL Center) that champions and supports evidence-based teaching; an administration-supported accountability website that provides data and information about outcomes to multiple audiences; and the use of evidence of student learning to make improvements at the institution and individual course levels.
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37. Jankowski, N. April 2012. St. Olaf College: Utilization-Focused Assessment.
The National Institute for Learning Outcomes Assessment (NILOA) selected St. Olaf as a case study institution due to the institutional framing of assessment as inquiry in support of student learning and as meaningful, manageable, and mission-driven; the utilization-focus/backward-design approach employed in assessment; the integration of student learning outcomes assessment processes into faculty governance structures; and the collaborative involvement of multiple stakeholders and diverse ways in which evidence of student learning is utilized throughout the institution.
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38. Jankowski, N, & Kinzie, J. 2013, May. The role of IR in fostering good assessment practice.

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39. Jankowski, N., Pike, G. October 2011. Institutional transparency of student learning outcomes assessment: A framework.
Presentation at the Assessment Institute on the need for transparency, the transparency continuum, barriers to transparency, and examples of colleges and universities presently engaged in transparency.
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40. Kelley, K. A., McAuley, J. W., Wallace, L, J., & Frank, S. G. 2008. Curricular mapping: Process and product.
This article outlines five steps that can be followed to help ensure the successful production of a curricular map that both meets accreditation requirements and helps to inform curricular improvements. A case study is presented detailing how one college implemented a curricular mapping process that was subsequently used as data to inform curricular revisions.
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41. King, J. Sep/Oct2011. Beyond the grade: Developing opportunities for course-embedded assessment.
Abstract: The article focuses on the adoption of Pearson LearningStudio by the Texas Christian University (TCU) from Pearson Education Inc. in 2002 as its Learning Management System (LMS). It says that the enhancement of LMS is Learning Outcome Manager (LOM), an analytics reporting and academic assessment application that provide TCU with a web-based repository that manages its Core Curriculum learning statements. It adds LOM makes course-embedded assessment effectively of its programs.
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42. Kinzie, J. June 2012. Carnegie Mellon University: Fostering assessment for improvement and teaching excellence.
Carnegie Mellon was selected as a case study for the National Institute for Learning Outcomes Assessment (NILOA) for having an approach to student learning outcomes assessment that reflects the institution’s commitment to interdisciplinarity and innovative teaching and learning. Three elements have been instrumental in CMU’s advances in program-level student learning outcomes assessment: 1) an institutionalized research-oriented and data-informed university decision-making process driven by deans and departments; 2) an organizational culture with established processes promoting continuous improvement; and 3) the elevation of a cross-campus faculty resource—the Eberly Center for Teaching Excellence—as the hub of assessment support. This case study broadly describes CMU’s approach to addressing the challenges of assessment, explores the salient elements of CMU’s culture for assessment and improvement, and then focuses on the positioning and role of the Eberly Center for Teaching Excellence in student learning outcomes.
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43. Kinzie, J. August 2011. Colorado State University: A comprehensive continuous improvement system.
Colorado State University was determined to be an instructive case study because of its innovative learning outcomes assessment and institutional improvement activities have been highlighted in various publications (see Bender, 2009; Bender, Johnson, & Siller, 2010; Bender & Siller, 2006, 2009; McKelfresh & Bender, 2009) and have been noted by experts in assessment and accreditation. CSU's assessment effort in student affairs is a model for bridging the work of academic affairs and student affairs through student learning outcomes assessment. Over the last dozen years, CSU has expanded its continuous improvement system for managing information sharing to serve the decision-making and reporting needs of various audiences. This system—known as the CSU Plan for Researching Improvement and Supporting Mission, or PRISM—provides information on the university's performance in prioritized areas, uses a peer review system for feedback, and emphasizes the importance of documenting institutional improvements informed by
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44. Kinzie, J. 2014, March. DQP Case Study: University System of Georgia - Georgia State University and Georgia Perimeter College.
