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Direct linkMentkowski, Marcia; Rogers, Glen – Forum on Public Policy Online, 2010
We argue that (1) faculty and other academic professionals who educate undergraduate women in capabilities such as effective communication, teamwork, and leadership that are integrated with the disciplines (e.g., biology, history, fine arts) and professions (e.g., education, nursing, management) indirectly assist their students to confront gender…
Descriptors: Self Evaluation (Individuals), Females, Program Effectiveness, Sex Fairness
Rogers, Glen; Mentkowski, Marcia – Higher Education Research and Development, 2004
This study demonstrates how academic faculty members are able to connect an undergraduate liberal arts and professions curriculum with the demonstrated performance of multidimensional and complex abilities by five-year alumnae in professional, civic and family contexts. Alumna abilities scored by researchers were statistically correlated with…
Descriptors: Self Evaluation (Individuals), Higher Education, Liberal Arts, College Faculty
Mentkowski, Marcia; Doherty, Austin – AAHE Bulletin, 1984
The effect of an ability-based curriculum on student development was studied at Alverno College, a liberal arts women's college. Data were obtained from 990 participants representing students, alumnae, and working professionals who were not Alverno students. Sixteen research instruments were administered to a sample of 200 students over their 4…
Descriptors: Alumni, College Graduates, College Students, Competency Based Education
Mentkowski, Marcia; Doherty, Austin – 1983
A series of studies that investigated the validity of abilities learned in college for later career and professional work are summarized. After describing the rationale for validating outcome-centered higher education curricula, the following types of measures for program evaluation and outcome validation are discussed: performance measures of…
Descriptors: Academic Ability, Alumni, Cognitive Style, College Curriculum
Mentkowski, Marcia; Doherty, Austin – 1984
The validity of skills developed in college to subsequent career performance was studied at Alverno College. The study sample included over 750 women students, over 60 alumnae, over 80 women nurses and over 100 women managers and executives from the Milwaukee community. Attention was directed to: whether the competencies and assessment techniques…
Descriptors: Administrator Attitudes, Administrator Role, Administrators, Alumni
Mentkowski, Marcia; And Others – 1983
Alumnae of Alverno College were studied to determine how they were learning to learn at work, how they describe lifelong learning, and what factors promote transfer of learning to professional performance and careering after college. Interviews were conducted with 32 alumnae, and questionnaires were administered to 56 alumnae and 63 seniors.…
Descriptors: Alumni, College Curriculum, College Graduates, College Seniors
