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  • Tony Wilmot Memorial Library
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The assessment of doctoral education : emerging criteria and new models for improving outcomes / edited by Peggy L. Maki and Nancy A. Borkowski ; foreword by Daniel D. Denecke.

Contributor(s): Material type: TextTextPublication details: Sterling, Va. : Stylus, 2006.Edition: 1st edDescription: xiii, 285 p. : ill. ; 23 cmISBN:
  • 1579221785 (hardcover : alk. paper)
  • 9781579221782 (hardcover : alk. paper)
  • 1579221793 (pbk. : alk. paper)
  • 9781579221799 (pbk. : alk. paper)
Subject(s): DDC classification:
  • 378.2 22
LOC classification:
  • LB2386 .A76 2006
Online resources:
Contents:
Changing our thinking about assessment at the doctoral level / Nancy A. Borkowski -- The challenges of doctoral program assessment: lessons from the Carnegie Initiative on the Doctorate / Chris M. Golde ... [et al.] -- Using an alignment model as a framework in the assessment of doctoral programs / Donald J. Wulff and Maresi Nerad -- Paths and perceptions: assessing doctoral education using career path analysis / Rebecca Aanerud ... [et al.] -- Using the assessment process to improve doctoral programs / Kelly Funk and Karen L. Klomparens -- Making the implicit explicit: faculty's performance expectations for the dissertation / Barbara E. Lovitts -- Doctoral students' perspectives on the dissertation / Jeannie Brown Leonard -- Portfolios in doctoral education / Thomas Cyr and Rodney Muth -- Recasting doctoral education in an outcomes-based framework / Mary Huba, John Schuh, and Mack Shelley.
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Includes bibliographical references and index.

Changing our thinking about assessment at the doctoral level / Nancy A. Borkowski -- The challenges of doctoral program assessment: lessons from the Carnegie Initiative on the Doctorate / Chris M. Golde ... [et al.] -- Using an alignment model as a framework in the assessment of doctoral programs / Donald J. Wulff and Maresi Nerad -- Paths and perceptions: assessing doctoral education using career path analysis / Rebecca Aanerud ... [et al.] -- Using the assessment process to improve doctoral programs / Kelly Funk and Karen L. Klomparens -- Making the implicit explicit: faculty's performance expectations for the dissertation / Barbara E. Lovitts -- Doctoral students' perspectives on the dissertation / Jeannie Brown Leonard -- Portfolios in doctoral education / Thomas Cyr and Rodney Muth -- Recasting doctoral education in an outcomes-based framework / Mary Huba, John Schuh, and Mack Shelley.

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