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Bresciani, Marilee J. – Research & Practice in Assessment, 2011
The purpose of this grounded theory study was to identify the typical barriers encountered by faculty and administrators when implementing outcomes-based assessment program review. An analysis of interviews with faculty and administrators at nine institutions revealed a theory that faculty and administrators' promotion, tenure (if applicable),…
Descriptors: Barriers, Outcome Based Education, Program Implementation, Grounded Theory
Weiner, Lauren; Bresciani, Marilee J. – Research & Practice in Assessment, 2011
The researchers explored whether implementation of a systematic outcomes-based assessment process is necessary for demonstrating quality in service learning programs at a two-year and a four-year institution. The findings revealed that Western Community College and the University of the Coast maintained quality service-learning programs, which met…
Descriptors: College Outcomes Assessment, Service Learning, Educational Quality, Case Studies
Bresciani, Marilee J. – Research & Practice in Assessment, 2008
This phenomenological study explored what principal investigators from the United States and Mexico experienced when engaging in cross-cultural collaborative research projects. Participants were asked to articulate their understanding of collaboration. While the principal investigators did not vary on how they defined quality of research; their…
Descriptors: International Cooperation, Research Projects, Phenomenology, Cultural Differences
Steinke, Pamela; Fitch, Peggy – Research & Practice in Assessment, 2007
In an effort to increase the quality and quantity of service-learning assessment, this article provides a brief rationale for engaging in service-learning assessment and reviews a selection of available tools for doing so. The paper includes a matrix that lists cognitive outcomes, including critical thinking and problem solving, and the…
Descriptors: Service Learning, Evaluation Methods, Matrices, Critical Thinking