Faculty development for student achievement : the QUE Project
Author(s)
Bibliographic Information
Faculty development for student achievement : the QUE Project
Anker Pub. Co., c2006
Available at 6 libraries
  Aomori
  Iwate
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  Niigata
  Toyama
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  Fukui
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  Gifu
  Shizuoka
  Aichi
  Mie
  Shiga
  Kyoto
  Osaka
  Hyogo
  Nara
  Wakayama
  Tottori
  Shimane
  Okayama
  Hiroshima
  Yamaguchi
  Tokushima
  Kagawa
  Ehime
  Kochi
  Fukuoka
  Saga
  Nagasaki
  Kumamoto
  Oita
  Miyazaki
  Kagoshima
  Okinawa
  Korea
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  United Kingdom
  Germany
  Switzerland
  France
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  United States of America
Note
Includes bibliographical references (p. 251-253) and index
Contents of Works
- Introduction / Ronald J. Henry
- The QUE process at the national level / Ruth Mitchell
- The QUE process at the local level / Gloria John, Ruth Mitchell
- Wandering through the world of standards : evolution of a biologist's perspective / Barbara Baumstark
- Chemical education today / Jerry Sarquis
- The English chair's guide to a learning-centered curriculum / Susan Albertine
- The QUE Project and history learning and teaching : the case of Long Beach State / Tim Keirn, Brett Mizelle
- Mathematics and QUE : oil and water? / Bernard L. Madison, Susan L. Ganter
- Reflections on success and recommendations to ensure it / Ruth Mitchell, Ronald J. Henry
Description and Table of Contents
Description
This book describes a seven-year project--Quality in Undergraduate Education (QUE)--that produced important changes in departments and in the teaching of individual faculty in 21 two- and four-year institutions across four states. Rather than a blow-by-blow report of the project, it focuses on the problems that led to the development of QUE: concern about low levels of student learning in postsecondary institutions and demands by state legislatures that funds for postsecondary institutions be tied to assessment of student learning. The story is told first from the organizational perspective in national and local campus meetings, and then from the point of view of faculty in five chapters, one for each discipline of biology, chemistry, English, history, and mathematics. This description of QUE is intended as a model for administrators and faculty seeking to meet the challenges of increasingly diverse students as well as the increasingly divergent ways to earn a degree.
Table of Contents
About the Authors. Foreword. Preface. Acknowledgments. 1. Introduction. (Ronald J. Henry). 2. The Que Process at the National Level (Ruth Mitchell). 3. The Que Process at the Local Level (Gloria John, Ruth Mitchell). 4. Wandering Through the World of Standards: Evolution of a Biologist's Perspective (Barbara Baumstark). 5. Chemical Education Today (Jerry Sarquis). 6. The English Chair's Guide to a Learning-Centured Curriculum (Susan Albertine). 7. The QUE Project and History Learning and Teaching: The Case of Long Beach State (Tim Keirn, Brett Mizelle). 8. Mathematics and Que: Oil and Water? (Bernard L. Madison, Susan L. Ganter). 9. Reflections on Success and Recommendations to Ensure It (Ruth Mitchell, Ronald J. Henry). Appendix A: A Brief Chronological History of QUE. Appendix B: Outcomes at Level 14 and Level 16 in Biology, Chemistry, English, History, and Mathematics. Appendix C: Constructing Effective Rubrics. Appendix D: Publications and Conference Presentations. Appendix E: QUE Personnel: Cluster Coordinators, Staff, and Consultants. Index.
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