Georgia State University and Georgia Perimeter College collaborated on a project to explore the DQP proficiencies at the associate's and bachelor's degree levels. The project provided opportunity for faculty and staff to work toegether to explore the creation of discipline-specific versions of the DQP, establish common learning outcomes between programs, and devise mechanisms for assessing the DQP and evaluating the strengths and weaknesses of individual students relative to the disciplinary DQPs.
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45. Kinzie, J., Jankowski, N., Haak, B., Bender, K. October 2011. Advancing student learning outcomes assessment: Lessons from campuses doing good work.
Presentation at the Assessment Institute on the purpose of case studies and on colleges and universities presently engaged with assessment.
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46. Maki, P. 2010. Coming to terms with student outcomes assessment: Faculty and administrators' journeys to integrating assessment in their work and institutional culture.
Written by faculty and administrators who have served on the front lines of their institutions' efforts to integrate assessment into institutional life, this book consists of 14 essays describing the assessment journey. Integrated into each essay are lessons learned and reflections designing and implementing an effective and useful assessment process.
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47. Manning, K., Kinzie, J., & Schuh, J. (Eds). 2006. One size does not fit all: Traditional and innovative models of student affairs practice.
"In this book, leading scholars advocate a new approach by presenting thirteen possible models of student affairs practice. These models are based on a qualitative, multi-institutional case study research project involving 20 institutions of higher education varying by type, size and mission."
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48. McClenney, K. M., & Marti, C. N. 2006. Exploring relationships between student engagement and student outcomes in community colleges: Report on validation research.
This research documents the validity of the CCSSE through case studies of Florida Community Colleges System, Achieving the Dream, and Hispanic Student Success Consortium Institutions.
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49. Michael Bassis. July 2015. A Primer on The Transformation of Higher Education in America.
The collection covers a variety of topics: changing paradigms, early calls for change, prominent analyses and prescriptions, critical concepts, processes and tools, prominent transformation efforts in both the for-profit and not-for-profit sectors, barriers to change, critiques of “transformation,” influential websites, supportive foundations and other material of note.
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50. Mills, J.H., Dye, K., & Mills, A.J. 2009. Understanding organizational change.
This book provides case studies of companies in the US and England to explore the history of change management literature, types of change techniques, and the effects of organizational change on individuals.
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51. Morelon, C. 2006. Building institutional capacity for informed decision making to enhance student learning outcomes.
Although a good deal has been written on accountability, accreditation, assessment, and institutional effectiveness, there is a dearth of examples from Historically Black Colleges and Universities (HBCUs) about how they use these processes for institutional improvement. Given the press for institutions to provide evidence of their impact on student learning, resource-dependent HBCUs are challenged to meet such demands. The purpose of this research was to better understand factors that compelled one institution to become more data-centered in its decision making in order to affect student learning outcomes.
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52. Mort, D. L. Mar/Apr2012. The third rail of assessment: Dangerous but powerful.
Abstract: The article explores the development of an assessment program by Lancaster Bible College & Graduate School (LBC). In order to create a consistent program, LBC reportedly focused on making enhancements on the institutional level and improvements on the unit level in addition to encouraging a culture of assessment. The institution also established the Office of Institutional Research & Assessment (OIRA) that will be responsible for accomplishing the core mission and goals of the LBC.
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53. National Governors Association. 2008. Benchmarking for success: Ensuring U.S. students receive a world-class education.
Report that presents benchmarking of education systems against those of top-performing nations and calls for action to ensure students receive an education that provides opportunities for college and career success.
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54. Ohlemacher, J., & Davis, A. May/Jun2012. Community college strategies.
Abstract: The authors discuss the Carroll Community College in Carroll County, Maryland's development of general education learning outcomes fort each of its General Education Learning Goals. These seven goals include communication, critical thinking, information and technology literacy, global awareness, personal development and quantitative and scientific reasoning. The authors cite valuable information in the cumulative and individual learning outcome scores.
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55. Open Badges in Higher Ed. Open Badges in Higher Ed: Case Studies.
These high-quality open digital badges case studies provide a brief overview, context, examples of criteria and evidence, challenges, and future plans.
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56. Papadimitriou, A. & Mardas, D. May/Jun2012. Assessing an internship program by listening to students and employers.
