Following the growing commitment to assessment at the undergraduate level, doctoral programs are now grappling with what accountability means for them.This book provides a foundation for faculty and academic leaders of doctoral programs to promote inquiry into the educational practices that define their programs and contribute to graduate students' learning. It presents an array of examples of new program- and student-level assessment practices. The ideas and practices described here expand program review to include evidence of student learningthat is, students' demonstration of their knowledge, abilities, habits of mind, ways of knowing, ways of problem solving, and dispositionsthrough direct and indirect assessment methods that verify or challenge the efficacy of educational practices.The book encourages faculty and academic leaders to reconsider the process and to formulate new questions about the efficacy of educational practices and traditions, such as the dissertation, that have historically led to the conferring of the doctorate. It will prompt constructive discussion of desired student learning outcomes, and of the kinds of assessment methods that provide evidence of what and how students learn within the context of educational practices.Stressing the importance of listening and responding to graduate students as they progress through their studies or reflect on the relevance of their studies after graduation, the book also suggests new strategies to orient and support doctoral students in their educational journeys.
|Publisher:||Stylus Publishing, LLC|
|Edition description:||New Edition|
|Product dimensions:||6.00(w) x 9.00(h) x 0.50(d)|
About the Author
Peggy L. Maki is a higher education consultant, specializing in assisting undergraduate and graduate colleges and universities, higher education boards, higher education organizations, and disciplinary organizations integrate assessment of student learning into educational practices, processes and structures. She has served on several assessment advisory boards, including the national advisory board for AAC&U’s VALUE Project and its Quality Assurance Group and one of Lumina Foundation’s advisory boards. In August 2016 she was appointed to the National Institute for Learning Outcomes Assessment’s (NILOA) National Advisory Panel. For three years she was sole consultant to the Rhode Island Board of Governors for Higher Education and its public higher education institutions under a multi-year assessment project. From May, 2011-May, 2013 under a grant from the Davis Education Foundation awarded to the Massachusetts Department of Higher Education, she served as sole consultant to the 28 public colleges and universities in Massachusetts to assist them build their assessment capacity to score students’ authentic work using the VALUE rubrics.
Altogether, she has presented over 550 workshops and keynotes in the US and abroad. At the request of Inside Higher Education, Educause, and Project Kaleidoscope, she has presented national webinars on assessment of student learning. She is also the recipient of a national teaching award, The Lindback Award for Distinguished Teaching.
Nancy A. Borkowski most recently served as the Program Associate for The Responsive Ph.D. Initiative, a five-year national effort to improve doctoral education, organized by the Woodrow Wilson National Fellowship Foundation. Nancy's background includes university positions in career services centers at the University of North Carolina Greensboro, Emory University, and Miami University (Ohio) and the Instructional Support and Development Office at the University of Georgia where she assisted graduate students and faculty with their career and teaching development.
Daniel D. Denecke is Director of Best Practices, Council of Graduate Schools.
Table of Contents
Acknowledgments; Foreword, Daniel D. Denecke; Introduction, Peggy L. Maki; PART ONE: Emerging Criteria And New Models For Assessing Doctoral Programs; 1 Changing Our Thinking About Assessment At The Doctoral Level, Nancy A. Borkowski; 2 The Challenges Of Doctoral Program Assessment: Lessons From The Carnegie Initiative On The Doctorate, Chris M. Golde, Laura Jones, Andrea Conklin Bueschel, And George E. Walker; 3 Using An Alignment Model As A Framework In The Assessment Of Doctoral Programs, Donald H. Wulff And Maresi Nerad; 4 Paths And Perceptions: Assessing Doctoral Education Using Career Path Analysis, Rebecca Aanerud, Lori Homer, Maresi Nerad, And Joseph Cerny; PART TWO: Emerging Criteria And New Models For Assessing Student Learning Outcomes; 5 Using The Assessment Process To Improve Doctoral Programs, Kelly Funk And Karen L. Klomparens; 6 Making The Implicit Explicit: Faculty’s Performance Expectations For The Dissertation, Barbara E. Lovitts; Case Study For Making The Implicit Explicit Research Project Conducted At The University Of Colorado At Boulder: An Administrator’s Experiences And Perspectives, Candice L. Miller; 7 Doctoral Students’ Perspectives On The Dissertation, Jeannie Brown Leonard; 8 Portfolios In Doctoral Education, Thomas Cyr And Rodney Muth; 9 Recasting Doctoral Education In An Outcomesbased;Framework, Mary Huba, John Schuh, And Mack Shelley; About The Authors; Index.