Demonstrating Student Success: A Practical Guide to Outcomes-Based Assessment of Learning and Development in Student Affairs

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This practical guide to outcomes-based assessment in student affairs is designed to help readers meet the growing demand for accountability and for demonstrating student learning. The authors offer a framework for implementing the assessment of student learning and development and pragmatic advice on the strategies most appropriate for the readers’ particular circumstances.

Beginning with a brief history of assessment, the book explains how to effectively engage in outcomes-based assessment, presents strategies for addressing the range of challenges and barriers student affairs practitioners are likely to face, addresses institutional, divisional, and departmental collaboration, and considers future developments in the assessment of student success.

One feature of the book is its use of real case studies that both illustrate current best practices in student affairs assessment that illuminate theory and provide examples of application. The cases allow the authors to demonstrate that there are several approaches to evaluating student learning and development within student affairs; illustrating how practice may vary according to institutional type, institutional culture, and available resources.

The authors explain how to set goals, write outcomes, describe the range of assessment methods available, discuss criteria for evaluating outcomes-based assessment, and provide steps and questions to consider in designing the reflection and institutional assessment processes, as well as how to effectively utilize and disseminate results. Their expert knowledge, tips, and insights will enable readers to implement outcomes-based assessment in ways that best meet the needs of their own unique campus environments.
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About the author

Marilee J. Bresciani Ludvik is Professor for Postsecondary Education and Co-Director of the Center for Educational Leadership, Innovation, and Policy, San Diego State University. She was formerly Assistant Vice President for Institutional Assessment at Texas A&M University. She has conducted outcomes assessment for programs and courses and is frequently invited to present assessment workshops nationally and internationally.

Megan Moore Gardner is Associate Professor, Higher Education Administration, University of Akron.

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Additional Information

Publisher
Stylus Publishing, LLC.
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Published on
Mar 12, 2012
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Pages
224
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ISBN
9781579225162
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Language
English
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Genres
Education / Evaluation & Assessment
Education / Higher
Political Science / Public Policy / Social Services & Welfare
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Content Protection
This content is DRM protected.
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Read Aloud
Available on Android devices
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Eligible for Family Library

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Marilee J. Bresciani Ludvik
Is higher education preparing our students for a world that is increasingly complex and volatile, and in which they will have to contend with uncertainty and ambiguity? Are we addressing the concerns of employers who complain that graduates do not possess the creative, critical thinking, and communication skills needed in the workplace?

This book harnesses what we have learned from innovations in teaching, from neuroscience, experiential learning, and studies on mindfulness and personal development to transform how we deliver and create new knowledge, and indeed transform our students, developing their capacities for adaptive boundary spanning.

Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates mindful inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, while demonstrating how these align with the latest discoveries in neuroscience.

The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance adaptive problem solving, creativity, overall wellbeing, innovation, resilience, compassion, and ultimately world peace.

Co-published with ACPA – College Student Educators International

img width="118" height="50" src="/sites/stylus/images/imgACPA.jpg"
Marilee J. Bresciani Ludvik
This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development.

Each chapter addresses a key component of the assessment process, beginning with the creation of a learning-centered culture and the development and articulation of shared outcomes goals and priorities. Subsequent chapters lead the reader through the development of a plan, the selection of assessment methods, and the analysis of results. The book concludes by discussing the communication of results and their use in decision making; integrating the conclusions in program review as well as to inform budgeting; and, finally, evaluating the process for continuous improvement, as well as engaging in reflection.

The book is illustrated by examples developed by faculty and student affairs/services professionals at community and two year colleges from across the country. Furthermore, to ensure its relevance and applicability for its targeted readership, each chapter has at least one author who is a community college or two-year college professional.

Contributors are drawn from the following colleges:
Borough of Manhattan Community College
David Phillips
Buffalo State College
Joy Battison
Kimberly Kline
Booker Piper
Butler County Community College
Sunday Faseyitan
California State University, Fullerton
John Hoffman
Genesee Community College
Thomas Priester
Virginia Taylor
Heald College
Megan Lawrence
Stephanie Romano (now with Education Affiliates)
Hobart and William Smith Colleges
Stacey Pierce
Miami Dade College
John Frederick
Barbara Rodriguez
Northern Illinois University
Victoria Livingston
Paradise Valley Community College
Paul Dale
San Diego Mesa College
Jill Baker
Julianna Barnes
San Diego State University
Marilee Bresciani
San Juan College
David Eppich
Stark State College
Barbara Milliken
University of Akron
Sandra Coyner
Megan Moore Gardner
Megan Moore Gardner
"Moving from a strong conceptual framework to implementation of assessment of student learning outcomes, the authors guide community college faculty, student services and assessment professionals through a variety of rational and workable approaches. This book is about empowering educators with practical, tested activities that help community colleges design and put in to action a system of assessment that provides evidence-based outcome information. This book is a must have resource for any community college professional engaged in assessment of student learning."--Brad C. Phillips, Ph.D., President/CEO, Institute for Evidence-Based Change

This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development.

