Between the Ideal and the Practical: Using Assessment to Find the Balance

Autor/inn/en	Sriram, Rishi; Scales, T. Laine; Oster, Meghan
Titel	Between the Ideal and the Practical: Using Assessment to Find the Balance
Quelle	In: About Campus, 16 (2011) 4, S.26-29 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1002/abc.20071
Schlagwörter	Learner Engagement; Curriculum Development; Program Improvement; Program Effectiveness; Accreditation (Institutions); Outcomes of Education; Academic Achievement; Educational Improvement; Student Experience; Undergraduate Students; Undergraduate Study; Student Research; Administrator Role; Administrators; Educational Assessment; Teacher Student Relationship; Active Learning; Cooperative Learning; College Administration; Texas + Suchen Sie Ihr Suchwort? Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Lernleistung; Schulerfolg; Schulleistung; Teaching improvement; Unterrichtsentwicklung; Studienerfahrung; Grundstudium; Studentenforschung; Education; assessment; Bewertungssystem; Teacher student relationships; Lehrer-Schüler-Beziehung; Aktives Lernen; Kooperatives Lernen; College administrators; Hochschulverwaltung
Abstract	Perhaps a decade ago, accreditation agencies might have been satisfied with a list of student learning outcomes and some evidence that students achieved them. More and more, accreditors request evidence of "improvement". It is not enough to merely demonstrate that what one is doing works reasonably well; one must also show that he or she invests in new ideas to improve the institution. This is the context in which Baylor University senior administrators approved a quality enhancement plan to strengthen the undergraduate experience. While the program developed from an accreditation requirement, it quickly became an opportunity to do something creative for the benefit of students. In the resulting program, Engaged Learning Groups (ELGs), educators aimed to increase student engagement in academics through small residential learning communities led by faculty teams. In this article, the authors share how the assessment efforts of Baylor University's ELGs have led to effective advocating for program improvement as well as increased administrative support. (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/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10