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Preface: Using Accreditation to Improve Practice Judith A. Ramaley xi
Assessment and Accreditation: Productive Partnerships Amy Driscoll 1
Setting the Stage
Assessment of the Past
Assessment Today
Accreditation of the Past
Evidence of the Accreditation Shift
Assessment and Accreditation: Partners for Improvement
The Future of Accreditation and Assessment
California State University Monterey Bay and the Western Association of Schools and Colleges: Understanding Their Cultures of Innovation Amy Driscoll 19
Descriptions from Two Perspectives
Western Association of Schools and Colleges: Innovative Accreditation Thinking
California State University Monterey Bay: Innovative Accreditation Thinking
Institutional Vision, Values, and Mission: Foundational Filters for Inquiry Diane Cordero de Noriega 37
A Trio of Guides for Campus Practices and Assessment
A Trifocal Lens: Filtering Our Intentions and Inquiry
Bringing It All into Focus
Preparing for Accreditation: Sowing the Seeds of Long-Term Change Salina Diiorio 53
Directions for Preparation
Preparing the Soil: Communicating and Working with Campus Constituencies
Weeding and Pruning: Selecting the Best Evidence to Grow
Harvesting and Arranging: Presenting the Evidence
Moving On to Other Pastures?
Program Review as a Model of Vision-Based Continuous Renewal Seth Pollack 73
Overview: CSUMB's AcademicProgram Review Process
Revision of the Initial Committee Mandate
Additional Processes: Facilitating Campuswide Discussion
Reflections on This Process Through a Best Practices Lens
Multilayered Inquiry for Program Reviews: Methods and Analysis for Campuswide Implications Annette March 95
Rationale for Inquiry
Implementing a Multilayered Inquiry: Planning and Design
Implementing a Multilayered Inquiry: Collecting the Data
Implementing a Multilayered Inquiry: Analyzing Data
Implementing a Multilayered Inquiry: Writing the Report
Implementing a Multilayered Inquiry: Dissemination
Implementing a Multilayered Inquiry: Closing the Loop
Adapting the Writing Program Inquiry Process for Your Campus
Examining Capstone Practices: A Model of Assets-Based Self-Study Dan Shapiro 121
The Self-Study Model
Implementing the Self-Study
Brief Summary of Self-Study Results
The CSUMB Capstone Self-Study and Accreditation: Emerging Institutional Improvement
A Study of "Best Practices" in Assessment: A Visible and Public Learning Process Betty McEady 141
The Research Processes
Evidence of Best Practices in Campus Assessment Profile
Define and Clarify Program Goals and Outcomes for Long-Term Improvement
Make Assessment-for-Improvement a Team Effort
Embed Assessment into Campus Conversations about Learning
Use Assessment to Support Diverse Learning Abilities and to Understand Conditions Under Which Students Learn Best
Connect Assessment Processes to Questions or Concerns That Program Decision Makers or Internal Stakeholders Really Care About
Make Assessment Protocols and Results Meaningful and Available to Internal and External Stakeholders for Feedback and Ultimately Improvement
Design an Assessment Model That Aligns With the Institutional Capacity to Support It
One Department's Assessment Story: Processes and Lessons Brian Simmons 171
The Collaborative Health and Human Services Program: Background and History
The Path to Skillful Assessment Practice
The CHHS Assessment Protocol
Lessons Learned
Faculty Interviews: A Strategy for Deepening Engagement in Inquiry Swarup Wood 205
Rationale and Chapter Organization
Campus and Researcher Context
First Interview Study
Findings: First Interview Study
Second Interview Study
Findings: Second Interview Study
The Value of Interview Studies
Administrative Alignment and Accountability: Student Learning as Focus Diane Cordero de Noriega Salina Diiorio 229
Early Alignment Attempts
Alignment and Accountability
Planning Alignment and Integration: Thinking Alignment Across Plans
Costing the Model: Thinking Alignment and Student Learning
Strategic Plan Review and Renewal: Bringing Assessment, Alignment, and Accountability Together
Postscript and Reflections Amy Driscoll 243
Index 247
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Add Taking Ownership of Accreditation: Assessment Processes that Promote Institutional Improvement and Faculty Engagement, This book demonstrates how a participatory approach to assessment and accreditation in their new forms creates a synergy for learner-centered education. It is a guide to approaching the accreditation process from a campus-wide perspective of ownership—, Taking Ownership of Accreditation: Assessment Processes that Promote Institutional Improvement and Faculty Engagement to the inventory that you are selling on WonderClubX
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Add Taking Ownership of Accreditation: Assessment Processes that Promote Institutional Improvement and Faculty Engagement, This book demonstrates how a participatory approach to assessment and accreditation in their new forms creates a synergy for learner-centered education. It is a guide to approaching the accreditation process from a campus-wide perspective of ownership—, Taking Ownership of Accreditation: Assessment Processes that Promote Institutional Improvement and Faculty Engagement to your collection on WonderClub |