George D. Kuh – författare

Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment.

From the authors of Student Success in College—the book that describes the policies, programs, and practices of twenty colleges and universities that have created success-oriented campus cultures and learning environments—comes the next-step resource to help an institution assess whether these conditions exist. The authors present the Inventory for Student Engagement and Success (ISES), a self-guided framework for conducting a comprehensive, systematic, institutionwide analysis. The process also can be applied to areas within an institution, such as a school or college within a university, an academic or student affairs division, or a department or program. The ISES includes sets of diagnostic queries that focus on the six properties and conditions common to high-performing schools as well as the five clusters of effective educational practices featured on the National Survey of Student Engagement. Suggestions are offered to illustrate how the information generated from the ISES process can be used for various purposes including accreditation self-studies, program reviews, staff development, faculty and governing board retreats, and strategic planning.

This set includes one copy of Student Success in College: Creating Conditions That Matter and one copy of Assessing Conditions to Enhance Educational Effectiveness: The Inventory for Student Engagement and Success.

American higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity.Today's circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you're in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success.Use this book to: Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectivenessShift the view of assessment from being externally driven to internally motivatedLearn how assessment results can help inform decision-makingUse assessment data to manage change and improve student successGauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.

Involving Colleges details the extracurricular environments of fourteen diverse involving colleges and universities and shows how and where successful conditions and characteristics can be adapted to institutions to complement the institution's unique educational purpose and mission.

When should an evaluation be conducted? Who in the institution should be responsible for evaluating student affairs programs? What does it cost to conduct an evaluation? Do evaluation issues differ from one functional area to another? How can evaluation aid decision-making in student affairs? What skills and behaviors are needed to evaluate programs and staff? Distinguished contributors from the field answer these questions and more in this work. Originally published in 1979.

This book describes how student affairs professionals can use cultural perspectives in their work. Toward this end, the contributors emphasize implications and applications of cultural perspectives by drawing on reviews of the literature and their experience in different kinds of colleges and universities. It may be used as a reference when developing and evaluating student affairs programs and services, and to assist new and continuing staff members in identifying, understanding, and appreciating the influence of institutional culture on the behavior of students, faculty, and staff. Co-published with American College Personnel Association.