Pub Date : 2022-05-24DOI: 10.5325/jasseinsteffe.12.1-2.v
Raymond J. Shaw, Mark C. Nicholas
{"title":"Editors' Note","authors":"Raymond J. Shaw, Mark C. Nicholas","doi":"10.5325/jasseinsteffe.12.1-2.v","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.12.1-2.v","url":null,"abstract":"","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"25 1","pages":"iv - vii"},"PeriodicalIF":0.0,"publicationDate":"2022-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90551871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.5325/jasseinsteffe.11.1-2.0088
P. Lucas, Catherine D. Marcum, George E. Higgins
abstract:Best practices for graduate student education and training has been under recent scrutiny, especially as universities are looking for methods of improving their programs. A method of demonstrating proficient and successful programs is providing evidence of successful alumni. This study will provide a quantitative and qualitative analysis of an alumni survey of a criminology doctoral program from a mid-sized university in the Northeast. With the results, we intend to highlight not only the successes of the alumni, but also potential lessons that other doctoral programs can apply to enhance future successes with their graduates.
{"title":"Examining the Impact of a Criminology Doctoral Program on Successful Graduates","authors":"P. Lucas, Catherine D. Marcum, George E. Higgins","doi":"10.5325/jasseinsteffe.11.1-2.0088","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.11.1-2.0088","url":null,"abstract":"abstract:Best practices for graduate student education and training has been under recent scrutiny, especially as universities are looking for methods of improving their programs. A method of demonstrating proficient and successful programs is providing evidence of successful alumni. This study will provide a quantitative and qualitative analysis of an alumni survey of a criminology doctoral program from a mid-sized university in the Northeast. With the results, we intend to highlight not only the successes of the alumni, but also potential lessons that other doctoral programs can apply to enhance future successes with their graduates.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"40 1","pages":"117 - 88"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85007932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.5325/jasseinsteffe.11.1-2.0118
J. A. Boivin
{"title":"Rigorous PBL by Design: Three Shifts for Developing Confident and Competent Learners by Michael McDowell (review)","authors":"J. A. Boivin","doi":"10.5325/jasseinsteffe.11.1-2.0118","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.11.1-2.0118","url":null,"abstract":"","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"5 1","pages":"118 - 120"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81819459","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.5325/jasseinsteffe.11.1-2.0028
R. Reichle
abstract:One model for engaging undergraduates in the high-impact practice of research is for a central university-wide office to serve as a "clearinghouse" for advising students and connecting them with research and creative activity. The efficacy of such offices is an open question. Frequently, clearinghouse-style offices do not organize or conduct research projects themselves; thus, they are not always able to assess and evaluate students' ultimate research outcomes, particularly if students become engaged in research outside of coursework or formal channels. This in turn creates a "challenge of the count" for research offices interested in assessing campus-wide research engagement and the effectiveness of their advising services. The present study evaluates the practice and outcomes of clearinghouse research offices using a comprehensive description of undergraduate research that mitigates data deficiencies. This dataset was then used to analyze the ultimate research outcomes for the cohort of students that matriculated in 2014 and assess the clearinghouse-style advising intervention. Students who underwent advising were significantly more likely to conduct research compared to those who did not undergo advising, and research office engagement was associated with higher rates of conference presentations and publications. These outcomes suggest a key role for clearinghouse undergraduate research offices.
{"title":"The Clearinghouse Model of Support for Undergraduate Research: Measuring Student Research Engagement and Interventions at a Large Research University","authors":"R. Reichle","doi":"10.5325/jasseinsteffe.11.1-2.0028","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.11.1-2.0028","url":null,"abstract":"abstract:One model for engaging undergraduates in the high-impact practice of research is for a central university-wide office to serve as a \"clearinghouse\" for advising students and connecting them with research and creative activity. The efficacy of such offices is an open question. Frequently, clearinghouse-style offices do not organize or conduct research projects themselves; thus, they are not always able to assess and evaluate students' ultimate research outcomes, particularly if students become engaged in research outside of coursework or formal channels. This in turn creates a \"challenge of the count\" for research offices interested in assessing campus-wide research engagement and the effectiveness of their advising services. The present study evaluates the practice and outcomes of clearinghouse research offices using a comprehensive description of undergraduate research that mitigates data deficiencies. This dataset was then used to analyze the ultimate research outcomes for the cohort of students that matriculated in 2014 and assess the clearinghouse-style advising intervention. Students who underwent advising were significantly more likely to conduct research compared to those who did not undergo advising, and research office engagement was associated with higher rates of conference presentations and publications. These outcomes suggest a key role for clearinghouse undergraduate research offices.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"360 1","pages":"28 - 51"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76448567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.5325/jasseinsteffe.11.1-2.0052
Kristin Buscher, P. Humphrey
abstract:Assessment of student learning continues to be a common practice in higher education. Even though colleges and universities have different systems and processes for assessment, most institutions have assessment committees that oversee the practice of assessment. This qualitative case study explored the structures, practices, and impact of these committees from faculty committee members' viewpoints. Eleven faculty committee members from three Midwestern institutions were interviewed to learn more about their experiences serving on their assessment committee. Committee documents were also reviewed and analyzed to triangulate the data collected through the interviews. We share recommendations for assessment committees that can be implemented to improve their practices.
