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ARTICLES Using the Academic Skills Inventory to Assess the Biology Major Kyle Seifert, Carol A. Hurney, Clifton J. Wigtil, Donna L. Sundre Expanding Professional Development Opportunities to Enhance the Assessment Process Elizabeth A. Jones Sustaining Assessment: A Post‐Epidemiological Approach Using The Program Evaluation Standards Rick D. Axelson, Arend Flick Clarification of Assessment and Evaluation Gloria K. Goldman, Lori E. Zakel Horizontal Assessment W. James Bradley COLUMN From the States Peter T. Ewell FEATURE Resources Susan Kahn     

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Expanding Assessment Perspectives: The Importance of Student Leadership in Student Learning Outcomes Assessment Call for Contributions Empowering Faculty and Students with Assessment Data Including Faculty in Accreditation Preparation: Boon or Bane? Relating Students' Grades and Measures of Specific Outcomes Assessment Measures: The AAC&U VALUE Rubrics Community College Strategies: Creating Change and Buy‐In for Assessment through Faculty Learning Communities     

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• High‐achieving black collegians
  • by Sharon Fries‐Britt
  • How well do we understand the experiences of high‐achieving black students? The author says we have a lot to learn about their important roles in both our institutions and society at large.
• The search for a college commons
  • by Thomas Klein
  • How can we restructure our campuses to encourage the new kinds of learning we all know as so vital for the future of higher education? The author looks to the past for the answer.
• Listening to students: Richard J. Light talks to Charles C. Schroeder
  • What we can learn by simply giving students the chance to tell their stories and reflect on their experiences.

• DEPARTMENTS
• In practice—rainbow visibility: How one catholic university responded to intolerance
  • by Cheryl Getz and Evelyn A. Kirkley
  • When respect for the individual's dignity is threatened, education is often the best medicine.
• Campus commons—bulking up
  • by Lee Burdette Williams
  • How one university “mixes it with love and makes the world taste good.”
• Bottom line—imitate me
  • by William H. Willimon
  • Like it or not, example is the most potent instructor.

     

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The Theoretical Framework: Psychosocial Oppression and Diversity Overview of the Framework The Importance of Reaffirming Diversity in Higher Education Structural Change Through Affirmative Action: A Report Card Why Is a Cross-Disciplinary Framework for Achieving Diversity Needed? Asymmetric Institutional Power and Oppression The Antidote for Oppression: Reciprocal Empowerment The Metaphorical Perspective: Silence and Disempowerment The Biopsychosocial Framework The New Paradigm in Overcoming Barriers to Faculty and Staff Diversity Affirmative Action and Diversity: Partners and Protagonists Historical Development of Affirmative Action in Perspective The Interrelationship of Affirmative Action and Diversity The Impact of Supreme Court Decisions and Roads to the Future Stages in Developing Diversity The Role of Culture and Climate Walking the Talk: Lip Service or Real Gains? On the Way to Diversity: Psychological and Behavioral Barriers Psychosocial Discrimination and Attributional Ambiguity Psychology of the Agents of Oppression Dimensions of Contemporary Workplace Discrimination Internalization: The Impact of Discrimination on Self-Esteem The Physiological Impact of Perceived Discrimination: A Scientific Perspective On the Way to Diversity: Organizational Barriers Formal and Informal Organizational Barriers Workplace Power: Understanding the New Battleground The Power of the Accreditation Model Diversity and Decentralization Navigating the Straits: Overcoming Challenges to Faculty Diversity Faculty Hiring for Diversity: Defeating the Narrowing Sieve Whitewater Rafting: The Tenure Journey Reward Structures, Intentionality, and Diversity Best Practices in Diversity Planning and Assessment The Twenty-First-Century Diversity Strategic Plan A Conceptual Approach to Diversity Assessment The Diversity Scorecard Retention and Beyond Reaching Reciprocal Empowerment: Recommendations and Implications Appendix: Representative Diversity Strategic Plans and Diversity Web Sites for Public Research Universities References Name Index Subject Index About the Authors     

