References

Alstete, J.W. (1995). Benchmarking in higher education: adapting best practices to improve quality. ASHE-ERIC Higher Education Report No. 5, Washington, DC, pp. 1-112. 

Alaniska, H., & Eriksson, G. (2006). Student participation in quality assurance in Finland. In H. Alaniska, E. A. Cadina, & J. Bohrer (Eds.), Student involvement in the processes of quality assurance agencies, (pp. 12-15). European Association for Quality Assurance in Higher Education.

Allen, M. J. (2008). Strategies for direct and indirect assessment of student learning. SACS-COC Summer Institute.

Association of American Colleges and Universities. (2009). Valid Assessment of Learning in Undergraduate Education (VALUE). AAC&U. https://www.aacu.org/initiatives/value

Banta, T. W. & Blaich, C. (2010). Closing the assessment loop. Change: The Magazine of Higher Learning, 43(1), 22-27. https://doi.org/10.1080/00091383.2011.538642

Banta, T. W., Jones, E. A., & Black, K. E. (2009). Designing effective assessment: Principles and profiles of good practice. Jossey-Bass.

Bosman, L. & Voglewede, P. (2019). How can a faculty community of practice change classroom practices? College Teaching, 67(3), 177-187. https://doi-org.proxy1.lib.uwo.ca/10.1080/87567555.2019.1594149

Burdi, A. (2019). Listening to student voices in higher education. Humber Today. https://humber.ca/today/news/listening-student-voices-higher-education

Carr, W. & Kemmis, S. (1986). Becoming critical: Education, knowledge and action research. Falmer.

Chism, N. V. (2007). Peer review of teaching: A sourcebook (2nd ed.). Jossey-Bass.

Curcio, A. A. (2018). A simple low-cost institutional learning-outcomes assessment process. Journal of Legal Education, 67(2), 489-530.

Deller, F., Pichette, J., & Watkins, E. K. (2018). Driving academic quality: Lessons from Ontario’s skills assessment project. Higher Education Quality Council of Ontario. https://heqco.ca/priorities/learning-outcomes/learning-outcomes-assessment-consortium/driving-academic-quality-summarizes-lessons-from-heqcos-learning-outcomes-assessment-consortium/

Ewell, P. T. (2009). Assessment, accountability, and improvement: Revisiting the tension, Occasional Paper #1. National Institute for Learning Outcomes and Assessment. http://www.learningoutcomeassessment.org/documents/PeterEwell_005.pdf

Fine, M. (2017). Just research in contentious times: Widening the methodological imagination. Teachers College Press.

Gosling, D. & D’Andrea V. A. (2001). Quality development: A new concept for higher education. Quality in Higher Education, 7(1), 7-17. https://doi.org/10.1080/13538320120045049

Heath, S., Wilson, M., Groen, J., & Borin, P. (2021). Engaging students in quality assurance processes: A project of the COED Curriculum Working Group. http://www.coedcfpo.ca/wp-content/uploads/2021/05/Engaging-Students-in-Quality-Assurance-Processes-Final-Report.pdf

Hoare, A., Dishke Hondzel, C., & Wagner, S. (2022). Forming an academic program review learning community: Description of a conceptual model. Quality Assurance in Education, Ahead-of-print. https://doi.org/10.1108/QAE-01-2022-0023

Hoessler, C., Hoare, A., Austin, E., Huscroft, C., McKay, L., McDonald, B., & Reid, R. (2023). Faculty in Action: Researching a Community of Practice Approach to Institutional Learning Outcomes Assessment. Journal of Formative Design in Learning, 7, 171-181, https://link.springer.com/article/10.1007/s41686-023-00084-6

Hubball, H. & Gold, N. (2007). The scholarship of curriculum practice and undergraduate program reform: Integrating theory into practice. New Directions for Teaching and Learning, 2007(1), 41-57. https://doi-org.proxy1.lib.uwo.ca/10.1002/tl.293

Hutchings, P., Ewell, P., & Banta, T. (2013). AAHE principles of good practice: Aging nicely. American Association for Higher Education (AAHE).

Hyland, K. M., Dhaliwal, G., Goldberg, A. N., Chen, L. M., Land, K., & Wamsley, M. (2018). Peer review of teaching: Insights from a 10-year experience. Medical Science Educator, 28(4), 675-681.

Keig, L. (2000). Formative peer review of teaching: Attitudes of faculty at liberal arts colleges toward colleague assessment. Journal of Personnel Evaluation in Education, 14(1), 67-87.

Kemmis, S. & McTaggart, R. (2007). The action research planner: Doing critical participatory action research. SAGE.

Kinzie, J., Landy, K, Sorcinelli, M. D., & Hutchings, P. (2019). Better together: How faculty development and assessment can join forces to improve student learning. Change: The Magazine of Higher Learning, 51(5), 46-54.

