Practical Collaborations for Positive Impact

Autor/inn/en	Newton, Andrew R.; Maher, Michelle A.; Smith, Douglas A.
Titel	Practical Collaborations for Positive Impact
Quelle	In: Research & Practice in Assessment, 10 (2015), S.57-59 (3 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-4210
Schlagwörter	Partnerships in Education; Masters Programs; College Freshmen; Transfer Students; Transitional Programs; Residential Programs; Student Personnel Services; Student Personnel Workers; Mixed Methods Research; Program Effectiveness; Program Evaluation; Graduate Students; Outcome Measures; Intercollegiate Cooperation; South Carolina + Suchen Sie Ihr Suchwort? Hochschulpartnerschaft; Magister course; Magisterstudiengang; Studienanfänger; Hochschulwechsel; Schulwechsel; Studienortwechsel; Sozialer Wohnungsbau; Programme evaluation; Programmevaluation; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hochschulkooperation
Abstract	Assessment has assumed an increasingly prominent place in academic and student affairs practice. Yet, in smaller student affairs departments with limited staffing and resources, how might a department identify the resources or time to thoroughly assess student learning outcomes? This Notes in Brief details the partnership between the University of South Carolina's Higher Education and Student Affairs Master's Program course EDHE 839: Assessment in Higher Education and the Gamecock Gateway program, a residential bridge pathway and access program for first time college students between the University of South Carolina and Midlands Technical College. Authors present the rationale for the partnership, its essential components, the impact the learning outcomes assessment made on the program's success rates, and the takeaways both the graduate instructor and graduate students gained from the hands-on assessment practice. Such work is a model for efficient, effective assessment practice with impacts on undergraduate and graduate student learning. (As Provided).
Anmerkungen	Virginia Assessment Group. Tel: 504-314-2898; Fax: 504-247-1232; e-mail: editor@rpajournal.com; Web site: http://www.rpajournal.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01