LEADER 02971nam 2200373 450 001 9910477047303321 005 20230510071835.0 035 $a(CKB)5470000000567469 035 $a(NjHacI)995470000000567469 035 $a(EXLCZ)995470000000567469 100 $a20230510d2020 uy 0 101 0 $anor 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 00$aNLA Høgskole $eFagutvikling og sjølvforsta?ing pa? kristen grunn /$feditors, Bjarne Kvam, Gunhild Hagesæther, Gunnar Innerdal 210 1$aOslo :$cCappelen Damm Akademisk/NOASP (Nordic Open Access Scholarly Publishing),$d[2020] 210 4$d©2020 215 $a1 online resource (358 pages) 330 $aNLA Høgskolen feira 50 a?rsjubileum i 2018. I jubileumshelga vart det halde fleire fagseminar. Fleire av innlegga fra? seminara er i ettertid arbeidd ut som artiklar som blir publiserte i denne antologien. I tillegg er vitskapleg tilsette fra? ulike avdelingar utfordra til a? skriva. Boka er sa?leis vorten ein antologi som gjennom 12 artiklar vil syna forsking og fagleg engasjement ved NLA Høgskolen. I samband med jubileet ønskjer vi a? visa høgskulen sin plass i sektoren i dag og korleis ein kristen høgskule si sjølvforsta?ing kjem til uttrykk i faglege problemstillingar og forsking i ei rekke av fagomra?da ved institusjonen. Samstundes vil kvar artikkel gje ny innsikt innan sitt omra?de. Private høgskular er ein del av høgre utdanning, og all slik utdanning har felles lovverk og forvaltning. Vi lar ein artikkel som plasserer NLA Høgskolen i universitets- og høgskolestrukturen danna ei ramme for heilskapen i antologien. Kyrkjefag Profil er ein serie fra? Institutt for religion, livssyn og kyrkjefag ved Høgskulen i Volda. Boka er nr. 35 i serien. Trua gjer noko med oss. Ho kan gjere oss konservative eller radikale, liberale eller intolerante, undrande eller skra?sikre. Alt dette finn ein pa? Vestlandet. Slik vert det fordi trua ikkje er a?leine om a? forme livet. Vi lever i ein kontekst, ein samanheng. For vestlendingen er konteksten sett saman av alt fra? stormande hav og snødekte fjell til eit talema?l som aldri let seg pa?verke særleg mykje av det som kom fra? hovudstaden. Denne boka formidlar ny forsta?ing av levande religiøse tradisjonar i møte med store kulturelle endringar. Særdrag ved nyare vestnorsk historie vert studert i samanheng med den nasjonale utviklinga. Kva gjer auka individualisering, demokratisering og pluralisering med oss? 517 $aNLA Høgskolen 606 $aChristian universities and colleges 615 0$aChristian universities and colleges. 676 $a378.071 702 $aKvam$b Bjarne 702 $aHagesæther$b Gunhild 702 $aInnerdal$b Gunnar 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a9910477047303321 996 $aNLA Høgskole$93304620 997 $aUNINA LEADER 05398nam 2200637Ia 450 001 9910786827703321 005 20230803030504.0 010 $a1-118-73878-0 010 $a1-118-73887-X 035 $a(CKB)2670000000388224 035 $a(EBL)1222114 035 $a(OCoLC)852757500 035 $a(SSID)ssj0001052009 035 $a(PQKBManifestationID)11642085 035 $a(PQKBTitleCode)TC0001052009 035 $a(PQKBWorkID)11061005 035 $a(PQKB)10929755 035 $a(MiAaPQ)EBC1222114 035 $a(Au-PeEL)EBL1222114 035 $a(CaPaEBR)ebr10726717 035 $a(EXLCZ)992670000000388224 100 $a20130710d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSelected contemporary assessment issues$b[electronic resource] /$fJohn H. Schuh, editor 210 $aSan Francisco $cJossey-Bass$dc2013 215 $a1 online resource (119 p.) 225 0 $aNew directions for student services ;$vno. 142, Summer 2013 300 $aDescription based upon print version of record. 311 $a1-118-73227-8 320 $aIncludes bibliographical references and index. 