ERIC Number: ED615257
Record Type: Non-Journal
Publication Date: 2021-May
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: N/A
EISSN: N/A
A Framework for Developing Student-Faculty Partnerships in Program-Level Student Learning Outcomes Assessment. Occasional Paper No. 53
Curtis, Nicholas; Anderson, Robin
National Institute for Learning Outcomes Assessment
In her April 2010 NILOA paper, "Opening Doors to Faculty Involvement in Assessment," Pat Hutchings called for institutions to involve students in assessment, citing the potential to increase faculty engagement. In Curtis and Anderson (2020), the first author interviewed numerous partnership experts in both the United Kingdom and the United States regarding student-faculty partnerships and the extent to which students currently engage in the assessment process. Findings from the study make it clear that there currently exists little student-faculty partnership in assessment at the program- or system-levels. Combining existing research on partnership and the expert responses from the Curtis et al. study, we present a framework, based on prototyping, for developing student-faculty partnerships in program-level student learning outcomes assessment.
Descriptors: Teacher Student Relationship, Outcomes of Education, Cross Cultural Studies, Outcome Measures, Foreign Countries, Partnerships in Education, Student Participation, Program Evaluation, College Faculty, Higher Education, College Students, Educational Change, Teaching Methods, Educational Improvement
National Institute for Learning Outcomes Assessment. 340 Education Building MC 708, 1310 South Sixth Street, Champaign, IL 61820. Tel: 217-244-2155; Fax: 217-244-5632; Web site: http://www.learningoutcomeassessment.org
Publication Type: Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: National Institute for Learning Outcomes Assessment
Identifiers - Location: United States; United Kingdom
Grant or Contract Numbers: N/A