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Search returned 52 results using Keyword: "Culture of evidence"



1. Association of American Universities Data Exchange (AAUDE).
AAUDE is a public service organization whose purpose is to improve the quality and usability of information about higher education. Membership is comprised of AAU institutions that participate in the exchange of data/information to support decision-making at their institution.
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2. Minority Serving Institutions (MSI) Student Learning Outcomes Institute.
As a part of this program, the Southern Education Foundation (SEF) was granted $500,000 to "Increase MSI’s commitment to transparency and effectiveness in improving student learning outcomes” as one of the objectives on Lumina's above agenda (Lumina, 2010). Through this grant, SEF’s mission is “to enhance student learning, outcomes assessment, documentation, and use at HBCUs and HSIs” (SEF, 2011). The first institute was held in January 2011. SEF hosted their second MSI Student Learning Outcomes Institute February 2-4, 2012, at the Grand Hyatt Hotel in Atlanta, GA. Association for Institutional Researchers (AIR) and SEF co-hosted an IPEDS workshop on February 2. Seven institutions have already been chosen to help lead the efforts.
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3. MSIs models of success program.
Lumina Foundation for Education's MSIs Models of Success Program is a recent effort to promote student success at MSIs. Funded by Lumina Foundation for Education, IHEP controlled the technical aspects of the program for grantees. Its five goals included: 1. Improve MSIs' capacity to collect, analyze and use data to inform decisions that promote student success. 2. Strengthen policy and practice to improve developmental education. 3. Create a collective voice for policy advocacy on behalf of MSIs. 4. Increase MSIs' commitment to transparency and effectiveness in improving student outcomes. 5. Increase completion or graduation rates among underserved students, especially men of color.
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4. 21st-Century Commission on the Future of Community Colleges. 2012. Reclaiming the American dream: Community colleges and the nation's future.
This report urges community colleges to more effectively assess the learning outcomes of its students to build a culture of evidence. A brief overview of the Voluntary Framework of Accountabilty's work on assessment in community colleges is offered.
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5. Ady, K., Kinsella, K., & Paynter, A. 2015. Digital distinction: Badges add a new dimension to adult learning..
As a part of a professional learning team, educators are constantly looking for new approaches and designs that promote deeper adult learning. This article describes how educators at Cherry Creek School District in Colorado developed a digital badge system that recognizes the work teachers are doing, supports a culture and climate of celebration, and focuses learning on mastery of content in smaller steps.
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6. Allitt, P., White, L., Carnevale, A., Eaton, J., McCormick, A., Hinton, F., Ewell, P., Wilson, J. 2010. A lapse in quality: 8 views of a flawed system.
The article presents essays that are the viewpoints of a variety of education experts on the quality of higher education in the U.S.. History professor Patrick Allitt of Emory University discusses tenure for college teachers and teacher training. Lawrence White, vice president and general counsel at the University of Delaware, comments on government regulations and mandates on higher education. Anthony P. Carnevale, director of the Center on Education and the Workforce at Georgetown University, discusses how market forces have harmed educational equality in terms of per student funding.
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7. Association of American Colleges and Universities. 2002. Greater expectations: A new vision for learning as the nation goes to college.
This article provides an overview of the Greater Expectations Initiative, conducted by AAC&U from 2000-2006 which "articulated the aims and purposes of a twenty-first century liberal education and identified innovative models that improve campus practices and learning for all undergraduate students, and advocated for a comprehensive approach to reform." The results of this project helped to formulate AAC&U's current LEAP initiative.
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8. Association of American Colleges and Universities. 2007. Rising to the challenge: Meaningful assessment of student learning .
This article provides an overview of VALUE, or Valid Assessment of Learning in Undergraduate Education, "a national project to advance our understanding around assessment student learning outcomes."
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9. Banta, T. W., Pike, G. R., Hansen, M. J. 2009. The use of engagement data in accreditation, planning and assessment.
This article provides a basis for the use of evidence in institutional decision making and planning. The authors identify four steps in creating a “culture of evidence.” These include: goal setting, identifying assessment measures, tracking/data collection analysis, and application of findings. NSSE results are uses as examples of understanding the four steps.
