• 12/5/2016

    The Fall 2016 issue of Diversity and Democracy focuses on community-based signature work and includes two articles that specifically address the role of research in assessment.

  • 12/5/2016Carl Straumsheim, Inside Higher ED writer Carl Straumsheim, Inside Higher ED by Carl Straumsheim, Inside Higher ED published by Carl Straumsheim, Inside Higher ED
    Based on the 2016 Inside Higher Ed Survey of Faculty Attitudes on Technology, faculty members expressed doubt regarding the usefulness of data-driven assessment for improving higher education.
  • 12/5/2016Erik Gilbert, Inside Higher Education writer Erik Gilbert, Inside Higher Education by Erik Gilbert, Inside Higher Education published by Erik Gilbert, Inside Higher Education
    Reflecting on the practice of assessment, Erik Gilbert argues that assessment is a waste of time given that it consists of relying on flawed research designs that yield unhelpful and potentially unethical information about student learning.
  • 11/22/2016Anne Curzan in the Chronicle of Higher Education writer Anne Curzan in the Chronicle of Higher Education by Anne Curzan in the Chronicle of Higher Education published by Anne Curzan in the Chronicle of Higher Education
    Going to the source, Anne Curzan lists ten things student say promotes good learning and ten things instructors can do to promote good learning.
  • 11/22/2016Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    Within this article, Paul Fain outlines the continuing struggle of colleges leaving the Accrediting Council for Independent Colleges and Schools after the U.S. Department of Education supported terminating the organization.
  • 11/17/2016Ben Miller, David Bergeron, and Carmel Martin in Center for American Progress writer Ben Miller, David Bergeron, and Carmel Martin in Center for American Progress by Ben Miller, David Bergeron, and Carmel Martin in Center for American Progress published by Ben Miller, David Bergeron, and Carmel Martin in Center for American Progress
    The Center for American Progress released a report aimed at highlighting the need for an alternative gatekeeping system for postsecondary schooling and access to federal aid. This alternative system consists of a more outcomes-focused approach that potentially opens up new pathways for institutions and ultimately students.
  • 11/17/2016Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    Highlighting the Multi-State Collaborative to Advance Quality Student Learning project, Dan Berrett discusses implications of the project in establishing a faculty-endorsed approach to assessing student learning. Noted within this article is Central Connecticut State University's participation in the project through its faculty members' use of rubrics to score student learning. Natasha Jankowski, NILOA director and George Kuh, NILOA senior scholar are cited. (This article is Premium and need to be a Chronicle subscriber to access.)
  • 11/17/2016Colleen Flaherty in Inside Higher Education writer Colleen Flaherty in Inside Higher Education by Colleen Flaherty in Inside Higher Education published by Colleen Flaherty in Inside Higher Education
    In a new study, Bob Uttl, Carmela White, and Daniela Gonzalez argue that there is no correlation between student evaluations of teachers and student learning. This finding challenges 30+ years of belief that student’s perceptions of teachers are meaningful indications of student learning.
  • 11/16/2016Carl Straumsheim in Inside Higher Ed writer Carl Straumsheim in Inside Higher Ed by Carl Straumsheim in Inside Higher Ed published by Carl Straumsheim in Inside Higher Ed
    Some higher education programs, such as University of Vermont's College of Medicine, are asking their faculty members to stop teaching through lectures and engage students in active learning classrooms. However, such a pedagogical change brings into concern how accreditors will view this pedagogical shift in relation to academic standards.
  • 11/16/2016Goldie Blumenstyk in the Chronicle of Higher Education writer Goldie Blumenstyk in the Chronicle of Higher Education by Goldie Blumenstyk in the Chronicle of Higher Education published by Goldie Blumenstyk in the Chronicle of Higher Education
    Goldie Blumenstyk highlights the discussion regarding the use of college audits in place of accreditation, weighing both the pros and cons of having college audits with the insights of higher education constituents familiar with the process.
  • 11/16/2016Steven Mintz and Michael Patrick Rutter in Inside Higher Education writer Steven Mintz and Michael Patrick Rutter in Inside Higher Education by Steven Mintz and Michael Patrick Rutter in Inside Higher Education published by Steven Mintz and Michael Patrick Rutter in Inside Higher Education
    Understanding and appreciating students' learning outcomes within co-curricular activities may help higher education institutions better understand students' learning experiences within an institution overall.
  • 11/14/2016David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    Educators should do their own classroom assignments first to serve students that will eventually engage and complete the assignments themselves. Such pre-work may help to clarify the purpose and outcome of the assignments.
  • 11/14/2016Lumina Foundation writer Lumina Foundation by Lumina Foundation published by Lumina Foundation
    The Lumina Foundation released its strategic plan to attain its goal of 60 percent of working-age Americans to hold a post-secondary credential. The foundation bases the plan in a postsecondary learning system that includes a professional understanding of learning outcomes.
  • 11/14/2016Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    The Competency-Based Education Network released a set of standards for competency-based education that may help uphold high-quality learning and assessment within competency-based education programs.
  • 11/10/2016Goldie Blumenstyk in the Chronicle of Higher Education writer Goldie Blumenstyk in the Chronicle of Higher Education by Goldie Blumenstyk in the Chronicle of Higher Education published by Goldie Blumenstyk in the Chronicle of Higher Education
    The Lumina Foundation and the Bill & Melinda Gates Foundation are leading the way in rethinking the meaning of credentials within higher education, potentially creating a national agenda and improving the educational experiences of nontraditional students within colleges and universities.
  • 11/10/2016Association of American Colleges and Universities writer Association of American Colleges and Universities by Association of American Colleges and Universities published by Association of American Colleges and Universities
    Within this issue of PeerReview, authors discussed the use of Eportfolios within colleges and universities. There is a particular article titled "Eportfolios, Assessment, and General Education Transformation" that directly addresses questions concerning the assessment of student learning.
  • 11/7/2016
    The National Institute for Learning Outcomes Assessment (NILOA) is seeking a Visiting Communications Coordinator. Click the link for more information.
  • 11/2/2016
    We invite you to participate in a study examining the experiences of faculty related to workload (teaching, assessment, service) with an emphasis on faculty who teach at historically Black Colleges and Universities (HBCUs). The insights you provide will serve to increase awareness and understanding of the roles of HBCUs in higher education.
  • 11/1/2016Diane Peters in University Affairs writer Diane Peters in University Affairs by Diane Peters in University Affairs published by Diane Peters in University Affairs
    As educators continue to gain access to more technology and resources, their learning spaces need to change too. Having more room to teach differently is key to allowing for more types of learning activities and forms of assessments, though there are pros and cons to changing learning spaces.
  • 11/1/2016Jack Grove in Times Higher Education writer Jack Grove in Times Higher Education by Jack Grove in Times Higher Education published by Jack Grove in Times Higher Education
    According to a University of East London pilot study, allowing students to choose their own forms of assessment (presentation, debate, essay, etc.) may increase their learning within classrooms. Particularly among disadvantaged students, this option allows students to demonstrate attainment of knowledge in a manner that maintains academic standards.
  • 11/1/2016Patrick Donahoe in University Affairs writer Patrick Donahoe in University Affairs by Patrick Donahoe in University Affairs published by Patrick Donahoe in University Affairs
    Recognition of prior learning by higher education administrators and faculty may help meet the needs of students that understand learning happens inside and outside classrooms. Further progress may come if higher education institutions can incorporate students' diverse (including prior) learning experiences into credentials.
  • 10/31/2016Vincent Tinto in Inside Higher Education writer Vincent Tinto in Inside Higher Education by Vincent Tinto in Inside Higher Education published by Vincent Tinto in Inside Higher Education
    To promote students' degree completion, higher education institutions ought to have a student perspective, rather than institutional perspective, of student learning. Particularly, having a student perspective that focuses on students' self-efficacy, sense of belonging, and perceived value of curriculum may help students attain their degree.
  • 10/31/2016Bridget Burns in Inside Higher Education writer Bridget Burns in Inside Higher Education by Bridget Burns in Inside Higher Education published by Bridget Burns in Inside Higher Education
    Process mapping is an initiative to improve student success and completion by understanding students' experiences within an institution and removing potential hurdles. Some colleges and universities are implementing process mapping in hopes of meeting the needs of students.
  • 10/31/2016Colleen Flaherty in Inside Higher Education writer Colleen Flaherty in Inside Higher Education by Colleen Flaherty in Inside Higher Education published by Colleen Flaherty in Inside Higher Education
    Supported by the "Reacting to the Past" grant initiative and offering educators an additional high-impact practice for improving student learning, a reacting-based curriculum calls for students to role play and react to knowledge discussed in classes, such as historical events and debates.
  • 10/13/2016
    Change released its 48th volume that includes articles about improving the educational experiences of students, from writing syllabi to organization clarity.
  • 10/13/2016Maha Bali in the Chronicle of Higher Education writer Maha Bali in the Chronicle of Higher Education by Maha Bali in the Chronicle of Higher Education published by Maha Bali in the Chronicle of Higher Education
    Highlighting the need for more discussions about the importance of incorporating a universal design approach to higher education settings, Maha Bali shares a set of questions that may aid educators in creating more thoughtful learning spaces and assignments.
  • 10/13/2016Wane Staff reports in wane.com writer Wane Staff reports in wane.com by Wane Staff reports in wane.com published by Wane Staff reports in wane.com
    Serving as a tool for consumers and evaluators, the Indiana Commission for Higher Education created a website titled "Indiana College Value Index." The website presents learning outcome information about the state's public college campuses.
  • 10/12/2016The Aspen Institute writer The Aspen Institute by The Aspen Institute published by The Aspen Institute
    The Aspen Institute announced its finalists for the 2017 Aspen Prize for Community College Excellence. Check out the website to view the finalists and learn more about the next steps of the award process.
  • 10/12/2016Higher Education Quality Council of Ontario writer Higher Education Quality Council of Ontario by Higher Education Quality Council of Ontario published by Higher Education Quality Council of Ontario
    Based on survey findings from provosts and VP academics, the Higher Education Quality Council of Ontario released a report about current learning outcome assessment practices across Canada's colleges and universities.
