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The second edition of Assessment for Excellence arrives as higher
education enters a new era of the accountability movement. In the
face of mandates such as results-based funding and outcomes-based
accreditation, institutions and assessment specialists are feeling
increasingly pressured to demonstrate accountability to external
constituencies. The practice of assessment under these new
accountability pressures takes on special significance for the
education of students and the development of talent across the
entire higher education system. This book introduces a talent
development approach to educational assessment as a counter to
prevailing philosophies, illustrating how contemporary practices
are unable to provide institutions with meaningful data with which
to improve educational outcomes. It provides administrators,
policymakers, researchers, and analysts with a comprehensive
framework for developing new assessment programs to promote talent
development and for scrutinizing existing policies and practices.
Written for a wide audience, the book enables the lay reader to
quickly grasp the imperatives of a properly-designed assessment
program, and also to gain adequate statistical understanding
necessary for examining current or planned assessment policies.
More advanced readers will appreciate the technical appendix for
assistance in conducting statistical analyses that align with a
talent development approach. In addition, institutional researchers
will benefit from sections that outline the development of
appropriate student databases.
This book explores the many ways in which the obsession with "being
smart" distorts the life of a typical college or university, and
how this obsession leads to a higher education that shortchanges
the majority of students, and by extension our society's need for
an educated population. The author calls on his colleagues in
higher education to return the focus to the true mission of
developing the potential of each student: However "smart" they are
when they get to college, both the student and the college should
be able to show what they learned while there. Unfortunately,
colleges and universities have embraced two very narrow definitions
of smartness: the course grade and especially the standardized
test. A large body of research shows that it will be very difficult
for colleges to fulfill their stated mission unless they
substantially broaden their conception to include student qualities
such as leadership, social responsibility, honesty, empathy, and
citizenship. Specifically, the book grapples with issues such as
the following:Why America's 3,000-plus colleges and universities
have evolved into a hierarchical pecking order, where institutions
compete with each other to recruit "smart" students, and where a
handful of elite institutions at the top of the pecking order
enroll the "smartest" students. Why higher education favors its
smartest students to the point where the "not so smart" students
get second-class treatment. Why so many colleges find it difficult
to make good on their commitment to affirmative action and
"equality of opportunity." Why college faculties tend to value
being smart more than developing students' smartness (i.e.,
teaching and learning).
The second edition of Assessment for Excellence arrives as higher
education enters a new era of the accountability movement. In the
face of mandates such as results-based funding and outcomes-based
accreditation, institutions and assessment specialists are feeling
increasingly pressured to demonstrate accountability to external
constituencies. The practice of assessment under these new
accountability pressures takes on special significance for the
education of students and the development of talent across the
entire higher education system. This book introduces a talent
development approach to educational assessment as a counter to
prevailing philosophies, illustrating how contemporary practices
are unable to provide institutions with meaningful data with which
to improve educational outcomes. It provides administrators,
policymakers, researchers, and analysts with a comprehensive
framework for developing new assessment programs to promote talent
development and for scrutinizing existing policies and practices.
Written for a wide audience, the book enables the lay reader to
quickly grasp the imperatives of a properly-designed assessment
program, and also to gain adequate statistical understanding
necessary for examining current or planned assessment policies.
More advanced readers will appreciate the technical appendix for
assistance in conducting statistical analyses that align with a
talent development approach. In addition, institutional researchers
will benefit from sections that outline the development of
appropriate student databases.
Although access to higher education is virtually universally
available, college student retention stills remains a vexing and
puzzling problem for educators and legislators. In College Student
Retention: Formula for Student Success, second edition, Alan
Seidman deals with this problematic issue by examining a number of
areas critical to the retention of students, including the history,
the theories and concepts, models, and a standardized definition of
the term. Seidman and his contributors also lay out the financial
implications and trends of retention in one of their updated
chapters. Completely new to this edition are three chapters that
examine several recent issues: the current theories of retention,
retention of online students, and retention in community colleges.
Tying all of these components together, Seidman then presents his
formula and highly successful model for student success that
colleges can implement to effect change in retaining students and
helping them to complete their academic and personal goals.
This book explores the many ways in which the obsession with
“being smart” distorts the life of a typical college or
university, and how this obsession leads to a higher education that
shortchanges the majority of students, and by extension our
society’s need for an educated population. The author calls on
his colleagues in higher education to return the focus to the true
mission of developing the potential of each student: However
“smart” they are when they get to college, both the student and
the college should be able to show what they learned while there.
Unfortunately, colleges and universities have embraced two very
narrow definitions of smartness: the course grade and especially
the standardized test. A large body of research shows that it will
be very difficult for colleges to fulfill their stated mission
unless they substantially broaden their conception to include
student qualities such as leadership, social responsibility,
honesty, empathy, and citizenship. Specifically, the book grapples
with issues such as the following: Why America’s 3,000-plus
colleges and universities have evolved into a hierarchical pecking
order, where institutions compete with each other to recruit
“smart” students, and where a handful of elite institutions at
the top of the pecking order enroll the “smartest” students.
Why higher education favors its smartest students to the point
where the “not so smart” students get second-class treatment.
Why so many colleges find it difficult to make good on their
commitment to affirmative action and “equality of opportunity.”
Why college faculties tend to value being smart more than
developing students’ smartness (i.e., teaching and learning).
"Know thyself" is something that has been advocated by great
philosophers, psychologists, and religious leaders since the
beginning of recorded history. The principal aim of this book is to
promote greater self-awareness through a deeper understanding of
how your mind works and by cultivating your ability to observe your
own mind in action. Most of the chapters contain simple exercises
that are designed to enhance your ability to understand and control
your own thoughts, feelings, and actions. Since your emotional
reactions to life events are largely shaped by your beliefs, many
of these exercises are designed to help you get in closer touch
with your beliefs and, if necessary, to change some of these
beliefs. Each of us has the ability-right now in this conscious
moment-to begin reshaping our life's experience through a better
understanding of how the mind works. The book is thus intended for
people who feel that they worry too much, or are dissatisfied with
their jobs or their relationships with others, or always feel
rushed because there are too many things that they have to do. It's
for people who want less frustration, guilt, irritability, boredom,
or unhappiness and more love, joy, adventure, and sense of control
over their lives.
"Know thyself" is something that has been advocated by great
philosophers, psychologists, and religious leaders since the
beginning of recorded history. The principal aim of this book is to
promote greater self-awareness through a deeper understanding of
how your mind works and by cultivating your ability to observe your
own mind in action. Most of the chapters contain simple exercises
that are designed to enhance your ability to understand and control
your own thoughts, feelings, and actions. Since your emotional
reactions to life events are largely shaped by your beliefs, many
of these exercises are designed to help you get in closer touch
with your beliefs and, if necessary, to change some of these
beliefs. Each of us has the ability-right now in this conscious
moment-to begin reshaping our life's experience through a better
understanding of how the mind works. The book is thus intended for
people who feel that they worry too much, or are dissatisfied with
their jobs or their relationships with others, or always feel
rushed because there are too many things that they have to do. It's
for people who want less frustration, guilt, irritability, boredom,
or unhappiness and more love, joy, adventure, and sense of control
over their lives.
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