In lieu of an abstract, here is a brief excerpt of the content:

  • Contributors

Susan L. Aloi is a researcher in the Department of Advanced Educational Studies at West Virginia University. Her teaching, research, and publication interests include assessment, strategic planning, and experiential learning.

Lynn Cameron is Coordinator of Library Instruction and Professor at James Madison University. She was involved with the development of the Information-Seeking Skills Test (ISST) and the Information Literacy Test for Psychology Majors and serves as liaison librarian for General Education. Her research interests are assessment of information literacy and web-based tutorials.

Bernita E. Crawford has thirty-three years of experience in education at the secondary and technical college levels. She is the Coordinator for the Assessment of Student Academic Achievement at Hocking College and a member of the Success Skills Learning Community, Curriculum Council, and the Ohio Two-Year College Assessment Network.

Christine E. DeMars is an Assistant Professor and Assistant Assessment Specialist in the Center for Assessment and Research Studies at James Madison University. Her research interests include applications of item response theory and issues in large-scale testing.

T. Dary Erwin is Associate Vice President of Academic Affairs for Assessment and Program Evaluation and Professor of Psychology at James Madison University. His research areas include outcome assessment, policy studies in higher education, and development assessment.

William S. Gardner is currently enrolled as a doctoral student at West Virginia University in Educational Leadership Studies. He is currently employed as a business faculty member at Penn State University's Fayette Campus. His research interests are management and leadership in a higher education environment.

David B. Greene is Professor of Multidisciplinary Studies at North Carolina State University, as well as Director of the University's First-Year Inquiry Program. As chair of the College Board's Arts Advisory Committee he was instrumental in developing curricula and assessment procedures for arts programs. He has published five books as well as numerous articles dealing with the arts and arts education from interdisciplinary perspectives.

Sharon J. Hamilton is Associate Dean of the Faculties, Chancellor's Professor and Professor of English, is currently Director of the Indiana University Faculty Colloquium for Excellence in Teaching (FACET) and Director of The Office for Integrating Learning at Indiana University [End Page v] Purdue University Indianapolis (IUPUI). Dr. Hamilton has written extensively about writing across the curriculum, collaborative learning, literacy, and portfolios, including Collaborative Learning in the Arts, Sciences, and Professional Schools, Collaborative Learning in Higher Education: Underlying Processes and Effective Techniques, and My Name's Not Susie: A Life Transformed by Literacy.

Elizabeth A. Jones is an Associate Professor and is Director of the Higher Education Leadership program at West Virginia University. Her research and publications focus primarily on creating learner-centered environments and assessing undergraduate student learning.

Anna L. Lusher is an Assistant Professor of Accounting, Co-chair of the General Studies Program Committee at West Liberty State College, and a doctoral candidate in the Educational Leadership program at West Virginia University. Ms. Lusher's research focuses on the connection between general education skills and knowledge acquired in undergraduate degree programs and essential workplace competencies.

Donald Shipman is en route from West Virginia University to a faculty position at the United States Army Medical Center and School in San Antonio, Texas. His teaching, research, and publications interests focus on Special Operations Medicine, programmatic assessment, faculty development, and curriculum and instruction. [End Page vi]

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Additional Information

ISSN
1527-2060
Print ISSN
0021-3667
Pages
pp. v-vi
Launched on MUSE
2004-06-10
Open Access
No
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