Open Access. Powered by Scholars. Published by Universities.®

Education Commons

Open Access. Powered by Scholars. Published by Universities.®

Articles 1 - 17 of 17

Full-Text Articles in Education

Creating A Cadre Of Assessment Gurus (At Your Institution), Philip Kramer, Rita Knuesel, Kenneth Jones Aug 2012

Creating A Cadre Of Assessment Gurus (At Your Institution), Philip Kramer, Rita Knuesel, Kenneth Jones

Philip I. Kramer

This article is a case study based on the efforts of two colleges to expand and strengthen faculty and staff assessment activities; it is also a road map for you and your institution to create a cadre of assessment gurus. Although we received a grant from the Teagle Foundation that led to a series of formal on-campus "Assessment 101" workshops for faculty and staff, we suggest that your institution can create similar, highly successful assessment training workshops that are budget sensitive. At the end of this training, your newly minted assessment gurus will help themselves and their colleagues use assessment ...


Faculty Collaboration And Statewide General Education Reform, Ann Leffler, Philip I. Kramer, Norman L. Jones, Phyllis Safman May 2012

Faculty Collaboration And Statewide General Education Reform, Ann Leffler, Philip I. Kramer, Norman L. Jones, Phyllis Safman

Philip I. Kramer

No abstract provided.


Assessment And The Fear Of Punishment: How The Protection Of Anonymity Positively Influenced The Design And Outcomes Of Postsecondary Assessment, Philip I. Kramer May 2012

Assessment And The Fear Of Punishment: How The Protection Of Anonymity Positively Influenced The Design And Outcomes Of Postsecondary Assessment, Philip I. Kramer

Philip I. Kramer

This study examines how a state system of higher education, located in the Rocky Mountains area of the United States, allowed faculty members from the state’s public institutions of higher education to control the design and implementation of a pilot assessment of statewide general education courses. One of the primary reasons faculty were allowed to control the assessment process was to assuage the commonly held fear by faculty, academic departments, and institutions that they could be punished for the poor assessment results of their students who took the pilot assessment. An important conclusion of this study is that the ...


Systemwide Assessment Of Utah's General Education Courses, Philip I. Kramer May 2012

Systemwide Assessment Of Utah's General Education Courses, Philip I. Kramer

Philip I. Kramer

No abstract provided.


Issues Of Access And Excellence: New Faculty Expectations And Evaluations, Philip I. Kramer May 2012

Issues Of Access And Excellence: New Faculty Expectations And Evaluations, Philip I. Kramer

Philip I. Kramer

People who become educational leadership professors usually come to their new occupation with a range of skills and experiences. Most doctoral preparation programs in educational leadership however do not always prepare future faculty members to address conflicts that arise when the actual roles and responsibilities of the new faculty member conflict with either their own and values or the institutions' norms, values, or mission. This case is an opportunity to consider how new faculty prepare for entrance into the professoriate. This case guides the reader through an exploration of faculty expectations of their students and themselves and how to plan ...


“A Meta-Evaluation Of Institutional Outcomes Assessment: The Confluence Of Assessment Policy, Procedure, And Practice” Or, Simply, “Assessing Assessment”, Philip I. Kramer May 2012

“A Meta-Evaluation Of Institutional Outcomes Assessment: The Confluence Of Assessment Policy, Procedure, And Practice” Or, Simply, “Assessing Assessment”, Philip I. Kramer

Philip I. Kramer

No abstract provided.


Faculty Fear: The Misalignment Of Faculty Rewards And Universitycommunity Partnerships, Philip I. Kramer May 2012

Faculty Fear: The Misalignment Of Faculty Rewards And Universitycommunity Partnerships, Philip I. Kramer

Philip I. Kramer

This study examined how science and mathematics university faculty at a Hispanic-serving Institution were engaged in the preparation of future and current schoolteachers. The science and math faculty participation in teacher education was part of a grant from the National Science Foundation. Results indicate that science and math faculty are eager to participate in teacher education activities but are concerned that their participation will adversely affect tenure and promotion decisions.


The Art Of Making Assessment Anti-Venom: Injecting Assessment In Small Doses To Create A Faculty Culture Of Assessment, Philip I. Kramer May 2012

The Art Of Making Assessment Anti-Venom: Injecting Assessment In Small Doses To Create A Faculty Culture Of Assessment, Philip I. Kramer

Philip I. Kramer

No abstract provided.