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• Articles
• SHARON PARANTO
  • ASSESSING MIS PROGRAMS USING FEEDBACK FROM AND PARTNERSHIPS WITH BUSINESS AND INDUSTRY
• TRUDY W. BANTA
  • EDITOR'S NOTES
• SANDI SANDERS
  • INNOVATIVE ASSESSMENT FOR INNOVATIVE LEARNING AT UNIVERSITY OF ARKANSAS FORT SMITH
• ALAN R. BELCHER, MARGARET A. MALMBERG, ANNA W. PARKMAN
  • “LEARNING YOUR WAY”: AWARDING CREDITS ON THE BASIS OF COMPETENCE
• DEBORAH L. MOORE, KELLY WILLIAMS
  • VIRTUAL U

• Columns
• DONNA L. SUNDRE, DEBORAH L. MOORE
  • ASSESSMENT MEASURES
• PETER T. EWELL
  • FROM THE STATES

     

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Executive Summary Foreword A Changing World Calling for New Leaders Leadership and Diversity Guiding Framework Organization of Monograph Contributions of Monograph Defining Leadership Language and Guiding Models Distinguishing Leader and Leadership Distinguishing Leader and Leadership Development The Individual: Leader-Based Models The Process: Leadership-Based Models Diverse Student Identity and Capacity Development Student Identity and Capacity Development Diverse Student Identity Development Diverse Student Leader Identity Diverse Student Leader Capacity Environment Matters National Context Institutional Context Curricular and Cocurricular Context Exemplary Programs and Characteristics of Effective Practices Exemplary Programs Characteristics of Effective Practices Guiding Questions for Effective Programming Implications for Policy, Practice, and Future Research Policy Implications Practical Implications Contributions to Future Research Conclusion Notes References Name Index Subject Index About the Authors     

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• Articles
• LINDA MUSUN, AARON D. BAKER, JIM FULMER
  • CREATING A CAMPUS COMMUNITY FOR CONVERSATION ABOUT ASSESSING STUDENT LEARNING
• TRUDY W. BANTA
  • EDITOR'S NOTES
• DONNA L. ASKINS
  • TOOLKIT: THE NUTS AND BOLTS NEWSLETTER FROM ASSESSMENT SERVICES
• MICHAEL R. HUBER, ALEX J. HEIDENBERG, ARCHIE WILMER III, MICHAEL D. PHILLIPS
  • CONNECTING AND REFLECTING: USING A COURSE‐END REPORT FOR ASSESSMENT
• MARCUS S. BABAOYE
  • STUDENT LEARNING OUTCOMES ASSESSMENT AND A METHOD FOR DEMONSTRATING INSTITUTIONAL EFFECTIVENESS

• Columns
• GARY R. PIKE
  • ASSESSMENT MEASURES

• Feature
• • RESOURCES

     

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ARTICLES Growth in Disciplinary Resources for Assessment in the Liberal Arts Theresa Ford Changing the Climate for Assessment David S. Martins Using Student Focus Groups to Facilitate Communication and Improve the Learning Environment Kathleen S. Martin, Elda E. Martinez From Consensus to Performance: Formative Course Assessment in Elementary Algebra James Benner, Kathy Kapcsos COLUMN Assessment Measures Gary R. Pike with James C. Thomas     

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New Demands and New Opportunities for Professional Continuing Education: A Mission in Flux A Definition of Professional Continuing Education Professional Continuing Education and a Free Market Economy: Demand Motivates Growth A Challenge to Traditional Academe Emerging Trends: An Overview of the Work Professional Continuing Education, Knowledge Management, and the Workplace: A Growing Industry How Does Business Spend for Training? What Kinds of Training Do Businesses Seek for Their Employees? Where Do Businesses Turn for Training Support? Credentialing: The New Standard Summary Professional Continuing Education as a Means of Regulating Professional Practice The Purpose of Continuing Education for Professional Regulation Who Benefits from Continuing Education for Professional Regulation? Advocacy Organizations: A Venue for Industry-Based Practice Standards Playing in the Sandbox Together Skills Certifications as Bridge Builders Emerging Providers of Professional Continuing Education Professional Associations Commercial Vendors Proprietary Schools and Colleges Not-for-Profit Organizations The Increase in Partnerships Delivering Professional Continuing Education Partnerships for Professional Continuing Education in the Health Care Professions Professional Continuing Education for Information Technology Workers Continuing Professional Education for Public School Educators Partnerships and Delivery Modes for Public Safety Workers Partnerships and Delivery Modes for Business and Finance Professions Summary Epilogue: Professional Continuing Education into the Twenty-First Century References Name Index Subject Index About the Author     

