New Faculty Roles in Learning Outcomes Education: The Experiences of Four Models and Institutions

Innovative models that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resources, structures, and models. While the four institutions and models differ on several significant variables, the innovators identify common key elements and issues that the academy must address in order to transform the educational experience and culture to a more learning-centered enterprise.     

The potential for scholarly online books: Views from the Columbia University Online Books Evaluation Project

The Columbia University Online Books Evaluation Project sought to understand both user reactions to online books in the scholarly world and the cost profiles of print and online books. Scholars appreciated the opportunity to use the online format to locate a book and to browse it. However, they sought a print copy for extended reading. Incremental costs of online books are small for publishers. Libraries’ life-cycle costs are lower for online books than for print books. Summerfield and Mandel were both members of the Columbia University Libraries staff during the time of this project. Summerfield was a Project Director and Coordinator of this Project and Mandel was Deputy University Librarian and Director of this Project.