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	<title>ASpect &#187; Anita Shea</title>
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	<description>A Publication from the School of Arts &#38; Sciences at Salem State College</description>
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		<title>Visiting the Dentist Versus Assessing Learning Outcomes of the Core – Are They Really Comparable?</title>
		<link>http://aspectwebsite.com/visiting-the-dentist/</link>
		<comments>http://aspectwebsite.com/visiting-the-dentist/#comments</comments>
		<pubDate>Fri, 12 Mar 2010 19:30:58 +0000</pubDate>
		<dc:creator>ebranscomb</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Anita Shea]]></category>
		<category><![CDATA[assessment]]></category>
		<category><![CDATA[Barbara Walvoord]]></category>
		<category><![CDATA[College-Wide Assessment Committee]]></category>
		<category><![CDATA[core curriculum]]></category>
		<category><![CDATA[Dorothy Siden]]></category>
		<category><![CDATA[kristin esterberg]]></category>
		<category><![CDATA[Ryan Fisher]]></category>

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		<description><![CDATA[In my six years at Salem State College, I have heard much anxiety about assessment not only from colleagues in the Department of Biology but also from colleagues further afield in our college. I do not mean to be flippant by using my aversion to dentists as an analogy, but I really do believe that a clear understanding of the assessment of learning objectives will significantly benefit the long-term health of what our students are learning and of our own long-term health as teachers.]]></description>
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		<title>Undergraduate Research–Past and Future</title>
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		<pubDate>Sat, 25 Apr 2009 12:07:13 +0000</pubDate>
		<dc:creator>ebranscomb</dc:creator>
				<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[Anita Shea]]></category>
		<category><![CDATA[Ben Miller]]></category>
		<category><![CDATA[Bertolon School of Business]]></category>
		<category><![CDATA[Council on Undergraduate Research]]></category>
		<category><![CDATA[Esteban Cuebas-Incle]]></category>
		<category><![CDATA[Heidi Fuller]]></category>
		<category><![CDATA[J. D. Scrimgeour]]></category>
		<category><![CDATA[James Cullen]]></category>
		<category><![CDATA[Krishna Mallick]]></category>
		<category><![CDATA[Linda Lettko]]></category>
		<category><![CDATA[National Conference on Undergraduate Research]]></category>
		<category><![CDATA[Patrice Miller]]></category>
		<category><![CDATA[Paul Kelly]]></category>
		<category><![CDATA[Phil Kelly]]></category>
		<category><![CDATA[Schools of Human Services]]></category>
		<category><![CDATA[SOAS Undergraduate Research Symposium]]></category>
		<category><![CDATA[student research]]></category>
		<category><![CDATA[teaching]]></category>
		<category><![CDATA[Teresa Lyons]]></category>

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		<description><![CDATA[By Anita V. M. Shea Dean (Retired), School of Arts and Sciences Until 1997, undergraduate research activities in the School of Arts and Sciences were based mainly in selected departments relying on a nucleus of committed faculty or on an occasional grant. In general, those efforts were neither publicly acknowledged nor supported in concept by the college [...]]]></description>
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