Publications
Student Assessment
Learning That Lasts and its Companion Pieces
Focus on Specific
Abilities
Validating Abilities
Inquiry Frameworks
Teaching in an Ability-Based Curriculum
Community of Learning
Other Publications
Learning to Listen, Listening to Learn (2007)
by Kathy Thompson, Pamela Leintz, Barbara Nevers, Susan Witkowski
Capture the essence of the Integrative Learning Model and its application throughout the Alverno College curriculum. Learning to Listen, Listening to Learn provides concrete examples of how Alverno introduces its unique listening model; how to teach listening at the beginning, intermediate, and advanced levels of the curriculum; and how to incorporate effective listening as a key component in classroom activities and assessment.
Self
Assessment at Alverno College (2000)
by the Alverno College Faculty; Georgine Loacker, editor
In this new monograph, Alverno faculty
articulate what they have learned from studying self assessment
as a form of student assessment-as-learning for more than 30 years.
Their focus is on how students experience self assessment and learn
from it in order to improve their performance. From the perspective
of various disciplines, individual faculty explain how self assessment
works in their courses.
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To Cart $17.50
Student Assessment-as-Learning
at Alverno College (Third Edition,
1994)
by the Alverno College Faculty
Based on the practice of Alverno College faculty
and staff since 1973, this book explicates their theory of assessment
for student learning. The book includes specific examples of assessment
instruments. While published in the mid-nineties, this book
has retained its relevance over time as a key resource for those
desiring an understanding of the Alverno College curriculum.
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Assessment at Alverno College: Student,
Program, Institutional (2005)
by Georgine Loacker and Glen Rogers
This monograph invites collegial cross-institution conversations
about approaches to meeting diverse assessment and learning purposes
at various levels of practice. The focus is on explaining, with
examples of student, program and institutional assessment, how ongoing
assessment of required student learning outcomes at Alverno College
supports both individual student learning and faculty improvement
of courses, academic programs, and the college curriculum as a whole.
Additional strategies for fostering improvement while engaging wider
audiences in evidence for student learning outcomes are addressed
in program and institutional assessment examples.
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to Cart $7.50
Learning
That Lasts
Learning
That Lasts: Integrating Learning, Development, and Performance in
College and Beyond (2000)
by Marcia Mentkowski & Associates (Josey Bass)
This book explores how learners transform themselves
and how educators foster skills for learning, leading, teamwork,
and adapting with integrity in college and beyond. The authors'
theory includes practical strategies for enabling a wide range of
students to cultivate integrative and expansive capabilities across
a lifetime. The theory draws on two decades of longitudinal studies
of student learning in the Alverno curriculum, leading educational
theories and experience in institutional consortia. The authors
illustrate how faculty and academic staff forge effective curricula,
design innovative programs, implement key institutional goals, and
renegotiate the college culture. View
Chapter 7, (pdf file), "Creating the Learning-to-Teaching
Connection."
Learning That Lasts has received the "Outstanding
Research Publication Award" from the American Educational Research
Association's (AERA) Division I (Education in the Professions).
The award is given to a peer-reviewed book, chapter or article published
within the past year that makes a significant contribution to research
and theory in the field of education in the professions. Read
what others have to say about this book.
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Disciplines as Frameworks for Student Learning
(2005)
Edited by Tim Riordan and James Roth (Stylus Publishing, LLC)
In this book Alverno College faculty, as well as
one former student, explore how they approach their respective disciplines
as frameworks for student learning. They represent a wide range
of disciplines—chemistry, economics, history, literature,
mathematics and philosophy. The faculty analyze the kinds of thinking
they consider central to their disciplines and thus important for
students to learn, and they describe what they expect their students
to be able to do as a result of study in their fields. In addition,
they give examples of learning experiences and assessments they
have designed based on the kinds of thinking and doing they require
of their students. They also reflect on how their own stance in
relation to their disciplines has changed as a result of approaching
them as educators, and how they take collective responsibility for
student learning.
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Learning That Lasts and
its Companion Pieces:
Taking a Curriculum
Perspective: A Faculty Conversation (1998)
by Alverno College Curriculum Committee
Faculty conversations about issues related to student learning are
essential for effectively developing a curriculum. This publication
includes an extended faculty discussion that probes the meaning
and implications of faculty habitually taking a curriculum perspective
on their work.
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to Cart $5.00
Generating Learning
and Action Principles in Role and Context: A Discussion by Professional
Staff Advisors (1998)
by Alverno College Advising Department
In this publication, Alverno professional advisors illustrate how
a discussion of institution-wide learning principles stimulates
thinking through their frameworks for advising. The advisors consider
how learning that lasts is developmental and individual, transitional
and transformative.
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to Cart $5.00
How Institutional Transformation
Works and Becomes Visible (1998)
by Alverno College Office of Academic Affairs
In this publication Alverno academic administrators describe how
the design and implementation of a student learning outcomes curriculum
stimulated a rethinking of faculty responsibilities and affected
the organizational structure.
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to Cart $5.00
Focus on
Specific Abilities:
Teaching Critical Thinking
in the Arts and Humanities (1986)
Lucy Cromwell, Editor
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To Cart $17.50
Teaching Critical Thinking
in Psychology (1986,
reprinted 1995)
Jane Halonen, Editor
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To Cart $17.50
These books are the result of a project designed
by Alverno College and funded by the Fund for the Improvement of
Postsecondary Education (FIPSE), called the Network for Innovation
in Critical Thinking. They represent the collaborative work of educators
from a number of institutions, studying how critical thinking is
defined, taught and assessed within specific disciplines.
Valuing
in Decision-Making: Theory and Practice at Alverno College (1992)
by the Alverno College Faculty
This book expands and specifies the
theoretical frameworks described in "Valuing
at Alverno: The Valuing Process in Liberal Education."
