Association for Institutional Research
Enhancing Knowledge. Expanding Networks.
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NEW Assessment of Writing
Edited by Marie C. Paretti and Katrina M. Powell
Member Price: $26.00 Order online today! Assessment in Engineering Programs:
Evolving Best Practices Edited by William E. Kelly
AIR or ASEE Member Price: $26.00 Order online today! Assessment of Student Learning in College Mathematics:
Towards Improved Programs and Courses Edited by Bernard L. Madison
Complimentary Publication Each Association for Institutional Research (AIR) or Mathematical Association of America (MAA) member receives a complimentary copy of Supporting Assessment In Undergraduate Mathematics, http://www.maa.org/saum, with each purchase of the above publication while quantities last. AIR or MAA Member Price: $26.00 Order online today!
Assessment of Student Learning in Business Schools:
Best Practices Each Step of the Way
Edited by Kathryn Martell and Thomas Calderon
The two volumes are designed to offer those who are new to assessment an overview of assessment fundamentals, as well as a rich array of examples, cases, and illustrations. For people who are more advanced in the area, the volumes represent an invaluable resource for planning, organizing, addressing challenges, and learning from assessment projects. Some of the general assessment topics include:
In addition, five chapters are devoted to assessment in the business disciplines. In Volume 1, No. 2, each step of the assessment process is illustrated with cases, examples, and assessment tools. Organizing for assessment (including budget information) and using assessment data to “close the loop” and improve student learning are common themes throughout both volumes. Volume 1 has two issues that are priced at $31 each ($62.00 for the both issues), $26 ($52.00 both issues) for AIR or AACSB members. |
Assessment of Writing addresses the changing times in writing across the curriculum (WAC), and the extensive use of electronic portfolios to assist with these efforts. The book points to increased collaboration among scholars from multiple disciplines as a common feature of the current philosophy in writing assessment. 
The third volume of the Assessment in the Disciplines, co-sponsored by the Association for Institutional Research (AIR) and the American Society for Engineering Education (ASEE), provides guidance to faculty and administrators charged with assessing engineering programs. Chapter authors are engineering educators and higher education researchers building on the ABET Engineering Criteria (ABET, 2007). Readers will find case studies that are examples of sound assessment work at different types of colleges and universities. The volume combines national perspectives, program-level assessment plans, and practical advice for engineering faculty who are challenged to measure learning and skill development in the classroom. 
The second volume of the Assessment in the Disciplines series represents a remarkably descriptive sample of assessment activity across U.S. mathematics in 10 case studies from nine institutions and one metaphorical essay that gives the flavor of assessment’s interaction with U.S. collegiate mathematics. The format for these case studies was free form with individual authors deciding what to report and how to report it. Nonetheless, there are common themes throughout, with the most common and overriding theme being the quest for improved courses and programs based on evidence of student learning. 
Responding to the high level of demand for examples, the Association to Advance Collegiate Schools of Business (AACSB) International and the Association for Institutional Research (AIR) have collaborated to produce two unique volumes on assessment of student learning in business schools. The volumes are edited by Kathryn Martell and Thomas Calderon, two highly respected experts in the field with years of experience in writing about assessment, directing assessment projects, and training business school faculty in the area of assessment. Chapter authors — who include deans, chairpersons, faculty, and university administrators with “hands on” assessment experience — are drawn from a diverse set of schools with regard to size, mission, school budget, student demographics, and experience with assessment. As a result, every business school will find some assessment tools in these volumes that fit their circumstances.