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This book explores how learners transform themselves and how educators
foster skills for learning, leading, teamwork, and adapting with integrity in college and beyond. The authors set forth a theory
of deep and durable learning that includes practical strategies for enabling a wide range of students to cultivate integrative and
expansive capabilities across a lifetime. This actionable theory draws on two decades of longitudinal studies of student learning
in the Alverno curriculum, leading educational theories, and experience in institutional consortia. The authors illustrate how faculty and
academic staff forge effective curricula, design innovative programs, implement key institutional goals, and renegotiate the college culture. |
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Hardcover
$48.00
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| Learning That Lasts Companion Pieces |
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Generating Learning and Action Principles in Role and Context: A Discussion by Professional Staff Advisors (1998)
by Alverno College Advising Department |
| In this publication, Alverno professional advisors illustrate how a discussion
of institution-wide learning principles stimulates thinking through their frameworks for advising. The advisors consider how learning
that lasts is developmental and individual, transitional and transformative. |
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How Institutional Transformation Works and Becomes Visible (1998)
by Alverno College Office of Academic Affairs |
| In this publication Alverno academic administrators describe how the
design and implementation of a student learning outcomes curriculum stimulated a rethinking of faculty responsibilities and affected the organizational structure. |
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Taking a Curriculum Perspective: A Faculty Conversation (1998)
by Alverno College Curriculum Committee |
Faculty conversations about issues related to student learning are essential
for effectively developing a curriculum. This publication includes an extended faculty discussion that probes the meaning and implications
of faculty habitually taking a curriculum perspective on their work. |
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Inquiry Frameworks |
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Institutional and Program Assessment at Alverno College (1994)
by Marcia Mentkowski for the Alverno College Office of Research and Evaluation and the Research and Evaluation Committee |
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This publication examines the various elements that ground practices of
institutional and program assessment in student learning outcomes and enable its integration in the overall educational practice of the campus. |
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Reflecting on Our Practice: Practitioner-Based Inquiry to Understand and Improve Teaching and Learning Across the Curriculum (1993)
by Alverno College Research and Evaluation Committee, Office of Research and Evaluation, and Additional Faculty and Staff
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Starting from the commitment to student learning, an integrated and collaborative
approach to inquiry offers critical support for teaching and curriculum. Alverno faculty and staff illustrate and reflect on examples from
several courses and disciplines. |
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| Validating Abilities |
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Alverno Faculty Validation of Abilities Scored in Five-Year Alumna Performance (1994)
by Glen Rogers & Marcia Mentkowski |
The empirical methods and findings illustrate how higher education can substantively contribute to a cross-sector dialogue about the meaning of a college education. Alverno faculty judgments and researcher-coded judgments of alumna performance contribute to identifying those abilities that are most effective in work, civic, and personal life and to demonstrating how liberal arts and professions education are integrated. |
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Establishing the Validity of Measures of College Student Outcomes (1988)
by Marcia Mentkowski & Glen Rogers |
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This publication draws on Alverno's experience in student and institutional assessment to articulate frameworks for establishing the validity of student learning outcome measures. It tracks how the dynamics of curriculum, teaching, learning, and assessment interact to shape practice-informed meanings for the concept of validity, accommodating both the educational use of performance-based assessments and wider demands for accountability. |
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Order Paperback $7.00
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Validating College Outcomes with Institutionally Developed Instruments: Issues in Maximizing Contextual Validity (1988)
by Glen Rogers
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Contextual validity for an instrument requires the integration of the multiplicity of perspectives and purposes into its design and the fidelity of its elicited mode of performance with post-college settings. This document illustrates how the strategies and elements of the contextual validity of specific instruments can be shown by describing and analyzing the history of two instruments.
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Links to additional reports and documents related to the following topics are also available |
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Alverno Longitudinal Research: |
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Institutional and Program Assessment: |
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Articles Published in Journals, Books
Other chapters and articles based on educational research and evaluation outcomes, as well as institutional and program assessment, authored by members of the Research and Evaluation Committee and/or Educational Research and Evaluation, printed in external journals, books. |
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