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Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers related to promoting student learning and effective teaching. Chapter 1, "Developing and Sustaining a Culture of Assessment," contains: (1) "Developing the Scholarship of Assessment" (Thomas Anthony Angelo); (2) "The Convergence of Assessment and Scholarship of Teaching and Learning" (David Sill, Douglas Eder, Lesa Stern, Susan Thomas, and John DenHouter); (3) "Creating an Assessment Culture" (Colene J. Lind and Mark McDonald); (4) "Employee Development to Campus Development" (J. Janelle Masters and Jane M. Shreck); (5) "Engaged Learner and Assessment" (Jian R. Sun and Greg Miller); (6) "From Crisis to Culture" (Rebecca Wojcik, Eric Martin, and Joyce Kennedy); (7) "Cultivating a Culture of Assessment of Student Learning at Rochester Community and Technical College" (Tammy J. Lee and Anne M. Niccolai); (8) "Assessment of Student Learning" (Patricia Dwyer); (9) "Taking Assessment Off the Shelf" (Sandra S. Bowles and Alan R. Belcher); and (10) "Integrating Assessment into College Life" (Barbara Edwards, Vincent Holtmann, Kelley Raftery, and Brad Sparks). Chapter 2, "Assessment Processes," contains: (11) "Assessing an Institution's Outcomes Assessment Efforts" (Jessica Jonson, Julie Wallin, and Karla Sanders); (12) "Assessing Student Learning: Elegance in Simplicity" (Gloria M. Rogers); (13) "Ensuring the Assessment Investment Pays Off" (Andrea Greene, Gail Mee, and Gayla Preisser); (14) "Evaluating Assessment" (Janice Collins and Josh Bullock); (15) "Gauging the Level of Faculty Participation in Student Academic Assessment" (Steve Boettcher, Bryan Tippett, and Clay Goodman); (16) "Are We There Yet? One Institution's Assessment Adventure" (Anneliese Homan and Beverly Wilkerson); (17) "The Road Not Taken" (Karen Jones, Michael L. Banks, and Jacqueline Gray); (18) "'Now Is the Summer of Our Discontent'" (Lisa Brandom); (19) "A Balancing Act" (Donald Carpenter and Badih Jawad); and (20) "Broadening the Discussion" (Jacqueline Johnson and Robert Ferguson). Chapter 3, "Assessment Tools and Measures," contains: (21) "Living beyond Our Means" (John C. Simonson and George E. Smith); (22) "A Handbook of Assessment for the Layperson" (Kenneth R. Ryalls); (23) "Activating Assessment of Student Learning" (Judith Neill and Jeanne Williams); (24) "Educating Seniors, Assessing Ourselves" (Beth Rigel Daugherty, Dan Thompson, and Susan Thompson); (25) "Active Learning" (Cy Leise); and (26) "English 101 Writing Assessment That Keeps Both the 'Quants' and the 'Quals' Happy" (Lynn Sykes and Helen Szymanski). Chapter 4, "General Education: Assessing Outcomes, Reforming Programs," contains: (27) "Creating and Implementing a More Focused and Effective General Education Program" (John C. Catau, William H. Cheek, and James P. Baker); (28) "It Can Happen" (Eric Gardner, Diane Boehm, Clifford Dorne, and Mary Hedberg); (29) "Assessing the Achievement of General Education Objectives" (Irene Kovala, Trudy Bers, Gary Mines, and Suzanne Stock); (30) "Effective General Education Assessment at Large Public Institutions" (Julie Wallin and Brenda Masters); (31) "Assessing the Ineffable Outcomes of General Education through Electronic Student Portfolios" (Sharon J. Hamilton); (32) "Assessing Critical Thinking in the General Education Program" (Becky J. Chadwick and Kim D. Schopmeyer); and (33) "Assessing Critical Thinking across the Curriculum" (Nannette Bagstad, Paul Batesel, Ronald Semmens, and Mark Skean). Chapter 5, "Assessing and Supporting Effective Teaching," contains: (34) "Integrating Faculty Development and Outcomes Assessment" (John Neibling, Alan Jacobs, and John Nagy); (35) "Effective Performance-Based Evaluation of College Faculty" (Earl Nicodemus); (36) "Data-Driven Decision Making" (Nancy Blackford and Kate Wiles); (37) "Capitalizing on Internal Talent" (Alex Birkholz and Renelle Gill); and (38) "Developing the Capacity for Synthesis" (Carol Canavan). Many papers contain references. (SLD)

Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers related to organizational effectiveness and future directions. Chapter 1, "Mission, Planning, and Organizational Change," contains: (1) "Revitalizing Mission: A Collaborative Model" (Stephany Schlacter and Kurt Schackmuth); (2) "Coping with Uncertainty: Five Steps toward Institutional Strength in the Twenty-First Century" (Jon E. Quistgaard, Joann Fredrickson, and Ivan Lee Weir); (3) "Accomplishing Change in a Decentralized Institution: Key Moments in Ohio University's Transition to a Learning-Centric University" (David Descutner and Stephen J. Kopp); (4) "What Changes When Everything Changes: One University's Processes for Unification" (Robert L. Funaro, Nancy McGee, and Jacqueline Taylor); and (5) "Self/Strategic Study Planning: A Unified, User-Friendly Model" (Richard W. Stroede). Chapter 2, "Quality Improvement in Higher Education," contains: (6) "Applying the Baldrige Criteria for Quality Improvement: Focus on Leadership" (Robert A. Sedlack, Julie A. Furst-Bowe, and Claudia Smith); (7) "Putting Total Quality Improvement Management to Work in a University Setting" (Allan M. Hoffman and Mary Pat Wohlford-Wessels); (8) "Planning and Performance: Getting Where You Need To Go Using Key Performance Indicators" (Rich Wagner, Mike White, and Dick Pooley); (9) "Using Dashboards To Navigate Institutional Destinations" (Laurie Adolph, Rassoul Dastmozd, Ron Serpliss, and Gail Spies); (10) "Alternative Road to'Paradise': Growing toward AQIP" (Don Betz, Ed Cunliff, and Donna Guinn); (11)"Completing AQIP's Vital Focus Assessment: What We Learned" (Leonard G. Heldreth and Teresa Kynell); (12) "Restructured Expectations for Two Community Colleges Based on the AQIP Journey" (Robert Callaway, Marcia Ballinger, Jan Donely, and Ron Wright); (13) "Building the University Brand from the Inside-Out: The Higher Learning Commission's Academic Quality Improvement Project (AQIP) and Its Implications" (Lawrence V. Gould, Tonja Vallin, Robert F. Scott, and Chris Crawford); (14) "Implementing AQIP: Engaging the Campus" (Robert McCue, Sheila Stearns, and David Fuller); and (15) "Completing a Five-Year Strategic Plan While Incorporating AQIP" (Laura David and Terry Kuhn). Chapter 3, "Using New Technology To Enhance Student Learning," contains: (16) "Assessment, Accreditation, and the Web: IUPUI's Electronic Institutional Portfolio" (Trudy W. Banta and Susan Kahn); (17) "Digital Institutional and Student Portfolios Demonstrating Success, Achievement, and Reflection" (Neal W. Topp and Sheri Everts Rogers); (18) "Application of the Higher Learning Commission Guidelines for Distance Education and the Institute for Higher Education Policy Benchmarks for Success in Internet-Based Education to a Comprehensive Distance Education Evaluation" (Dawn Voight and Randall Coorough); (19) "Guidelines for Online Learning: A Collaborative Approach" (Michael Wahl, Ronda Edwards, and Garret Brand); (20) "Best Practices for an Online Degree Program" (John Howard); (21) "Creating a Virtual Faculty: Ways To Bring Order to Online Instruction" (Ann Roberts Divine and Anne Wessely); (22) "A Comprehensive Approach to Online Student Services" (Gary Langer and Robert Griggs); (23) "Student Achievement of General Education and Discipline Goals: Online versus On-Campus Students" (John T. Kontoglanes and Cheryl Hughes); and (24) "Distance Learning: An Assessment and Retention Resource" (Eileen Stenzel). Chapter 4, "Effective Learning Environments," contains: (25) "Evaluating Libraries and Other Support Areas: Accomplishing Your Institution's Purposes" (Rachel Applegate); (26) "The Library's Role in Assessing Student Learning" (Jill Gremmels and Claudia Ruediger); (27) "Returning Academics to Center Stage: Benefits of a Campus-Wide Undergraduate Research Day" (Gina E. Lane, Marc A. Cadd, and Nina T. Pollard); (28) "Crossing the Great Divide(s): Implementing, Assessing, and Improving Interdisciplinary Core Curricula" (Charles Taylor, Richard Schur, and Jeanie Allen); (29) "Meeting Generation Next: Today's Postmodern College Student" (Mark L. Taylor); (30) "Providing Positive Institutional Climates for American Indian/Alaska Native Students" (Joseph J. Saggio and Jim Dempsey); (31) "Utilizing Quality Reviews To Reengineer the Delivery of Student Services" (Cynthia D. Armster, Deidra J. Lewis, and Charles Guenerich); and (32) "Utilizing Standardized Assessments in Retention Planning and Quality Improvement by Faculty and Student Development" (Kim Haworth). Many papers contain references. (SLD)

Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers discussing establishing and sustaining effective connections. Chapter 1, "Building New Partnerships for Learning," contains: (1) "Developing the ABCs of Successful Partnerships" (Linda L. Baer and Ann Hill Duin); (2) "Outsourcing General Education: Specialized College and Liberal Arts University Partnership" (Vickie Donnell and Sue Rollins); (3) "Moving through Turf Battles To Increase AA Degree Access" (David Hellmich and Larry Lundblad); (4) "Building for the Future: One University's Crusade in Creating a New Partnership for Learning" (Douglas N. McMilllan, Charles S. Weiner, and John Partin); (5) "The Possibility Network: Creating a Statewide, Technology-Mediated Lifelong Learning Collaborative" (LaVerne Ludden and David Wright); (6) "Partnerships and Adult Learning: Delivering Bachelor's Degree Completion Programs" (Tracey S. Hebert); (7) "Quality Sells: Maintaining Quality in the For-Profit Environment" (Jim Patton, Paula Peinovich, Paula Singer, and Kathy Winberry); (8) "Building on Our Strengths Together: Secondary and Postsecondary Partners" (Debra Cox and Mary J. Steeno); (9) "FIPSE Partnerships with Four Universities To Replicate Academic Support Model" (John Kowalczyk and Joan Totten); (10) "A Better Society through Prison Educational Programming" (Kari Lenort, Mary Shepard, and Jan Waller); (11) "Assessing the Impact: The AAHE-HLC Collaborative Workshop Project" (Kelly Funk); (12) "Creating an Institutional Culture of Collaboration" (Marguerite Bennett); and (13) "Building the Essential Partnership: Organizing for Student Engagement" (Jack P. Calareso and Richard E. Farmer). Chapter 2, "State, Regional, and National Initiatives," contains: (14) "The Vocabulary of Student Outcomes: Razing the Tower of Babble" (Trudy Bers, Norval L. Wellsfry, T. Dary Erwin, and Trudy Bant); (15) "Engaging in Measures of Student Engagement: Using NSSE Data To Build a Shared Understanding of Assessment and Institutional Priorities" (Kathleen Carlson, Christopher Chalokwu, and Steven Murphy); (16) "Benchmarking Community College Instructional Costs and Productivity: The Kansas Study" (Jeffrey A. Seybert); (17) "From Silos to Circles: Changing the General Education Concept" (Deborah Daiek, Shirley Dixon, and Cheryl Hawkins); and (18) "Integrating, Documenting, and Assessing Success Skills" (Larry Coon and Stephen Davis). Many papers contain references. (SLD)

Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers related to the self-study process for Commission evaluation. Papers in chapters 1, "Self-Study and Commission Evaluation: Coordinating the Self-Study," are: (1) "Initiating the Self-Study Process: Practical Suggestions" (Marilyn Nelson Carroll); (2) "On Herding Ducks: Ways To Keep a Big Project Going without Being the Gunslinger" (J. Thomas Howald); (3) "Initiating the Self-Study Process: Planning for Success" (Thomas Botzman and Carol Canavan); (4) "Self-Study in a Small, Single-Purpose Institution" (Kay Luft); (5) "'The Importance of Being Earnest" and "The Color Purple": Purpose and Structure in the Self-Study Process" (Michael L. Banks, Jacqueline Gray, and Karen Jones); (6) "Only 120 Days Remain, the Clock Is Ticking" (Dunn T. Faires); (7) "Preparing Trustees, Faculty, Staff, and Students for the Team Visit" (David McFadden and Mary Lahman); and (8) "The Eight Weeks Prior to the Higher Learning Commission Visit" (Kelly K. Brinkman and William L. Ramsey). Chapter 2, "Self-Study and Commission Evaluation: Practical Advice," contains: (9) "Deciding How To Approach the Self-Study: Three Campuses, Three Choices" (Gil Atnip, Marilyn Vasquez, and Susan Kahn); (10) "Utilizing Online Course Software To Prepare a Higher Learning Commission Self-Study" (Donna L. Askins); (11) "What Did and Did Not Work during the Self-Study Process" (Terri Wenzlaff); (12) "Sustaining Communication and Involvement throughout the Self-Study" (Paula M. Glover and Kristin B. Wilson); (13) "Obtaining