American higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning.
American higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning.
GEORGE D. KUH is director of the National Institute forLearning Outcomes Assessment (NILOA) and coprincipal investigatorat the University of Illinois.
STANLEY O. IKENBERRY is coprincipal investigator at theUniversity of Illinois.
NATASHA A. JANKOWSKI is assistant director of NILOA andresearch assistant professor at the University of Illinois.
TIMOTHY REESE CAIN is a NILOA senior scholar andassociate professor in the Institute of Higher Education at theUniversity of Georgia.
PETER T. EWELL is a NILOA senior scholar and vicepresident of the National Center for Higher Education ManagementSystems.
PAT HUTCHINGS is a NILOA senior scholar and consultingscholar for The Carnegie Foundation for the Advancement ofTeaching.
JILLIAN KINZIE is a NILOA senior scholar and associatedirector of the Center for Post-secondary Research at IndianaUniversity.
Inhaltsangabe
Preface ix
Acknowledgments xvii
About the Authors xix
1. From Compliance to Ownership: Why and How Colleges and Universities Assess Student Learning 1 Stanley O. Ikenberry and George D. Kuh
PART ONE What Works? Finding and Using Evidence
2. Evidence of Student Learning: What Counts and What Matters for Improvement 27 Pat Hutchings, Jillian Kinzie, and George D. Kuh
3. Fostering Greater Use of Assessment Results: Principles for Effective Practice 51 Jillian Kinzie, Pat Hutchings, and Natasha A. Jankowski
4. Making Assessment Consequential: Organizing to Yield Results 73 Jillian Kinzie and Natasha A. Jankowski
PART TWO Who Cares? Engaging Key Stakeholders
5. Faculty and Students: Assessment at the Intersection of Teaching and Learning 95 Timothy Reese Cain and Pat Hutchings
6. Leadership in Making Assessment Matter 117 Peter T. Ewell and Stanley O. Ikenberry
7. Accreditation as Opportunity: Serving Two Purposes with Assessment 146 Peter T. Ewell and Natasha A. Jankowski
8. The Bigger Picture: Student Learning Outcomes Assessment and External Entities 160 Jillian Kinzie, Stanley O. Ikenberry, and Peter T. Ewell
PART THREE What Now? Focusing Assessment on Learning
9. Assessment and Initiative Fatigue: Keeping the Focus on Learning 183 George D. Kuh and Pat Hutchings
10. From Compliance Reporting to Effective Communication: Assessment and Transparency 201 Natasha A. Jankowski and Timothy Reese Cain
11. Making Assessment Matter 220 George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings, and Jillian Kinzie
1. From Compliance to Ownership: Why and How Colleges and Universities Assess Student Learning 1 Stanley O. Ikenberry and George D. Kuh
PART ONE What Works? Finding and Using Evidence
2. Evidence of Student Learning: What Counts and What Matters for Improvement 27 Pat Hutchings, Jillian Kinzie, and George D. Kuh
3. Fostering Greater Use of Assessment Results: Principles for Effective Practice 51 Jillian Kinzie, Pat Hutchings, and Natasha A. Jankowski
4. Making Assessment Consequential: Organizing to Yield Results 73 Jillian Kinzie and Natasha A. Jankowski
PART TWO Who Cares? Engaging Key Stakeholders
5. Faculty and Students: Assessment at the Intersection of Teaching and Learning 95 Timothy Reese Cain and Pat Hutchings
6. Leadership in Making Assessment Matter 117 Peter T. Ewell and Stanley O. Ikenberry
7. Accreditation as Opportunity: Serving Two Purposes with Assessment 146 Peter T. Ewell and Natasha A. Jankowski
8. The Bigger Picture: Student Learning Outcomes Assessment and External Entities 160 Jillian Kinzie, Stanley O. Ikenberry, and Peter T. Ewell
PART THREE What Now? Focusing Assessment on Learning
9. Assessment and Initiative Fatigue: Keeping the Focus on Learning 183 George D. Kuh and Pat Hutchings
10. From Compliance Reporting to Effective Communication: Assessment and Transparency 201 Natasha A. Jankowski and Timothy Reese Cain
11. Making Assessment Matter 220 George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings, and Jillian Kinzie
References 237
Appendix A: NILOA National Advisory Panel 261
Appendix B: NILOA Staff, 2008 to 2014 263
Index 265
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