Category Archives: Assessment

Sneak peak at Open Book VI

CACUSS reads panelist

The annual CACUSS conference is only a week away and my fellow panelists and I are frantically reading away in preparation for sixth annual installment of the Open Book session. Our complete list of recommended (or not!) recent student affairs titles will be available at the session (Wednesday, June 17, 11 am) but in case you need a bit more enticing to come see us — or you want to read ahead and contribute your own thoughts — here are a few of the books we’re reading: Continue reading

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Towards a shared understanding of “assessment”

Assessment Reconsidered: Institutional Effectiveness for Student Success
By Richard P. Keeling, Andrew F. wall, Ric Underhile, Gwendolyn J. Dungy
Published by the International Center for Student Success and Institutional Accountability

Reviewed by Deanne Fisher, University of Toronto

This pithy little publication follows up where the influential Learning Reconsidered and Learning Reconsidered II left off — that is, now that we understand learning, how do we assess how and where it happens? The authors are careful to establish that Assessment Reconsidered is not a how-to manual. So, for those of you who are sold on the importance of assessment and looking for the step-by-step guide to implementing your plan, this book will not meet your needs. However, if you are looking for a thorough, yet succinct, explanation of the fundamentals of assessment in higher education that you can share with colleagues, faculty, and upper levels of your administration, Assessment Reconsidered is ideal. Continue reading

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2 Books about student experiences and expectations

Promoting Reasonable Expectations

Aligning Student and Institutional Views of the College Experience

By Miller, T., Bender, B., Schuh, J., et al.

Jossey-Bass, San Francisco, CA 2005

– reviewed by David Newman, University of Alberta

In higher education, a growing focus on the quality of the student experience is clearly evident in our institutions. It has been built more strongly into our institutional vision statements in recent years and is often used for purposes of recruitment, alumni support, and community support. However, what happens when the promises contained in such vision statements cannot be realized? How can we determine what types of promises are meaningful to our students? How do institutions balance the potentially contradictory needs that exist between students, external communities, and the institutions themselves? Continue reading

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