Abstract: The article provides an overview of difficult experiences of academics in Greece and internship program for business students at Aristotle University. Students qualified for internships are required to attend seminars on various topics including export business plans, logistics and electronic-commerce. Evaluations to determine students' perceptions of their internship programs are provided. The study concludes that the practical internship at the university was a success.
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57. Paris, D. 2011. Catalyst for change: The CIC/CLA consortium.
The CIC Collegiate Learning Assessment (CLA) Consortium updates their 2008 report with this final report of their experience with the CLA in 48 institutions.
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58. Prince, J. F. Mar/Apr2012. Community college strategies.
Abstract: The article discusses the importance of fostering a culture of evidence in community colleges. It describes how the establishment of a culture of inquiry, evidence and accountability through a collaboration with nonprofit organization Achieving the Dream brought positive change and enhanced student success at the College of the Ouachitas in Malvern, Arkansas. For the effective use of data for assessment, it is noted that institutional research and relevant data collection are necessary.
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59. Provezis, S. July 2011. Augustana College: An assessment review committee's role in engaging faculty.
Over the last six years, Augustana has been active in the area of assessing student learning and has become a leader in gaining faculty involvement. This involvement is due in part to the institutional type—which focuses on teaching and learning, the dynamic role of the Assessment Review Committee, and the communication strategies. This has allowed them to make several improvements on campus based on their assessment activities.
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60. Provezis, S. June 2012. LaGuardia Community College: Weaving assessment into the institutional fabric.
A federally designated Hispanic Serving Institution, LaGuardia Community College serves an overwhelmingly minority and first-generation college student population “from diverse cultures, ages, and educational and economic backgrounds.” Its students come from 160 different countries and speak more than 120 different primary languages. LaGuardia’s commitment to educational excellence has been acknowledged by Excelencia in Education, the Bellwether Award for Exemplary Instructional Programs, and the Community College Excellence Award from the MetLife Foundation. Because of its reputation as a leader in learning outcomes assessment, particularly through the use of electronic portfolios (ePortfolios), LaGuardia was selected by the National Institute for Learning Outcomes Assessment (NILOA) as an Example of Best Practice. This report features LaGuardia’s commitment to assessment, the collaboration across units at the college, the ePortfolio as the foundation of the assessment efforts, and the institution’s robust p
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61. Provezis, S., Jankowski, N. May 2011. NILOA transparency framework: A tool for transparent communication of assessment information.
Presentation at The Association for the Assessment of Learning in Higher Education (AALHE) on Student Learning Assessment Components with examples.
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62. Provezis, S., Kepple, T., Pugliesi, K., Beld, J., Pike, G. January 2012. Show me the learning: Best practices in institutional transparency.
Presentation at Association of American Colleges and Universities (AAC&U) on colleges and universities presently engaged with assessment and transparency.
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63. Pusecker, K. L., Torres, M. R., Crawford, I., Levia, D., Lehman, D., & Copic, G. 2011. ETS proficiency profile .
This article examines the use and value of the EPP at the University of Delaware.
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64. Resnick, L. B., Nolan, K. J. & Resnick, D. P. 1995. Benchmarking education standards.
The New Standards Project has designed research to describe standards in other countries by using the case-study approach of ethnography to collect data (e.g., curricula, texts, exams, student work, and professional views). The review/analysis of the data is organized by a set of fundamental questions, the answers to which constitute a contextualized account of what students are expected to know and be able to do.
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65. Richards-Schuster, K., Ruffolo, M. C., Nicoll, K. L., Distelrath, C., & Galura, J.A. 2014. Using ePortfolios to assess program goals, integrative learning, and civic engagement: A case example.
Analyzing 51 student ePortfolios from a capstone class for an Interdisciplinary Community Action and Social Change minor, the authors share results on how ePortfolios can be utilized to assess civic engagement. The authors also reveal the program’s impact.
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66. Sanders, I. B. S. 2009. Institutional effectiveness plans in reaffirming accreditation: A phenomenon at one Historically Black College.