  • 10/12/2016Kasia Kovacs in Inside Higher Ed writer Kasia Kovacs in Inside Higher Ed by Kasia Kovacs in Inside Higher Ed published by Kasia Kovacs in Inside Higher Ed
    The Commission on the Future of Undergraduate Education released a report titled " A primer on the College Student Journey" that examines the state of undergraduate education within the United States.
  • 9/26/2016The Chattanoogan writer The Chattanoogan by The Chattanoogan published by The Chattanoogan
    Dalton State College is engaged in AAC&U's LEAP initiative and high impact practices as part of an effort to achieve the student success and academic excellence standards outlined in Dalton-s three-year strategic plan. Dalton has begun to implement various high impact practices into its curriculum with hope that students experience at least two of them during their time at the college.
  • 9/19/2016Goldie Blumenstyk in The Chronicle of Higher Education writer Goldie Blumenstyk in The Chronicle of Higher Education by Goldie Blumenstyk in The Chronicle of Higher Education published by Goldie Blumenstyk in The Chronicle of Higher Education
    Addressing the topic of using data on student learning, an ad hoc committee consisting of academic, business, and policy representatives contend that colleges need to use student data more responsibly.
  • 9/16/2016Carl Straumsheim in Inside Higher Ed writer Carl Straumsheim in Inside Higher Ed by Carl Straumsheim in Inside Higher Ed published by Carl Straumsheim in Inside Higher Ed
    Using Quality Matters's standards, Florida International University (FIU) released a report that includes research findings on how effective 29 of its online course sections were in improving student learning. The report complements other discussions about effective ways to assess online courses.
  • 9/16/2016Anastasia Salter in The Chronicle of Higher Education writer Anastasia Salter in The Chronicle of Higher Education by Anastasia Salter in The Chronicle of Higher Education published by Anastasia Salter in The Chronicle of Higher Education
    Designing online courses to be meaningful to students can be difficult. Anastasia Salter shares some insights about what goes into this practice and how changes in design can improve students' learning within online courses.
  • 9/16/2016Sri Ravipati in Campus Technology writer Sri Ravipati in Campus Technology by Sri Ravipati in Campus Technology published by Sri Ravipati in Campus Technology
    The University System of Georgia (USG) rolled out a system wide digital portfolio software that allows its institutions to engage and display student learning on a new platform.
  • 9/15/2016Arthur Ellis in The Chronicle of Higher Education writer Arthur Ellis in The Chronicle of Higher Education by Arthur Ellis in The Chronicle of Higher Education published by Arthur Ellis in The Chronicle of Higher Education
    Within this commentary, Arthur Ellis contends that discovery and innovation ought to guide the construction and implementation of undergraduate research curricula.
  • 9/15/2016Jennifer Kerr in the Rundown writer Jennifer Kerr in the Rundown by Jennifer Kerr in the Rundown published by Jennifer Kerr in the Rundown
    Amid the changing demographics of prospective college students, recent data from the ACT college entrance exam suggest that college students who took the test are underprepared for college.
  • 9/15/2016Society for History Education writer Society for History Education by Society for History Education published by Society for History Education
    The History Teacher journal released an issue about the American Historical Association's Tuning Project. Within this issue, viewers can read about the history of and faculty members' experience with the Tuning Project.
  • 9/14/2016Doug Lederman in Inside Higher Education writer Doug Lederman in Inside Higher Education by Doug Lederman in Inside Higher Education published by Doug Lederman in Inside Higher Education
    The first 10 recipients of the Excellence in Assessment designation are available. These award winners have proven to demonstrate excellence in student learning outcomes assessment.
  • 9/14/2016Elizabeth Redden in Inside Higher Ed writer Elizabeth Redden in Inside Higher Ed by Elizabeth Redden in Inside Higher Ed published by Elizabeth Redden in Inside Higher Ed
    The Higher Education Funding Council for England is conducting a series of projects aimed at evaluating student learning and teaching excellence within colleges and universities.
  • 9/14/2016Jeffrey Young in The Chronicle of Higher Education writer Jeffrey Young in The Chronicle of Higher Education by Jeffrey Young in The Chronicle of Higher Education published by Jeffrey Young in The Chronicle of Higher Education
    Addressing the need to understand students, Professor Michael Wesch serves as an example regarding how faculty members’ disciplinary lens may help to explore and understand student experiences.
  • 9/2/2016

    We cordially invite you to complete a very short survey about DQP/Tuning. Your participation will help us to better understand how institutions are using the DQP/Tuning and advance student learning improvement efforts. The survey should take approximately 5 minutes to complete. To complete the survey, click here. Thank you for your participation!

  • 9/2/2016University of Wisconsin System writer University of Wisconsin System by University of Wisconsin System published by University of Wisconsin System
    Making information accessible, the University of Wisconsin System created a website dedicated to presenting updates and findings about the system's participation in the LEAP initiative. Within the website, viewers can read about the project summary and findings, among other topics.
  • 9/2/2016Paul Lingenfelter in Change: The Magazine of Higher Learning writer Paul Lingenfelter in Change: The Magazine of Higher Learning by Paul Lingenfelter in Change: The Magazine of Higher Learning published by Paul Lingenfelter in Change: The Magazine of Higher Learning
    Highlighting the importance of evidence-based practices, Paul Lingenfelter argues that evidence-based practices are important to documenting, improving, and presenting students' learning within higher education.
  • 9/1/2016Ashley Smith in Inside Higher Education writer Ashley Smith in Inside Higher Education by Ashley Smith in Inside Higher Education published by Ashley Smith in Inside Higher Education
    The nonprofit organization, Achieving the Dream, is implementing an initiative aimed at increasing adjunct faculty engagement within student success reform efforts.
  • 9/1/2016Association of American Colleges & Universities writer Association of American Colleges & Universities by Association of American Colleges & Universities published by Association of American Colleges & Universities
    The Association of American College & University (AAC&U) shared some of the experiences and insights learned during St. Cloud State's participation within the Multi-State Collaborative to Advance Learning Outcomes Assessment.
  • 8/29/2016Gabriel Sandoval in The Chronicle of Higher Education writer Gabriel Sandoval in The Chronicle of Higher Education by Gabriel Sandoval in The Chronicle of Higher Education published by Gabriel Sandoval in The Chronicle of Higher Education
    With new technology comes new learning opportunities. Scott Cowley, an assistant professor at Western Michigan University, incorporated the use of Buzzfeed into his teaching practice and the results have improved his students' success inside and outside of the classroom.
  • 8/29/2016Inside Higher Education writer Inside Higher Education by Inside Higher Education published by Inside Higher Education
    The Education Advisory Board (EAB) released a report titled "The Evolving Role of Faculty in Student Success." Within the report, the authors detail the importance of faculty participation in student success initiatives.
  • 8/11/2016Jason Jones in The Chronicle of Higher Education writer Jason Jones in The Chronicle of Higher Education by Jason Jones in The Chronicle of Higher Education published by Jason Jones in The Chronicle of Higher Education
    With the addition of David Wiley's post titled "Toward Renewable Assignments," Jason Jones highlights the continued interest in the concept of "renewable assignments," where students' classroom work is re-used for public pedagogy.
  • 8/11/2016Gail Robinson in The Hechinger Report writer Gail Robinson in The Hechinger Report by Gail Robinson in The Hechinger Report published by Gail Robinson in The Hechinger Report
    Turning away from conventional tests, Gail Robinson reports on the use of performance based assessments within a New York based high school. Using performance based assessments raises questions about what counts as a performance, but it also addresses issues with standardized tests that struggle to reflect student learning.
  • 8/10/2016David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    While assessing student participation during classes may be difficult, David Gooblar shares advice on ways of assessing studentss' participation beyond how often students talk during class.
  • 8/10/2016
    The theme of the fifth issue of Prior Learning Assessment’s Inside Out (PLAIO) is “Assessment in the Recognition of Prior Learning.” This issue focuses on the tools and processes of assessment with the aim of gathering theories and strategies to help explore pressing topics.
  • 8/10/2016Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    The Information Technology and Innovation Foundation released a report where the authors argued for the separation between learning and credentialing. Thought provoking, the report provides a case for the need and benefits of such a radical change.
  • 8/1/2016Charlie Wesley in The Chronicle of Higher Education writer Charlie Wesley in The Chronicle of Higher Education by Charlie Wesley in The Chronicle of Higher Education published by Charlie Wesley in The Chronicle of Higher Education
    In hopes of making reading a more meaningful experience within classrooms, Charlie Wesley shares advice on how to incorporate reading assignments into curricula while making sure that students are learning during the process.
  • 8/1/2016David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    While the disciplinary differences between humanities and STEM courses are real, David Gooblar argues that they both ought to use tests and writing assignments when conducting formative assessments.
  • 7/19/2016Helsinki and Needham in The Economist writer Helsinki and Needham in The Economist by Helsinki and Needham in The Economist published by Helsinki and Needham in The Economist
    Rethinking how learning takes place within higher education, a growing number of institutions are developing or experimenting with alternative learning approaches than the typical learning format within higher education institutions.
  • 7/19/2016Carl Straumsheim in Inside Higher Education writer Carl Straumsheim in Inside Higher Education by Carl Straumsheim in Inside Higher Education published by Carl Straumsheim in Inside Higher Education
    Experiments that confirm the usefulness of adaptive learning software remains lacking, but researchers from the Adaptive Learning Market Acceleration Program (ALMAP) have written a report that addresses the potential usefulness of adaptive learning software in light of recent shortcomings.
  • 7/19/2016National Academies of Sciences, Engineering, and Medicine Board of Higher Education writer National Academies of Sciences, Engineering, and Medicine Board of Higher Education by National Academies of Sciences, Engineering, and Medicine Board of Higher Education published by National Academies of Sciences, Engineering, and Medicine Board of Higher Education
    What is quality learning within higher education? This report summarizes discussions and presentations made by members of an ad hoc planning committee that sought to examine the meaning of quality learning within higher education.
  • 7/18/2016
    Research and Practice in Assessment (RPA) released its Summer 2016 issues that covers various topics related to assessment work and student learning. Check out the issue to find out more.
  • 7/18/2016Melonie Fullick in University Affairs / Affaires Universitaries writer Melonie Fullick in University Affairs / Affaires Universitaries by Melonie Fullick in University Affairs / Affaires Universitaries published by Melonie Fullick in University Affairs / Affaires Universitaries
    University websites are a pivotal communication tool for universities and colleges to share institutional information, but Melonie Fullick highlights how too often these websites are not as transparent and useful as visitors might expect.