Koshy, E., Koshy, V., & Waterman, H. (2010). Action research in healthcare. SAGE.

Kuh, G. D., Ikenberry, S. O., Jankowski, N. A., Cain, T. R., Ewell, P. T., Hutchings, P., & Kinzie, J. (2015). Using evidence of student learning to improve higher education. Jossey-Bass.

Levin, M., &  Greenwood D. (2001). Pragmatic action research and the struggle to transform universities into learning communities. In P. Reason & H. Bradbury (Eds.) Handbook of action research: Participative inquiry and practice. SAGE.

Macintyre, C. (2000). The art of action research in the classroom. David Fulton Publishers.

Maki, P.L. (2002), “Developing an assessment plan to learn about student learning”, The Journal of Academic Librarianship, Vol. 28 No. 21, pp. 8-13. 

National Institute for Learning Outcomes Assessment (2016, May). Higher education quality: Why documenting learning matters. University of Illinois and Indiana University, NILOA.

Norman, C. R. (2017). Students’ performance on institutional learning outcomes. Retrieved from https://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1013&context=hied_etds

Nunley, C., Bers, T., & Manning, T. (2011). NILOA’s learning outcomes assessment in community colleges. Retrieved from: www.learningoutcomesassessment.org/documents/CommunityCollege.pdf

Pyrko, I., Dorfler, V., & Eden, C. (2017). Thinking together: What makes communities of practice work? Human Relations, 70(4), 389-409. http://doi.org/10.1177/0018726716661040

Reason, P. & Bradbury, H. (2008) The SAGE handbook of action research: Participative inquiry and practice (2nd edition). SAGE.

Reich, A.Z.Collins, G.R.DeFranco, A.L. and Pieper, S.L. (2019). A recommended closed-loop assessment of learning outcomes process for hospitality programs: The experience of two programs, Part 1. International Hospitality Review, 33(1), 41-52. https://doi.org/10.1108/IHR-09-2018-0010 

Ryan, T. (2015). Quality assurance in higher education: A review of the literature. Higher Learning Research Communications, 5(4), DOI:10.18870/hlrc.v5i4.257

Sharif, A., Welsh, A. Myers, J., Wilson, B., Chan, J., Cho, S., & Miller, J., (2019). Faculty liaisons: an embedded approach for enriching teaching and learning in higher education. International Journal for Academic Development, 24(3), 260-271. DOI/10.1080/1360144X.2019.1584898

Simper, N., Frank, B., Scott, J., & Kaupp, J. (2018). Learning outcomes assessment and program improvement at Queen’s University (pp. 1–53). Higher Education Quality Council of Ontario (HECQO).

Stassen, M. L.A., Doherty, K., & Poe, M. (2004). Program-based review and assessment: Tools and techniques for program improvement. Retrieved from www.umass.edu/oapa/sites/default/files/pdf/handbooks/program_assessment_handbook.pdf

Steinert, Y., Mann, K., Anderson, B., Barnett, B. M., Centeno, A., Naismith, L., Prideaux, D., Spencer, J., Tullo, E., Viggiano, T., Ward, H., & Dolmans, D. (2016). A systematic review of faculty development initiatives designed to enhance teaching effectiveness: A 10-year update: BEME Guide No. 40. Medical teacher, 38(8), 769–786,  DOI: 10.1080/0142159X.2016.1181851

Suskie, L. (2009) Assessing student learning: A common sense guide (2nd ed.). Jossey-Bass.

Tinto, V. (2017). Through the eyes of students. Journal of College Student Retention: Research, Theory & Practice, 19(3), 254-269.

Turbow, D. J., & Evener, J. (2016). Norming a VALUE rubric to assess graduate information literacy skills. Journal of the Medical Library Association, 104(3), 209–214. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4915638/

Wall, S., Evans, L. M., & Swentzell, P. (2021). Indigenous assessment: Cultural relevancy in assessment of student learning. In J. M. Souza & T. A. Rose (Eds.), Exemplars of assessment in higher education. Association for the Assessment of Learning in Higher Education (AALHE).

van Note Chism, N. & Banta, T. W. (2007). Enhancing institutional assessment efforts through qualitative methods. New Directions for Institutional Research, 136, 15-28. https://doi.org/10.1002/ir.228

Wenger, E (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.

Wenger, E., McDermott, R., & Snyder, W.M. (2002). Cultivating communities of practice. Harvard Business Review Press.

Wenger-Trayner, E. & Wenger-Trayner, B. (2015). Introduction to communities of practice: A brief overview of the concept and its uses. https://wenger-trayner.com/introduction-to-communities-of-practice/

License

Icon for the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License

Strategic Assessment of Institutional Learning Copyright © by Carolyn Hoessler and Alana Hoare is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, except where otherwise noted.

Share This Book