Stylus Publishing (VA) Outcomes-Based Program Review: Closing Achievement Gaps In- and Outside the Classroom With Alignment to Predictive Analytics and Performance Metrics

Review "As a former colleague of Dr. Marilee Bresciani Ludvik at both North Carolina State University and Texas A&M University, I can speak with authority about her expertise and commitment to the exploration of outcomes-based assessment in the context of program review. In her new book she has stressed the practical application of what for many is a daunting challenge: linking the worlds of outcomes assessment, program review, predictive analytics, and competency-based education. Moreover, she extends her analysis to a broader institutional context suggesting that an institution cannot assert that it is a learning-centered institution if it does not link critical aspects of academic affairs, student services, faculty development, and professional staff development. As in her previous written work Marilee asks the reader to formulate and consider key questions and to review the best practices and best models. Her work is an absolute necessity for institutions like mine who will soon undergo its 10-year SACSCOC accreditation."--James A. Anderson, Chancellor & Professor of Psychology "Fayetteville State University" (9/12/2018 12:00:00 AM)"In the second edition of Marilee's book on outcomes-based assessment program review, she brings a renewed focus to achievement for all students, as well as connections between outcomes conversations and predictive analytics along with other potentially performance enhancing technologies. While there is much debate about the role of technology in higher education, outcomes in general, the seemingly decreasing value of a degree, as well as the criteria upon which higher education should be judged and held accountable, Marilee's book offers a breath of fresh air and a meaningful way forward. Viewing outcomes conversations as part of a learning organization that focuses upon asking 'the right' questions about our practice, she presents a non-prescriptive process focused on reflection, collaboration, and adaptability. She reminds us that it is through conversations, space, and time for reflection that we can foster processes not based in compliance, but in collecting, analyzing, and interpreting data in ways that matter to individual institutions. This book is useful for anyone within higher education interested in sustainable outcomes-based approaches with clear examples and tools drawn from the field. Presenting peer reviewed criteria for good practice, useful appendices, and an honest discussion regarding ongoing questioning of processes along with barriers to good practice, this book is a welcome addition to the conversation."--Natasha Jankowski, Director, National Institute for Learning Outcomes Assessment (NILOA); Research Assistant Professor, Education Policy, Organization, and Leadership (EPOL) "University of Illinois Urbana-Champaign" (9/26/2018 12:00:00 AM)"The two 'A's' by which higher education is evaluated today are ACCOUNTABILITY and ASSESSMENT. This book has laid out a very effective case for using assessment in response to the cry for accountability from all constituents of higher education. From Congress to accreditors, employers and the general public, this book can be easily used to help all parties better understand how institutions use assessment to ensure a quality education is being provided to its students."--Belle S. Wheelan, President "Southern Association of Colleges and Schools Commission on Colleges" (9/26/2018 12:00:00 AM)Colleges and universities in the United States expanded rapidly in the twentieth century in response to the need to provide access to higher education and training to a greater percentage of an increasing population. While the most elite universities focused on scholarship and the production of knowledge, giving students an opportunity to learn was the most significant mission for most colleges and universities. However, the institutions took no responsibility for the learning and success of their students. A common philosophy in the 1960s was "st