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Intergroup Dialogue in Higher Education: Definition, Origins, and Practices Defining Intergroup Dialogue Historical Roots of and Contemporary Influences on Intergroup Dialogue Organization of This Monograph Educational Goals of Intergroup Dialogue Consciousness Raising Building Relationships Across Differences and Conflicts Strengthening Individual and Collective Capacities to Promote Social Justice Design and Practice Principles in Intergroup Dialogue A Key Pedagogical Assumption Design Elements The Four-Stage Design of Intergroup Dialogue Practice Principles for Intergroup Dialogue Facilitating Intergroup Dialogues Why Facilitation and Cofacilitation? Competencies Required for Facilitators of Intergroup Dialogue Preparing Facilitators for Intergroup Dialogues Major Issues and Challenges in Facilitating Intergroup Dialogues and Programs Research on Outcomes and Processes of Intergroup Dialogue A Conceptual Framework for Research on Intergroup Dialogue Outcomes of Intergroup Dialogue Conclusion Program Development, Implementation, and Institutional Impact Program Development Implementation and Sustainability Institutional Impact of IGD Programs Final Thoughts Appendix: Educational Resources Curriculum Methods for Deepening the Conversation Training and Supervision of Facilitators References Name Index Subject Index About the Authors     

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Introduction The Changing Business Environment and the Need for Responsive Action Defining Professional Education and Ideal Outcomes Examining Criticisms of Professional Education and Calls for Reform Purpose and Scope of This Report Curriculum Reforms in the Professions: Responding to Calls for Change Curriculum Reform in Accounting Programs Curriculum Reform in Nursing Programs Curriculum Reform in Teacher Education Programs Implementing and Assessing Internships Examining Internships Through the McDonough Center for Leadership and Business, Marietta College Assessing Student Learning Through Internships at the University of Wisconsin–Oshkosh Building Communities of Inquiry and Support Through Internships at the University of New Hampshire Designing Strong Internship Experiences Assessing the Internship Experience and Student Learning Summary Building Conditions That Promote Change Creating Trust Promoting Change by a Committed Leadership Designing Incremental Change Educating Faculty Designing Meaningful Incentives Implications for the Implementation and Maintenance of Curriculum Transformations Stating Clear and Measurable Outcomes Linked Across Courses, the Professional Preparation Program, and Institutional Levels Designing Learning Experiences to Achieve the Selected Outcomes Selecting Multiple Assessment Methods Reviewing Assessment Results to Make Targeted Improvements Developing New Partnerships Sustaining Learner-Centered Curriculum Reforms     

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• Articles
• CATHERINE M. WEHLBURG
  • CLOSING THE FEEDBACK LOOP IS NOT ENOUGH: THE ASSESSMENT SPIRAL
• TRUDY W. BANTA
  • EDITOR'S NOTES
• JO ALLEN
  • INTRODUCING ASSESSMENT: STRATEGIC ADAPTATIONS AND EARLY SUCCESSES
• SUSAN L. ALOI, ADAM S. GREEN, ELIZABETH A. JONES
  • CREATING A CULTURE OF ASSESSMENT WITHIN WEST VIRGINIA UNIVERSITY's STUDENT AFFAIRS DIVISION
• THOMAS A. UPTON
  • ASSESSING THE PROGRAMMATIC AND INSTRUCTIONAL EFFECTIVENESS OF AN ENGLISH AS A SECOND LANGUAGE PROGRAM

• COLUMNS
• GARY R. PIKE
  • ASSESSMENT MEASURES

• FEATURES
• SUSAN KAHN
  • RESOURCES

     

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Accreditation and Assessment: The Root of My Teaching Metamorphosis Call for Contributions Editor's Notes: Addressing a Question of Credibility Do We Practice What We Preach? The Accountability of an Assessment Office Assessing Assessment: Strategies for Providing Feedback on Assessment Practices Lessons Learned: Building a Sustainable Assessment Program in the United Arab Emirates Assessment Carols Memo: A New Development…     

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ARTICLES Postsecondary Assessment: Faculty Attitudes and Levels of Engagement Tara Eisenhauer Ebersole Editor's Notes Trudy W. Banta Where Learning and Assessment Meet Mark W. Lencho, Michael J. Longrie, Stephen J. Friedman The Degree Specification Project: A Case Study in Departmental Outcomes Assessment Daniel A. Weinstein, Beverly Schneller COLUMN Community College Strategies Richard Haney, Debralee McClellan F EATURE Resources Susan Kahn     

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Executive Summary Foreword Entrepreneurship in the Contemporary Academy Defining Academic Entrepreneurialism Whence Academic Entrepreneurialism? Overview of the Volume Theoretical Traditions of Entrepreneurship Theorizing Entrepreneurship Entrepreneurship, Individuals, and the Environment Summary The New Economy and the Entrepreneurial Academy An Overview of the Entrepreneurial Economy Higher Education in the New Economy Academic Capitalism and Entrepreneurship Critiques of Entrepreneurship in Higher Education Summary Contemporary Issues in the Entrepreneurial Academy Resource Constraints and Dependencies: Research Universities Beyond Research Universities Beyond Profit Seeking: Social Entrepreneurship Beyond Research: Entrepreneurship and the Teaching Mission Summary Entrepreneurship Education The Emergence and Expansion of Entrepreneurship Education Activities and Outcomes of Entrepreneurship Education Summary Professional Implications and Future Research Directions Public Policymakers Institutional Administrators Faculty Students References Name Index Subject Index About the Authors