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10. Blasi, L. December 2011. How assessment and institutional research staff can help faculty with student learning outcomes assessment .
Institutional researchers can provide support for faculty members as they seek to improve the attainment of student learning outcomes through assessment. Sometimes a few dedicated faculty members drive the process, but increased faculty support is needed to cultivate a culture of assessment on campus.
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11. 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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12. Bresciani, M. Summer 2011. Identifying barriers in implementing outcomes-based assessments program review: A grounded theory analysis.
While conversations proposing standardized testing within higher education abound (Allen & Bresciani, 2003; Department of Education (DOE), 2006; Ewell, 1997a, 1997b; Ewell & Jones, 1996; Maki, 2004; Palomba & Banta, 1999), proponents of outcomes-based assessment program review are still applauding the value and extent that the process can be used to inform decisions to improve student learning and development (Bresciani, 2006; Bresciani, Zelna, & Anderson, 2004; Huba & Freed, 2000; Maki, 2004; Mentkowski, 2000; Palomba & Banta, 1999; Suskie, 2004). As such, practitioners of outcomes-based assessment continue to seek various ways to meaningfully engage in outcomes-based assessment program review in order to find ways to improve student learning and development.
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13. Bresciani, M. 2006. Outcomes-based academic and co-curricular program review: A compilation of institutional good practices.
This book, intended for faculty, administrators, and staff, explains how sustaintable outcomes-based assessment programs are created and maintained.
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14. Carey, S. J. (Ed.). 2015. Faculty leadership for integrative liberal learning.
This issue, sponsored by the Teagle and Mellon foundations, offers insights about the central role of faculty in galvanizing the necessary experiences that cross disciplines, units, and campus boundaries to promote integrative learning.
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15. Crowe, M., & Sheppard, L. 2012. Mind Mapping Research Methods.
While conducting research can be a confusing process, mind mapping can help students improve their growth by visualizing the research process. For this reason, mind mapping can be a useful teaching tool for teachers in the process of helping students to learn about and/or conduct research. Not only can mind mapping help students see and make decisions regarding their research projects, but it also helps teachers facilitate students understanding of the research process.
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16. Davidson, C. N., & Goldberg, D. T. 2003. hastac: Changing the way we teach and learn.
This page provides a number of resources including articles, webinars, and videos on digital badges.
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17. Davies, M. . 2010. Concept mapping, mind mapping and argument mapping: What are the differences and do they matter?.
The author argues that the successful use of mapping regarding student learning is dependent on teachers’ purposes. The use of mapping, whether concept, mind, or argumentative, can aid in student learning, but the context and aims of the teacher ought to guide which method to engage with students. Towards addressing this dilemma, the author makes distinctions among these three forms of mapping and helps identify the advantages and disadvantages of each method.
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18. 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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19. Dilworth, Mary E., Ed. 1992. Diversity in Teacher Education: New Expectations.
This book explains the steps teacher educators and policymakers must take in order to prepare a teaching force that is both culturally diverse and culturally aware.
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20. Driscoll, M.P. 2005. Psychology of Learning for Instruction (3rd Ed.).
Intended for use across the range of instructional settings, this book offers ideas on the usage of various learning theories. The author seeks to clarify complex terms and theories within the field.
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21. Dwyer, C. A., Millett, C. M. & Payne, D. G. 2006, June. A culture of evidence: Postsecondary assessment and learning outcomes.
To understand the value that a college experience adds to student inputs, three measurements must be addressed: Student input measures (What were student competencies before college?, student output measures (What were student competencies after college?), and a measure of change between inputs and outputs. This paper also briefly reviews principles of fair and valid testing that pertain to the assessments being recommended.
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22. Elgie, S., Childs, R., Fenton, N.E., Levy, B.A., Lopes, V., Szala-Meneok, K., Wiggers, R.D. 2012. Researching teaching and student outcomes in postsecondary education.
“The guide reflects a growing dedication to assessment and evaluation in teaching and learning, and more broadly to evidence-based practice in all issues related to student success,”
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23. Ellsworth, J.B. 2000. Surviving change: A survey of educational change models.