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• ADAM HOWARD
  • STUDENTS FROM POVERTY—HELPING THEM MAKE IT THROUGH COLLEGE
• JIM VANDER PUTTEN
  • BRINGING SOCIAL CLASS TO THE DIVERSITY CHALLENGE
• LARRY L. ROWLEY
  • W.E.B. DU BOIS: ROLE MODEL AND MENTOR FOR AFRICAN AMERICAN UNDERGRADUATE MEN

• Departments
• MARILYN NELSON
  • WORD FOR WORD—ABORIGINE IN THE CITADEL
• FRED B. NEWTON AND DOUG NEWTON
  • IN PRACTICE—MARKETING GOOD STUDENT BEHAVIOR: WHAT “THE TIPPING POINT” CAN TEACH US
• ALIA GANAPOSKI
  • CAMPUS COMMONS—BEING POOR
• SUE BORREGO
  • WHAT THEY'RE READING—SOCIAL CLASS IN THE ACADEMY

     

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• Articles
• T. DARY ERWIN, CHRISTINE DeMARS
  • ADVANCING ASSESSMENT: WHY NOT COMPUTER‐BASED ASSESSMENT?
• TRUDY W. BANTA
  • EDITOR'S NOTES
• L. ROGER YIN, LANCE E. URVEN, ROBERT M. SCHRAMM, STEPHEN J. FRIEDMAN
  • ASSESSING THE CONSEQUENCES OF ON‐LINE LEARNING: ISSUES, PROBLEMS, AND OPPORTUNITIES AT THE UNIVERSITY OF WISCONSIN–WHITEWATER
• ALEXANDER L. GABBIN
  • EXPERIENCE WITH USING SAMPLES TO ASSESS STUDENTS IN THE MAJOR
• MIKA CHO, EDWARD FORDE
  • DESIGNING TEACHING AND ASSESSMENT METHODS FOR DIVERSE STUDENT POPULATIONS
• DEBRA HOPGOOD
  • A LESSON IN PROCRASTINATION

• Columns
• ROBIN A. McCORD‐ITO
  • COMMUNITY COLLEGE STRATEGIES
• ALEC TESTA, EPHRAIM SCHECHTER, DOUGLAS EDER
  • WEB CORNER

• Feature
• • CALENDAR

     

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• Articles
• MARK D. SHERMIS, FELICIA D. BARRERA
  • AUTOMATED ESSAY SCORING FOR ELECTRONIC PORTFOLIOS
• TRUDY W. BANTA
  • EDITOR'S NOTES
• SUZANNE L. PIEPER, KESTON H. FULCHER, A. KATHERINE MORROW, AMY D. THELK
  • ASSESSMENT AND MEASUREMENT: EXACTLY RIGHT FOR STUDENT LEARNING
• JOHN BIGGS
  • ASSESSMENT: WHERE DID WE GO WRONG? A REPLY
• BARBARA A. KERR
  • NEW KID ON THE BLOCK: BECOMING A CULTURE OF ASSESSMENT—A WORK IN PROGRESS

• Column
• PETER T. EWELL
  • FROM THE STATES

• Feature
• • CALENDAR

     

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• Articles
• DAWN GERONIMO TERKLA, LISA S. O'LEARY, NANCY E. WILSON, ANDE DIAZ
  • CIVIC ENGAGEMENT ASSESSMENT: LINKING ACTIVITIES TO ATTITUDES
• KATHRYN DOHERTY
  • LINKING STUDENT ENGAGEMENT AND STRATEGIC INITIATIVES: USING NSSE RESULTS TO INFORM CAMPUS ACTION
• JIM C. ECK, HOYT EDGE, KATHERINE STEPHENSON
  • INVESTIGATING TYPES OF STUDENT ENGAGEMENT THROUGH LIVING‐LEARNING COMMUNITIES: THE PERSPECTIVE FROM ROLLINS COLLEGE
• BONNIE K. FOX GARRITY, MAUREEN F. FINNEY
  • AN ANALYSIS OF SPECIALIZED ACCREDITATION STANDARDS AND OUTCOMES IN A LICENSED PROFESSION VERSUS A NONLICENSED PROFESSION
• THOMAS P. JUDD, BRUCE KEITH
  • ASSESSING STUDENTS' PROFICIENCY IN MATH AND SCIENCE

• FEATURE
• SUSAN KAHN
  • RESOURCES

     

