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Using Quality Benchmarks for Assessing and Developing Undergraduate Programs

Using Quality Benchmarks for Assessing and Developing Undergraduate Programs Author Dana S. Dunn
ISBN-10 9780470892473
Release 2010-12-21
Pages 368
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Praise for Using Quality Benchmarks for Assessing and Developing Undergraduate Programs "This welcome volume provides discipline-friendly, carefully crafted frameworks for focusing faculty and staff on the dimensions that matter to student learning and institutional effectiveness." —George D. Kuh, Chancellor's Professor and director, Indiana University Center for Postsecondary Research "A welcome contrast to narrow, mechanical views of assessment, this volume provides a comprehensive model for academic program improvement. Readers will find a powerful framework, flexible tools, and a human touch that brings the whole process to life." —Pat Hutchings, former vice president, The Carnegie Foundation for the Advancement of Teaching "Comprehensive in its scope, detailed in its research and analysis, practical in its examples and recommendations, this book provides a refreshingly developmental approach to program assessment and improvement." —Timothy Riordan, associate provost, Alverno College



Assessing Teaching and Learning in Psychology Current and Future Perspectives

Assessing Teaching and Learning in Psychology  Current and Future Perspectives Author Dana Dunn
ISBN-10 9781133049814
Release 2012-06-13
Pages 272
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ASSESSING TEACHING AND LEARNING IN PSYCHOLOGY: CURRENT AND FUTURE PERSPECTIVES is designed to be a helpful response to the assessment needs of psychology teachers, department heads, and program administrators in 2-year and 4-year institutions--one that builds on the momentum found in the wider assessment movement. Chapters of this professional reference explore assessment options and opportunities at all levels in the undergraduate psychology curriculum, offering practical guidance to educators who want to improve teaching and learning through assessment practices. Readers learn about pragmatic practices for designing and implementing assessments of student performance within introductory, intermediate, and advanced (including capstone) courses, and about how assessment can inform the internal and external evaluation of a psychology department or program. Department chairs acquire practical advice about how best to work with reluctant faculty members so that assessment practices can become normative rather than marginalized within the classroom. In addition to learning how assessment can inform the quality of their teaching, faculty members can use assessment concepts and tools found in the book to properly interpret--and advocate for--the appropriate use of students’ evaluations of teaching effectiveness. Important Notice: Media content referenced within the product description or the product text may not be available in the ebook version.



Organization and Administration in Higher Education

Organization and Administration in Higher Education Author Patrick J. Schloss
ISBN-10 9781136730450
Release 2013-05-02
Pages 328
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Efficiency, focus, and accountability have become the defining standards for contemporary higher educational leaders. Situating strategic planning and budgeting within the organization and administration of higher education institutions, Organization and Administration in Higher Education provides effective and proven strategies for today’s change-oriented leaders. Bringing together distinguished administrators from two-year, four-year, public, and private colleges and universities, this volume provide both practical and effective guidance on the intricacies of the institutional structure, its functional activities, and contingency planning. Coverage includes: Key leadership positions and expectations Faculty and student governance Accreditation and assessment Budget processes Curriculum alignment Philanthropic efforts Human resource development Legal considerations Strategic planning Crisis management Effective planning and administration can elevate an institution in critical ways, by enhancing recruitment and retention, strengthening student life, increasing outside support and private giving, and advancing a reputation for excellence. This practical and authoritative guide orients future and current administrators to the major areas of an academic institution and will assist higher education administrators in leading their institutions to excellence.