Complete Campus Participation: A Strategy for Self-Study" (James C. Foster); (14) "Engaging in Accreditation: Using Staff Development To Achieve Total Participation" (Randall Van Wagoner and Sharon Cole Hoffman); (15) "Preparing for the Visit While Focusing on Institutional Improvement" (Sherril Hoel and Peggy Simpson); (16) "Continuity, Coordination, and Change: Planning, Assessment, and Higher Learning Commission/NCATE Reviews" (Elizabeth H. Davis and Suzanne Jessup); (17) "Data, Data, Data! How To Collect What You Need" (David Cook and Carol Nelson); (18) "An Employee Satisfaction Survey Designed for Accreditation Self-Study" (Mary Ellen Wacker and Robert E. Dunker); (19) "The Ingredients for Preparing a High-Quality Self-Study Report" (Donald Bennion and Michael Harris); (20) "Lessons Learned from Years of Reviewing Self-Study Reports: Advice on Writing and Editing the Self-Study" (Norma C. Noonan and Kathryn Heltne Swanson); and (21) "Strategies for Developing a Comprehensive Resource Book" (Shanna Legleiter, Jackie Elliot, and Cathie Oshiro). Chapter 3, "From the Eligibility Process through Initial Affiliation," contains: (22) "From PIF to Initial Accreditation: A Case Study" (Laurie Pemberton and Gil Linne). Many chapters contain references. (SLD)

This collection presents 90 papers or summaries of papers presented at a 2000 conference on self-study and institutional improvement for institutions of higher education. Papers are grouped into these chapters, with some sample topics in parentheses: (1) "State, Regional, and National Initiatives" (program descriptions); (2) "Validating Quality in eLearning" (distance education; online courses); (3) "Quality Improvement in Higher Education" (institutional improvement; quality control); (4) "Vision, Values, and Strategic Planning" (student engagement; educational planning); (5) "Faculty/Staff in a Changing Environment" (professional development); (6) "Programs for Special Learner Needs" (adult students; experiential learning); (7) "Assessment of Student Academic Achievement: Faculty/Staff/Student Participation" (accountability; student evaluation); (8) "Assessment of Student Academic Achievement: Tools of Assessment" (portfolios; technology); (9) "Assessment: Special Challenges/Case Studies" (outcomes assessment; planning);(10) "Program Review" (evaluation methods); (11) "General Education" (curriculum; general education); (12) "Coordinating the Self-Study" (processes; tools); (13) "Self-Study: Practical Advice" (techniques; planning); (14) "The Evaluation Processes: Special Challenges/New Opportunities" (institutional research; accreditation). Most papers contain references. (SLD)

This collection presents 90 papers or summaries of papers presented at a 2000 conference on self-study and institutional improvement for institutions of higher education. Papers are grouped into these chapters, with some sample topics in parentheses: (1) "New Designs in Higher Education, Improving Student Learning: Selected PEW Projects" (institutional portfolios); (2) "New Designs in Higher Education, New Designs To Improve Student Learning" (unified approach to learning; general education); (3) "New Designs in Higher Education, New Designs for School/College Collaborations" (project descriptions); (4) "New Designs in Higher Education. New Designs through National, State, and Community Initiatives" (project descriptions); (5) "New Designs in Higher Education: Research Reports" (accreditation; assessment); (6) "New Designs and Good Practices in Distance Learning" (guidelines; benchmarking); (7) "New Designs and Good Practices in Adult Learner Programs" (adult students; program development); (8) "New Designs in Higher Education. Quality Improvement in Higher Education" (Academic Quality Improvement Project); (9) "Gaining and Maintaining Faculty Participation in Assessment" (teacher evaluation; accreditation); (10) "Assessment of Student Academic Achievement: Tools for Assessment" (evaluation methods; tools); (11) "Assessment of Student Academic Achievement: Special Challenges" (part-time students; multi-campus systems; rural colleges); (12) "Assessment of Student Academic Achievement: Program Review" (program development; general education); (13) "New Designs in Using the Self-Study: Mission, Planning, and Institutional Change" (strategic planning; mission statements); (14) "Coordinating the Self-Study" (methodology); (15) "Self-Study: Practical Advice" (strategies; data collection); and (16) "Self-Study: Special Challenges" (focused visits; accreditation). Most papers contain references. (SLD)