It articulates more explicitly the various analytic dimensions that
students engage in as they work with the levels of the valuing ability
in their curriculum.
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Validating
Abilities:
Establishing
the Validity of Measures of College Student Outcomes (1988)
by Marcia Mentkowski & Glen Rogers
This publication draws on Alverno’s experience in student
and institutional assessment to articulate frameworks for establishing
the validity of student learning outcome measures. It tracks how
the dynamics of curriculum, teaching, learning, and assessment interact
to shape practice-informed meanings for the concept of validity,
accommodating both the educational use of performance-based assessments
and wider demands for accountability.
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Validating College
Outcomes with Institutionally Developed Instruments: Issues in Maximizing
Contextual Validity (1988)
by Glen Rogers
Contextual validity for an instrument requires the integration of
the multiplicity of perspectives and purposes into its design and
the fidelity of its elicited mode of performance with post-college
settings. This document illustrates how the strategies and elements
of the contextual validity of specific instruments can be shown
by describing and analyzing the history of two instruments.
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Alverno Faculty Validation
of Abilities Scored in Five-Year Alumna Performance (1994)
by Glen Rogers & Marcia Mentkowski
The empirical methods and findings illustrate how higher education
can substantively contribute to a cross-sector dialogue about the
meaning of a college education. Alverno faculty judgments and researcher-coded
judgments of alumna performance contribute to identifying those
abilities that are most effective in work, civic, and personal life
and to demonstrating how liberal arts and professions education
are integrated.
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Inquiry
Frameworks:
Institutional and Program
Assessment at Alverno College (1994)
by Marcia Mentkowski for the Alverno College Office of Research
and Evaluation and the Research and Evaluation Committee
This publication examines the various elements that ground practices
of institutional and program assessment in student learning outcomes
and enable its integration in the overall educational practice of
the campus.
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to Cart $8.00
Reflecting on Our Practice:
Practitioner-Based Inquiry to Understand and Improve Teaching and
Learning Across the Curriculum (1993)
by Alverno College Research and Evaluation Committee, Educational
Research and Evaluation, and Additional Faculty and Staff
Starting from the commitment to student learning, an integrated
and collaborative approach to inquiry offers critical support for
teaching and curriculum. Alverno faculty and staff illustrate and
reflect on examples from several courses and disciplines.
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Teaching
in an Ability-Based Curriculum:
Beyond the Debate:
The Nature of Teaching
(Second Printing, 1994)
by Tim Riordan Written in conversation with colleagues at Alverno
College and other colleges and universities, this paper represents
reflections on the practice of scholarship when shaped by student
learning as its ultimate purpose.Read this report
(pdf file) or purchase it.
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Teaching
Social Interaction at Alverno College (1994)
by
the Social Interaction Department
This book presents the approach of
the Alverno faculty to teaching social interaction across the curriculum
and includes faculty strategies, narratives and examples of applications
of Alverno social interaction models.
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to Cart $22.50
Community of Learning:
A number of years ago during a workshop for educators, the staff were asked how they integrated curriculum abilities in their work with students. This prompted many discussions about how staff contribute to shared educational principles, how they learn together and how they provide a campus classroom without walls. Partners in Learning was developed from these discussions. This paper is distributed to all new employees and it is used in a workshop about the role of employees in this learning environment.
Download a free copy.
Other
Publications:
Fostering
Professional Development Through Experiential Learning (2002)
Alverno
College Experiential Learning Committee
Performance and reflection are the
principal components of experiential learning in all of its traditional
forms - internships, service learning, clinical practica, student
teaching, independent research. What we have done at Alverno is
taken the powerful learning potential of performance and reflection
and made it central to the entire college curriculum.
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to Cart $10.00
ESL
Strategies (2003)
by
Sheryl SlocumThis
book gives professors and teachers practical tips to facilitate
the learning of students for whom English is a second language.
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to Cart $7.50
Ability-Based Learning Outcomes: Teaching and Assessment at Alverno
College
(Sixth edition, 2005) by the Alverno College Faculty
This book describes each of the eight Alverno abilities
- Communication, Analysis, Problem Solving, Valuing in Decision=Making,
Social Interaction, Developing a Global Perspective, Effective
Citizenship, Aesthetic Engagement. They are integrated into the
Alverno curriculum both in general education and in the areas of
specialization. Through examples of approaches to teaching and
assessment from a variety of discipline and professional areas,
faculty illustrate how student learning occurs and is demonstrated
throughout the curriculum.
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Cart $10.00
Ability-Based
Learning Programs (1973-present)
This series describes the philosophy and practice of Alverno College's
ability-based curriculum. The general publication introduces the
principles of ability-based learning, while the discipline-specific
publications (written by various academic departments) clarify the
ways ability-based learning grounds advanced-level specialization
in the undergraduate majors.
Ability-Based
Learning Program
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| The Biology Major |
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| The Business and Management
Major |
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| The Chemistry Major |
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| The English Major |
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| The Environmental Science
Major |
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| The History Major |
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| The Management Accounting
Major |
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| The Mathematics Major |
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| The Nursing Major |
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| The Philosophy Major |
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| The Professional Communication
Major |
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| The Psychology Major |
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| The Religious Studies Major |
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| The Social Science Major |
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| Teacher Education |
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Orders
from other countries:
Prepaid orders from other countries are payable in U.S. dollars.
Please add an additional $15.75 for shipping and handling.Research and technical reports are available through
the Educational Research and Evaluation office at ere@alverno.edu.
If you would like more information, call the Alverno College Institute
for Educational Outreach at 414-382-6087 or fax 414-382-6088. If
you would like to be put on the mailing list, please include your
name, address and phone number in your e-mail
to institute@alverno.edu.
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