2009 Conference Archive
Copyright
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Abstract
Whether responding to recommendations by accrediting bodies or to demands for higher academic distinction by various stakeholders, higher education agendas to become more student-centered often involve large scale, institutional change. As such an institution, Viterbo University was recommended by the Higher Learning Commission in 1998 to improve its “culture of assessment.” As a response to this recommendation, Viterbo applied for and received $1.8 million in Title III federal grant monies to improve outcomes based assessment and active learning strategies. Upon completion of the grant, data indicates not only a strong participation rate on behalf of faculty in the faculty development activities, but also high satisfaction and long term commitment to active learning and assessment. In this session, faculty and administrators can learn how a triangulation of factors – adequate funding, administrative support, and multiple resources - are necessary to facilitate long term institutional change.
Location
Room 2908
Publication Type and Release Option
Event
Recommended Citation
Hassinger, Mary C. and Moore, Theresa R., "Improving Academic Quality through Outcomes Assessment and Active Learning Strategies – A Model for Effective Institutional Change" (2009). SoTL Commons Conference. 15.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2009/15
Improving Academic Quality through Outcomes Assessment and Active Learning Strategies – A Model for Effective Institutional Change
Room 2908
Whether responding to recommendations by accrediting bodies or to demands for higher academic distinction by various stakeholders, higher education agendas to become more student-centered often involve large scale, institutional change. As such an institution, Viterbo University was recommended by the Higher Learning Commission in 1998 to improve its “culture of assessment.” As a response to this recommendation, Viterbo applied for and received $1.8 million in Title III federal grant monies to improve outcomes based assessment and active learning strategies. Upon completion of the grant, data indicates not only a strong participation rate on behalf of faculty in the faculty development activities, but also high satisfaction and long term commitment to active learning and assessment. In this session, faculty and administrators can learn how a triangulation of factors – adequate funding, administrative support, and multiple resources - are necessary to facilitate long term institutional change.