This book presents a theoretical road map for teachers, professors, or administrators who seek guidance from the educational change literature. The introduction presents an overview of assumptions, early traditions of change research, other reviews of change research, and practical application of education change theory.
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24. Ewell, P. 2005. Across the grain: Learning from reform initiatives in undergraduate education.
This paper explores the question: “What makes a particular change initiative successful?” Features of successful reform initiatives are highlighted.
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25. Heathfield, Susan M. n.d. How to change your culture: organization of culture.
This article describes the steps required for changing and creating organizational culture.
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26. In W. Houghton (Ed.), Engineering Subject Centre Guide: Learning and Teaching Theory for Engineering Academics. 2004, March. Deep and surface approaches to learning.
In this document we look at the associated concept of approaches to learning. The original work on approaches to learning was carried out by Marton and Saljo (1976). Their study explored students’ approaches to learning a particular task. Students were given an academic text to read, and were told that they would subsequently be asked questions on that text. The students adopted two differing approaches to learning. The first group adopted an approach where they tried to understand the whole picture and tried to comprehend and understand the academic work. These students were identified with adopting a deep approach to learning. The second group tried to remember facts contained within the text, identifying and focusing on what they thought they would be asked later. They demonstrated an approach that we would recognize as rote learning, or a superficial, surface approach.
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27. James T. M. Minor details.
This blog provides insights from Dr. James T. Minor on college completion agenda, higher education policy, and institutional performance which are often of importance to MSIs.
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28. 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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29. Keeling, R.P. & Hersh, R.H. 2013, April 12. Culture change for learning.
This article discusses the pitfalls of a weak higher educational culture and provides methods of strengthening the culture from within colleges and universities.
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30. Li, X. 2007. Characteristics of minority-serving institutions and minority undergraduates enrolled in these institutions (NCES 2008-156).
The most current copy of this report is from 2007 which provides users with “a comprehensive profile of all types of MSIs in the United States and to examine the characteristics of minority students who attend these institutions” (p. iii).
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31. 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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32. Malcom, L., Bensimon, E. M., & Dávila, B. 2010, Winter. (Re)constructing hispanic-serving institutions: Moving beyond numbers towards student success.
This brief highlights the purpose and need for Hispanic Serving Institutions (HSIs). One of the main questions asked is “What evidence is used to assess performance as a Hispanic-serving institution?” (p. 5). The major goals of the brief include: “1) attending to their mission and identity in order to develop programmatic initiatives that promote Latino/a student success, and 2) focusing on collecting data to assess the extent HSIs are meeting their mission to improve educational outcomes for Latino students” (p. 1).
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33. Millet, C. M., Payne, D. G., Dwyer, C. A., Stickler, L. M., & Alexiou, J. J. 2008. A culture of evidence: An evidence-centered approach to accountability for student learning outcomes.
This paper presents a framework that institutions of higher education can use to improve, revise and introduce comprehensive systems for the collection and dissemination of information on student learning outcomes. For faculty and institutional leaders grappling with the many issues and nuances inherent in assessing student learning, the framework offers a practical approach that allows them to meet demands for accountability in ways that respect the diverse attributes of students, faculty and the institutions themselves.
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34. Millet, C. M., Stickler, L. M., Payne, D. G. & Dwyer, C. A. 2007. A culture of evidence: Critical features of assessments for postsecondary student learning.
This paper reviews "review the major tools in use today for assessing student learning and student engagement, an important aspect of the educational environment. The goal of this review is to provide a high-level overview of the major assessment tools so that higher education stakeholders can continue the national dialogue with even greater understanding of the current state of the art tools in assessing student learning in higher education. This paper provides an overview at the “30,000-foot level,” which we believe will be useful to policymakers, national organizations, and two- and four-year college and university presidents and provosts."
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35. 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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36. 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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37. 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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38. Museus, S. D. 2007. Using qualitative methods to assess diverse institutional cultures.
"This chapter focuses on describing how institutional researchers can use qualitative cultural assessments to better understand the role that their campuses play in shaping individual and group behaviors and experiences. A special emphasis is given to the implications of institutional diversity in the processes of designing and conducting assessments of institutional cultures." (p. 30)
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39. Paxman, C. 2011. Map Your Way to Speech Success! Employing Mind Mapping as a Speech Preparation Technique.