This collection presents 92 papers or summaries of papers presented at a 2000 conference on self-study and institutional improvement for institutions of higher education. Papers are grouped into these chapters, with some sample topics in parentheses: (1) "Regional and National Initiatives" (associate degrees; adult learning); (2) "Quality Improvement and Accreditation" (recruitment and retention; quality criteria); (3) "Quest for Quality: Mission and Planning" (mission statements; renewal processes); (4) "Assessment of Student Academic Achievement: Case Studies" (5) "Assessment of Student Academic Achievement: Tools of Assessment" (assessment techniques; performance assessment); (6) "Question for Quality in Student Learning: General Education" (interdisciplinary approaches; improvement processes); (7) "Quest for Quality: Teaching" (educational practices; reflective teaching); (8) "Quest for Quality: Institutional Integrity" (ethics; diversity); (9) "Quest for Quality: Distance Learning" (technology; partnerships); (10) "Question for Quality: Self-Study and Institutional Improvement" (self-evaluation); (11)"Coordinating the Self-Study Process" (study implementation; methodology); (12) "Practical Advice on Self-Study" (models; tools); and (13) "Seeking Initial Affiliation with the Commission" (candidacy; accreditation). Most papers contain references. (SLD)

This collection presents 68 papers or summaries presented at a 1996 conference on self-study and institutional improvement for institutions of higher education. Papers are grouped in the following 10 chapters (with sample topics in parentheses): (1) "Integrity and Accreditation: Current Issues" (intercollegiate athletics, nontraditional students, electronically offered programs, and interinstitutional agreements); (2) "Integrity and Accreditation: Focus on Faculty" (faculty burnout, faculty governance, and integration of part-time and adjunct faculty); (3) "Integrity and Accreditation: Improving Retention/Completion Rates" (the accelerated baccalaureate degree, community college-university collaboration, barriers to timely degree completion); (4) "General Education/Critical Thinking" (critical thinking, assessment of general education, and competency-based general education); (5) "Assessing Student Learning: Implementing the Assessment Plan" (assessment at Ball State University--Indiana, a culture of assessment for improvement, and comprehensive assessment plans); (6) "Assessing Student Learning: Relating Assessment of Student Academic Achievement to Institutional Effectiveness" (institutional effectiveness and continuous improvement, and linking institutional effectiveness and assessment); (7) "Assessing Student Learning: Tools of Assessment" (technology and assessment, educational outcomes assessment, and student academic achievement in graduate programs); (8) "Assessing Student Learning: The Role of Faculty in Assessment Plans and Programs" (decentralization and faculty ownership, the role of faculty in assessment at Ohio Wesleyan University, and faculty participation in student learning outcomes assessment); (9) "From Self-Study to Site Visit: Case Studies" (14 critical choices in the self-study process, and a case study of the reaccreditation process); (10) "The Role and Responsibilities of the Self-Study Coordinator" (a 12-part process, practical planning procedures, using an institutional self-study guide, and strategic planning); (11) "Self-Study and Evaluation: Practical Advice" (community involvement, the steering committee, the team visit, and self-study for the multi-campus institution); and (12) "Coordinating Special Types of Evaluation" (institutions seeking initial candidacy, using the new criteria, and the mandated focused visit). (Most papers contain references.) (DB)