327 $aTitle page; Copyright page; Contents; Editor's Notes; 1: Challenges of Assessment in Student Affairs; The Climate for Assessment in Higher Education; Assessment Challenges in Student Affairs; Using Assessment to Make Management and Policy Decisions; Knowledge Discovery through Data Mining; The Politics of Assessment; Conclusions; 2: The Role of the Assessment Coordinator in a Division of Student Affairs; Role of Assessment Coordinator; Create and Manage Assessment Teams.; Encourage and Stimulate Assessment Projects.; Ensure That Assessment Is a Divisional Priority Among Senior Leaders. 327 $aProvide Educational Opportunities for Staff.Review Assessment Reports and Provide Feedback.; Challenges; Balancing Multiple Divisional Responsibilities.; Herding Cats.; Addressing Competing Priorities Among Divisional Leaders.; Connecting Assessment to Budget and Strategic Planning.; Enhancing the Skill of Professionals to Conduct Assessment.; Examples of Assessments and Impact of Results; Understanding the Community Service Experience of Conduct-Mandated Students.; Assessing the Needs of Transgendered Students, Queer Students of Color, and Queer Students of Faith. 327 $aEducating Student Athletes on Fueling for Performance.Living and Learning: Residence Life and the Continuous Cycle of Assessment.; Conclusion; 3: Using the CAS Standards in Assessment Projects; Determining Quality through the Use of Standards; CAS Standards and Guidelines.; Relevant Research.; Assessing Both Programs and Outcomes.; CAS Approach to Self-Study.; Examples of Assessment Using CAS Standards; Considerations in Using CAS; Conclusion; 4: From Classroom to Practice: A Partnership Approach to Assessment; Course Description; Project Description and Examples; Project Description. 327 $aExample Projects.Evaluation and Revisions; Considerations for Implementation; Defining Partnerships.; Clarifying Roles.; Recognizing Opportunities.; Accepting Challenges.; Concluding Thoughts; 5: Collaborating on Assessment of the Undergraduate Student Experience; Student Life Strategic Planning; Retention and Transition Initiatives: A Partnership; Ignite Program; Life of the Mind/Welcome Week; Assessment and Strategic Planning: Successes and Opportunities; 6: How Assessment Can Advance Efforts to Enhance Undergraduate Student Persistence 327 $aUsing Assessment to Supplement Research on Student PersistenceTypes of Assessment; Needs Assessment.; Utilization Assessment.; Satisfaction Assessment.; Outcomes-Based Assessment.; Seidman's Retention Formula; Early Identification.; Interventions.; Summary; 7: Developing and Using Dashboard Indicators in Student Affairs Assessment; The Origins of Dashboards; Executive Information Systems.; Balanced Scorecards.; Dashboards.; What Is a Dashboard?; Applications and Types of Dashboards.; Dashboards and Key Performance Indicators.; Dashboards in the Context of Higher Education and Student Affairs 327 $aDashboard Indicators in Higher Education and Student Affairs 330 $a As demands for accountability escalate, assessment continues to evolve as a central aspect of student affairs administration. Experience clearly indicates that without a robust portfolio of assessment activities, the services, programs, and activities of a student affairs division are at risk of being reassigned to other organizational units on campus-or, in a tight budgetary environment, being eliminated. This sourcebook reminds student affairs educators of the importance of developing an assessment program and explores topics that will add depth and richness to such a program. From 410 0$aJ-B SS Single Issue Student Services 606 $aEducational counseling$zUnited States 606 $aCounseling in higher education$zUnited States 615 0$aEducational counseling 615 0$aCounseling in higher education 676 $a378.1 676 $a378.197 701 $aSchuh$b John H$01107150 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910786827703321 996 $aSelected contemporary assessment issues$93741400 997 $aUNINA