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This book introduces the reader to the principles of assessment of
student learning outcomes in the context of program review, and
illustrates how to implement a sustainable outcomes-based
assessment program review process based on over 30 case studies of
exemplary practice across a range of institutional types. Since
publication of the first edition just over a decade ago, the
landscape of higher education has been transformed. With the
emergence of competency-based education, the questioning of the
value of a post-secondary degree, the explosion of neuroscientific
research, the emphasis on metacognition, as well as demographic
changes in who is going to college and why, new questions are being
asked and new methods of collecting data have multiplied. This new
edition retains the goals of the first, which is to inform
institutional self-reflection of how well the organization is
achieving its intended purpose, in a manner that is reflective,
adaptive, and collaborative, but which recognizes today's changed
environment. Among the new topics Marilee Bresciani Ludvik
introduces in this edition is how to appropriately connect
outcomes-based program review (OBPR) to performance indicators and
predictive analytics and develop meaningful new performance metrics
to inform our understanding of the student experience. She also
addresses the intersection of OBPR with competency-based
assessment, introduces the reader to new concepts and terminology,
and demonstrates the implications of neuroscientific research for
learning and development and how that influences OBPR design. All
the cases, a signature feature of the first edition to illustrate
best practice, have been replaced for this edition. Marilee
Bresciani Ludvik postulates the importance of developing
institutions as learning organizations where OBPR is designed
collaboratively between student services, academic services,
business services professionals, and faculty. Each chapter
concludes with key learning points as well as questions for
organizational leadership to promote ongoing professional
development as institutions implement OBPR practices that are
appropriate for their specific contexts.
This book introduces the reader to the principles of assessment of
student learning outcomes in the context of program review, and
illustrates how to implement a sustainable outcomes-based
assessment program review process based on over 30 case studies of
exemplary practice across a range of institutional types. Since
publication of the first edition just over a decade ago, the
landscape of higher education has been transformed. With the
emergence of competency-based education, the questioning of the
value of a post-secondary degree, the explosion of neuroscientific
research, the emphasis on metacognition, as well as demographic
changes in who is going to college and why, new questions are being
asked and new methods of collecting data have multiplied. This new
edition retains the goals of the first, which is to inform
institutional self-reflection of how well the organization is
achieving its intended purpose, in a manner that is reflective,
adaptive, and collaborative, but which recognizes today's changed
environment. Among the new topics Marilee Bresciani Ludvik
introduces in this edition is how to appropriately connect
outcomes-based program review (OBPR) to performance indicators and
predictive analytics and develop meaningful new performance metrics
to inform our understanding of the student experience. She also
addresses the intersection of OBPR with competency-based
assessment, introduces the reader to new concepts and terminology,
and demonstrates the implications of neuroscientific research for
learning and development and how that influences OBPR design. All
the cases, a signature feature of the first edition to illustrate
best practice, have been replaced for this edition. Marilee
Bresciani Ludvik postulates the importance of developing
institutions as learning organizations where OBPR is designed
collaboratively between student services, academic services,
business services professionals, and faculty. Each chapter
concludes with key learning points as well as questions for
organizational leadership to promote ongoing professional
development as institutions implement OBPR practices that are
appropriate for their specific contexts.
Is higher education preparing our students for a world that is
increasingly complex and volatile, and in which they will have to
contend with uncertainty and ambiguity? Are we addressing the
concerns of employers who complain that graduates do not possess
the creative, critical thinking and communication skills needed in
the workplace? In the face of the evidence that our colleges and
universities are failing to do so, this book harnesses what we have
learned from innovations in teaching and from neuroscience to
change how we deliver and create new knowledge, and indeed to
transform our students, and develop their capacities for boundary
spanning. Starting from the premise that our current linear,
course-based, educational practices are frequently at odds with how
our neurological system facilitates learning and personal
development, the authors set out an alternative model that
emphasizes a holistic approach to education that integrates
meditative inquiry practice with self-authorship and the regulation
of emotion as the cornerstones of learning, and demonstrates how
these align with the latest discoveries of brain science. This book
presents the science that informs the practice of compassion and
peace - the science that explains the very real benefits of an
intentional movement and meditative inquiry; and demonstrates its
application to the classroom, to the co-curriculum, and its
implications for administrative leaders who make the decisions that
impact student learning and development and the environment within
which faculty, administrators, and students reside. Experts in
neuroscience, learning and development theory, and health
practitioners outline their research and insights into how
providing seemingly unintellectual learning and development
opportunities for students actually stimulate portions of the brain
that are needed in order for them to become problem-solvers,
creators of knowledge, and effective social collaborators. The book
closes by offering practical ideas for implementation, showing how
simple refinements in classroom and out-of-classroom experiences
can create foundations for students to develop key skills that will
enhance critical thinking, creativity, overall wellbeing,
compassion, and ultimately world peace.
Is higher education preparing our students for a world that is
increasingly complex and volatile, and in which they will have to
contend with uncertainty and ambiguity? Are we addressing the
concerns of employers who complain that graduates do not possess
the creative, critical thinking and communication skills needed in
the workplace? In the face of the evidence that our colleges and
universities are failing to do so, this book harnesses what we have
learned from innovations in teaching and from neuroscience to
change how we deliver and create new knowledge, and indeed to
transform our students, and develop their capacities for boundary
spanning. Starting from the premise that our current linear,
course-based, educational practices are frequently at odds with how
our neurological system facilitates learning and personal
development, the authors set out an alternative model that
emphasizes a holistic approach to education that integrates
meditative inquiry practice with self-authorship and the regulation
of emotion as the cornerstones of learning, and demonstrates how
these align with the latest discoveries of brain science. This book
presents the science that informs the practice of compassion and
peace - the science that explains the very real benefits of an
intentional movement and meditative inquiry; and demonstrates its
application to the classroom, to the co-curriculum, and its
implications for administrative leaders who make the decisions that
impact student learning and development and the environment within
which faculty, administrators, and students reside. Experts in
neuroscience, learning and development theory, and health
practitioners outline their research and insights into how
providing seemingly unintellectual learning and development
opportunities for students actually stimulate portions of the brain
that are needed in order for them to become problem-solvers,
creators of knowledge, and effective social collaborators. The book
closes by offering practical ideas for implementation, showing how
simple refinements in classroom and out-of-classroom experiences
can create foundations for students to develop key skills that will
enhance critical thinking, creativity, overall wellbeing,
compassion, and ultimately world peace.
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