Each chapter addresses a key component of the assessment process, beginning with the creation of a learning-centered culture and the development and articulation of shared outcomes goals and priorities. Subsequent chapters lead the reader through the development of a plan, the selection of assessment methods, and the analysis of results. The book concludes by discussing the communication of results and their use in decision making; integrating the conclusions in program review as well as to inform budgeting; and, finally, evaluating the process for continuous improvement, as well as engaging in reflection.

The book is illustrated by examples developed by faculty and student affairs/services professionals at community and two year colleges from across the country. Furthermore, to ensure its relevance and applicability for its targeted readership, each chapter has at least one author who is a community college or two-year college professional.
Cathy Glass
Marilee J. Bresciani Ludvik
Is higher education preparing our students for a world that is increasingly complex and volatile, and in which they will have to contend with uncertainty and ambiguity? Are we addressing the concerns of employers who complain that graduates do not possess the creative, critical thinking, and communication skills needed in the workplace?

This book harnesses what we have learned from innovations in teaching, from neuroscience, experiential learning, and studies on mindfulness and personal development to transform how we deliver and create new knowledge, and indeed transform our students, developing their capacities for adaptive boundary spanning.

Starting from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development, the authors set out an alternative model that emphasizes a holistic approach to education that integrates mindful inquiry practice with self-authorship and the regulation of emotion as the cornerstones of learning, while demonstrating how these align with the latest discoveries in neuroscience.

The book closes by offering practical ideas for implementation, showing how simple refinements in classroom and out-of-classroom experiences can create foundations for students to develop key skills that will enhance adaptive problem solving, creativity, overall wellbeing, innovation, resilience, compassion, and ultimately world peace.

Co-published with ACPA – College Student Educators International

img width="118" height="50" src="/sites/stylus/images/imgACPA.jpg"
Marilee J. Bresciani Ludvik
This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development.

Each chapter addresses a key component of the assessment process, beginning with the creation of a learning-centered culture and the development and articulation of shared outcomes goals and priorities. Subsequent chapters lead the reader through the development of a plan, the selection of assessment methods, and the analysis of results. The book concludes by discussing the communication of results and their use in decision making; integrating the conclusions in program review as well as to inform budgeting; and, finally, evaluating the process for continuous improvement, as well as engaging in reflection.

The book is illustrated by examples developed by faculty and student affairs/services professionals at community and two year colleges from across the country. Furthermore, to ensure its relevance and applicability for its targeted readership, each chapter has at least one author who is a community college or two-year college professional.

Contributors are drawn from the following colleges:
Borough of Manhattan Community College
David Phillips
Buffalo State College
Joy Battison
Kimberly Kline
Booker Piper
Butler County Community College
Sunday Faseyitan
California State University, Fullerton
John Hoffman
Genesee Community College
Thomas Priester
Virginia Taylor
Heald College
Megan Lawrence
Stephanie Romano (now with Education Affiliates)
Hobart and William Smith Colleges
Stacey Pierce
Miami Dade College
John Frederick
Barbara Rodriguez
Northern Illinois University
Victoria Livingston
Paradise Valley Community College
Paul Dale
San Diego Mesa College
Jill Baker
Julianna Barnes
San Diego State University
Marilee Bresciani
San Juan College
David Eppich
Stark State College
Barbara Milliken
University of Akron
Sandra Coyner
Megan Moore Gardner
Megan Moore Gardner
"Moving from a strong conceptual framework to implementation of assessment of student learning outcomes, the authors guide community college faculty, student services and assessment professionals through a variety of rational and workable approaches. This book is about empowering educators with practical, tested activities that help community colleges design and put in to action a system of assessment that provides evidence-based outcome information. This book is a must have resource for any community college professional engaged in assessment of student learning."--Brad C. Phillips, Ph.D., President/CEO, Institute for Evidence-Based Change

This is a practical resource for community and two year college professionals engaged at all levels of learning outcomes assessment, in both academic and co-curricular environments. It is designed as a guide both to inform the creation of new assessment efforts and to enhance and strengthen assessment programs already established, or in development.

Each chapter addresses a key component of the assessment process, beginning with the creation of a learning-centered culture and the development and articulation of shared outcomes goals and priorities. Subsequent chapters lead the reader through the development of a plan, the selection of assessment methods, and the analysis of results. The book concludes by discussing the communication of results and their use in decision making; integrating the conclusions in program review as well as to inform budgeting; and, finally, evaluating the process for continuous improvement, as well as engaging in reflection.

The book is illustrated by examples developed by faculty and student affairs/services professionals at community and two year colleges from across the country. Furthermore, to ensure its relevance and applicability for its targeted readership, each chapter has at least one author who is a community college or two-year college professional.
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