New faculty roles in learning outcomes education: The experiences of four models and institutions

Innovative Higher Education

Volumn 25, Issue 2, 2000, Pages 143-157

  McDaniel, Elizabeth A ^a   Dell Felder, B ^b   Gordon, Linda ^c   Hrutka, Mary Ellen ^d   Quinn, Stephanie ^e  

^a NATIONAL DEFENSE UNIVERSITY   (United States)

^b ZAYED UNIVERSITY   (United Arab Emirates)

^c NOVA SOUTHEASTERN UNIVERSITY   (United States)

^d UNIVERSITY OF MARYLAND   (United States)

^e MILLIKIN UNIVERSITY   (United States)

Author keywords

Assessment; Learning outcomes; Roles and rewards

Indexed keywords

EID: 33744954853     PISSN: 07425627     EISSN: 15731758     Source Type: Journal    
DOI: 10.1023/A:1007529007265     Document Type: Article

References (8)

1. Astin, A. (1992). What matters in college? Four critical years revisited. San Francisco: Jossey-Bass.
2. Barr, R. B., & Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change, 27 (6), 13-25.
3. st century. Educational Record, 76 (4), 16-22.
4. st century. Ann Arbor: Society for College and University Planning.
5. Fiddler, McGury, Marienau, Rogers, & Schneideman (1996). Broadening the scope of scholarship: A suggested framework. Innovative Higher Education, 21, 127-140.
6. Guskin, A. E. (1994). Reducing student costs and enhancing student learning. Change, 26 (5), 16-25.
7. McDaniel, E. A., & Colarulli, G. C. (1996). Placing learning at the center of the institution: Challenges and implications. Perspectives, 26 (1), 81-87.
8. st century. Change, 27 (3), 22-33.