Using Quality Benchmarks for A

Suzanne C Baker

ISBN 10: 0470405562 / ISBN 13: 9780470405567

Published by Wiley Dez 2010, 2010

About this Item

Neuware - Assessing student learning effectively has become a priority in higher education. Faculty and administrators must demonstrate to various constituencies and stakeholders that their programs are effective and that there is correlation between teaching and learning. This book uses selected performance criteria benchmarks to assist undergraduate programs to define their educational missions and goals as well as to document their effectiveness. It helps faculty and administrators use benchmarks not only to assess outcomes of student learning, but to program assessment, evaluate student learning, create meaningful faculty scholarship, ensure quality teaching, and forge connection to the community.

Seller Inventory # 9780470405567

Bibliographic Details

• Title: Using Quality Benchmarks for A
• Publisher: Wiley Dez 2010
• Publication Date: 2010
• Language: English
• ISBN 10: 0470405562
• ISBN 13: 9780470405567
• Binding: Buch
• Condition: Neu
• Dimensions: 235W x 157H x 25D millimeters 235 millimeters width by 157 millimeters height by 25 millimeters depth
• Weight: 710 grams

About this title

Synopsis

Using Quality Benchmarks for Assessing and Developing Undergraduate Programs

Using Quality Benchmarks for Assessing and Developing Undergraduate Programs introduces selected performance criteria—benchmarks—to assist undergraduate programs in defining their educational goals and documenting their effectiveness.

The book explores the attributes of undergraduate programs by focusing on educationally related activities in eight domains: program climate; assessment, accountability, and accreditation issues; student learning outcomes; student development; curriculum; faculty characteristics; program resources; and administrative support. Further, it conceptualizes a continuum of performance for each attribute in each of the domains to characterize underdeveloped, developing, effective, and distinguished achievement for undergraduate programs.

The goal of the book is to encourage individual departments at various types of institutions to evaluate what they currently do well while identifying areas for refinement or future growth. When benchmarks reveal that a program is underdeveloped, faculty and administrators can plan for how they can best direct subsequent efforts and resources to improve a program's performance and ability to serve students.

Emphasizing formative assessment over summative or punitive evaluation, the benchmarks in this book are designed to improve program quality, encourage more effective program reviews, and help optimally functioning programs compete more successfully for resources. Using performance benchmarks to identify areas of program strength can, in turn, be used to recruit and retain students, seek funding via grants or alumni support, and enhance the perceived rating of an institution.

About the Author

THE AUTHORS

DANA S. DUNN is a professor of psychology and director of the Learning in Common Curriculum at Moravian College. The author or editor of numerous books, he serves on the editorial boards of several journals.

MAUREEN A. McCARTHY is a professor of psychology at Kennesaw State University. She previously served as the associate executive director for the Office of Precollege and Undergraduate Programs at the American Psychological Association.

SUZANNE C. BAKER is a professor of psychology at James Madison University, where she also serves as assistant department head in psychology. She has authored several book chapters and articles on teaching.

JANE S. HALONEN is professor of psychology and the dean of the College of Arts and Sciences at the University of West Florida. She is the author of Your Guide to College Success.