  • 7/18/2016Pat Hutchings in LiveText writer Pat Hutchings in LiveText by Pat Hutchings in LiveText published by Pat Hutchings in LiveText
    How can students become more involved within assessment work in higher education? Pat Hutchings discusses this question within her blog post, providing both historical background and examples of student involvement within assessment.
  • 7/15/2016WASC Senior College and University Commission writer WASC Senior College and University Commission by WASC Senior College and University Commission published by WASC Senior College and University Commission
    The Council of Regional Accrediting Commissions on Student Outcomes released a statement regarding the use of student learning outcomes. Their statement rejects the notion that student learning outcomes should only offer to student graduation rates and employment records. Rather, they argue for an understanding of student learning outcomes based on what students learn during their studies Read more to find out.
  • 6/30/2016David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    David Gooblar shares advice about how to help students learn after underperforming on classroom assignments and tests in light of logistical and administrative obstacles that may hinder teachers' practices. This advice includes reexamining assignments and tests with students, following-up with students, and having two-stage exams.
  • 6/30/2016Emma Pettit in The Chronicle of Higher Education writer Emma Pettit in The Chronicle of Higher Education by Emma Pettit in The Chronicle of Higher Education published by Emma Pettit in The Chronicle of Higher Education
    According to Philip Stark, student evaluation surveys do not capture teaching effectiveness in a fair and meaningful manner. Rather, the surveys contain unwanted bias from students that base teaching effectiveness more on factors such as teacher's gender. In light of these findings, Stark argues for new ways of assessing teaching effectiveness.
  • 6/30/2016Ryan Korstange in The Chronicle of Higher Education writer Ryan Korstange in The Chronicle of Higher Education by Ryan Korstange in The Chronicle of Higher Education published by Ryan Korstange in The Chronicle of Higher Education
    Concerned about student retention and success within classes, more attention needs to be on understanding students’ study habits towards ensuring that they are using the best techniques for academic success and growth.
  • 6/29/2016Josipa Roksa and Richard Arum in Inside Higher Education writer Josipa Roksa and Richard Arum in Inside Higher Education by Josipa Roksa and Richard Arum in Inside Higher Education published by Josipa Roksa and Richard Arum in Inside Higher Education
    In line with the practices that emerged from the Measuring College Learning Project, Josipa Roksa and Richard Arum discuss how faculty members ought to be taking a lead in developing learning outcomes and assessing student learning within colleges and universities. Indeed, faculty members can work together and through these collaborations better forms of assessment may emerge.
  • 6/29/2016Annie Murphy Paul in EdSurge writer Annie Murphy Paul in EdSurge by Annie Murphy Paul in EdSurge published by Annie Murphy Paul in EdSurge
    Annie Murphy Paul shares her opinion on Benjamin Riley's articles calling for an end to the concept of personalized learning. Paul gives several counter arguments, and in support of personalized learning states that 'people (including children) are more motivated to learn when they have some degree of choice in how they go about learning."
  • 6/29/2016Carl Straumsheim in Inside Higher Ed writer Carl Straumsheim in Inside Higher Ed by Carl Straumsheim in Inside Higher Ed published by Carl Straumsheim in Inside Higher Ed
    Faculty members are participating in small, intimate classes about learning how to mold curricula and pedagogy for online learning context. The faculty development programs, such as North Carolina system's instructional Innovation Incubator, aim to train a small number of faculty members in hopes of them going back to their peers and sharing the training.
  • 6/28/2016Emma Pettit in The Chronicle of Higher Education writer Emma Pettit in The Chronicle of Higher Education by Emma Pettit in The Chronicle of Higher Education published by Emma Pettit in The Chronicle of Higher Education
    Emma Pettit shares updates on the argument that computer screens hinder students' ability to comprehend information, and thus learn, compared to reading in print.
  • 6/28/2016The Association for Institutional Research writer The Association for Institutional Research by The Association for Institutional Research published by The Association for Institutional Research
    Videos from the 2016 IR Summit in Washington, D.C. are now available. The four videos discuss better use of postsecondary data, using data for decision making, strategy and leadership, and changes happening to institutional research.
  • 6/28/2016Danielle Patry and Reuben Ford in Higher Education Quality Council of Ontario writer Danielle Patry and Reuben Ford in Higher Education Quality Council of Ontario by Danielle Patry and Reuben Ford in Higher Education Quality Council of Ontario published by Danielle Patry and Reuben Ford in Higher Education Quality Council of Ontario
    According to a study by the Higher Education Quality Council of Ontario, titled "Measuring Resilience as an Education Outcome," resilience skills may be a useful learning outcome that educators can teach and assess towards improving students' academic success.
  • 6/17/2016Natasha Jankowski in LiveText writer Natasha Jankowski in LiveText by Natasha Jankowski in LiveText published by Natasha Jankowski in LiveText
    Towards improving assessment practices, Natasha Jankowski argued for more attention on how assessment professionals can make connections with students. Improved connections with students allows for better access to evidence of student learning, and it is this added student derived evidence that may improve how assessment professionals gauge student learning.
  • 6/16/2016Michael Feldstein in The Chronicle of Higher Education writer Michael Feldstein in The Chronicle of Higher Education by Michael Feldstein in The Chronicle of Higher Education published by Michael Feldstein in The Chronicle of Higher Education
    A report by SRI Education found that adaptive learning technology that aims to provide students with online tutoring during classes may be helpful to some teachers and students depending on the context of the course. While the technology in itself was not meaningful to all participating faculty and students, there were instances that adaptive learning may be beneficial.
  • 6/16/2016Maxine Joselow in Inside Higher Education writer Maxine Joselow in Inside Higher Education by Maxine Joselow in Inside Higher Education published by Maxine Joselow in Inside Higher Education
    Reflecting the interest in colleges and universities redesigning their general education programs, Maxine Joselow writes about SUNY Buffalo and the University of Virginia's recent general education program changes aimed at making their general education program more meaningful, cohesive, and impactful to student learning.
  • 6/16/2016
    This report details the Lumina led and funded initiative that sought to outline major components and steps of learning within higher education. From this initiative, three key steps were found to be central – redesign curriculum for 21st, staffing well-prepared educational teams, and shifting postsecondary education narrative as a public good. Read more about this initiative and components within the report.
  • 6/14/2016
    The second edition of Assessment in Student Affairs is now available for readers to enjoy and learn about core ideas regarding assessment within student affairs. The book addresses various topics including program outcomes, data collection, and use of results.
  • 6/14/2016Belle Wheelan and Mark Elgart in the Chronicle of Higher Education writer Belle Wheelan and Mark Elgart in the Chronicle of Higher Education by Belle Wheelan and Mark Elgart in the Chronicle of Higher Education published by Belle Wheelan and Mark Elgart in the Chronicle of Higher Education
    Amidst the US Department of Education’s release of a letter to accreditors that calls for greater data collection of outcomes such as graduation rates, student loan repayments, and job placements, Belle Wheelan and Mark Elgart argued that the Department of Education is misguided and accreditors should be speaking up against this initiative by the department.
  • 6/14/2016Paul Fain in Inside Higher ED writer Paul Fain in Inside Higher ED by Paul Fain in Inside Higher ED published by Paul Fain in Inside Higher ED
    Attempting to assess student learning within six disciplines, the Measuring College Learning Project consisted of faculty members coming together to construct learning outcomes relevant to their disciplines and what students ought to know after graduating from such disciplines. Read more to learn about this project.
  • 6/13/2016James M. Lang in The Chronicle of Higher Education writer James M. Lang in The Chronicle of Higher Education by James M. Lang in The Chronicle of Higher Education published by James M. Lang in The Chronicle of Higher Education
    James Lang writes about the importance of cumulative learning for students and shares advice about how to assess student learning with cumulative learning in mind. At the heart of this advice is making sure that students have opportunities to revisit knowledge they learned.
  • 6/13/2016Janine Utell in The Chronicle of Higher Education writer Janine Utell in The Chronicle of Higher Education by Janine Utell in The Chronicle of Higher Education published by Janine Utell in The Chronicle of Higher Education
    According to Jamine Utell, teachers learn while teaching too. She shared thoughts about what it means to learn as a teacher.
  • 6/13/2016Dan Berrett in the Chronicle of Higher Education writer Dan Berrett in the Chronicle of Higher Education by Dan Berrett in the Chronicle of Higher Education published by Dan Berrett in the Chronicle of Higher Education
    Carol Schneider, president of the Association of American Colleges & Universities, was interviewed about her knowledge regarding the benefits and threats to delivering high-quality education to students.
  • 5/18/2016Goldie Blumenstyk in The Chronicle of Higher Education writer Goldie Blumenstyk in The Chronicle of Higher Education by Goldie Blumenstyk in The Chronicle of Higher Education published by Goldie Blumenstyk in The Chronicle of Higher Education
    Peer teaching may be a useful practice towards understanding and assessing student learning within programs. Florida International University is engaging the practice and those interested in the practice can read more about it from one of the university’s students, Randy Juste, who is teaching his peers.
  • 5/17/2016Kara Malenfant in ACRL Insider writer Kara Malenfant in ACRL Insider by Kara Malenfant in ACRL Insider published by Kara Malenfant in ACRL Insider
    A new report from the Association of College & Research Libraries (ACRL) addresses how libraries impact student learning. The report highlights four areas of contribution that libraries provide, including student benefits from library instruction, library use, collaborative academic programs and services, and information literacy instruction.
  • 5/17/2016Eric Kelderman in The Chronicle of Higher Education writer Eric Kelderman in The Chronicle of Higher Education by Eric Kelderman in The Chronicle of Higher Education published by Eric Kelderman in The Chronicle of Higher Education
    The U.S. Department of Education released a letter regarding how the department views the increased role of accreditors to assess student learning in the form of graduation rates, retention rates, and job placements at higher education institutions.
