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Creating a Culture of Student Learning Assessment at University of Hawaii at Manoa Through Social Capital
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| Presenter(s):
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| Marlene P Lowe, University of Hawaii, Manoa, mplowe@hawaii.edu
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| Abstract:
The University of Hawaii at Manoa Assessment Office takes a social capital approach to creating a culture of student learning assessment on its campus, a research university with over 2,000 faculty members. The Assessment Office chose this approach because it believes that by utilizing its own social capital and developing networks of like-minded faculty members, the critical mass necessary for student learning assessment to take hold and become part of the university culture can be achieved. In the past 3 years, the Assessment Office has seen marked increases in faculty member participation and buy-in of student learning assessment. This presentation will share some of the social capital strategies the Assessment Office incorporates into its faculty development activities such as workshops, consultations, events, and general education assessment to facilitate the development of faculty networks and a culture of student learning assessment.
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A Seat at the Strategy Table: Integrating Strategy and Evaluation
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| Presenter(s):
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| Zita Unger, Independent Consultant, zitau@bigpond.com
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| Abstract:
The emerging field of Strategic Evaluation provides a valuable framework for tracking strategies and asking questions about strategic intent, implementation and what is realized, well beyond single programs or initiatives. Evaluation can be a key support for strategy development and management, bringing timely data for reflection and use into strategic decision-making.
However, is it one step too far to suggest that evaluation should have a seat at the strategy table? This presentation explores, from a governance and management perspective, the influence of evaluation in the strategic decision-making process and the extent to which evaluation can be positioned as a partner.
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Creating a University-wide Culture of Assessment, Evaluation, and Ongoing Reflective Learning: Facilitating Student, Faculty, and Organizational Learning
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| Presenter(s):
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| Joan Slepian, Fairleigh Dickinson University, jslepian@fdu.edu
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| Marlene Rosenbaum, Fairleigh Dickinson University, marlene_rosenbaum@fdu.edu
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| Abstract:
Mandatory assessment and quality-improvement initiatives provide extraordinary opportunities for focused, data-driven reflection on learning, on curriculum and instructional practice, and on transformative organizational learning and renewal. Not only do they drive us to focus on 1) student learning, but also on 2) faculty learning and curriculum development, and 3) developing systems for ongoing organizational learning as well. As adult learners, educators, evaluators, and students of organizational change, this has provided us with a rare opportunity to put our theories and methods into practice as organizational participants. In this paper, we draw from our professional research and practice traditions to outline a set of conceptually-grounded, systemic approaches and interventions that we have used to work with each of the three intervention targets. In each section we outline several of the conceptual foundations, methodologies, tools and 'guiding principles' that we have used to attempt to facilitate complex, systemic change in our university.
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Higher Education Evaluation Practice and Knowledge Production
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| Presenter(s):
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| William Rickards, Alverno College, william.rickards@alverno.edu
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| Abstract:
Program evaluation is often interpreted as a procedure for (a) demonstrating the effects of program concepts and practices or (b) accountability for implementation, with these serving a lesser function in the activities of knowledge construction. However, there are reasons to examine the roles for evaluation and its special potential—particularly in the form of theory-based evaluation--in knowledge construction in higher education research and practice. From a brief critique of some common practices in program evaluation, this paper examines three different approaches that position evaluation as a critical element in knowledge construction, specifically: modeling the complex context of practice (Selman, 2006); examining theoretical concepts as fundamental to program activities (Weiss, 1997); and using evaluation processes to contribute to knowledge production and practice improvement (National Science Foundation, 2006). Related examples link these perspectives to emerging concerns in higher education.
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