Assessing for Learning

Assessing for Learning Author Peggy L. Maki
ISBN-10 1579224962
Release 2012-02-27
Pages 356
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While there is consensus that institutions need to represent their educational effectiveness through documentation of student learning, the higher education community is divided between those who support national standardized tests to compare institutions’ educational effectiveness, and those who believe that valid assessment of student achievement is based on assessing the work that students produce along and at the end of their educational journeys. This book espouses the latter philosophy—what Peggy Maki sees as an integrated and authentic approach to providing evidence of student learning based on the work that students produce along the chronology of their learning. She believes that assessment needs to be humanized, as opposed to standardized, to take into account the demographics of institutions, as students do not all start at the same place in their learning. Students also need the tools to assess their own progress. In addition to updating and expanding the contents of her first edition to reflect changes in assessment practices and developments over the last seven years, such as the development of technology-enabled assessment methods and the national need for institutions to demonstrate that they are using results to improve student learning, Maki focuses on ways to deepen program and institution-level assessment within the context of collective inquiry about student learning. Recognizing that assessment is not initially a linear start-up process or even necessarily sequential, and recognizing that institutions develop processes appropriate for their mission and culture, this book does not take a prescriptive or formulaic approach to building this commitment. What it does present is a framework, with examples of processes and strategies, to assist faculty, staff, administrators, and campus leaders to develop a sustainable and shared core institutional process that deepens inquiry into what and how students learn to identify and improve patterns of weakness that inhibit learning. This book is designed to assist colleges and universities build a sustainable commitment to assessing student learning at both the institution and program levels. It provides the tools for collective inquiry among faculty, staff, administrators and students to develop evidence of students’ abilities to integrate, apply and transfer learning, as well as to construct their own meaning. Each chapter also concludes with (1) an Additional Resources section that includes references to meta-sites with further resources, so users can pursue particular issues in greater depth and detail and (2) worksheets, guides, and exercises designed to build collaborative ownership of assessment. The second edition now covers: * Strategies to connect students to an institution’s or a program’s assessment commitment * Description of the components of a comprehensive institutional commitment that engages the institution, educators, and students--all as learners * Expanded coverage of direct and indirect assessment methods, including technology-enabled methods that engage students in the process * New case studies and campus examples covering undergraduate, graduate education, and the co-curriculum * New chapter with case studies that presents a framework for a backward designed problem-based assessment process, anchored in answering open-ended research or study questions that lead to improving pedagogy and educational practices * Integration of developments across professional, scholarly, and accrediting bodies, and disciplinary organizations * Descriptions and illustrations of assessment management systems * Additional examples, exercises, guides and worksheets that align with new content



The Oxford Handbook of Undergraduate Psychology Education

The Oxford Handbook of Undergraduate Psychology Education Author Dana S. Dunn
ISBN-10 9780199933822
Release 2015-08-07
Pages 880
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The Oxford Handbook of Undergraduate Psychology Education is dedicated to providing comprehensive coverage of teaching, pedagogy, and professional issues in psychology. The Handbook is designed to help psychology educators at each stage of their careers, from teaching their first courses and developing their careers to serving as department or program administrators. The goal of the Handbook is to provide teachers, educators, researchers, scholars, and administrators in psychology with current, practical advice on course creation, best practices in psychology pedagogy, course content recommendations, teaching methods and classroom management strategies, advice on student advising, and administrative and professional issues, such as managing one's career, chairing the department, organizing the curriculum, and conducting assessment, among other topics. The primary audience for this Handbook is college and university-level psychology teachers (at both two and four-year institutions) at the assistant, associate, and full professor levels, as well as department chairs and other psychology program administrators, who want to improve teaching and learning within their departments. Faculty members in other social science disciplines (e.g., sociology, education, political science) will find material in the Handbook to be applicable or adaptable to their own programs and courses.



Benchmarking in higher education

Benchmarking in higher education Author Jeffrey W. Alstete
ISBN-10 1878380699
Release 1996-05-30
Pages 142
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Benchmarking is a systematic process for evaluating work processes and recognizing the most efficient practices. This report explores the literature on benchmarking in higher education and discusses its components as a tool for quality improvement.



Quality Assessment of Computer Science and Business Administration Education in Arab Universities

Quality Assessment of Computer Science and Business Administration Education in Arab Universities Author
ISBN-10 9211046211
Release 2005
Pages 102
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Quality Assessment of Computer Science and Business Administration Education in Arab Universities has been writing in one form or another for most of life. You can find so many inspiration from Quality Assessment of Computer Science and Business Administration Education in Arab Universities also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Quality Assessment of Computer Science and Business Administration Education in Arab Universities book for free.



Positive Psychology in Higher Education

Positive Psychology in Higher Education Author Acacia C. Parks
ISBN-10 9781317850649
Release 2014-01-21
Pages 110
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Positive psychology – the scientific study of happiness – is a rapidly burgeoning field, and in no area more so than education. More departments than ever are offering courses in positive psychology, and demand for these courses is consistently high. Graduate programs offering concentrations in positive psychology have appeared at both masters and doctoral level. Educational institutions have expressed interest in using principles of positive psychology to inform institutional structure, faculty development and pedagogy. Positive psychology has been taught and applied in higher education for almost as long as it has existed as a field, but there is little in the way of published literature that brings all of these developments together. The chapters in this volume represent the use of positive psychology at all levels of higher education – from institutional practices and curricular development to pedagogy and the teaching of positive psychology content itself. This book provides an in-depth look at this exciting area of applied positive psychology which will be relevant to educators and administrators alike. This book is based on a special issue of The Journal of Positive Psychology.