  • 5/17/2016Patricia Sheridan, Greg Evans, and Doug Reeve in Higher Education Quality Council of Ontario writer Patricia Sheridan, Greg Evans, and Doug Reeve in Higher Education Quality Council of Ontario by Patricia Sheridan, Greg Evans, and Doug Reeve in Higher Education Quality Council of Ontario published by Patricia Sheridan, Greg Evans, and Doug Reeve in Higher Education Quality Council of Ontario
    Towards understanding how to assess students' learning of teamwork skills within large classroom settings, researchers from the University of Toronto conducted a study that used online feedback tools for students to self-assess themselves and receive peer feedback regarding their teamwork skills.
  • 5/16/2016Ronald Bethke in eCampus News writer Ronald Bethke in eCampus News by Ronald Bethke in eCampus News published by Ronald Bethke in eCampus News
    The Diagnostic Assessment and Achievement of College Skills (DAACS) is an online assessment tool created by Excelsior College built to assess student readiness for college by using a formative assessment model. The tool has potential to identity and provide services for students in need of improved learning environments and opportunities.
  • 5/16/2016Mary Ellen Petrisko for WASC Senior College and University Commission writer Mary Ellen Petrisko for WASC Senior College and University Commission by Mary Ellen Petrisko for WASC Senior College and University Commission published by Mary Ellen Petrisko for WASC Senior College and University Commission
    Mary Ellen Petrisko, President of WASC Senior College and University Commission (WSCUC), comments on the recent debate over student learning outcomes (SLOs) to highlight the current efforts and challenges confronted when "communicating and working with institutions about SLOs and their assessment processes."
  • 5/16/2016Julia Schmalz in The Chronicle of Higher Education writer Julia Schmalz in The Chronicle of Higher Education by Julia Schmalz in The Chronicle of Higher Education published by Julia Schmalz in The Chronicle of Higher Education
    Julia Schmalz reports on Warren Wilson College's academic, work, and service learning environment, where students participate in all three aspects towards attaining their credentials.
  • 5/4/2016Benjamin Wiggins in The Chronicle of Higher Education writer Benjamin Wiggins in The Chronicle of Higher Education by Benjamin Wiggins in The Chronicle of Higher Education published by Benjamin Wiggins in The Chronicle of Higher Education
    Benjamin Wiggins discusses the software called TimelineJS and its ability to uphold a multi-semester approach to teaching students, potentially changing how teachers think about pedagogy. Highlighting the benefits of TImelineJS as a tool, among other similar types of software, Wiggins emphasizes the usefulness of this type of software for students to build knowledge continuously.
  • 5/3/2016Ashley Stirling, Gretchen Kerr, Jenessa Banwell, Ellen MacPherson, and Amanda Heron writer Ashley Stirling, Gretchen Kerr, Jenessa Banwell, Ellen MacPherson, and Amanda Heron by Ashley Stirling, Gretchen Kerr, Jenessa Banwell, Ellen MacPherson, and Amanda Heron published by Ashley Stirling, Gretchen Kerr, Jenessa Banwell, Ellen MacPherson, and Amanda Heron
    The Higher Education Quality Council of Ontario (HEQCO) released a work-integrated learning opportunities guide aimed at helping faculty members and academic professionals improve their approach to work-integrated opportunities for students.
  • 5/3/2016Jeffrey Selingo in The Chronicle of Higher Education writer Jeffrey Selingo in The Chronicle of Higher Education by Jeffrey Selingo in The Chronicle of Higher Education published by Jeffrey Selingo in The Chronicle of Higher Education
    Jeffrey Selingo discusses the history and future of Bachelor's Degrees within the United States, highlighting shortcoming and possibilities when it comes to embracing the future of the Bachelor's degree within colleges and universities.
  • 5/3/2016Peter Schmidt in The Chronicle of Higher Education writer Peter Schmidt in The Chronicle of Higher Education by Peter Schmidt in The Chronicle of Higher Education published by Peter Schmidt in The Chronicle of Higher Education
    Researcher from two studies about the possible effects of learning experiences, such as internships and volunteer experiences, argued that these experiences might not be as helpful as perceived. Rather, learning experiences may not improve students' learning or success within colleges, and even the positive effects may turn into negative effects. There is also the risk that students' self-selection to participate in certain learning activities adds bias and interferes with the study of such learning experiences.
  • 5/2/2016
    Humanities representatives and employers met to discuss what student learning ought to look like when it comes to students’ progress within humanities programs. The initial meeting between faculty representatives and employers focused on defining skills believed to be necessary for humanities students to know and perform.
  • 5/2/2016Carl Straumsheim in Inside Higher Ed writer Carl Straumsheim in Inside Higher Ed by Carl Straumsheim in Inside Higher Ed published by Carl Straumsheim in Inside Higher Ed
    While technology has great potential to change how students learn and how teachers teach, seeking to replace teachers with technology would be a mistake according to online learning experts. Rather, the future of online learning may depend on how well educators use technology as a tool in support of learning.
  • 5/2/2016Maha Bali in The Chronicle of Higher Education writer Maha Bali in The Chronicle of Higher Education by Maha Bali in The Chronicle of Higher Education published by Maha Bali in The Chronicle of Higher Education
    Rethinking and going beyond Bloom’s learning taxonomy, Maha Bali shares some insights about creating new learning taxonomies based on an assignment conducted with students. The assignment consisted of students relying on their own values, terms, and interpretations to describe learning.
  • 4/25/2016Linda Suskie – Blog writer Linda Suskie – Blog by Linda Suskie – Blog published by Linda Suskie – Blog
    Linda Suskie wrote a response to Bob Shireman's essay "SLO Madness." Within this response, Suskie addresses many of the concerns and criticism that Shireman highlights regarding the use of student learning outcomes within higher education.
  • 4/25/2016Peter Ewell in Inside Higher Ed writer Peter Ewell in Inside Higher Ed by Peter Ewell in Inside Higher Ed published by Peter Ewell in Inside Higher Ed
    Peter Ewell offers a moment of reflection regarding how those within higher education think about the use of student learning outcomes statements, both with and without assessment components. With more careful thought, perhaps the practice of writing and using student learning outcomes can become more meaningful for the purposes of increasing student learning.
  • 4/25/2016James Popham in Education Week writer James Popham in Education Week by James Popham in Education Week published by James Popham in Education Week
    James Popham clarifies the difference among comparative, instructive, and evaluative educational tests and argues there has been an overemphasis with using comparative educational tests, which is having negative implications for students' learning.
  • 4/22/2016Corinne Ruff in The Chronicle of Higher Education writer Corinne Ruff in The Chronicle of Higher Education by Corinne Ruff in The Chronicle of Higher Education published by Corinne Ruff in The Chronicle of Higher Education
    Addressing the growing emphasis on skill development without undermining the emphasis on creative inquiry, Corinne Ruff highlights how integrating career development, experiential learning, and digital open badges are all possible solutions towards combining skill development with creative inquiry.
  • 4/22/2016James Lang in The Chronicle of Higher Education writer James Lang in The Chronicle of Higher Education by James Lang in The Chronicle of Higher Education published by James Lang in The Chronicle of Higher Education
    Offering students some control within learning environments may help students engage a mastery-oriented learning style, increasing students’ knowledge and skills. James Lang provides some tips on classroom practices that may aid in fostering student controlled learning.
  • 4/21/2016Jamaal Abdul-Alim writer Jamaal Abdul-Alim by Jamaal Abdul-Alim published by Jamaal Abdul-Alim
    Jamaal Abdul-Alim shares some insights from a panel discussion at the New American Foundation where Fredrik deBoer, who has a liberal arts background, discussed the importance of assessing student learning within higher education, specifically highlighting the potential usefulness of nationwide assessment across higher education institutions.
  • 4/21/2016Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    Dan Berrett discusses the shift within higher education from a focus on curricula content to a focus on skill development. This change raises questions about student learning, particularly when it comes to the role of learning outcomes within colleges and universities.
  • 4/21/2016Courtney Kueppers in The Chronicle of Higher Education writer Courtney Kueppers in The Chronicle of Higher Education by Courtney Kueppers in The Chronicle of Higher Education published by Courtney Kueppers in The Chronicle of Higher Education
    Researchers who conducted a survey based on 9,000 professors found that professors perceive undergraduate students as lacking necessary research skills. Read more about the study by clicking the link.
  • 4/20/2016Jason Jones in The Chronicle of Higher Education writer Jason Jones in The Chronicle of Higher Education by Jason Jones in The Chronicle of Higher Education published by Jason Jones in The Chronicle of Higher Education
    Jason Jones reports on some of the continuing discussions about specifications grading.
  • 4/20/2016Lauren Hudak and Greg Moran in Higher Education Quality Council on Ontario writer Lauren Hudak and Greg Moran in Higher Education Quality Council on Ontario by Lauren Hudak and Greg Moran in Higher Education Quality Council on Ontario published by Lauren Hudak and Greg Moran in Higher Education Quality Council on Ontario
    Lauren Hudak and Greg Moran address two misconceptions about student learning outcomes, which includes the issue of whether outcomes assessment is merely a standardization movement and practice ultimately for ranking institutions.
  • 4/20/2016Inside Higher Education writer Inside Higher Education by Inside Higher Education published by Inside Higher Education
    The think tank New America released a report, written by Fredrik DeBoer, that addresses the rise and future of assessment of college learning.
  • 4/19/2016Linda White in Toronto Sun writer Linda White in Toronto Sun by Linda White in Toronto Sun published by Linda White in Toronto Sun
    Linda White discusses how students can turn their learning experiences into a language about transferable skills for the workplace. Included in this post are suggestions for developing a resumé that reflects these transferable skills.
  • 4/19/2016Jose Luis Santos in The Evolllution writer Jose Luis Santos in The Evolllution by Jose Luis Santos in The Evolllution published by Jose Luis Santos in The Evolllution
    Jose Luis Santos shared some of his thoughts on the struggle for underrepresented students to find success within higher education institutions that are more institution-centric than student centered.
  • 4/19/2016Byron White in Inside Higher Education writer Byron White in Inside Higher Education by Byron White in Inside Higher Education published by Byron White in Inside Higher Education
    There needs to be a shift in how higher education institutions think about student success. According to Bryon White, at the heart of this shift is a transition from thinking that student success is simply a burden of students themselves to the mindset that higher education institutions must be held accountable in providing the best learning experiences and guidance possible towards ensuring student success.
