Using Kansas Study and National Community College Benchmark Project Information for Assessment of General Education

Autor/in	Weed, Ellen J.
Titel	Using Kansas Study and National Community College Benchmark Project Information for Assessment of General Education
Quelle	In: Assessment Update, 19 (2007) 5, S.1-2 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1041-6099
DOI	10.1002/au.195
Schlagwörter	General Education; Program Effectiveness; Productivity; Discipline; Community Colleges; Academic Achievement; Full Time Equivalency; Enrollment; Urban Education; Evaluation; Kansas; Tennessee + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Produktivität; Disziplin; Community college; Community College; Schulleistung; Einschulung; Stadtteilbezogenes Lernen; Evaluierung
Abstract	During the 2006 fall semester, Nashville State Technical Community College (NSCC) completed a review of its general education program, including assessment of student success. A major advantage in assessing general education is that a number of measures are available for this purpose. A major disadvantage is that these measures rarely can be tied directly to the curriculum or to improving its impact on student learning. Nashville State, which participates in both the Kansas Study of Community College Instructional Costs and Productivity and the National Community College Benchmark Project, found each of these to be useful tools during the review of the general education program, although they were useful in very different ways. Both tools provide benchmarking capability that can be used in the improvement plans that result from program review. The Kansas Study includes key input measures that provide background information for faculty to take into account in the program review process. Examples of these measures are direct cost of instruction (cost per student credit hour; student-to-faculty ratio; staffing patterns; and faculty productivity. All of these figures are available at the discipline level. The National Community College Benchmark Project (NCCBP) provides information about student success for a limited number of disciplines. The author states that substantive discussions often ensue when faculty receive discipline-specific comparative data from the Kansas Study and the NCCBP. The data provide an objective basis for comparison, clarify the identification of strengths and weaknesses, and enable academic programs to formulate improvement plans. Both the Kansas Study and the NCCBP facilitate the setting of benchmarks in order to assess the success of these improvement plans. (Contains 2 tables.) (ERIC).
Anmerkungen	Jossey Bass. Available from John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/cgi-bin/jhome/86511121
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10