Evaluating and Improving Undergraduate Teaching in Science Technology Engineering and Mathematics

Evaluating and Improving Undergraduate Teaching in Science  Technology  Engineering  and Mathematics Author Committee on Recognizing, Evaluating, Rewarding, and Developing Excellence in Teaching of Undergraduate Science, Mathematics, Engineering, and Technology
ISBN-10 9780309072779
Release 2002-12-19
Pages 232
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Economic, academic, and social forces are causing undergraduate schools to start a fresh examination of teaching effectiveness. Administrators face the complex task of developing equitable, predictable ways to evaluate, encourage, and reward good teaching in science, math, engineering, and technology. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics offers a vision for systematic evaluation of teaching practices and academic programs, with recommendations to the various stakeholders in higher education about how to achieve change. What is good undergraduate teaching? This book discusses how to evaluate undergraduate teaching of science, mathematics, engineering, and technology and what characterizes effective teaching in these fields. Why has it been difficult for colleges and universities to address the question of teaching effectiveness? The committee explores the implications of differences between the research and teaching cultures-and how practices in rewarding researchers could be transferred to the teaching enterprise. How should administrators approach the evaluation of individual faculty members? And how should evaluation results be used? The committee discusses methodologies, offers practical guidelines, and points out pitfalls. Evaluating, and Improving Undergraduate Teaching in Science, Technology, Engineering, and Mathematics provides a blueprint for institutions ready to build effective evaluation programs for teaching in science fields.



Quality and Performance Excellence in Higher Education

Quality and Performance Excellence in Higher Education Author Charles W. Sorensen
ISBN-10 1882982800
Release 2005-03-15
Pages 233
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American higher education is currently facing many serious challenges, from providing access to a growing number of students, to keeping college affordable, to the effective deployment of technology in teaching to fostering economic growth and workforce development. In Quality and Performance Excellence in Higher Education, the authors adopt the Malcolm Baldrige education criteria for performance excellence to identify key elements in practicing continuous quality improvement in higher education: open communication channels, honest self-assessment, effective leadership, employee development, and the appropriate allocation of resources. Investment in higher education plays a crucial role in the future prosperity of America. To illustrate this point, the authors present case studies from six diverse institutions that embody the core values and concepts of the Baldrige framework: Leadership from senior institutional leaders Strategic planning to meet key objectives Focus on the students, stakeholders, and market Measurement, analysis, and knowledge management Faculty and staff performance as a result of institutional support and training Process management in support of the learning environment Organizational performance results This book will appeal to academic administrators at all levels and at all types of institutions who are interested in applying a systematic approach to leadership, quality improvement, and change management within their institutions.



Measuring the Performance of Human Service Programs

Measuring the Performance of Human Service Programs Author Lawrence L. Martin
ISBN-10 9781412970617
Release 2009-05-12
Pages 147
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Government and nongovernmental human service organizations are under increasing pressure to demonstrate that their programs work. As stakeholders demand more accountability, human service organizations are increasingly utilizing performance accountability and performance measurement as a way of demonstrating the efficiency, quality, and effectiveness of their programs. Measuring the Performance of Human Service Programs, Second Edition examines the reasons why performance measurement has become the major method of performance accountability today. In this second edition of their classic work, Martin & Kettner explain in detail how to develop and utilize output, quality, and outcome performance measures in human service programs. Special attention is given to the four types of outcome performance measures: numeric counts, standardized measures, level of functioning (LOF) scales and client satisfaction.



Educational Development Through Information and Communications Technology

Educational Development Through Information and Communications Technology Author Rakesh Bhanot
ISBN-10 9781135727048
Release 2003-12-16
Pages 235
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Information and Communications Technology (ICT) has proved to be one of the key drivers of change in education. In higher education particularly, ICT is enabling educators, educational developers and institutions to 'reach out' to learners, using innovative approaches based on the flexibility, accessibility and diversity that it offers. This book is based on the experiences of expert educational developers from the UK, United States, Canada, South Africa and Malaysia. It considers the ways in which ICT can be used to enhance learning both on and off campus, and how educators and institutions have tackled the issues associated with the adoption of new approaches and technologies. However, as the development of new technology is relentless, the book recognizes that ICT is not a panacea in itself -- good teaching remains crucial to good education. With this in mind, the contributors address issues beyond 'technology', looking at the importance of teaching and at the skills of teachers themselves if ICT is to be truly successful. Coverage is grouped into four key themes: *strategic issues for ICT initiatives *introducing ICT into the classroom *using ICT in practice *using ICT in learning and educational support International in scope, and written by educators and educational developers rather than by technologists, this book is intended to be accessible to anyone with a critical interest in improving education through the use of ICT. It will be of particular interest to staff and educational developers, ICT coordinators, course leaders and course developers.



