"Are Students Learning Enough in College? A Review of Findings and Methodological Issues" with Dr. Gerry Dizinno, Associate Professor, The University of Texas at San Antonio.
Thursday, April 19th, 12:00-1:30 p.m., TLPDC room 151.
Recent research (“Academically Adrift” by Arum and Roksa, and The Wabash National Study), suggest that college students are not learning critical thinking skills, moral reasoning, and other important skills and attitudes that many of us believe to be especially important for professional, personal and social functioning. This presentation will focus on these studies from methodological and psychometric perspectives in order to assist us in determining their strengths, weaknesses, and areas that deserve further investigation.
Bio
Dr. Dizinno received his M.S. and Ph.D. in Psychology from Florida State University. He has worked for over 30 years as a faculty member and administrator in both public and private settings, with a focus on student learning assessment, institutional research, and institutional effectiveness. Dr. Dizinno served as Vice Provost for Institutional Research at The University of Texas at San Antonio (UTSA), from December 2004 through August of 2011. In that role, Dr. Dizinno coordinated the reporting and analytical functions for the university and served as a liaison to the Texas Higher Education Coordinating Board and UT System institutional effectiveness and institutional research groups. Currently, he is Associate Professor in the Educational Leadership & Policy Studies department at UTSA. He has presented numerous papers at professional meetings and published research focusing on student access and success in college as well as institutional effectiveness and institutional research.
In addition to his institutional duties, Dr. Dizinno has been actively involved as a consultant to a wide variety of higher education institutions regarding institutional research and institutional effectiveness. In addition, he has served on more than 15 on-site reaffirmation and special committees for the Southern Association of Colleges and Schools, Commission on Colleges (SACS COC) regarding student learning outcomes assessment, institutional effectiveness, and other accreditation requirements. He served as chair of a SACS COC committee charged with developing training materials and curriculum for institutional effectiveness evaluators and has been an instructor in those efforts over the past three years.
Visit our website at www.tlpd.ttu.edu to enroll in this session.