  • 4/18/2016Amitava Kumar in The Chronicle of Higher Education writer Amitava Kumar in The Chronicle of Higher Education by Amitava Kumar in The Chronicle of Higher Education published by Amitava Kumar in The Chronicle of Higher Education
    Why spend all of class time on practicing to write well? Amitava Kumar shares a teaching exercise where students are asked to try writing bad. Kumar argues that through this exercise, students may be able to use their creativity in addition to learning what bad writing may look like.
  • 4/18/2016John Gardner in The Chronicle of Higher Education writer John Gardner in The Chronicle of Higher Education by John Gardner in The Chronicle of Higher Education published by John Gardner in The Chronicle of Higher Education
    John Gardner argues that more needs to be done in making sure that higher education institutions are responsive to their student demographics and, in contrast to the misrepresentation of his position by Ashley Thorne, he points out that this responsiveness includes thinking about how to enable students to become better.
  • 4/18/2016David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    David Gooblar shares some advice about helping students complete assignments and the need to try out different teaching methods in creating the best learning environment possible for students.
  • 4/15/2016The Council of Independent Colleges writer The Council of Independent Colleges by The Council of Independent Colleges published by The Council of Independent Colleges
    The position of Conference and Program Coordinator is open. Follow the link to learn more information about the position.
  • 4/15/2016Association for Institutional Research writer Association for Institutional Research by Association for Institutional Research published by Association for Institutional Research
    The Association for Institutional Research (AIR) released its Statement of Aspirational Practice for Institutional Research that includes discussion about the future of institutional research practices as focused on student success.
  • 4/15/2016Amy Sherman and Rebecca Klein-Collins from the Council for Adult and Experiential Learning (CAEL) writer Amy Sherman and Rebecca Klein-Collins from the Council for Adult and Experiential Learning (CAEL) by Amy Sherman and Rebecca Klein-Collins from the Council for Adult and Experiential Learning (CAEL) published by Amy Sherman and Rebecca Klein-Collins from the Council for Adult and Experiential Learning (CAEL)
    The Council for Adult and Experiential Learning (CAEL) released a report about the benefits and future of prior learning assessment within the United States.
  • 4/15/2016Joseph Holtgreive in Inside Higher Education writer Joseph Holtgreive in Inside Higher Education by Joseph Holtgreive in Inside Higher Education published by Joseph Holtgreive in Inside Higher Education
    Joseph Holtgreive discusses the importance of failing, or the risk of failing, as an opportunity for students to learn about and assess their practices and goals.
  • 4/14/2016Jennifer Walpole in AASCU writer Jennifer Walpole in AASCU by Jennifer Walpole in AASCU published by Jennifer Walpole in AASCU
    The American Association of State Colleges and Universities announced the start of a new project titled "Re-Imagining the First Year of College" (RFY) that seeks to promote the learning experiences of low-income, first generation, and students of color.
  • 4/14/2016Tracy Sherlock in The Vancouver Sun writer Tracy Sherlock in The Vancouver Sun by Tracy Sherlock in The Vancouver Sun published by Tracy Sherlock in The Vancouver Sun
    Tracy Sherlock discusses the role of co-op placements within universities and how these learning opportunities benefit some students.
  • 4/14/2016Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    Striving to remain relevant, foreign language programs are rethinking their approach within colleges and universities by making sure their program outcomes reflect their institution's general education learning goals.
  • 4/13/2016Kelly Field in The Chronicle of Higher Education writer Kelly Field in The Chronicle of Higher Education by Kelly Field in The Chronicle of Higher Education published by Kelly Field in The Chronicle of Higher Education
    A report from the Bill & Melinda Gates Foundation contains insights about the lack of evidence about colleges and universities' impact on student learning. One of the main problems of this lack of evidence is that there is not enough transparency for the benefit of the public and policy makers.
  • 4/13/2016Steven Mintz in Inside Higher Education writer Steven Mintz in Inside Higher Education by Steven Mintz in Inside Higher Education published by Steven Mintz in Inside Higher Education
    Seeking to increase the success of non-traditional students in STEM Fields, Steven Mintz reported on the creation of a B.S. in Biomedical Science prototype program that uses various learning approaches, such as assessment.
  • 4/13/2016Ellie Ashford in Community College Daily writer Ellie Ashford in Community College Daily by Ellie Ashford in Community College Daily published by Ellie Ashford in Community College Daily
    Students may benefit from pathways within higher education given that they can provide students with clear, reachable goals towards graduating on time with necessary knowledge and skills.
  • 4/12/2016Maha Bali in The Chronicle of Higher Education writer Maha Bali in The Chronicle of Higher Education by Maha Bali in The Chronicle of Higher Education published by Maha Bali in The Chronicle of Higher Education
    Maha Bali shares her experiences with assessing students’ learning by focusing on the process of their learning rather than the product of their learning.
  • 4/12/2016Jeffrey Pierre in Diversity Issues in Higher Education writer Jeffrey Pierre in Diversity Issues in Higher Education by Jeffrey Pierre in Diversity Issues in Higher Education published by Jeffrey Pierre in Diversity Issues in Higher Education
    In hopes of improving student learning within Hispanic Serving Institutions, Jeffery Pierre highlights how co-requisite classes have aided in providing effective remediation opportunities for students.
  • 4/12/2016Louise Brown in The Hamilton Spectator writer Louise Brown in The Hamilton Spectator by Louise Brown in The Hamilton Spectator published by Louise Brown in The Hamilton Spectator
    The Education and Skills Online assessment aims to test undergraduate students’ soft skills, e.g. communication, critical thinking, and teamwork, when students are admitted and once they graduate. Evidence from this online assessment may help colleges and universities understand if students are learning these soft skills as stated.
  • 4/11/2016Inside Higher Education writer Inside Higher Education by Inside Higher Education published by Inside Higher Education
    A hopeful example of using data to inform future practices, information about the continued struggle for low-income students to do well on standardized test has inspired ACT's chief officer, Jim Larimore, to continue pursuing partnerships and initiative that may prove students' learning experiences.
  • 4/11/2016Sara Hebel in The Chronicle of Higher Education writer Sara Hebel in The Chronicle of Higher Education by Sara Hebel in The Chronicle of Higher Education published by Sara Hebel in The Chronicle of Higher Education
    Sara Hebel interviewed Robert J. Jones, president of U at Albany, where Mr. Jones discussed the importance of higher education institutions using their resources and skills to engage the public and begin thinking about and solving complex community problems.
  • 4/11/2016ACUE Community writer ACUE Community by ACUE Community published by ACUE Community
    Based on the experiences of Michael Howell, an associate professor, searching for improved ways of providing students with helpful feedback, this blog post highlights five points on providing helpful feedback to students.
  • 4/8/2016Mike Helenthal in Illinois News Bureau writer Mike Helenthal in Illinois News Bureau by Mike Helenthal in Illinois News Bureau published by Mike Helenthal in Illinois News Bureau
    Professor Jennifer Amos, a bio-engineering professor, shares insights about the importance of assessment as a tool for improving teaching and classroom practices rather than it merely being a tool for accreditation, a message that she shares within campus workshops.
  • 4/8/2016Sara Hebel in The Chronicle of Higher Education writer Sara Hebel in The Chronicle of Higher Education by Sara Hebel in The Chronicle of Higher Education published by Sara Hebel in The Chronicle of Higher Education
    Sara Hebel interviewed Robert J. Jones, president of U at Albany, where Mr. Jones discussed the importance of higher education institutions using their resources and skills to engage the public and begin thinking about and solving complex community problems.
  • 4/8/2016Tania Sterling in Higher Education Quality Council of Ontario writer Tania Sterling in Higher Education Quality Council of Ontario by Tania Sterling in Higher Education Quality Council of Ontario published by Tania Sterling in Higher Education Quality Council of Ontario
    Tania Sterling addresses the similarities between K-12 and Higher Education, particularly when it comes to questions about assessment, student learning, and student learning outcomes.
  • 4/7/2016Eliana Osborn in GoodCall writer Eliana Osborn in GoodCall by Eliana Osborn in GoodCall published by Eliana Osborn in GoodCall
    Eliana Osborn discusses some of the findings from a new report from the Association of American Colleges and Universities that addresses trends within higher education institutions, specifically highlighting the use of learning outcomes, first-year student experiences, and general education design.
  • 4/7/2016Joseph Aoun in The Chronicle of Higher Education writer Joseph Aoun in The Chronicle of Higher Education by Joseph Aoun in The Chronicle of Higher Education published by Joseph Aoun in The Chronicle of Higher Education
    Joseph Aoun argues that in order to prepare students for the future work environment, one where many tasks will be automated, higher education institutions need to prepare students to be creative thinkers that lead the way in creating new theories, arts, and products.
  • 4/7/2016Kenneth Sharpe and Elizabeth Bolton in Inside Higher Education writer Kenneth Sharpe and Elizabeth Bolton in Inside Higher Education by Kenneth Sharpe and Elizabeth Bolton in Inside Higher Education published by Kenneth Sharpe and Elizabeth Bolton in Inside Higher Education
    Kenneth Sharpe and Elizabeth Bolton share experiences and advice about teachers learning to improve by taking initiative to improve their teaching practices through engaging in reflective activities.
  • 3/29/2016Scott Jaschik in Inside Higher Education writer Scott Jaschik in Inside Higher Education by Scott Jaschik in Inside Higher Education published by Scott Jaschik in Inside Higher Education
    Scott Jaschik discusses some of the findings of AAC&U's report about the state of general education requirements in colleges and universities across the United States, including some of the contemporary ways institutions are engaging general education requirements.
  • 3/28/2016Andy Thomason in The Chronicle of Higher Education writer Andy Thomason in The Chronicle of Higher Education by Andy Thomason in The Chronicle of Higher Education published by Andy Thomason in The Chronicle of Higher Education
    The American Association of State Colleges and Universities (AASCU) is conducting a project aimed at reimagining first year college for students who come from a low-income or minority background.
  • 3/28/2016Kelly Baker in Vitae writer Kelly Baker in Vitae by Kelly Baker in Vitae published by Kelly Baker in Vitae
    Kelly Baker uses the insights of bell hooks, particularly from her book Teaching to Transgress: Education as the Practice of Freedom, to argue that higher education institutions need to focus on student-centered learning.