Development of Health Based Screening Levels for Use in State or Local Scale Water Quality Assessments

Development of Health Based Screening Levels for Use in State  or Local Scale Water Quality Assessments Author
ISBN-10 9781428960503
Release
Pages
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Development of Health Based Screening Levels for Use in State or Local Scale Water Quality Assessments has been writing in one form or another for most of life. You can find so many inspiration from Development of Health Based Screening Levels for Use in State or Local Scale Water Quality Assessments also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Development of Health Based Screening Levels for Use in State or Local Scale Water Quality Assessments book for free.



Quality criteria and benchmarks for online degree programs

Quality criteria and benchmarks for online degree programs Author Michael Mariasingam
ISBN-10 WISC:89095481404
Release 2005
Pages 433
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Quality criteria and benchmarks for online degree programs has been writing in one form or another for most of life. You can find so many inspiration from Quality criteria and benchmarks for online degree programs also informative, and entertaining. Click DOWNLOAD or Read Online button to get full Quality criteria and benchmarks for online degree programs book for free.



Quality and the Academic Library

Quality and the Academic Library Author Jeremy Atkinson
ISBN-10 9780081001349
Release 2016-02-24
Pages 336
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Quality and the Academic Library: Reviewing, Assessing and Enhancing Service Provision provides an in-depth review and analysis of quality management and service quality in academic libraries. All aspects of quality are considered in the book, including quality assessment, quality review, and quality enhancement. An overview of quality management and service quality concepts, principles, and methods leads to a detailed consideration of how they have been applied in universities and their libraries. A case study approach is used with different perspectives provided from the different stakeholders involved in the quality processes. All contributors adopt a critical reflection approach, reflecting on the implications, impact, and significance of the activities undertaken and the conclusions that can be drawn for future developments. The book concludes with an overall reflection on quality management and service quality in academic libraries with a final analysis of priorities for the future. Presents a holistic view of the subject, looking at reviews of academic library services, quality assurance and assessment, quality enhancement, and service quality Provides perspectives from authors with different experiences and responsibilities, including those responsible for initiating and managing quality processes in higher education Includes case studies where the authors not only describe the quality processes used, but also seek to review and reflect on their success, limitations, and the impact of their work some time after the event Seeks to be current, comprehensive, and reflective by including the results of surveys/interviews from senior librarians on quality in academic libraries



Developing And Maintaining A High quality Teacher Force

Developing And Maintaining A High quality Teacher Force Author Howard P. McKeon
ISBN-10 9780756710071
Release 1999-02-01
Pages 203
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Witnesses: Emily Feistritzer, Executive Director, Center for Educational Information, Wash., DC; Katrina Robertson Reed, Associate Superintendent for Administrative Services, District of Columbia Public Schools, Wash., DC; Robert Strauss, Professor of Economics and Public Policy, The H. John Heinz III School of Public Policy and Management, Carnegie-Mellon University, Pittsburgh, PA; Beverly Young, Associate Director for Teacher Education and K-12 Programs, California State University, Long Beach, CA; and Marci Kanstoroom, Research Director, Thomas B. Fordham Foundation, and Research Fellow, Manhattan Institute, Washington, DC.



Multistage Environmental and Social Impact Assessment of Road Projects

Multistage Environmental and Social Impact Assessment of Road Projects Author United Nations. Economic and Social Commission for Asia and the Pacific
ISBN-10 9211200970
Release 2001
Pages 80
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The construction, maintenance and rehabilitation of roads has caused environmental degradation worldwide. In order to control this problem in Asia, the Economic and Social Commission for Asia and the Pacific (ESCAP) introduced Environmental Impact Assessment (EIA) guidelines, to which the contractors and consultants must adhere. The main focus of this publication is to address the EIA implementation issues encountered in the ESCAP member countries, analyze them, and propose a comprehensive process for effective EIA of road projects. The issues discussed are based on a review of the existing EIA process in the region and an assessment and evaluation, of several recent studies. The ultimate objective of ESCAP is to have an improved and more effective EIA process.