Research and Learning Intensive: Bowling Green State University Commits to Both

Autor/inn/en	Knight, William E.; Hakel, Milton D.; Gromko, Mark H.
Titel	Research and Learning Intensive: Bowling Green State University Commits to Both
Quelle	In: About Campus, 10 (2006) 6, S.24-27 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1086-4822
DOI	10.1002/abc.151
Schlagwörter	Student Evaluation; Academic Achievement; Doctoral Programs; Associate Degrees; Program Effectiveness; Learning Experience; Feedback (Response); Research Universities; Web Sites; General Education; Participation; Indiana; Ohio; Wisconsin + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Schulleistung; Doktorandenprogramm; Lernerfahrung; Forschungseinrichtung; Web-Design; Allgemein bildendes Schulwesen; Allgemeinbildung; Teilnahme
Abstract	The question that has shaped the work at Bowling Green State University (BGSU) for the past ten years was raised by President Sidney A. Ribeau shortly after he assumed office in 1995. Could a large, complex doctoral-research intensive university also become the premier learning community in Ohio and one of the best in the nation? Even with some 21,000 students at associate degree through doctoral levels; nearly nine hundred full-time faculty; and more than two hundred baccalaureate degree programs, sixty-five master's degree programs, two specialist programs, and sixteen doctoral programs in seven academic colleges and a graduate college, the faculty decided that yes, student learning and success could and would become their number one strategic direction. Several initiatives, such as the development of residential learning communities and enhanced first-year programs, a redesign of their general education program, and the creation of a signature student learning experience that focuses on critical thinking about values, are being carried out as a result of this commitment. At the time, they also realized that becoming a premier learning community needed to include assessment of that learning in ways that were both useful and meaningful. While many areas of BGSU were doing assessment prior to 1995, their efforts were not coordinated; little support was provided for assessment; and some assessments were undertaken from a sense of bureaucratic compliance rather than as a means to make real improvements in what students know and can do. The Student Achievement Assessment Committee (SAAC) was appointed in 1995 to improve this picture. The committee now provides written feedback to units about their progress in assessment; has built a Web site with links to numerous assessment resources; holds assessment fairs and showcases; convenes town meetings about assessment (including discussions with assessment experts from other institutions and business and political leaders);publishes a newsletter to promote the knowledge base about assessment at BGSU; offers support for travel to assessment conferences (including those sponsored by national organizations, Alverno College, and Indiana University-Purdue University Indianapolis); and offers seed grants to support unit assessment efforts. Through the efforts of the SAAC and the Office of the Provost, the proposals for curricular change at both undergraduate and graduate levels now must include a section on assessing student learning outcomes. In addition, assessment of student learning outcomes is given major emphasis in academic program review. (Contains 5 notes.) (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