  • 3/28/2016Daniel Pianko in Inside Higher Education writer Daniel Pianko in Inside Higher Education by Daniel Pianko in Inside Higher Education published by Daniel Pianko in Inside Higher Education
    In full support of the program, Daniel Pianko wrote about the US Department of Higher Education has announced the Educational Quality through Innovative Partnerships (EQUIP) program that aims to reimagine US higher education without the Higher Education act and Title IV.
  • 3/23/2016Hart Research Associates writer Hart Research Associates by Hart Research Associates published by Hart Research Associates
    Hart Research Associates released a report about student learning outcomes assessment within general education programs. Included within the report is a list of findings ranging from how institutions are using learning outcomes to common trends in the design of learning outcomes.
  • 3/23/2016Davis Jenkins and John Fink writer Davis Jenkins and John Fink by Davis Jenkins and John Fink published by Davis Jenkins and John Fink
    Davis Jenkins and John Fink wrote a report that addresses transfer student outcomes at two and four year institutions. The report highlights both successes and challenges of student transfer outcomes that institutions ought to consider in becoming more effective in meeting student transfer needs.
  • 3/23/2016York University writer York University by York University published by York University
    York University created an experiential education initiative, titled YU Experience Hub, aimed at improving the form and content of learning opportunities for students. This initiative includes offering students opportunities to learn knowledge and skills that are backed up by theory and evidence.
  • 3/22/2016Eric Kelderman in The Chronicle of Higher Education writer Eric Kelderman in The Chronicle of Higher Education by Eric Kelderman in The Chronicle of Higher Education published by Eric Kelderman in The Chronicle of Higher Education
    Higher education accreditation is taking heat, such as from the president of the Council for Higher Education Accreditation Judith Eaton, where accreditors are being criticized for not being aggressive enough towards ensuring colleges and universities are meeting academic standards and goals.
  • 3/22/2016Inside Higher Education writer Inside Higher Education by Inside Higher Education published by Inside Higher Education
    The American Association of State Colleges and Universities is conducting a project aimed at improving students' retention and completion rates at 44 of its member institutions. The project, funded by the Bill and Melinda Gates Foundation and USA Funds, will use a host of evidenced based practices towards promoting clearer pathways for students’ educational success.
  • 3/22/2016Paul Basken in The Chronicle of Higher Education writer Paul Basken in The Chronicle of Higher Education by Paul Basken in The Chronicle of Higher Education published by Paul Basken in The Chronicle of Higher Education
    Franklin W. Olin College of Engineering is training students to solve real-world problems with a career-focused approach. Emphasis is put on helping students translate their learning into practical and helpful solutions.
  • 3/21/2016Brain Mathews and Leigh Ann Soistmann writer Brain Mathews and Leigh Ann Soistmann by Brain Mathews and Leigh Ann Soistmann published by Brain Mathews and Leigh Ann Soistmann
    Brain Mathews and Leigh Ann Soistmann published a book about rethinking library environments as dynamic spaces for learning. This book allows for those interested in library spaces to rethink their approach and practices when it comes to being a librarian.
  • 3/21/2016Kenneth Sharpe and Elizabeth Bolton writer Kenneth Sharpe and Elizabeth Bolton by Kenneth Sharpe and Elizabeth Bolton published by Kenneth Sharpe and Elizabeth Bolton
    According to Kenneth Sharpe and Elizabeth Bolton, more needs to be done in preparing and nurturing college level teachers for teaching, which includes ways of reflecting on and comparing teaching performances. Otherwise, teaching within colleges and universities may suffer from a lack of training and guidance.
  • 3/21/2016Beckie Supiano in The Chronicle of Higher Education writer Beckie Supiano in The Chronicle of Higher Education by Beckie Supiano in The Chronicle of Higher Education published by Beckie Supiano in The Chronicle of Higher Education
    Beckie Supiano shares some insight about the rise of “nudging,” which stems from behavioral economics, where colleges and universities help students achieve particular task by sending them timely reminders, such as with text messages. Nudging may have positive and negative implications for higher education institutions, which may include how colleges and universities go about assessing student learning.
  • 3/18/2016Darlene Miller in The Evollution writer Darlene Miller in The Evollution by Darlene Miller in The Evollution published by Darlene Miller in The Evollution
    Darlene Miller argues that to make community colleges more relevant for the future economy, they have to develop stronger relationships between themselves and employers, such as developing pathway programs for students.
  • 3/18/2016Gina Howard and Daniel Hickey in The Evolllution writer Gina Howard and Daniel Hickey in The Evolllution by Gina Howard and Daniel Hickey in The Evolllution published by Gina Howard and Daniel Hickey in The Evolllution
    Badges may allow for a unique and informative way of demonstrating student learning. But, according to Gina Howard and Daniel Hickey, a framework is still needed that helps highlight how badges operate as a meaningful educational assessment tool.
  • 3/18/2016Melanie Nelson in Vitae writer Melanie Nelson in Vitae by Melanie Nelson in Vitae published by Melanie Nelson in Vitae
    Towards conducting better outcomes assessment, Melanie Nelson argues that outcomes assessment may benefit from being more mindful of actions and outcomes.
  • 3/7/2016Steven Bahls in The Chronicle of Higher Education writer Steven Bahls in The Chronicle of Higher Education by Steven Bahls in The Chronicle of Higher Education published by Steven Bahls in The Chronicle of Higher Education
    Teaching may make you a better leader according to Steven Bahls. He shares his experience with teaching a course and how it helped him to become a better listener as an administrator.
  • 3/4/2016Scott Jaschik in Inside Higher Education writer Scott Jaschik in Inside Higher Education by Scott Jaschik in Inside Higher Education published by Scott Jaschik in Inside Higher Education
    The Association of American Colleges and Universities (AAC&U) released a survey about how colleges and universities are approaching general education curricula in familiar and new ways. Included in these findings is the growth of learning outcomes for general education curricula.
  • 3/4/2016Bob Blaisdell in Inside Higher Education writer Bob Blaisdell in Inside Higher Education by Bob Blaisdell in Inside Higher Education published by Bob Blaisdell in Inside Higher Education
    Bob Biaisdell shares a story about learning how to deal with struggling in the classroom, which may help teachers to be more thoughtful when they think about their own students struggling within their classroom.
  • 3/4/2016Kelly J. Baker in Vitae writer Kelly J. Baker in Vitae by Kelly J. Baker in Vitae published by Kelly J. Baker in Vitae
    Kelly Baker offers a thoughtful response to bell hooks' 1994 book “Teaching to Transgress: Education as the Practice of Freedom” in responding to what she feels is currently an unfortunate approach to teaching and students within higher education. She uses hooks' book to argue for more engaged and reflective approaches to teaching.
  • 3/3/2016Suzanne Bowness in The Globe and Mail writer Suzanne Bowness in The Globe and Mail by Suzanne Bowness in The Globe and Mail published by Suzanne Bowness in The Globe and Mail
    Suzanne Bowness points out that technology continues to play a pivotal role in influencing how students learn. Read more about how mobile technology is enhancing students’ ability to learn, offering students a newer multimedia mode of learning.
  • 3/3/2016American Educational Research Association writer American Educational Research Association by American Educational Research Association published by American Educational Research Association
    The University of Massachusetts Lowell has a Higher Education Associate/Full Professor. Click the link to read more about the position descriptions, qualifications required, and appointment dates.
  • 3/3/2016Rob Jenkins in The Chronicle of Higher Education writer Rob Jenkins in The Chronicle of Higher Education by Rob Jenkins in The Chronicle of Higher Education published by Rob Jenkins in The Chronicle of Higher Education
    Rob Jenkins argues that RateMyProfessor.com may be a good site to receive some extreme, though accurate, insight about how students perceive their classroom experiences. Such insights may change teachers’ classroom practices.
  • 3/2/2016Sarah Brown in The Chronicle of Higher Education writer Sarah Brown in The Chronicle of Higher Education by Sarah Brown in The Chronicle of Higher Education published by Sarah Brown in The Chronicle of Higher Education
    With an increased number of diversity courses across higher education institutions, determining their effectiveness of such courses remains a crucial issue in understanding their future role within higher education institutions.
  • 3/2/2016Jamie Merisotis in The Evollution writer Jamie Merisotis in The Evollution by Jamie Merisotis in The Evollution published by Jamie Merisotis in The Evollution
    Jamie Merisotis, President and CEO of Lumina Foundation, argued that the rethinking of higher education is necessary in order for higher education institutions to meet future challenges. Included in this rethinking is the need to consider new models of higher education, how the change in student populations affects learning, what does it mean to measure student learning, and ultimately what is the product that higher education institutions produce.
  • 3/2/2016Amelia Parnell and Tom Green writer Amelia Parnell and Tom Green by Amelia Parnell and Tom Green published by Amelia Parnell and Tom Green
    Determining the learning outcomes of cocurricular activities can be difficult given that the experiences range from internships to study abroad. Within each of these types of activities comes a host of different learning experiences available to students. Amelia Parnell and Tom Green contribute to this concern by discussing how cocurricular activities may match up with forms of assessment and credentialing.
  • 3/1/2016Peter Wolf in Higher Education Quality Council of Ontario writer Peter Wolf in Higher Education Quality Council of Ontario by Peter Wolf in Higher Education Quality Council of Ontario published by Peter Wolf in Higher Education Quality Council of Ontario
    Aligning learning experiences with program outcomes remains a priority towards ensuring that students receive the best education possible within their higher education institutions.
  • 3/1/2016James M. Lang in The Chronicle of Higher Education writer James M. Lang in The Chronicle of Higher Education by James M. Lang in The Chronicle of Higher Education published by James M. Lang in The Chronicle of Higher Education
    As with writing, a good opening statement or activity at the start of one's class may influence students' moods and lasting impression of the class. James Lang provides recommendations about ways of opening a class to help students develop the right mode for one's class.
  • 3/1/2016Stephanie Bower in The Chronicle of Higher Education writer Stephanie Bower in The Chronicle of Higher Education by Stephanie Bower in The Chronicle of Higher Education published by Stephanie Bower in The Chronicle of Higher Education
    Service-learning projects is a part of a movement towards connecting students with communities. But a central question is what type of learning comes from this approach, especially when students are asked to listen to the perspectives of community members.
  • 2/29/2016David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    Teachers interested in incorporating their research during their class should do so by sharing with students the process it took them to produce such research, where students can engage and assess their process of developing research as teachable moments. This approach to teaching acts as a type of modeling that may help students appreciate their own process to learning.