This qualitative phenomenological study described the perceptions, experiences and understanding of a group of 22 participants, regarding leadership tactics for improving Institutional Effectiveness (IE) plans in reaffirming accreditation at one Historically Black College.
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67. Schermer, T. and Gray, S. 2012, July. The senior capstone: Transformative experiences in the liberal arts (The Teagle Foundation Final Report).
The four private liberal arts colleges participating in this study – Allegheny College, Augustana College, Washington College, and The College of Wooster – are distinctive in that they require all seniors to engage in an intensive mentored experience (“capstone”) that is designed and executed by the student using the theories, methods, and tools of a discipline, resulting in a scholarly or creative work. While we have long believed the experience to be transformative, the evidence has been largely anecdotal. This report presents some concrete findings on the impact of capstones on student learning.
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68. Schuurman, S.,Berlin, S., Langlois, J., & Guevara, J. Mar/Apr2012. Mission accomplished! The development of a competence-based e-portfolio assessment model.
Abstract: The article discusses the Capstone Electronic Portfolio (E-portfolio) Project of the Grand Valley State University School of Social Work (GVSU-SSW). The project is aimed at developing a competence-based E-portfolio for student performance assessment. Compared to the paper version, it is noted that e-portfolios offer a content management system that would be beneficial in digital document collection. The purpose of the E-portfolio assignment to social work students is also explored.
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69. Smith, V. July 2011. Transparency drives learning at Rio Salado College .
No doubt about it, higher education is under greater scrutiny. Such scrutiny is especially intense in the case of predominantly on-line academic programs. Documenting what students are learning and making that evidence transparent are common challenges. These expectations may only increase as higher education looks for cost-effective solutions to access, retention and completion at both the institutional level and the program level.
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70. Van Middlesworth, C. L. 2003. Community college strategies: Assessing learning communities.
Learning communities are clusters of courses that are taught as an integrated unit. "Learning communities present unique challenges to an institution’s assessment program because they do not lend themselves to an off-the-shelf assessment design. Adequate assessment of learning communities requires viewing the initiative through several lenses: instruction; communication; social cohesion or interaction; student and faculty learning; student reflections on their learning; and faculty perceptions of learning activities, support, and instructional atmosphere. Assessing learning communities requires more than using standardized instruments to measure what students know; it also involves developing methodologies to find out how students learn" (p. 12). The case of the Metropolitan Community College District (MCCD). Six quantitative and qualitative methods of learning communities assessment: (1) structured interviews of students and faculty, (2) classroom observation, (3) a student learning survey, (4) embedded
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71. Walter, C. K. 2012. Student outcomes assessment of a logistics and supply chain management major.
Assessment of specialized programs, such as logistics and supply chain management program described here, may pose challenges because previous experience are less widely shared than in the more mainline subjects. This case study provides one model that may guide other faculties facing a similar assignment. The report detailed the steps followed to assess an undergraduate program in Logistics and Supply Chain Management. The starting point was a two-stagecourse-mapping, which identified strengths and weaknesses of course coverage compared to college goals, and also compared to a set of topic areas recommended by faculty members. Next in the process was a survey of graduating students who responded to questions about basic concepts in their recently completed courses. The assessment was considered useful in providing a feedback path necessary for faculty to "close the loop" in course design and teaching. In addition, this case study showed how a process from a small liberal arts college may be adopted to a narrowly focused business program in a larger and more diverse university setting.
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72. Weiner, L. and Bresciani, M. Winter 2011. Can institutions have quality programming without utilizing a systemic outcomes-based assessment process?.
For many students, service learning not only expands their educational horizons, but also makes them more aware and compassionate of those who live in communities very different from their own. Yet, despite the expressed benefits of service learning and the increasing numbers of institutions offering service-learning programs, it is not known whether they are truly successful unless evidence of their success is provided. The use of outcomes-based assessment is one of the processes that generates evidence of program effectiveness. Few studies have been performed to identify whether all the components of effective outcomes-based assessment must be present in order for quality programs to be identified. Thus, the purpose of this cross-case comparative study was to find out necessary components.
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