<i>Outcomes-Based Academic and Co-curricular Program Review</i> (review)

Abstract

Reviewed by: Outcomes-Based Academic and Co-curricular Program Review Adam S. Green (bio) M. J. Bresciani. (2006). Outcomes-Based Academic and Co-curricular Program Review. Sterling, VA: Stylus Publishing, LLC. 214 pages. ISBN: 1-57922-141-6. $69.95 hardcover, $24.95 paperback. In her 2006 publication, Outcomes-Based Academic and Co-curricular Program Review,Marilee Bresciani highlights good practices in outcomes-based program review at nineteen diverse institutions of higher education. Good practices, or the results of this study, were derived from a standardized survey that was completed by each institution. The participating institutions also submitted a selforiginated case study of their own good practices, allowing Bresciani to critically examine useful models of outcomes-driven assessment and share specific examples throughout her book. Still, she openly insists that “this is not a ‘one-size-fits-all, lockstep’ application of good practices” (6). It is intended to provide readers with ideas to consider for adaptation within their own institutional cultures. The first three chapters of the book essentially lay the groundwork for understanding the latitude of the text, including the relevancy and urgency of employing outcomes-based assessment practices as well as an overview of the process involved in outcomes-based assessment program review. In this approach, Bresciani’s book does not differ greatly from previous books by assessment scholars (Huba & Freed, 2000; Palomba & Banta, 1999, among others). Much like Maki’s Assessing for Learning: Building a Sustainable Commitment Across the Institution (2004), Bresciani then moves on to specifically highlight examples of institutions’ practices, allowing the reader to understand the successes, struggles, and levels of dedication and e. ort involved in creating and sustaining a culture of inquiry where program review is fostered. What is especially interesting about this book is that it employs a research methodology, thus supporting previous calls for outcomes-based evaluation in the existing literature. For instance, chapter 4 outlines criteria for good practices of [End Page 65] outcomes-based assessment program review, detailing nine specific criteria revealed from Bresciani’s research. These criteria range from calls for collaboration, which strengthen earlier claims from assessment scholars such as Banta and Kuh (1998), to calls for allocating appropriate resources to sustain ongoing assessment, thus supporting, for instance, Maki’s (2004) assertion that sustaining quality assessment requires that “resources come from multiple institutional contributors, reflecting the depth and pervasiveness of a campus commitment” (p. 180). However, new evidence that is very timely during the nation’s conversations regarding assessment, accountability, and accreditation are also revealed in this chapter, where Bresciani discusses “Criterion 3: Use of Results.” This area, perhaps, is where many institutions that continue to struggle with actually using results to enhance student learning will benefit from this text. The author provides instances of using outcomes-based results for academic course improvement, faculty and sta. improvement, and informing institutional goals, as well as in strategic planning and budgetary decisions. Moreover, chapter 6 of the text discusses specific strategies for working though, and perhaps avoiding, stumbling blocks associated with the implementation of outcomes-based assessment. The closing chapter is brief but to the point and provides recommendations for future consideration when implementing outcomes-based assessment. Finally, while the appendixes are quite useful and include eleven sections, as a reader, I found myself searching for the survey protocol that was used to collect data. In addition, I would have enjoyed seeing the levels of coding used to identify the themes revealed in each of the case studies that resulted in the roughly two hundred pages (paperback version) of what I believe to be high-quality assessment literature. Ultimately, this is a useful book for educators across an institution because it condenses much of the existing assessment literature into one text while integrating new evidence. Not only does Bresciani examine colleges and universities that employ good practices of general education outcomes-based evaluation, but she also illustrates a portrait of institutions that are excellent at specific academic program evaluation and out-of-classroom outcomes-based evaluation and, in some instances, institutions that are assessing all three collectively. Adam S. Green Adam S. Green is a research and planning analyst with the West Virginia Higher Education Policy Commission. He has...