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ISBN:1579221769
Author: Amy Driscoll,Diane Cordero De Noriega,Judith A. Ramaley
ISBN13: 978-1579221768
Title: Taking Ownership of Accreditation: Assessment Processes that Promote Institutional Improvement and Faculty Engagement
Format: azw docx txt lit
ePUB size: 1329 kb
FB2 size: 1253 kb
DJVU size: 1599 kb
Language: English
Category: Schools and Teaching
Publisher: Stylus Publishing; 1 edition (April 12, 2006)
Pages: 272

Taking Ownership of Accreditation: Assessment Processes that Promote Institutional Improvement and Faculty Engagement by Amy Driscoll,Diane Cordero De Noriega,Judith A. Ramaley



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Assessment processes that promote institutional improvement and faculty engagement. Stylus Publishing, LLC Sterling, VA 2006.

Amy Driscoll, formerly the Director of Teaching, Learning, and Assessment at CSUMB, is an Associate Senior Scholar with the Carnegie Foundation for the Advancement of Teaching.

Amy Driscoll was former director of teaching, learning, and assessment at California State University, Monterey Bay, where she developed an institutional approach to outcomes-based education. Prior to that she served as the director of partnerships at Portland State University, where she initiated community-based learning and community Capstones. She currently mentors a Community of Practice and continues coordination of Carnegie's classification of community-engaged institutions.

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1) EDUCATION - Evaluation & Assessment. 1) service learning (1) Universities and colleges - United States - Evaluation. No current Talk conversations about this book.

Driscoll, . de Noriega, D. & Ramaley, J. (2006). Sterling, VA: Stylus. Promoting academic improvement: Organizational and administrative dynamics that support student assessment. In T. W. Banta and Associates (Ed., Building a scholarship of assessment (pp. 26-46). San Francisco, CA: Jossey-Bass.

This book demonstrates how a participatory approach to assessment and accreditation in their new forms creates a synergy for learner-centered education. It is a guide to approaching the accreditation process from a campus-wide perspective of ownership--illustrated by rich descriptions of how faculty, students, and administrators at California State University Monterey Bay engaged with and successfully focused their accreditation processes on the improvement of their practices. The approach that the authors describe was driven by a commitment to go beyond satisfying the accreditation expectations so as to promote ongoing and long-term improvement of student learning. It also reflects the shift of responsibility for assessment within institutions from a designated office to individual faculty and staff, entire departments, and the campus as a whole.The authors document strategies that are practical―ready to use or adapt―that are appropriate for all campuses. They also provide guidelines for the documentation process that accreditation demands. They demonstrate how they reduced traditional resistance to assessment by emphasizing its use for the improvement of student learning, helping faculty with their own teaching, and creating frameworks for continuing improvements that are valued by faculty.The authors emphasize the need for every institution to take into account its unique mission, vision, and core values; and to recognize the importance of individual departmental cultures. Although their accreditation "triggered" CSUMB’s engagement with assessment, the authors discuss other opportunities for jump-starting the process.