Using Quality Benchmarks for Assessing and Developing Undergraduate Programs (Hardcover)
Language: English
Published by John Wiley & Sons Inc, New York, 2011
- First Edition
- Hardcover
- New
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Hardcover. Using Quality Benchmarks for Assessing and Developing Undergraduate Programs Using Quality Benchmarks for Assessing and Developing Undergraduate Programs introduces selected performance criteriabenchmarksto 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. 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 item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…
Seller Inventory # 9780470405567
- Title
- Using Quality Benchmarks for Assessing and Developing Undergraduate Programs (Hardcover)
- Author
- Dana S. Dunn
- Publisher
- John Wiley & Sons Inc, New York
- Publication year
- 2011
- Condition
- new
- Binding
- Hardcover
- Language
- English
- ISBN 10
- 0470405562
- ISBN 13
- 9780470405567
- Edition
- 1st Edition
Using Quality Benchmarks for Assessing and Developing Undergraduate Programs
Using Quality Benchmarks for Assessing and Developing Undergraduate Programs introduces selected performance criteriabenchmarksto 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.
"Synopsis" may belong to another edition of this title.
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.
"About the title" may belong to another edition of this title.
CitiRetail
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