  • 2/29/2016Bernard Bull in Etale – Digital Age Learning writer Bernard Bull in Etale – Digital Age Learning by Bernard Bull in Etale – Digital Age Learning published by Bernard Bull in Etale – Digital Age Learning
    While there may be interest and discussion regarding the use of a competency-based education approach within higher education settings, Bernard Bull argued that there needs to be more attention on the importance of being creative and innovative in designing and assessing students within a competency-based education model.
  • 2/29/2016Ontario Undergraduate Student Alliance writer Ontario Undergraduate Student Alliance by Ontario Undergraduate Student Alliance published by Ontario Undergraduate Student Alliance
    The Ontario Undergraduate Student Alliance released an Assessment Policy Paper that provides recommendations about assessing teaching quality that includes concerns about expectations and outcomes. The recommendations seek to establish an understanding between the difficulties of teaching with the concern for improving teaching practices.
  • 2/25/2016Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    A survey from the Association of America Colleges and Universities (AAC&U) includes data about fewer colleges using standardized tests to assess student learning. Rather, as Andy Thomason also points out in the Chronicle of Higher Education, there has been an increased reliance on the use of other forms of assessment such as capstone projects, student surveys, and rubrics.
  • 2/25/2016Rick MacLean in The Guardian writer Rick MacLean in The Guardian by Rick MacLean in The Guardian published by Rick MacLean in The Guardian
    Rick MacLean argues that education is supposed to make students tougher and smarter by keeping the threat of failing real. He argues that without the risk of failing, and rejection, how else can education best prepare students for the real world?
  • 2/25/2016Julian Kinzie, Alexander McCormick, and Robert Gonyea writer Julian Kinzie, Alexander McCormick, and Robert Gonyea by Julian Kinzie, Alexander McCormick, and Robert Gonyea published by Julian Kinzie, Alexander McCormick, and Robert Gonyea
    Although many colleges and universities may not use student engagement data, information about student engagement, along with other forms of assessment, can have an important role in improving student learning within colleges and universities.
  • 2/18/2016Council of Independent Colleges (CIC) writer Council of Independent Colleges (CIC) by Council of Independent Colleges (CIC) published by Council of Independent Colleges (CIC)
    The Council of Independent Colleges (CIC) seeks a full-time Director of Research Projects to oversee CIC’s research and data activities. Please follow the link for further information regarding this opportunity.
  • 2/18/2016Ayelet Haimson Lushkov in The Chronicle of Higher Education writer Ayelet Haimson Lushkov in The Chronicle of Higher Education by Ayelet Haimson Lushkov in The Chronicle of Higher Education published by Ayelet Haimson Lushkov in The Chronicle of Higher Education
    Ayelet Haimson Luskov shares her experience with structuring an entire class around students giving presentations about content rather than her simply lecturing, which ultimately improved students learning in addition to her own understanding of curricula development.
  • 2/17/2016Thomas Doyle, Jon-Michael Booth, and David Musson in Higher Education Quality Council in Ontario writer Thomas Doyle, Jon-Michael Booth, and David Musson in Higher Education Quality Council in Ontario by Thomas Doyle, Jon-Michael Booth, and David Musson in Higher Education Quality Council in Ontario published by Thomas Doyle, Jon-Michael Booth, and David Musson in Higher Education Quality Council in Ontario
    Researchers from the Higher Education Quality Council released a study that examines experiential learning strategies and its effects on students' self-efficacy. Based on the findings, the researchers argue that experiential learning strategies can improve students' self-efficacy.
  • 2/17/2016Chris Havergal in Times Higher Education writer Chris Havergal in Times Higher Education by Chris Havergal in Times Higher Education published by Chris Havergal in Times Higher Education
    Students can have a role in curricula design and Chris Havergal demonstrates this with an intriguing piece on the role students can play in rethinking curricula arrangements.
  • 2/17/2016Chris Havergal in Times Higher Education writer Chris Havergal in Times Higher Education by Chris Havergal in Times Higher Education published by Chris Havergal in Times Higher Education
    The UK Engagement Survey found that universities might not be preparing undergraduate students' sense of creativity or citizenship.
  • 2/16/2016Michael Clune in the Chronicle of Higher Education writer Michael Clune in the Chronicle of Higher Education by Michael Clune in the Chronicle of Higher Education published by Michael Clune in the Chronicle of Higher Education
    Are colleges and universities becoming too vocational centered? Michael Clune argues yes, that students are at risking of losing the opportunity to explore ideas through a broad educational experience.
  • 2/16/2016David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    Giving students the opportunity to assess themselves allows students to be more reflective, thoughtful in regards to their learning. By incorporating metacognitive activities that encourage students to think about their performance they have a greater opportunity to assess their growth in addition to providing insight for instructors about how to structure future classes.
  • 2/16/2016Ellen Wexler in The Chronicle of Higher Education writer Ellen Wexler in The Chronicle of Higher Education by Ellen Wexler in The Chronicle of Higher Education published by Ellen Wexler in The Chronicle of Higher Education
    Virtual reality may be a tool in the future when it comes to student learning. The technology may be able to provide experiences that were once unavailable to students, particularly in regards to students in medical school.
  • 2/15/2016AAC&U writer AAC&U by AAC&U published by AAC&U
    AAC&U released the first of three reports that uses national survey data and interviews to discuss issues of diversity, equity, and student success.
  • 2/15/2016Jason Jones in The Chronicle of Higher Education writer Jason Jones in The Chronicle of Higher Education by Jason Jones in The Chronicle of Higher Education published by Jason Jones in The Chronicle of Higher Education
    E-Portfolios are not a tool for simply quantifying student learning and framing them as such undermines the educational potential of the tool. Rather, E-portfolios are a tool that can reflect more qualitative and in-depth evidence of student learning beyond simple data input.
  • 2/15/2016Doug Lederman in Inside Higher Education writer Doug Lederman in Inside Higher Education by Doug Lederman in Inside Higher Education published by Doug Lederman in Inside Higher Education
    Carol Geary Schneider, president of the Association of American Colleges and Universities, challenged both the argument that regional accreditors are too elitist to allow for alternative forms of accreditation or too lax in ensuring that college and universities are demonstrating that students are learning within their institutions. In opposition to these perspectives, she argued that the future of regional accreditors lies in having a common student learning outcomes standards across accreditors.
  • 2/12/2016AASCU writer AASCU by AASCU published by AASCU
    AASCU released a video that highlights the successful practices of colleges and universities that increase students’ learning and opportunities for growth. Viewers can hear about institutional success stories such as Cleveland State University’s student advising program and Western Kentucky University’s remedial education initiative.
  • 2/12/2016James Lang in The Chronicle of Higher Education writer James Lang in The Chronicle of Higher Education by James Lang in The Chronicle of Higher Education published by James Lang in The Chronicle of Higher Education
    James Lang shares some advice about effective teaching practices that may help fellow teachers engage students better while providing teacher’s themselves an opportunity to grow. In particular, James wrote about how the seemingly uncomfortable and/or dull moments before a class can actually be a time and space for learning.
  • 2/12/2016Todd Rose and Ogi Ogas in the Chronicle of Higher Education writer Todd Rose and Ogi Ogas in the Chronicle of Higher Education by Todd Rose and Ogi Ogas in the Chronicle of Higher Education published by Todd Rose and Ogi Ogas in the Chronicle of Higher Education
    Is higher education becoming too standardized? Todd Rose and Ogi Ogas argue that it has and that in order for higher education to be revived there has to be more attention and ultimately a shift in belief regarding the importance of individuality, particularly the individuality of students. Such a shift has implications for people conceive of student learning.
  • 2/11/2016Goldie Blumenstyk in The Chronicle of Higher Education writer Goldie Blumenstyk in The Chronicle of Higher Education by Goldie Blumenstyk in The Chronicle of Higher Education published by Goldie Blumenstyk in The Chronicle of Higher Education
    Entangled Solutions released a paper that calls for a “new” model of accreditation aimed at using graduates’ opinions, test on student learning, and graduate’s post-graduation employment record as indicators of institutional success.
  • 2/11/2016
    In this Toolbox issue, Brad Garner offers tips for incorporating peer assessment into the classroom. Peer assessment, the process of evaluating the work of classmates, can deepen and enrich the quantity and quality of feedback students receive on their class assignments. To view “Peer Assessment: A Formative Learning Tool” (Volume 14, Issue 2), click here or go to The Toolbox home page at http://sc.edu/fye/toolbox/ to view current and past issues.
  • 2/11/2016Chronicle of Higher Education writer Chronicle of Higher Education by Chronicle of Higher Education published by Chronicle of Higher Education
    A joint report was released that discusses the usefulness of the “Corequisite model” in improving student learning, particularly for remediation purposes.
  • 2/10/2016American Association of Community Colleges writer American Association of Community Colleges by American Association of Community Colleges published by American Association of Community Colleges
    The American Association of Community Colleges hosted a training opportunity titled “High Performance Team (HPT)” training. The training program was aimed at helping administrators and faculty members outline challenges and goals towards achieving solutions to institutional problems, which serves as a model for discussion among faculty members regarding their approach to assessing student learning.
  • 2/10/2016Michael Stratford in Inside Higher Education writer Michael Stratford in Inside Higher Education by Michael Stratford in Inside Higher Education published by Michael Stratford in Inside Higher Education
    The Obama Administration used executive actions to inspire accreditors to perform better, such as increasing the need for transparency. The actions aim to make accreditation tougher on college and universities that underperform and/or lack rigorous attention to student learning outcomes.
  • 2/10/2016Ashley A. Smith in Inside Higher Education writer Ashley A. Smith in Inside Higher Education by Ashley A. Smith in Inside Higher Education published by Ashley A. Smith in Inside Higher Education
    Ashley Smith conducted an interview with the authors of a new book titled “Taking College Teaching Seriously: Pedagogy Matter!” The interview includes a discussion about the nature of college teaching practices and ways of assessing and improving such practices.
  • 2/9/2016Inside Higher Education writer Inside Higher Education by Inside Higher Education published by Inside Higher Education
    The Association of American Universities (AAU), American Council on Education (ACE), and Association of Public & Land-Grant Universities wrote a joint letter to the U.S. Department of Education arguing for accreditors to have different evaluation criteria for institutions depending on institutions’ past performance.