Successful Assessment Leadership: Helping Senior Campus Administrators Help Faculty, Philip I. Kramer, Rita Knuesel, Kenneth M. Jones May 2012

Successful Assessment Leadership: Helping Senior Campus Administrators Help Faculty, Philip I. Kramer, Rita Knuesel, Kenneth M. Jones

Philip I. Kramer

No abstract provided.


Involving University Science Faculty In The Preparation Of Teachers: The Call And The Challenge Of Participation, Philip I. Kramer May 2012

Involving University Science Faculty In The Preparation Of Teachers: The Call And The Challenge Of Participation, Philip I. Kramer

Philip I. Kramer

No abstract provided.


Creating A Culture That Focuses On Assessing Leap Essential Learning Outcomes Without Killing Ourselves, Kenneth M. Jones, Philip I. Kramer, Peggy Retka May 2012

Creating A Culture That Focuses On Assessing Leap Essential Learning Outcomes Without Killing Ourselves, Kenneth M. Jones, Philip I. Kramer, Peggy Retka

Philip I. Kramer

No abstract provided.


Strengthening The Culture Of Assessment Through Faculty Development And Shared Governance, Philip I. Kramer, Rita Knuesel May 2012

Strengthening The Culture Of Assessment Through Faculty Development And Shared Governance, Philip I. Kramer, Rita Knuesel

Philip I. Kramer

This 75-minute interactive workshop engages participants in a case study of two colleges and their efforts to expand and strengthen faculty assessment activities. A grant from the Teagle Foundation and on-campus conversations between faculty members and the administration have lead to dramatic improvements in the policies, procedures, and practices of assessment.


Improving Teaching And Learning Through Shared Governance: Creating A Culture Of Inquiry, Collaboration, And Collegiality, Philip I. Kramer, Rita Knuesel May 2012

Improving Teaching And Learning Through Shared Governance: Creating A Culture Of Inquiry, Collaboration, And Collegiality, Philip I. Kramer, Rita Knuesel

Philip I. Kramer

This roundtable discussion will engage participants in a case study analysis of two liberal arts institutions where the faculty governance committee responsibly for student outcomes assessment and disciplinary program review has effectively worked with the Provost and the Director of Academic Assessment to dramatically improve the policies, procedures, and practices of continuously improving pedagogy and curricula. Participants will be guided through discussions and exercises to consider how they can bring "lessons learned" back to their respective campuses to improve shared governance and, consequently, their teaching and learning process.


Integrating Assessment, Program Review, And Disciplinary Reports, Philip I. Kramer May 2012

Integrating Assessment, Program Review, And Disciplinary Reports, Philip I. Kramer

Philip I. Kramer

No abstract provided.


The Value Of Connecting Research And Practice, Philip I. Kramer May 2012

The Value Of Connecting Research And Practice, Philip I. Kramer

Philip I. Kramer

This study examined the attitudes of undergraduate teacher education majors and education faculty about the value of connecting educational research and practice in the university and in K-12 schools. Seventeen students and ten faculty participated in the study. The findings indicate that many participants think educational practice and research are typically conducted in isolation of each other.


Creating Student Outcomes Assessment And Program Review Dashboards: Does Stakeholder Context Matter?, Philip I. Kramer May 2012

Creating Student Outcomes Assessment And Program Review Dashboards: Does Stakeholder Context Matter?, Philip I. Kramer

Philip I. Kramer

Accountability in higher education is an increasing high stakes activity. The demand continues by both internal and external stakeholders of postsecondary education for demonstrable evidence that students are learning and that professors are having an effect on student learning. The use of dashboards in higher education—a concept borrowed from the business world—grows daily. In higher education, dashboards are being used as tracking tools from the departmental to the institutional level to monitor performance and support data-informed decision-making. The term “dashboard” refers to a scorecard data display using indicators to present the status of key performance indicators, often including ...


The Art Of Making Assessment Anti-Venom: Injecting Assessment In Small Doses To Create A Faculty Culture Of Assessment, Philip I. Kramer May 2012

The Art Of Making Assessment Anti-Venom: Injecting Assessment In Small Doses To Create A Faculty Culture Of Assessment, Philip I. Kramer

Philip I. Kramer

No abstract provided.