BOOKS FOR TEACHERS, ADMINISTRATORS, AND POLICYMAKERS IN HIGHER EDUCATION

Improving Student Learning at Scale

A How-To Guide for Higher Education

Paperback
June 2021
9781642671810
More details
  • Publisher
    Stylus Publishing
  • Published
    29th June
  • ISBN 9781642671810
  • Language English
  • Pages 216 pp.
  • Size 6" x 9"
  • Images 22 illustrations
$35.00
Hardback
July 2021
9781642671803
More details
  • Publisher
    Stylus Publishing
  • Published
    8th July
  • ISBN 9781642671803
  • Language English
  • Pages 216 pp.
  • Size 6" x 9"
  • Images 22 illustrations
$135.00
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June 2021
9781642671827
More details
  • Publisher
    Stylus Publishing
  • Published
    24th June
  • ISBN 9781642671827
  • Language English
  • Pages 216 pp.
  • Size 6" x 9"
  • Images 22 illustrations
$135.00
E-Book (ePub)
June 2021
9781642671834
More details
  • Publisher
    Stylus Publishing
  • Published
    24th June
  • ISBN 9781642671834
  • Language English
  • Pages 216 pp.
  • Size 6" x 9"
  • Images 22 illustrations
$35.00

This book is a step-by-step guide for improving student learning in higher education. The authors argue that a fundamental obstacle to improvement is that higher educators, administrators, and assessment professionals do not know how to improve student learning at scale. By this they mean improvement efforts that span an entire program, affecting all affiliated students. The authors found that faculty and administrators particularly struggle to conceptualize and implement multi-section, multi-course improvement efforts. It is unsurprising that ambitious, wide-reaching improvement efforts like these would pose difficulty in their organization and implementation. This is precisely the problem the authors address.

 

The book provides practical strategies for learning improvement, enabling faculty to collaborate, and integrating leadership, social dynamics, curriculum, pedagogy, assessment, and faculty development. In Chapter 2, the authors tell a program-level improvement story from the perspective of a faculty member. Chapter 3 inverts Chapter 2. Beginning from the re-assess stage, the authors work their way back to the individual faculty member first pondering whether she can do something to impact students’ skills. They peel back each layer of the process and imagine how learning improvement efforts might be thwarted at each stage. Chapters 4 through 9 dig deeper into the learning improvement steps introduced in Chapters 2 and 3. Each chapter provides strategies to help higher educators climb each step successfully. Chapter 10 paints a picture of what higher education could look like in 2041 if learning improvement were embraced. And, finally, Chapter 11 describes what you can do to support the movement.

Foreword—Stephen Hundley
Afterword—Natasha Jankowski
Acknowledgments
Preface

Part One: Introduction to Learning Improvement at Scale
1) Laying Out the Problem
2) What Could Learning Improvement Look Like in Higher Education?
3) Dismantling Learning Improvement

Part Two: A Step-By-Step Guide to Improving Learning at Scale
4) Testing the Collective Will to Improve
5) Vision
6) Where are We Now?
7) Developing Interventions
8) Intervention Implementation
9) Re-Assessment

Part Three: Expanding Learning Improvement at Scale
10) Doing Higher Education as If Learning Improvement Matters Most
11) Join the Improvement Movement: What You Can Do Now

Appendix A
Appendix B
Appendix C
References
About the Authors
Index

Keston H. Fulcher

Keston H. Fulcher is the executive director of the Center for Assessment and Research Studies and professor in graduate psychology at James Madison University (JMU). JMU has received an unprecedented 14 national recognitions related to student learning outcomes assessment. Fulcher’s research focuses on structuring higher education for learning improvement. He serves on the advisory panel to the National Institute for Learning Outcomes Assessment (NILOA), collaborates extensively with the Assessment Institute in Indianapolis, and is one of the founders of the Learning Improvement Community.

Caroline Prendergast

Caroline Prendergast is completing her PhD in Assessment and Measurement at James Madison University. She has six years of experience in educational assessment, ranging from international large-scale assessment to work with small student affairs programs in higher education. Her current work involves providing assessment-related training and resources to faculty and staff across JMU’s campus and beyond and partnering with academic programs to pursue large-scale learning improvement projects. Her research primarily concerns the role of assessment in promoting the improvement of student learning.

Teaching and Learning; Student Learning; Learning Improvement; Assessment; Curriculum; Student Success; Accountability; Faculty Development; Leadership