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Executive Summary Foreword Acknowledgments The Changing Landscape and the Compelling Need for Diversity Constructing a Comparative Theoretical Framework Globalization and the New Landscape for Higher Education The Half Life of Knowledge The Role of Intangibles in the Research University The Frame of Demography, Diversity, and Democracy Reciprocal Empowerment Revisited Translating Principles into Practice Globalization and Institutional Mission Recognition of the Value of Diversity in the Educational Process Talent Management Concluding Observations Mapping the Terrain for Inclusion and Bridging the Gaps Approaches to Diversity Self-Assessment Measuring the First Dimension: Structural Representation Diversity Leadership and Strategic Focus Organizational Learning The Power of Institutional Culture Strategic Organizational Architecture for Diversity Concluding Observations Orchestrating the Process of Cultural Change Creating a Tactical Plan for Bridging the Diversity Divide Research-Based Tactics That Promote Reciprocal Empowerment Concluding Observations A Toolkit for Operationalizing Reciprocal Empowerment External Measures of Internal Progress: Accreditation and Diversity Institutional Effectiveness and Diversity Progress Internal Change: Organizational Learning Tools for Cultural Transformation Concluding Observations Reprise: Recommendations and Implications Appendix A: Sample Matrix for Gauging Gaps in Diversity Leadership Appendix B: Resource Guide References Name Index Subject Index About the Author     

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Old Friends and New Faces Home Alone? Applying Theories of Transition to Support Student Veterans' Success A Model for Supporting Student Veterans' Transition Conclusion Commentary from Nancy K. Schlossberg What Matters to Veterans? Peer Influences and the Campus Environment The Military Bond Inputs, Environment, and Outcomes Inputs, Environment, and Outcomes for Veterans Peer Group Supports and Influences Summary and Recommendations Commentary from Alexander W. Astin Transition 2.0: Using Tinto's Model to Understand Student Veterans' Persistence Transition and Preentry Attributes Goals and Commitments Initial Institutional Experiences Transition 2.0: Academic and Social Integration Transition 2.0: Academic and Social Integration with the Campus Community Career Services and the Student Veteran New Goals and Intent to Persist Critics of Academic and Social Integration Conclusion Commentary from John M. Braxton Crisis of Identity? Veteran, Civilian, Student Identity Development and Knowledge of Self Self and Others Multiple Roles and Intersecting Identities Crisis, Exploration, and Commitment Multiple Dimensions of Identity Typologies Conclusion Commentary from Linda Reisser Women Warriors: Supporting Female Student Veterans Enduring Effects of Male Turf: Gender and Assumptions Mothers and Warriors: Care and Justice Into a College Environment: Developing a Voice Help Seeking: Learning to Cope Marching Together: Summary Commentary from Margaret Baechtold Ideas for a Self-Authorship Curriculum for Students with Military Experience Classes for Veterans Meaning Making and Self-Authorship Concept Mapping for Curriculum Planning Conclusion Commentary from Marcia B. Baxter Magolda Institutional Response to an Emerging Population of Veterans EFA Factor One—Financial Matters EFA Factor Two—Administrative and Strategic Planning EFA Factor Three—Advising and Career Services EFA Factor Four—Psychological Counseling Services EFA Factor Five—Veterans Office on Campus Conclusion Concluding Thoughts Appendix A: A Veteran's Essay Appendix B: Example Syllabus References Name Index Subject Index About the Authors     

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Foreword Introduction and Purpose Who Are Deans and What Do They Do? Who Are They? What Do They Do? What Challenges Do Deans Face? Fiscal Constraints and Demands for Accountability Demands for Curricular Relevance Technical Advancements and Educational Delivery Systems The Diversity of Shifting Demographics Faculty-Student-System Incongruence Issues of Balance What Strategies Can Deans Use to Meet These Challenges? An Overarching Strategy Specific Strategies What Can Universities Do to Help Deans Become More Effective? Selection of Deans Socialization of Deans Leadership Development for Deans Evaluation Rethinking the Position One Final Thought Appendix A Diversity Resources for Deans Appendix B Law Resources for Deans Appendix C Technology Resources for Deans Appendix D Finance and Budgeting Resources for Deans Appendix E Survival Tools for Deans Seeking Balance Appendix F Ideas for Deans on Organizational Integrity Appendix G A Survival Reference Library for Deans Notes References     