{"title":"Structures, Practices, and the Impact of Assessment Committees: From Faculty Committee Members' Viewpoints","authors":"Kristin Buscher, P. Humphrey","doi":"10.5325/jasseinsteffe.11.1-2.0052","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.11.1-2.0052","url":null,"abstract":"abstract:Assessment of student learning continues to be a common practice in higher education. Even though colleges and universities have different systems and processes for assessment, most institutions have assessment committees that oversee the practice of assessment. This qualitative case study explored the structures, practices, and impact of these committees from faculty committee members' viewpoints. Eleven faculty committee members from three Midwestern institutions were interviewed to learn more about their experiences serving on their assessment committee. Committee documents were also reviewed and analyzed to triangulate the data collected through the interviews. We share recommendations for assessment committees that can be implemented to improve their practices.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"18 1","pages":"52 - 87"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81671057","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-01DOI: 10.5325/jasseinsteffe.11.1-2.0001
M. S. Senter, Teresa Ciabattari, Nicole V. Amaya
abstract:Program review is one way that higher education is held accountable to stakeholders. However, little research has been conducted to determine whether best practices are followed by departments and whether the process is perceived to be effective by department chairs. This article presents data from a national survey of US sociology department chairs to explore these issues. We find that the use of some best practices can improve the extent to which chairs perceive program review to be a good use of time and a way to enhance the experiences of students. Positive attitudes about program review are also enhanced when chairs perceive that administrators use the process to make decisions about departments and when program review results in demonstrable positive change for departments. Nonetheless, a nontrivial minority of chairs perceive that program review is not a good use of time and that the process fails to improve the student experience.
{"title":"Is Program Review Worth It?: Sociology Chair Perceptions of Program Review Experiences and Outcomes","authors":"M. S. Senter, Teresa Ciabattari, Nicole V. Amaya","doi":"10.5325/jasseinsteffe.11.1-2.0001","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.11.1-2.0001","url":null,"abstract":"abstract:Program review is one way that higher education is held accountable to stakeholders. However, little research has been conducted to determine whether best practices are followed by departments and whether the process is perceived to be effective by department chairs. This article presents data from a national survey of US sociology department chairs to explore these issues. We find that the use of some best practices can improve the extent to which chairs perceive program review to be a good use of time and a way to enhance the experiences of students. Positive attitudes about program review are also enhanced when chairs perceive that administrators use the process to make decisions about departments and when program review results in demonstrable positive change for departments. Nonetheless, a nontrivial minority of chairs perceive that program review is not a good use of time and that the process fails to improve the student experience.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"10 1","pages":"1 - 27"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82208564","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Quaker Institute for the Future (QIF), as a way to facilitate Spirit-led research and action in the manner of Friends using worship sharing and group discernment on topics of critical importance for the future of life on Earth. Some CoDs have met in person, but most have met via conference call and by email. The results of the first CoDs have been published as QIF pamphlets. Now the CoD process has been suggested as a vehicle for QEW to form action groups around specific topics.
{"title":"Continuing the Conversation","authors":"D. Eubanks","doi":"10.2307/j.ctv22jnkwg.15","DOIUrl":"https://doi.org/10.2307/j.ctv22jnkwg.15","url":null,"abstract":"Quaker Institute for the Future (QIF), as a way to facilitate Spirit-led research and action in the manner of Friends using worship sharing and group discernment on topics of critical importance for the future of life on Earth. Some CoDs have met in person, but most have met via conference call and by email. The results of the first CoDs have been published as QIF pamphlets. Now the CoD process has been suggested as a vehicle for QEW to form action groups around specific topics.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"2 1","pages":"61 - 68"},"PeriodicalIF":0.0,"publicationDate":"2020-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75327802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-23DOI: 10.5325/jasseinsteffe.9.1-2.0096
Asm Delowar Hossain, A. Hossain, M. Kouar
abstract:Academic institutions in the United States often engage in challenging tasks of accreditation activities at both the institutional and program levels. Although the institutional and program level accreditations are not quite similar in scope, they do have a number of common accreditation requirements. The assessment tasks for those common accreditation requirements can be arranged to complement each other, thereby minimizing nearly redundant tasks and optimizing the overall process for an institution. This work aims to demonstrate an instance of such optimization by exploiting the commonalities in the accreditation standards and consolidating the pertinent assessment tasks between the Middle States Commission of Higher Education (MSCHE), a key institutional accreditor, and Accreditation Board for Engineering and Technology (ABET), the leading engineering program accreditor. This paves the way for academic institutions nationwide to optimize their activities involving several other accreditation bodies at both the institutional and program levels.