This article presents information regarding how mind mapping may help students in public speaking classes to reduce speech anxiety and become more confident in the ability to give a speech. Mind mapping has the ability to help students with their speech outlines and thus improve their ability to communicate information. In illustrating the benefits of mind mapping for speech classes, the author discusses a mind mapping activity for speech classes.
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40. Pinker, S. 1997. How the Mind Works.
"This book is intended for anyone who is curious about how the mind works." Those interested in how the mind processes and uses information to make decisions will find this book useful. Computation, evolution, faculties of the mind (i.e., perception, reasoning, emotion, social relations, etc.) are the major foci of this book.
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41. Presidents' Forum of Excelsior College. 2007. Transparency by design: Principles of good practice for higher education institutions serving adults at a distance.
The Principles of Good Practice for Higher Education Institutions Serving Adults at a Distance, developed by the Presidents' Forum were "developed to ensure that higher education courses and programs for adults learning at a distance are of high quality and readily accessible." The 15 Principles "define parameters of excellence; promote transparency of higher education institutions delivering distance learning programs; and foster dialogue to strengthen and improve the quality of programs and services."
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42. 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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43. Ranellucci, J., Muis, K. R., Duffy, M., Wang, X., Sampasivam, L. and Franco, G. M. 2012. To master or perform? Exploring relations between achievement goals and conceptual change learning.
Looking at the relationship between the types of goals set by students and the learning that occur in light of these goals, this article explains that students who set strong mastery-oriented goals are more likely to achieve deep learning and conceptual change. Students who desire performance related goals (approach or avoidance) are not as likely to engage in deep learning or conceptual change.
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44. Rogers, E.M. 2003. Diffusion of innovations.
This book examines the ways in which new ideas are shared and transferred through organizations.
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45. Seitzinger, J. 2015. Organisational learning with open badges.
The article focuses on the emergence of digital badges in education and their role in organizational learning. Topics discussed include issues with open badges such as difficulty in verification, easily copied and not portable between systems, requisities of open badges such as information about the issuer, work of the learner, use of open badges in social learning approaches, recognizing mentoring relationship and providing recognition to learners.
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46. Senge, P. 1999. The dance of change: The challenges to sustaining momentum in learning organizations. .
This book offers solutions for professionals seeking to implement change initiatives.
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47. Shada, A., Kelly, K., Cox, R., & Malik, S. 2011. Growing a new culture of assessment: Planting ePortfolios in the Metro Academies program.
This paper provides a look at the development of a new culture of assessment in higher education with the use of electronic portfolios (ePortfolios). It uses the metaphor of horticulture to describe how an inter-institutional program, Metro Academies of Health, has gone through the first two parts of the ePorticulture cycle—preparing for the use of ePortfolios and planting the first ePortfolio "seeds" within cohorts of students at both an urban community college and 4-year state university
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48. Shavelson, R. J. 2007. Assessing student learning responsibly: From history to an audacious proposal.
This article presents a brief overview on learning outcomes and their connection to the Spelling’s Commission and then presents a brief history of learning outcomes by examining different tests (including GRE, CLA, and MAPP).
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49. Silva, M. L., Delaney, S. A., Cochran, J., Jackson, R., & Olivares, C. 2015. Institutional assessment and the integrative core curriculum: Involving students in the development of an ePortfolio system.
Because students are often not involved nor included in the decision-making assessment process, the authors piloted a project to include students as co-authors and research assistants to improve their ePortfolio design. The authors purport that students can and should be included in decision-making assessment processes.
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50. Suskie, L. A common sense approach to assessment and accreditation.
An international leader in higher education assessment and accreditation, this blog holds a few of Linda’s thoughts.
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51. Thigpen, K. 2014. Digital badge systems: The promise and potential.

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52. Vuong, B., & Hairston, C. C. 2012, October. Using data to improve Minority-Serving Institution success.
This brief highlights how MSIs from the Lumina MSI-Models of Success project have used data to implement policy and programmatic changes on their campuses in support of student and institutional success.
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