1st Edition

Assessing Student Learning in the Community and Two-Year College Successful Strategies and Tools Developed by Practitioners in Student and Academic Affairs

    216 Pages
    by Routledge

    216 Pages
    by Routledge

    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 CollegeDavid PhillipsBuffalo State CollegeJoy BattisonKimberly KlineBooker PiperButler County Community CollegeSunday Faseyitan California State University, FullertonJohn HoffmanGenesee Community CollegeThomas PriesterVirginia TaylorHeald CollegeMegan LawrenceStephanie Romano (now with Education Affiliates)Hobart and William Smith CollegesStacey PierceMiami Dade CollegeJohn FrederickBarbara RodriguezNorthern Illinois UniversityVictoria LivingstonParadise Valley Community CollegePaul DaleSan Diego Mesa CollegeJill BakerJulianna BarnesSan Diego State UniversityMarilee BrescianiSan Juan CollegeDavid EppichStark State CollegeBarbara MillikenUniversity of AkronSandra CoynerMegan Moore Gardner

    Foreword - William E. Piland Preface - Megan Moore Gardner Acknowledgements 1. Determining What You Want to Get Out of the Process - Megan Moore Gardner and Barbara Milliken 2. Establishing a Learning-Centered Culture. Commitment to Evidence-Based Decision-Making - Paul A. Dale 3. Developing Shared Learning Outcomes and Determining Priorities for Assessment - Barbara June Rodriguez and John Frederick 4. Building a Professional Development Plan - Virginia Taylor 5. Selecting a Method - Victoria Livingston, David Phillips, and Kimberly A. Kline 6. Analyzing and Interpreting Results - Kimberly A. Kline, Joy Battison, and Booker T. Piper, Jr. 7. Using and Communicating Results - Stephanie Romano and Megan Daane Lawrence 8. Decision-Making in the Student Learning Outcome Assessment Process - Sandra Coyner and Sunday O. Faseyitan 9. Incorporating Outcomes-Based Assessment into Program Review and Budgeting - David P. Eppich and Marilee J. Bresciani 10. Evaluating the Process - Thomas C. Priester and Stacey N. Pierce 11. Looking Ahead. Moving Toward a More Holistic Approach to Assessment - Marilee J. Bresciani, John L. Hoffman, Jill Baker, and Julianna Barnes About the Contributors Index


    Megan Moore Gardner is Associate Professor, Higher Education Administration, University of Akron. Kimberly A. Kline is Associate Professor, Student Personnel Administration, Buffalo State College. 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. William E. Piland worked in the Fashion Merchandising Business before beginning a teaching career as a business teacher in community colleges. He held administrative positions as Division Director, Dean of Vocational Education, and Dean of Instruction in Illinois community colleges. He was Professor of Education at Illinois State University for 7 years. He taught postsecondary education leadership and workforce education courses at SDSU for 14 years.

    "The timing for this book could not be better. With regional accrediting agencies across the country focusing on the assessment piece of the learning paradigm, with more and more states moving to a form of performance-based funding with specific milestones which equate to dollars for colleges, and with greater demands for meaningful accountability measures from state and federal sources, assessment has risen to the top of the priorities hierarchy for community colleges. The strategies and tools presented in this volume should be of assistance to community college instructional and student services professionals. CEOs, vice-presidents and deans are provided with ideas which can assist them as they view assessment from a global perch. Program and service directors, teaching faculty, counselors and advisors who are on the front lines, will learn assessment approaches that they can utilize from day one.”

    William E. Piland, Professor Emeritus

    San Diego State University

    “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

    “Gardner, Kline, and Bresciani and their chapter authors have crafted a comprehensive, lucid examination and explication of assessment of student learning outcomes in America’s community and technical colleges. They have done a masterful job of interweaving theory and practice, and in so doing, have provided both rationale and justification for assessment of community college student learning. This volume makes considerable progress in filling a critical void in, and thus makes a major contribution to, the higher education assessment literature.”

    Jeff Seybert, Higher Education Consultant, and former Director, National Higher Education Benchmarking Institute