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Student-Focused Learning and Assessment
Setting the Stage - Natasha A. Jankowski/Gianina R. Baker: Introduction - Natasha A. Jankowski/Emily Teitelbaum: Student Perceptions of and Involvement with Assessment in Higher Education - Nicholas A. Curtis/Robin D. Anderson/Sally Brown: Student-Faculty Partnership: A New Paradigm for Assessing and Improving Student Learning - Assessment in Practice - Samantha S. Gizerian/Elizabeth A. Carney: Giving Students a Voice in Assessment through Focus Groups - Rebecca C. Hong: Student Assessment Scholars: Cultivating and Empowering Student Voice in Assessment - Luke Millard/Jamie Morris/Samuel Geary/Stuart Brand: Enabling Student-led Design of the Learning Experience - Reflecting on Practice - Karie C. Brown-Tess: Designing a Co-Created Course: A Case Study of an Undergraduate Mathematics Teacher-Education Class - Tyrone Martinez-Black: Reviving a Lost Opportunity - Aurora Berger: Elevating Creative Thinking - Future Directions - Erick Montenegro: Focus on Students and Equity in Assessment to Improve Learning - Gianina R. Baker/Natasha A. Jankowski: Future Directions of Student-Focused Learning and Assessment - About the Contributors - Index.
Reframing Assessment to Center Equity
This book makes the case for assessment of student learning as a vehicle for equity in higher education. The book proceeds through a framework of “why, what, how, and now what.” The opening chapters present the case for infusing equity into assessment, arguing that assessment professionals can and should be activists in advancing equity, given the historic and systemic use of assessment as an impediment to the educational access and attainment of historically marginalized populations. The “what” chapters offer definitions of emerging terms, discuss the narratives of equity in evidence of student learning, present models and approaches to promoting equity, and explore the relationship...
Trends in Assessment
Trends in Assessment provides readers with a survey of the state-of-the-art of the enduring assessment concepts and approaches developed over the past twenty-five years, and includes chapters by acknowledged experts who describe how emerging assessment trends and ideas apply to their programs and pedagogies, covering: Community Engagement ePortfolios Faculty Development Global Learning Graduate and Professional Education High-Impact Practices Learning Improvement and Innovation Assessment Trends from NILOA STEM Student Affairs Programs and Services The concluding chapters point to a future of assessment and identify several meta-trends in assessment. The book was conceived by organizers and ...
Improving Outcomes
Students thrive when they are exposed to a variety of disciplinary genres, and their lives--and our institutions--are enriched by improving their writing outcomes. Taking account of evolving research, writing in the disciplines, and demographic and institutional shifts in higher education, this volume imagines new ways to improve writing outcomes by broadening the focus of assessment to wider issues of humanity and society. The essays--by contributors from diverse fields, from writing studies to nursing, engineering, and architecture--demonstrate innovative classroom practices and curricular design that place fairness and the situatedness of language at the center of writing instruction. Contributors reflect on a wide range of examples, from a disability-as-insight model to reckoning with postcolonial legacies, and the essays consider a variety of institutions, classrooms, and types of assessment, including culturally responsive assessment and peer feedback in digital environments.
Cultural Competence in Higher Education
This book covers teaching cultural competence in colleges and universities across the United States, providing a comprehensive reference for instructors, researchers, and other stakeholders who are looking for material that will assist them in working to prepare students to become culturally competent.
A Practitioner's Guide to Public Archaeology
Many archaeologists learn by trial and error while developing public programs and events and are mostly unaware that others in the profession are undergoing the same challenges. Archaeologists seldom receive professional development on K-12 pedagogy, public engagement, program design, or assessment. For many in the field, public outreach is often an under-funded and under-resourced extension of an already overwhelming workload; yet this work is incredibly important. In A Practitioner's Guide to Public Archaeology: Intentional Programming for Effective Outreach, more than thirty public archaeology practitioners will help you reduce the guesswork and stress behind program planning in this enga...
Advancing Honors Education for Today and Tomorrow
Higher education, further education, vocational education and continuing education all refer to progression to a third educational step. That is, a step beyond secondary education, which itself is a step beyond elementary or primary education. While optional, continuing beyond secondary education most often suggests some form of need ‘to acquire advanced knowledge’. But advanced in what way? Advanced in focus? Advanced in depth? Advanced in application? Advanced in the range of knowledge of those who teach in it? Advanced in expectation? Honors education, which is present globally and is highlighted in the United States through a distinctive 100-year history, has reflected on, and continues to reflect on what ‘advanced’ higher education might entail. Consequently, here in Advancing Honors Education for Today and Tomorrow contributors consider some of the interests that strike them as significant in the present and future of advanced learning.
Student-Focused Learning and Assessment
This contributed volume explores institutional and programmatic policies and practices which actively engage students as partners in improving student learning. This entails an examination of the degree to which students are partners in the assessment and learning processes and the characteristics of these partnerships. This volume showcases student partnerships, as well as presents a history of institutional culture affecting student learning, the role of students in teaching and learning, and brings student voices and perspectives to bare through research from a variety of institutional types. Case studies, current programs and activities, and a model for culturally-responsive assessment are highlighted to better understand student-focused learning and assessment. Implications for faculty, staff, and administrators are questioned. Overall, this volume links research to practice, and offers faculty, practitioners, and administrators different forms and methods of including students, while keeping issues of equity in mind.
Improving Quality in American Higher Education
An ambitious, comprehensive reimagining of 21st century higher education Improving Quality in American Higher Education outlines the fundamental concepts and competencies society demands from today's college graduates, and provides a vision of the future for students, faculty, and administrators. Based on a national, multidisciplinary effort to define and measure learning outcomes—the Measuring College Learning project—this book identifies 'essential concepts and competencies' for six disciplines. These essential concepts and competencies represent efforts towards articulating a consensus among faculty in biology, business, communication, economics, history, and sociology—disciplines t...
Exemplars of Assessment in Higher Education
Co-published with “While assessment may feel to constituents like an activity of accountability simply for accreditors, it is most appropriate to approach assessment as an activity of accountability for students. Assessment results that improve institutional effectiveness, heighten student learning, and better align resources serve to make institutions stronger for the benefit of their students, and those results also serve the institution or program well during the holistic evaluation required through accreditation.” – from the foreword by Heather Perfetti, President of the Middle States Commission on Higher EducationColleges and universities struggle to understand precisely what is b...
