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  English Translation of: Marcial Molina Richer's The Word of the Dead or Ayacucho Ninth Hour.

  J. R. Ballesteros and Leslie Bayers

  “The Word of the Dead or Ayacucho in the Ninth Hour” bears witness to the violent internal war between the Shining Path (Sendero Luminoso) and government forces that shook Peru, and the region of Ayacucho—the epicenter of the conflict—in particular, in the 1980’s (the violence waged through the 90s). Richter is considered an important and courageous intellectual for having published his work during an era known by locals as “manchay tiempo,” a quechua phrase meaning “time of fear.” His critique of the violence led to his capture, upon which he suffered psychological torture and witnessed other acts of cruelty by military forces."

  -From a press release of St. Mary's College of Maryland.

  The book is currently only available for purchase in Peru.

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  Holistic development, learning, and performance in college and beyond

  Glen Rogers, Judith Reisetter Hart, and Marcia Mentkowski

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  Advancing Student Learning Outcomes in Community and Technical Colleges

  Catherine Crain and Glen Rogers

  These case studies describe concrete situations and practices and, from these, draw conclusions that would be useful and relevant for a broad audience of faculty developers and assessment practitioners. The resulting 11 chapters provide an authentic glimpse into assessment at two-year instuttions. The accounts range from how an individual classroom teacher is able to draw out and document student learning outcomes, to how an institution learns over time through implementing assessment initiatives in the context of accreditation, to how institutional assessment coordinators collectively learn as they participate in communities of practice.

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  Institutional example: Alverno College

  Glen Rogers and Kathy Lake

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  Words of the dead: ruins, resistance, and reconstruction in Ayacucho

  Leslie Bayers

  The landscape of Ayacucho, Peru is scattered with reminders of violent encounters, including the ruins of pre-Hispanic cultures, monuments to the decisive independence era Battle of Ayacucho, and vestiges of the recent civil war between the Shining Path and government forces. The very designation Ayacucho, which descends from Quechua and means “corner of the dead,” seems emblematic of a haunted terrain (Garcia, 39). Marcial Molina Richter’s La palabra de los muertos o Ayacucho hora nona (1991), a visuo-verbal poetic text that evokes both vanguard formal experimentation and Andean alternatives to Western writing, vividly depicts the devastation wrought by war.1 At the same time, this work resists a discourse of ruin, countering dehumanizing projections of a shattered, terror-beset Ayacucho with empowering portrayals of vibrant and resilient communities. Molina’s semantic and typographic innovations simultaneously create and subvert images of ruin, figuratively reconstructing not only an alternative representation of Ayacucho, but also the voices of ghosts rendered silent by physical and rhetorical violence.

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  Integrating Student and Program Assessment with a Teacher Candidate Portfolio

  Kathy Lake, Judith Reisetter Hart, William H. Rickards, and Glen Rogers

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  Learning from a consortium: How to optimize curriculum-wide outcomes in two-year institutions

  Glen Rogers and William H. Rickards

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  Examining student learning: Using curriculum-embedded assessment for program assessment

  Glen Rogers, J. Abromeit, and N. Lamers

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  Learning-centered assessment at the program level: Exploring principles, guidelines, and criteria through the study of practice at Alverno College

  William H. Rickards, Glen Rogers, and Marcia Mentkowski

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  Adult holistic development and multidimensional performance

  Glen Rogers, Marcia Mentkowski, and Judith Reisetter Hart

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  Assessment at Alverno College: Student, program, institutional

  Georgine Loacker and Glen Rogers

  This monograph invites collegial cross-institution conversations about approaches to meeting diverse assessment and learning purposes at various levels of practice. The focus is on explaining, with examples of student, program and institutional assessment, how ongoing assessment of required student learning outcomes at Alverno College supports both individual student learning and faculty improvement of courses, academic programs, and the college curriculum as a whole. Additional strategies for fostering improvement while engaging wider audiences in evidence for student learning outcomes are addressed in program and institutional assessment examples.

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  Learning that lasts: Integrating learning, development and performance in college and beyond

  Marcia Mentkowski, Jean Bartels, Lucy Cromwell, Mary Diez, Austin Doherty, Georgine Loacker, Kathleen O'Brien, Judith Reisetter Hart, William H. Rickards, Tim Riordan, Glen Rogers, James Roth, and Stephen Sharkey

  Today's colleges and universities face increasing pressure to develop programs and curricula that will teach students how to handle life's unexpected challenges and events. For educators and policymakers, this urgency will only grow as new global trends emerge and social expectations change. This timely book explores what it means for learners to transform themselves and for educators to foster essential skills for learning, leading, teamwork, and adapting with integrity in college and beyond.The authors begin by defining "learning that lasts" as the successful integration of learning, development, and performance. Drawing on two decades of longitudinal studies of student learning in the highly acclaimed curriculum at Alverno College and on leading educational theories, Marcia Mentkowski and her associates set forth a theory of deep and durable learning that includes practical strategies for enabling a wide range of students to cultivate integrative and expansive capabilities across a lifetime. They present concrete suggestions on the ways that faculty and academic staff can work together to forge effective curricula, design innovative programs, implement key institutional goals, and renegotiate the college culture. They analyze compelling research results, collaborative inquiry by consortia of institutions, and twenty-five years of experience to illuminate what educators and administrators must achieve so that increasingly varied learners can realize their goals and potential.Learning That Lasts intertwines educational theory, practice, and research by demonstrating how learning frameworks can shape curricula, teaching strategy, and assessment. It presents core curriculum principles for practice and it also systematically tests assumptions about student learning, development, and performance. This landmark volume provides a detailed blueprint for understanding and promoting purposeful, responsible contribution to work, personal, and civic life.

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  Ability factors for five-year alumnae: Defining criteria and illustrating outcomes

  Glen Rogers

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  Alverno faculty validation of scoring of alumna generic abilities through the Behavioral Event Interview

  Glen Rogers and Marcia Mentkowski

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  Scoring procedures and reliability for the Test of Thematic Analysis in the Alverno College longitudinal study

  Glen Rogers and Kathleen Schwan Minik

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  Test of Thematic Analysis supplemental scoring materials

  Kathleen Schwan Minik and Glen Rogers

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  Test of Cognitive Development revised scoring manual

  Kathleen Schwan Minik, Glen Rogers, and T. Ben-Ur

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  Generic ability codes for scoring the Behavioral Event Interview of Alverno alumnae

  Glen Rogers

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  Flexible strategies for Behavioral Event Interviewing: Exploring events and situations

  Glen Rogers and Judith Reisetter Hart

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  Establishing the validity of measures of college student outcomes

  Marcia Mentkowski and Glen Rogers

  This publication draws on Alverno’s experience in student and institutional assessment to articulate frameworks for establishing the validity of student learning outcome measures. It tracks how the dynamics of curriculum, teaching, learning, and assessment interact to shape practice-informed meanings for the concept of validity, accommodating both the educational use of performance-based assessments and wider demands for accountability.

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  Validating college outcomes with self-developed instruments: Issues in maximizing contextual validity

  Glen Rogers

  Contextual validity for an instrument requires the integration of the multiplicity of perspectives and purposes into its design and the fidelity of its elicited mode of performance with post-college settings. This document illustrates how the strategies and elements of the contextual validity of specific instruments can be shown by describing and analyzing the history of two instruments.