Table of Contents

Acknowledgments Introduction 1. Assessment Is Like a Box of Chocolates—Lisa Maxfield, California State University, Long Beach 2. Assessment. Legacy, Culture, and Vision—Lynn Lester and Kate Hendel, Clarke College 3. Some Uncertainties Exist—David A. Eubanks, Coker College 4. Wanted. Nutrient-Rich Environments For Genuine Assessment—Jean Mach, College of San Mateo 5. From Bereavement To Assessment. The Transformation of a Regional Comprehensive University—Rose Perrine, Charlie Sweet, Hal Blythe, Paula Kopacz, Dorie Combs, Onda Bennett, Stacey Street, and E. J. Keeley, Eastern Kentucky University 6. How It Took A Whole Village—Eileen Matthews, Gallaudet University 7. Slouching Toward Assessment. One Department’s Journey Toward Accountability Bliss—Hardin L. Aasand, Stevens Amidon, and Debrah Huffman, Indiana University–Purdue University Fort Wayne 8. Designing, Implementing, And Sustaining Department/Program Review and Assessment at a Community College—Althea Smith and Susan Bayard, North Shore Community College 9. Discovering Our Way. Defining And Implementing An Integrated Culture Of Assessment—Mia Alexander-Snow and Christine Robinson, Seminole State College Of Florida, Formerly Seminole Community College 10. Outcomes Assessment, The Public Research University, and the Humanities—Laura J. Rosenthal, University of Maryland, College Park 11. Turf Battles, Subcultures, and Procedural Technicalities. Multiple Pathways Toward Assessment at The University of Southern Maine—Ann C. Dean and Susan Mcwilliams, University Of Southern Maine 12. Engaging Faculty in the Assessment Process at The University Of West Florida—Eman M. El-Sheikh, Justice Mbizo, Claudia J. Stanny, George L. Stewart, Melanie A. Sutton, Laura J. White, And Michelle Hale Williams, University Of West Florida 13. Evidence of Learning—Melissa Pedone and Allison Sloan, Valencia Community College 14. Seeing the Light, Feeling the Heat—Patricia A. Thomas, Rhode Island College, Jeanne Mullaney, Rhode Island Community College, and Deborah Grossman-Garber, University Of Rhode Island

About the Author

Peggy L. Maki, PhD in literature and linguistics, University of Delaware, writes, speaks about, and consults with higher education organizations and institutions on the process of assessing student learning, an internally motivated and shared commitment to currently enrolled students’ equitable progress toward achieving high-quality learning outcomes. She has consulted at over 610 institutions in the United States and abroad and has written books and articles on assessment for more than 20 years. Her previous book, Real-Time Student Assessment: Meeting the Imperative for Improved Time to Degree, Closing the Opportunity Gap, and Assuring Student Competencies for 21st-Century Needs (Stylus, 2017), challenges institutions to prioritize the use of chronological assessment results to benefit enrolled students compared with the more common practice of prolonged assessment cycles that generally benefit future students. She served as the former American Association for Higher Education’s (AAHE) senior scholar on assessment; a consultant in the Association of American Colleges & Universities’ (AAC&U’s) annual General Education and Assessment Institutes; and a member of several advisory boards, including one for the Lumina Foundation. Currently, she serves on the National Institute for Learning Outcomes Assessment (NILOA) advisory board. Recently an accredited organization in the United Kingdom invited her to design and teach online professional development courses and workshops among those it offers worldwide to higher education. She is the recipient of a national teaching award, the Lindback Award for Distinguished Teaching.

Reviews

"The contributors, faculty and administrators from 16 campuses who recont the ups and downs of efforts to put assessment into practice in departments and general education programs, on the campus level and system wide... These are stories of people working against the grain, many told in a lightly ironic mode... While harrowing, the tales in this collection include some remarkable inventions. It's hard to imagine that students won't someday benefit from the massive efforts this volume describes. This sobering but engaging book suggests that the result of its success in moblizing genuine inquiry into learning that matters is key to whether the assessment movement will nuture flowers or only thorns."Change Magazine"I recommend this as a great addition for your library either if you are currently involved or will be involved in your institutions’ or departments’ assessment efforts. It is informative regardless of the size of your institution and is a candid and comprehensive volume as the title suggests on coming to terms with student outcomes assessment."NACADA Journal (National Academic Advising Association)