Section 1: Institutional Development
As educators function in the role of Institutional Development, the surest path to empowerment (increased
capability resulting from expanded ability, willingness, and support to act)
is through the practice of Continuous Quality Improvement. Chapter 1.1,
Expectations and Change Movements, describes the changing and changed
expectations that society, including educators, have regarding higher education.
Chapter 1.2, Changing Missions and Roles, then examines how
these new expectations necessarily translate into new roles for administrators,
governing boards, faculty and learners. Chapter 1.3, Change Practices and
Projects, moves from position to practice and provides concrete
information on the specifics of practice, within changed missions and roles,
in order to best meet the new expectations. Because the concepts of “change”
and “quality” only have meaning when they can be measured and evaluated,
Chapter 1.4, Measurement and Evaluation for Effectiveness, offers a variety
of methods to keep change and quality meaningful through the specific application
of rubrics, measurement, and evaluation. Chapter 1.5, Added Value through
Program Assessment, shares the ‘hows’ and ‘whys’ of program assessment,
which makes possible the continuous improvement of quality within the institution.
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Chapter 1.1: Expectations and Change Movements
1.1.2 Changing Expectations for Higher Education 1.1.3 Efforts to Transform Higher Education 1.1.4 Learning Colleges
1.1.5 Role of Process Education in Fulfilling the Changing Mission of Higher Education
Chapter 1.2: Changing Missions and Roles
1.2.2 Profile of a Quality Learner 1.2.3 New Faculty Roles for Institutional Effectiveness 1.2.4 Profile of a Quality Faculty Member 1.2.6 Role of Governing Boards
1.2.7
Annotated Bibliography—Effective Leadership
Chapter 1.3: Change Practices and Projects
1.3.1 Introduction to Change Practices and Projects NEW 1.3.2 Academic Strategic Planning—The Basics NEW 1.3.3 Designing a Quality Action Project NEW 1.3.4 Designing an Academic Skills Center NEW 1.3.5 Recruiting and Maintaining Adjunct Faculty NEW 1.3.6 Implementing an Internal Challenge Grant System NEW 1.3.7 Annual Professional Growth Plan
1.3.8 Successful Institutional Change—The Human Dimension
Chapter 1.4: Measurement & Evaluation for Effectiveness
1.4.1 Overview of Measurement REVISED 1.4.2 Fundamentals of Rubrics 1.4.3 Measuring Writing Performance in a Discipline NEW 1.4.4 Measuring Quality in Design NEW 1.4.5 Performance Levels for Learners and Self-Growers 1.4.6 Overview of Evaluation 1.4.7 Evaluation Methodology 1.4.8 Mindset for Evaluation 1.4.9 Turning Evaluation into Assessment
1.4.10
Annotated Bibliography—Evaluation
Chapter 1.5: Added Value through Program Assessment
1.5.1 Writing a Self-Study Report 1.5.2 Methodology for Designing a Program Assessment System 1.5.3 Defining a Program 1.5.4 Writing Performance Criteria for a Program 1.5.5 Identifying Performance Measures for a Program 1.5.6 Constructing a Table of Measures NEW 1.5.7 Writing an Annual Assessment Report 1.5.8 Assessing Program Assessment Systems
1.5.9
Annotated Bibliography—Program Assessment |