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Title:Matrix that matter: Assessment, accountability, and student learning outcomes at Historically Black Colleges and Universities
Author(s):Orr, Verna Faylon
Director of Research:Jankowski, Natasha
Doctoral Committee Chair(s):Anderson, James D.
Doctoral Committee Member(s):Hood, Denice; Santos, Rosa Milagros
Department / Program:Educ Policy, Orgzn & Leadrshp
Discipline:Educ Policy, Orgzn & Leadrshp
Degree Granting Institution:University of Illinois at Urbana-Champaign
Degree:Ph.D.
Genre:Dissertation
Subject(s):assessment
student learning outcomes
Historically Black Colleges and Universities
Abstract:This exploratory and descriptive case study concentrated on a singular entity – the HBCU Collaboration for Excellence in Educational Quality Assurance (CEEQA). This convening took place June 21-22, 2018, on the historic Morehouse School of Medicine campus in Atlanta, GA. CEEQA was purposefully selected for its pioneering assembly of the study’s participants – retired and practicing HBCU assessment and institutional effectiveness professionals. The goal of this study was to develop in-depth and rigorous matrices and evidence that highlights what HBCU students know and are able to do once they graduate. Crenshaw’s intersectionality framework and the following research questions guided the exploration of the experiences of the participants: What are some assessment approaches that takes various needs of different student populations, for instance, culture and diversity, into consideration? What has worked well on HBCU campuses to guide improvement while leveraging accountability expectations? How do HBCUs demonstrate student learning in various ways while also being transparent about learning that is taking place? Transcribed interviews, including a focus group, and the use of field notes and document analysis yielded the data, while QDA Miner Lite Qualitative Text Analysis software was utilized to solidify the data analysis. The findings suggest HBCUs unwavering commitment to their mission and diverse student populations ignites the passion that is their non-traditional assessment approaches. HBCUs are making a concerted effort to balance accountability drivers with authentic learning experiences as they do not solely focus on accountability but also creating safe spaces for meaningful evidence-based student learning outcomes.
Issue Date:2018-12-04
Type:Text
URI:http://hdl.handle.net/2142/102817
Rights Information:Copyright 2018 Verna F. Orr
Date Available in IDEALS:2019-02-07
Date Deposited:2018-12


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