Resources

The explanations and examples in the handbook and website are intended to help each institution to develop goals and to select the best methods. They do not increase or modify accreditation standards. The handbook addresses the needs of everyone interested in, or practicing, higher education assessment. Each chapter focuses on a separate aspect of the assessment process, so the chapters can be used individually and at any stage of the process as a guide and stimulus. Useful appendices include: Assessment Standards in Characteristics of Excellence in Higher Education; An Assessment Practices Quiz; Key to “Assessment Practices Quiz”; A Department/Program Student Outcomes Survey; Learning Goals and Assessment Techniques; From Effect to Cause: A Brainstorming Exercise; and Student Learning Styles: Frequently Asked Questions. (From the Publisher)

This work looks at how technology can enhance communication between instructors and students and how it can be used to extend traditional classroom instruction, investigating the potential of e-mail, institutional and course Web sites, and online class discussion groups. Student motivation, Web site design, optional versus mandatory participation in online discussion groups, and technical support are some of the issues examined. (From the Publisher)

This publication contains 2 videotapes, written materials, handout templates, and overhead projection templates developed for those providing professional development to help faculty and administrators in postsecondary institutions become more aware of the rights, responsibilities, potential contributions, and needs of students with disabilities; the rights and responsibilities of postsecondary institutions; reasonable accommodations and instructional strategies for working with students who have disabilities; and campus resources that help provide equitable educational opportunities for all students. The materials are designed for use in departmental and campus-wide presentations to stimulate discussion and action. The presentation lengths vary from 20 minutes to several days and address the following topics: (1) accommodations strategies; (2) universal design of instruction; (3) effective communication; (4) information access; (5) access to computers; (6) making computer labs accessible to everyone; (7) universal design of Web pages; (8) making distance learning accessible to everyone; (9) science/math/engineering access; (10) accommodating students with learning disabilities; and (11) accommodating students with psychiatric disabilities. For each presentation option, a sample script is included to minimize the work that might otherwise be required to prepare a presentation. The presenter may use a script verbatim or extract ideas to customize a presentation. Along with the presentations, a synthesis of research, implementation and institutionalization strategies, presentation tips and case study examples, frequently asked questions, and a glossary of disability-related terms and a list of resources are included. The 2 videotapes included with this notebook can be used in specific presentations or broadcast on public television. Handout and overhead projection templates are provided in the "Presentation Tools" section of the notebook for easy duplication and use. A Web-based instructional option is also available for faculty and administrators (to access Web-based instruction, see http://www.washington.edu/doit/Faculty/). Also, a distance learning course that can be delivered via electronic mail to faculty and administrators on any campus is available online. (From the Publisher)

Evaluation has little to do with grading, scoring, and classifying and everything to do with gaining better insight into what one is doing and with finding ways to improve it or extend it in worthwhile directions. Reflective practitioners build self-evaluation into the very warp and woof of their endeavors.

Addresses the kinds of questions that instructors need to ask themselves as they begin to move at least part of their students' work to an on-line format. The chapters present an initial overview of the need for evaluating students' on-line work with the same care that instructors give to the students' work in hard-copy format; what an instructor needs to know about the technology, a discussion of alternative instructional formats such as group work and fieldwork; as well as participation in chatrooms and threaded discussions. Two chapters address curricular issues and the value of on-line learning as a supplement to more traditional instructional formats. The issues explored here will help guide instructors who are considering using on-line learning in conjunction with their regular classes, as well as those interested in going totally on-line. This is the 91st volume in the Jossey-Bass quarterly series New Directions for Teaching and Learning. (From the Publisher)

Exhaustive list of scholarly papers and websites (some with annotations) that deal with this controversial issue

Personal narrative reflecting on the significance of recognizing your own, different, teaching gifts/skills, in the online teaching environment.

Reviews theories of how notions of what constitutes knowledge and how one gets it change as individuals mature –"epistemological development," or development of ways of knowing.

John Biggs tackles how academics can improve their teaching in today's circumstances of large classes and diverse student populations. His approach is practical but not prescriptive. Teachers need to make decisions on teaching and assessment methods to suit their own circumstances. In order to do that they need a conceptual framework to inform their decision-making. Such a framework is clearly described and exemplified by this book. University teachers can readily adapt the ideas here to their own subjects and teaching conditions. (From the Publisher)