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Understanding and Facilitating Organizational Change in the 21st Century: Recent Research and Conceptualizations Distinctive Contribution Focus of the Monograph Audience To Change or Not to Change? Providing a Common Language for Understanding Organizational Change What Is Organizational Change? Diffusion, Institutionalization, Adaptation, Innovation, and Reform Forces and Sources Degree of Change Timing of Change Scale of Change Focus of Change Adaptive/Generative Intentionality: Planned Versus Unplanned Change Response Time: Proactive and Reactive Active and Static Target of Change: Change Process and Outcomes Summary Theories and Models of Organizational Change Typology of Organizational Change Models Evolutionary Teleological Life Cycle Dialectical Social Cognition Cultural Multiple Models Summary Appendix Understanding the Nature of Higher Education Organizations: Key to Successful Organizational Change Interdependent Organizations Relatively Independent of Environment Unique Organizational Cultures of the Academy Institutional Status Values-Driven: Complex and Contrasting Multiple Power and Authority Structures Loosely Coupled Structure Organized Anarchical Decision Making Professional and Administrative Values Shared Governance System Employee Commitment and Tenure Goal Ambiguity Image and Success Summary Higher Education Models of Change: Examination Through the Typology of Six Models Evolutionary Teleological Life Cycle Dialectical Social Cognition Cultural Multiple Models Summary Research-Based Principles of Change Promote Organizational Self-Discovery Realize That the Culture of the Institution (and Institutional Type) Affects Change Be Aware of Politics Lay Groundwork Focus on Adaptability Facilitate Interaction to Develop New Mental Models and Sensemaking Strive to Create Homeostasis and Balance External Forces with the Internal Environment Combine Traditional Teleological Tools, Such As Establishing a Vision, Planning, or Strategy, With Social-Cognition, Symbolic, and Political Strategies Realize That Change Is a Disorderly Process Promote Shared Governance or Collective Decision Making Articulate and Maintain Core Characteristics 120 Be Aware of Image Connect the Change Process to Individual and Institutional Identity Create a Culture of Risk and Help People to Change Belief Systems Realize That Various Levels or Aspects of the Organization Will Need Different Change Models Know That Strategies for Change Vary by Change Initiative Consider Combining Models or Approaches, As Is Demonstrated Within the Multiple Models Summary Future Research on Organizational Change References     

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Executive Summary Foreword Overview of Intellectual Property The Framework Impact on Core Academic Functions Organization of the Monograph The Law of Copyrights Copyright Law Copyrights and Faculty, Students, and Staff Chapter Summary Copyright and Fair Use Fair Use Fair Use Challenge to Course Materials: Course Packs Fair Use and Online Instruction Implications About the Debate on Fair Use Chapter Summary The Law of Patents Patent Law The Research Exemption Copyrights and Patents: Computer Software Institutional Patent Policies Questions of Ownership: Faculty Versus Administrators Questions of Ownership: Academe Versus Industry Chapter Summary Patents and Higher Education's Entry into the Market Development of University Patent Activities Debates About University Patent Activities Chapter Summary Shared and Related Concerns About Intellectual Property Trademarks and Trade Secrets The International Setting Sovereign Immunity Chapter Summary Conclusion Notes References Name Index Subject Index About the Author     

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ARTICLES The Humanities Versus Interrater Reliability R. Stephen RiCharde Editor's Notes Trudy W. Banta Assessing the General Education Elephant David A. Eubanks It's New, But Is It Learning? Assessment Rubrics for Intercultural Learning Programs Susan McGury, David Shallenberger and Derise E. Tolliver COLUMNS From the States Peter T. Ewell FEATURE Resources Susan Kahn     

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The Status of Diversity Enrollment The Role of Student Characteristics The Challenge of Involvement Theories of Involvement Cultural Pluralism Intergroup Relations Demography Summary Institutional Responses to Diversity Approaches of Successful Institutions Summary Implications: An Expanded Focus Organizing for Diversity: Fundamental Issues Diversification of Faculty and Staff Mission and Values Dealing with Conflict The Quality of Interaction on Campus Educating for Diversity The Perceived Conflict Between Access and Quality The Changing Climate Assessment and Implications Institutional Assessment Research Coordination Among Sectors National Issues Costs and Commitment Leadership Conclusion Appendix: Institutional Characteristics References Name Index Subject Index About the Authors