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Autor/inn/enWhitt, Elizabeth J.; Kinzie, Jillian; Schuh, John H.; Kuh, George D.
TitelAssessing Conditions to Enhance Student Success: How Six Campuses Got Started
QuelleIn: About Campus, 13 (2008) 3, S.9-18 (10 Seiten)
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1086-4822
DOI10.1002/abc.253
SchlagwörterCampuses; Cultural Influences; Minority Groups; Academic Achievement; Models; Evaluation; Educational Administration; Faculty; Self Evaluation (Groups); Higher Education; Educational Practices; Georgia; Maryland; Oregon; Texas
AbstractThe Inventory for Student Engagement and Success (ISES) is a self-guided framework for conducting a comprehensive, systematic analysis of the properties and conditions for student success that are present at an institution. It can be used to assess an entire institution; units within an institution, such as a school or department or an academic or student affairs division; or particular groups of students on campus. ISES can also be used to frame accreditation self-studies and program reviews or to organize staff development, strategic planning, or faculty or governing board retreats. The ISES process is similar to an institutional self-study in that it brings together representatives of the administration, faculty, student body, and other constituencies to review data about the institution and its educational programs, to identify institutional strengths and issues requiring action, and to define strategies to ensure that institutional strengths are maintained and any shortcomings are addressed. ISES makes use of information about students' experiences and institutional performance, such as results of outcomes assessments, student and faculty surveys, and unit or campus self-studies. ISES also can assist institutions in identifying and obtaining additional information relevant to students and their success. This article describes ISES and illustrates how its diagnostic queries can be used to inform and support institutional improvement efforts. This article offers examples of how several campuses adapted ISES to assess the conditions for student success and to inform institutional change initiatives. This article concludes with some lessons about using ISES that were learned from these examples. (Contains 2 notes.) (ERIC).
AnmerkungenJossey 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 vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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