Describes the development and use of a 7-item survey to evaluate sessions at an annual meeting of the Society of Research Administrators. Based on the 556 responses, the procedure proved an efficient and reliable method of obtaining information on sessions. Items addressed respondents' interest in the session, speaker qualifications and…

Suggests that higher education institutions should provide faculty development opportunities for service-learning that develop a common understanding on campus concerning the nature of service-learning, establish and maintain academic integrity of service-learning; increase faculty confidence in implementing a new pedagogy, and increase the…

Presents a report of the Association of Departments of English's (ADE) investigation of issues and procedures concerning assessment in English departments. Offers advice to educators, based on information from department chairs and colleagues. (TB)

Discusses how the author utilized two teaching strategies (application and collaborative learning) to enhance student achievement within a micro-theory course called social foundations of human behavior. Explains that student responses were monitored and that the teaching approach was modified again. Includes references. (CMK)

Discusses a program to improve library instruction at Rider University (New Jersey) and reports on a pilot assessment. Topics include problems with assessment; student assessment tools; and five standards based on ACRL (Association of College and Research Libraries) standards that were designed to improve teaching methods to address learning…

Discusses learner-centered active assessment, or interactive assessment, and applies it to an instructional design course that used WebCT (a Web-based authoring/management tool) to support a face-to-face classroom setting. Highlights include a definition of classroom assessment; and results of pretests and posttests, class surveys, and course…

Focuses on the use of multimedia delivery technologies and their effect on distance education at the Community College of Southern Nevada. Discusses the creation, delivery, and evaluation of an online version of an existing campus-based module; compares the two versions; and discusses results in terms of examination performance and student…

Describes characteristics associated with the graduate level course on individual cognitive assessment. Results indicate that although some changes have occurred over the past twelve years, many characteristics of the course remain the same. Thus, school psychology programs are not preparing students in light of recent developments in cognitive…

Presents a model that can assess the relative quality of distance education courses by moving the emphasis from student-level data to course-based data. Reports data comparing online and traditional higher education courses covering nine disciplines and explores the usefulness of this framework for identifying discipline-related differences in…

Describes an evaluation of an online course at the University of the West of England that was designed to move towards a student-centered, constructivist learning approach. Highlights include student perceptions of online learning; patterns of use of online resources; and the need for developing facilitator skills to promote discussion.…

Of 16 schools of pharmacy surveyed, 69 percent felt an undergraduate research seminar helped them generate interest in undergraduate research, and 13 percent believed it was useful in recruiting graduate students. Over half of students graduated went on to graduate programs, and 34 percent of students' course presentations resulted in…

The impact of an undergraduate course on Acquired Immune Deficiency Syndrome (AIDS) was studied. Results of a post-test, completed by 352 students (including 96 controls), suggested that the course had a beneficial impact on knowledge, attitudes, and behavior relevant to the transmission of AIDS. Implications for AIDS education are discussed. (SLD)

Discusses the use of a questionnaire at the beginning of a history of psychology course to assess student knowledge of historical findings, major concepts, and assumptions about the nature of psychology. Responses indicate areas for future course emphases and reveal shortcomings in other psychology courses. (GEA)

Described is a rationale and process that can be used for the evaluation of environmental education programs. Expectations, planning, results, and using results are all discussed as steps in the evaluation process. (CW)

Identifies a series of questions asked by language program personnel in the early stages of planning an evaluation of a language program. Answers to the questions offer working definitions of language programs and components, audience, evaluation purposes and priorities, evaluators and their roles, internal and external evaluation, and evaluation…