{"title":"Optimizing Assessment Tasks for Institutional and Program-Level Accreditations: A Case Study of Accreditation Requirements of MSCHE and ABET","authors":"Asm Delowar Hossain, A. Hossain, M. Kouar","doi":"10.5325/jasseinsteffe.9.1-2.0096","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.9.1-2.0096","url":null,"abstract":"abstract:Academic institutions in the United States often engage in challenging tasks of accreditation activities at both the institutional and program levels. Although the institutional and program level accreditations are not quite similar in scope, they do have a number of common accreditation requirements. The assessment tasks for those common accreditation requirements can be arranged to complement each other, thereby minimizing nearly redundant tasks and optimizing the overall process for an institution. This work aims to demonstrate an instance of such optimization by exploiting the commonalities in the accreditation standards and consolidating the pertinent assessment tasks between the Middle States Commission of Higher Education (MSCHE), a key institutional accreditor, and Accreditation Board for Engineering and Technology (ABET), the leading engineering program accreditor. This paves the way for academic institutions nationwide to optimize their activities involving several other accreditation bodies at both the institutional and program levels.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"2 1","pages":"120 - 96"},"PeriodicalIF":0.0,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74865696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-23DOI: 10.5325/jasseinsteffe.9.1-2.0001
Katherine M. Van Heuvelen, L. Blake, G. Daub, L. Hawkins, A. Johnson, H. V. Ryswyk, D. Vosburg
abstract:This article discusses how a chemistry department paired the redesign of a required introductory-level chemistry sequence with assessment that privileged the understanding of how the course was functioning for students. The authors describe the development of this assessment and how results have been used to monitor student experience throughout the semester, inform teaching and curricular reform, reinforce course content for students, and engage students actively in reflecting on their own learning. Results suggest the assessment provided valuable insight into teaching strategies and techniques that improve student experience and engagement as well as future program and course curricula. This redesign serves as a case study showing how just-in-time formative assessment data can be collected in a relatively facile way and how resulting evidence can be used to inform efforts that improve the student experience in a course.
{"title":"Emphasizing Learning: The Impact of Student Surveys in the Reform of an Introductory Chemistry Course","authors":"Katherine M. Van Heuvelen, L. Blake, G. Daub, L. Hawkins, A. Johnson, H. V. Ryswyk, D. Vosburg","doi":"10.5325/jasseinsteffe.9.1-2.0001","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.9.1-2.0001","url":null,"abstract":"abstract:This article discusses how a chemistry department paired the redesign of a required introductory-level chemistry sequence with assessment that privileged the understanding of how the course was functioning for students. The authors describe the development of this assessment and how results have been used to monitor student experience throughout the semester, inform teaching and curricular reform, reinforce course content for students, and engage students actively in reflecting on their own learning. Results suggest the assessment provided valuable insight into teaching strategies and techniques that improve student experience and engagement as well as future program and course curricula. This redesign serves as a case study showing how just-in-time formative assessment data can be collected in a relatively facile way and how resulting evidence can be used to inform efforts that improve the student experience in a course.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"3 1","pages":"1 - 28"},"PeriodicalIF":0.0,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83503417","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-07-23DOI: 10.5325/jasseinsteffe.9.1-2.0079
Smith
abstract:Increased focus on accountability in higher education has resulted in greater demand for assessment leaders to gather, analyze, and use student learning data. As college and university campuses use student learning data for improvement, assessment professionals are called upon to lead change that challenges underlying beliefs and assumptions about assessment, its purposes, and its uses. Cultural change theories can support assessment professionals by providing strategies for leading change. This article examines how strategies from cultural change theories can be applied by assessment leaders to create cultural change, shifting campus cultures surrounding assessment from that of fear and compliance to celebration.
{"title":"Assessment Leadership and Cultural Change","authors":"Smith","doi":"10.5325/jasseinsteffe.9.1-2.0079","DOIUrl":"https://doi.org/10.5325/jasseinsteffe.9.1-2.0079","url":null,"abstract":"abstract:Increased focus on accountability in higher education has resulted in greater demand for assessment leaders to gather, analyze, and use student learning data. As college and university campuses use student learning data for improvement, assessment professionals are called upon to lead change that challenges underlying beliefs and assumptions about assessment, its purposes, and its uses. Cultural change theories can support assessment professionals by providing strategies for leading change. This article examines how strategies from cultural change theories can be applied by assessment leaders to create cultural change, shifting campus cultures surrounding assessment from that of fear and compliance to celebration.","PeriodicalId":56185,"journal":{"name":"Journal of Assessment and Institutional Effectiveness","volume":"128 1","pages":"79 - 95"},"PeriodicalIF":0.0,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87633734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：