About the Chapter:
Despite progress in the development, embrace, and implementation of mass atrocity education, scholars point to a significant oversight of this growth: few programs systematically evaluate or assess their outcomes. Given that the pursuit of evidence permeates all aspects of education in the United States today, this chapter focuses on outcomes assessment in American higher education. To connect this focus to published research on mass atrocity education, it relates exemplary studies from that literature to the outcomes assessment process. The chapter also focuses on the author’s efforts, as coordinator of the 2015-16 KHC-NEH Colloquium, “Gender, Mass Violence, and Genocide,” to evaluate and assess the series’ impacts. The chapter concludes by connecting outcomes assessment to the aligned work of faculty across the series’ years.
About the Author:
Amy E. Traver, Ph.D. is Professor of Sociology at Queensborough Community College, CUNY. Her research interests include student success in community colleges, as well as intersections of adoption, race/ethnicity, and gender in American family life. Her most recent publications include articles in Teaching Sociology, Internet and Higher Education (with Volchok, Bidjerano, and Shea), and Qualitative Inquiry (with Duran), in addition to the co-edited volume (with Perel Katz) Service-Learning at the American Community College (Palgrave Macmillan 2014). Traver was the faculty coordinator of the 2015-2016 KHC-NEH Colloquium Series at QCC, and the 2016-17 scholar-in-residence at QCC's Kupferberg Holocaust Center.
For information and resources related to the 2015-16 KHC-NEH Colloquium, “Gender, Mass Violence, and Genocide,” click here.