Exemplars of Assessment in Higher Education, Volume Two: Strategies for a Changing Higher Education Environment

by Jane Marie Souza (Editor), Tara A. Rose (Editor)

Overview

In this second volume of the successful Exemplars of Assessment in Higher Education, editors Souza and Rose share examples of assessment practice from over fifteen distinct and diverse Higher Education Institutions, including international contributions. Building upon the work of the first volume, the case studies in this book reflect the changes in assessment and higher education in the post-Covid education environment.

The institutions that appear in this book were chosen for having an effective assessment approach in one or more of the following areas: career readiness; distance education; diversity, equity, and inclusion; or general education. Each part of the book discusses one of these four areas, with chapters that feature real-life examples from the educators who teach at the college or university. Featuring a Foreword by AAC&U President Lynn Pasquerella, the work highlighted in this book is also aligned with AAC&U’s Valid Assessment of Learning in Undergraduate Education (VALUE) initiative to help educators make the best decisions about measuring student learning.

This book is ideal for university educators and assessment practitioners looking to diversify and enhance their assessment practices.

A Co-Publication with AAC&U

Product Details

ISBN-13:	9781642675498
Publisher:	Taylor & Francis
Publication date:	11/09/2023
Pages:	316
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Jane Marie Souza is Associate Vice Provost for Accreditation and Accreditation Liaison Officer at the University of Rochester, USA.

Tara A. Rose is Director of Assessment and Interim Associate Vice Provost at Louisiana State University, Baton Rouge, USA.

Table of Contents

INTRODUCTION  PART 1: DIVERSITY, EQUITY, AND INCLUSION  1. GOOD PRACTICE: Storytelling as Assessment (R)Evolution  2. ALIGNING STRATEGIC PLANNING, ACCREDITATION, AND INSTITUTIONAL ASSESSMENT FOR A FUTURE-READY UNIVERSITY  3. SUPPORTING DIVERSE FACULTY TO MAKE ASSESSMENT MEANINGFUL THROUGH PEER-LED COACHING  4. ASSESSING EQUITY WITH TRADITIONAL AND NOVEL METRICS IN TIMES OF CHANGE  PART 2: DISTANCE EDUCATION  5. DISTANCE LEARNING IN THE TIME OF COVID: Increasing LMS Usage through Focused Faculty Development  6. TRAUMA INFORMED COURSE DESIGN: Using Neurobiological Frameworks to Understand the Impacts of Trauma and Remove Barriers to Learning  7. STANDARDIZING THE PROCESS: A Unified Framework for Assessing Student Learning in Distance Education  8. ASSESSING AN ONLINE NUCLEAR ENGINEERING TECHNOLOGY PROGRAM  9. EMBEDDED ASSESSMENT TO MEASURE STUDENT ACHIEVEMENT IN THE ONLINE MODALITY  PART 3: CAREER READINESS  10. ASSESSMENT PRACTICES THAT SUPPORT CAREER TRANSITIONS FOR DOCTORAL STUDENTS  11. USING PORTFOLIO-BASED ASSESSMENTS TO DEMONSTRATE ACADEMIC COMPETENCY, ENCOURAGE PROFESSIONAL GROWTH, AND INFORM CURRICULAR INNOVATION  12. ASSESSMENT THAT IMPACTS CAREER SUCCESS  13. A HOLISTIC APPROACH TO CAREER READINESS ASSESSMENT IN A GUIDED PATHWAYS FRAMEWORK  PART 4: GENERAL EDUCATION  14. BUILDING A SIGNATURE GENERAL EDUCATION PROGRAM WITH ALIGNMENT AND ASSESSMENT AMONG ITS FOUNDING PRINCIPALS  15. GENERAL EDUCATION ASSESSMENT: Course-Based to Comprehensive Assessment of Student Learning  16. COLLABORATIVE GENERAL EDUCATION ASSESSMENT AMONG MISSION-FOCUSED INSTITUTIONS  17. REMODELING ACADEMIC ADVISING INTO A HOLISTIC CASE MANAGEMENT MODEL AND ASSESSING THE EFFECTIVENESS OF THE MODEL AND THE IMPACT ON STUDENT SUCCESS

 

 

 

Editorial Reviews

Stephen Biscotte, PhD, Assistant Provost for Undergraduate Education and Instructor, School of Education at Virginia Tech; President, Association for General and Liberal Studies

 

Belle Wheelan, PhD, President, Southern Association of Colleges and Schools Commission on Colleges

21^st century explicitly taking into account these structural contexts.  Highlighting both the quantitatively and qualitatively rich understandings of success, each chapter details how assessment data can be used to work toward more equitable student experiences and outcomes and demonstrate how students are mastering career competencies within degree programs."

Mary Gatta, PhD, Director of Research and Public Policy, National Association of Colleges and Employers (NACE)

Exemplars in Assessment offers readers plentiful examples of assessment’s significance and impact in a variety of contexts.  Each individual chapter provides rich information to enhance knowledge and inform professional practice.  Collectively, the chapters provide a mosaic of compelling, contemporary issues facing the higher education sector.  Faculty members, student affairs educators, assessment professionals, administrators, policymakers, researchers—indeed, anyone with a stake in improving student learning—will find this book a beneficial addition to their professional library."

Stephen P. Hundley, Chair, Assessment Institute in Indianapolis and Executive Editor, Assessment Update

Exemplars of Assessment in Higher Education make this book a must read for institutional leaders and educators asking how to center DEI within assessment strategies. The honest and candid reflections of the authors are inspiring and approachable for professionals at any stage in their careers."

Tia Brown McNair, Vice President for Diversity, Equity, and Student Success and Executive Director for TRHT Campus Centers, American Association of Colleges & Universities (AAC&U)

Josephine Welsh, PhD, Associate Provost of Academic Affairs, Delta State University

Exemplars of Assessment in Higher Education offers the reader a worthwhile opportunity like this, to access and learn from our colleagues’ experiences of working through assessment challenges at a variety of institutions during the COVID-19 pandemic. It’s sure to be a helpful resource to assessment professionals- we can learn so much from each other!"

Gina B. Polychronopoulos, Ph.D, Associate Director of Curricular Assessment, George Mason University; Associate Editor, Research & Practice in Assessment

From the Publisher