Improving Student Learning at Scale: A How-To Guide for Higher Education

ISBN-13: 9781642671810 / Angielski / Miękka / 2021 / 192 str.

Caroline Prendergast

Opis

This book is a step-by-step guide for improving student learning in higher education. The authors found that faculty and administrators particularly struggle to conceptualize and implement multi-section, multi-course improvement efforts.

Spis treści

Foreword—Stephen Hundley Afterword—Natasha Jankowski Acknowledgments Preface Part One. Introduction to Learning Improvement at Scale 1. Laying Out the Problem 2. What Could Learning Improvement Look Like in Higher Education? 3. Dismantling Learning Improvement Part Two. A Step-By-Step Guide to Improving Learning at Scale 4. Testing the Collective Will to Improve 5. Vision 6. Where are We Now? 7. Developing Interventions 8. Intervention Implementation 9. Re-Assessment Part Three. Expanding Learning Improvement at Scale 10. Doing Higher Education as If Learning Improvement Matters Most 11. Join the Improvement Movement. What You Can Do Now Appendix A Appendix B Appendix C References About the Authors Index

O autorze

Keston H. Fulcher is the executive director of the Center for Assessment and Research Studies and professor in graduate psychology at James Madison University (JMU). JMU has received an unprecedented 14 national recognitions related to student learning outcomes assessment. Fulcher’s research focuses on structuring higher education for learning improvement. He serves on the advisory panel to the National Institute for Learning Outcomes Assessment (NILOA), collaborates extensively with the Assessment Institute in Indianapolis, and is one of the founders of the Learning Improvement Community.

Caroline Prendergast is completing her PhD in Assessment and Measurement at James Madison University. She has six years of experience in educational assessment, ranging from international large-scale assessment to work with small student affairs programs in higher education. Her current work involves providing assessment-related training and resources to faculty and staff across JMU’s campus and beyond and partnering with academic programs to pursue large-scale learning improvement projects. Her research primarily concerns the role of assessment in promoting the improvement of student learning.

Stephen Hundley, Ph.D., is Senior Advisor to the Chancellor for Planning and Institutional Improvement at IUPUI, an urban-serving institution with 30,000 students. He is also Professor of Organizational Leadership within the Department of Technology Leadership and Communication in IUPUI’s School of Engineering and Technology. Stephen chairs the annual national-level Assessment Institute in Indianapolis, the nation’s oldest and largest higher education event focused on assessment and improvement. He is host of Leading Improvements in Higher Education, a podcast profiling people, initiatives, institutions, and organizations improving conditions in higher education. Stephen is also executive editor of Assessment Update, an award-winning bimonthly periodical from Wiley with a national readership. His prior administrative roles at IUPUI include program director, department chair, and associate dean for academic affairs and undergraduate programs in the School of Engineering and Technology; associate vice chancellor for strategic initiatives in the Office of the Executive Vice Chancellor and Chief Academic Officer; and interim associate vice chancellor for undergraduate education and dean of University College. Stephen earned his bachelor's and master's degrees from Virginia Commonwealth University and a doctorate from American University in Washington, D.C.

Natasha A. Jankowski serves as the Executive Director of the National Institute for Learning Outcomes Assessment (NILOA) and Associate Professor with the department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign. She is co-author, along with her NILOA colleagues, Degrees That Matter: Moving Higher Education to a Learning Systems Paradigm and the book Using Evidence of Student Learning to Improve Higher Education. She loves all things assessment.