  • 2/9/2016The Chronicle of Higher Education writer The Chronicle of Higher Education by The Chronicle of Higher Education published by The Chronicle of Higher Education
    Christopher Huber and Nathan Kuncel conducted a study that found that colleges do improve students’ critical thinking skills.
  • 2/8/2016Andy Thomason in The Chronicle of Higher Education writer Andy Thomason in The Chronicle of Higher Education by Andy Thomason in The Chronicle of Higher Education published by Andy Thomason in The Chronicle of Higher Education
    Carol Geary Schneider, president of the Association of American Colleges and Universities, released a statement addressing the challenges of dealing with accreditations in addition to responding to the Obama administration executive actions regarding accreditations.
  • 2/8/2016Barry Fishman and Caitlin Holman in Higher Education Quality Council of Ontario writer Barry Fishman and Caitlin Holman in Higher Education Quality Council of Ontario by Barry Fishman and Caitlin Holman in Higher Education Quality Council of Ontario published by Barry Fishman and Caitlin Holman in Higher Education Quality Council of Ontario
    Towards rethinking the grading system within colleges and universities, the pedagogy and curricula of “gameful learning” aims to improve the learning experiences of students in order to make classroom learning more entertaining and challenging.
  • 2/8/2016An Anonymous Academic writer An Anonymous Academic by An Anonymous Academic published by An Anonymous Academic
    Is there too much discussion and focus on metrics within higher education at the expense of other pressing educational topics? An anonymous academic says yes, and provides a list of reasoning that outlines the concern over too much measuring within higher education.
  • 1/13/2016Association of American Colleges and Universities writer Association of American Colleges and Universities by Association of American Colleges and Universities published by Association of American Colleges and Universities
    The Association of American Colleges and Universities have released two reports regarding the success of transfer students based on the work of institutional partners in the Quality Collaboratives project. Topics include the use of the Degree Qualifications profile in assessing transfer students in addition to evaluating student transfer policy.
  • 1/12/2016Richard Garrett in Eduventures writer Richard Garrett in Eduventures by Richard Garrett in Eduventures published by Richard Garrett in Eduventures
    Amid a host of problems with traditional degree credentials such as bachelors and masters degrees, alternative credentials may help change what it means to learn within a higher education context. Opportunities such as boot camps and alternative teaching preparation programs may bring more perspective regarding what the worth is of a higher education credential.
  • 1/12/2016Ontario Undergraduate Student Alliance writer Ontario Undergraduate Student Alliance by Ontario Undergraduate Student Alliance published by Ontario Undergraduate Student Alliance
    The Ontario Undergraduate Student Alliance released a policy paper that outlines the need for more concern about undergraduate students’ learning outside of classrooms. Professional development, access to university facilities such as the library, and extracurricular opportunities are all additional learning opportunities that affect students’ learning, and as such, ought to be taken as serious as classroom learning.
  • 1/12/2016Nicholas Lemann in The Chronicle of Higher Education writer Nicholas Lemann in The Chronicle of Higher Education by Nicholas Lemann in The Chronicle of Higher Education published by Nicholas Lemann in The Chronicle of Higher Education
    Nicholas Lemann outlines some of the contention between professional and academic learning within colleges and universities using Columbia University’s Graduate School of Journalism as an example for exploring the pros and cons. The thoughtful piece offers readers an opportunity to consider the balance between professional and academic development within their own learning environments.
  • 12/17/2015Council on Ontario Universities writer Council on Ontario Universities by Council on Ontario Universities published by Council on Ontario Universities
    The Council on Ontario Universities released a follow-up report about higher education institutions within Ontario engaged in a collaboration process aimed at improving student learning. Within the report, readers can learn about the different projects that have taken place within individual universities in addition to the educational impact of this collaborative opportunity in general.
  • 12/16/2015Goldie Blumenstyk in The Chronicle of Higher Education writer Goldie Blumenstyk in The Chronicle of Higher Education by Goldie Blumenstyk in The Chronicle of Higher Education published by Goldie Blumenstyk in The Chronicle of Higher Education
    The American Academy of Arts and Sciences is creating the Commission on the Future of Undergraduate Education that seeks to consider the various learning options present and how it may affect student learning in the future.
  • 12/16/2015Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    Professors at Southern Utah University are experimenting within introductory-level courses, called Jumpstart GE, aimed at rethinking the role, usefulness, and learning outcomes of general education courses.
  • 12/16/2015Ann Ferren and David Paris in Association of American Colleges and Universities writer Ann Ferren and David Paris in Association of American Colleges and Universities by Ann Ferren and David Paris in Association of American Colleges and Universities published by Ann Ferren and David Paris in Association of American Colleges and Universities
    Within this publication are principles and practices directed at integrative liberal learning, particularly for undergraduate education. Readers of the publication can appreciate information relevant to understanding and engaging integrative liberal learning to improve student learning within their own learning environments.
  • 12/15/2015Daniel Regan in The Chronicle of Higher Education writer Daniel Regan in The Chronicle of Higher Education by Daniel Regan in The Chronicle of Higher Education published by Daniel Regan in The Chronicle of Higher Education
    College electives play a significant role in student learning. Yet, too often these courses are overlooked by educators and accreditors as superfluous. Challenging this perception, perhaps it is time to reconsider course electives as a central piece of student learning and worthy of consideration.
  • 12/15/2015Katherine Mangan in The Chronicle of Higher Education writer Katherine Mangan in The Chronicle of Higher Education by Katherine Mangan in The Chronicle of Higher Education published by Katherine Mangan in The Chronicle of Higher Education
    More colleges and universities are rethinking remedial education with a corequisite model that allows students to take standard credit based courses with the additional of learning support such as tutors. But is it good for all students?
  • 12/15/2015Marc Tucker in Education Week writer Marc Tucker in Education Week by Marc Tucker in Education Week published by Marc Tucker in Education Week
    Are discussions about pathways as innovative as they have been portrayed? Perhaps pathways are just another phrase for tracking students. Marc Tucker argued that for student learning to be truly empowering and liberating, free from a tracking mindset, educators have to rethink the role of standards and curricula to make sure all students are receiving equal educational opportunities.
  • 12/15/2015Ashley Smith in Inside Higher Education writer Ashley Smith in Inside Higher Education by Ashley Smith in Inside Higher Education published by Ashley Smith in Inside Higher Education
    Georgetown University’s Center on Education and Workforce released a report where researchers highlight a disconnect between students learning within college and universities and their work experience.
  • 12/14/2015Catherine Morris in Diverse Issues in Higher Education writer Catherine Morris in Diverse Issues in Higher Education by Catherine Morris in Diverse Issues in Higher Education published by Catherine Morris in Diverse Issues in Higher Education
    The American Association of Community Colleges and The Association of Community College Trustees have partnered up with Higher Ed for Higher Standards (HEFHS) to outline a need for greater assessment of student learning within secondary schools, which may particularly benefit the relationship between secondary schools and community colleges.
  • 12/14/2015Nicole Freeling in UC Newsroom writer Nicole Freeling in UC Newsroom by Nicole Freeling in UC Newsroom published by Nicole Freeling in UC Newsroom
    Janet Napolitano gave a talk about University of California’s pathway program aimed at helping community college students transfer into UC institutions. The pathway program has had success and plans to expand with the addition of 11 other disciplines. In addition to helping students transfer, the program has also helped a stronger relationship between UC institutions and California community colleges.
  • 12/14/2015Deneece Huftalin in The Salt Lake Tribune writer Deneece Huftalin in The Salt Lake Tribune by Deneece Huftalin in The Salt Lake Tribune published by Deneece Huftalin in The Salt Lake Tribune
    Deneece Huftalin, president of Salt Lake Community College, shared stories about students who have positively been affected by the presence of the community college when it comes to improving students learning opportunities.
  • 12/9/2015Goldie Blumenstyk in The Chronicle of Higher Education writer Goldie Blumenstyk in The Chronicle of Higher Education by Goldie Blumenstyk in The Chronicle of Higher Education published by Goldie Blumenstyk in The Chronicle of Higher Education
    More higher education institutions and education providers are using alternative forms of credentialing compared to traditional college degrees in demonstrating student learning, such as using digital portfolios and badges.
  • 12/9/2015Jordana Garbati, Kelly McDonald, Lindsay Meaning, Boba Samuels, Cory Scurr in Higher Education Quality Council of Ontario writer Jordana Garbati, Kelly McDonald, Lindsay Meaning, Boba Samuels, Cory Scurr in Higher Education Quality Council of Ontario by Jordana Garbati, Kelly McDonald, Lindsay Meaning, Boba Samuels, Cory Scurr in Higher Education Quality Council of Ontario published by Jordana Garbati, Kelly McDonald, Lindsay Meaning, Boba Samuels, Cory Scurr in Higher Education Quality Council of Ontario
    During a study about writing instruction within five Ontario universities, researchers found that writing instructors within arts/humanities, sciences and applied fields did not have a standard approach to teaching students how to write, which revealed students receiving different qualities of writing instruction across the five institutions.
  • 12/8/2015Scott Gerber in The Chronicle of Higher Education writer Scott Gerber in The Chronicle of Higher Education by Scott Gerber in The Chronicle of Higher Education published by Scott Gerber in The Chronicle of Higher Education
    Do higher education institutions that limit speech to avoid microagressions hinder students’ opportunities to learn? Scott Gerber believes so and makes a case for why debate and differences in opinion are more important than avoiding instances of microagressions within colleges and universities.
  • 12/8/2015Meg Bernhard in The Chronicle of Higher Education writer Meg Bernhard in The Chronicle of Higher Education by Meg Bernhard in The Chronicle of Higher Education published by Meg Bernhard in The Chronicle of Higher Education
    The increased potential of technology as an educational tool has inspired some colleges and universities to establish on-campus studios for teachers to record professional looking educational videos. But a challenge that remains is contemplating how such video content can be successfully used during courses to improve student learning.
  • 12/8/2015Jeffrey Young in The Chronicle of Higher Education writer Jeffrey Young in The Chronicle of Higher Education by Jeffrey Young in The Chronicle of Higher Education published by Jeffrey Young in The Chronicle of Higher Education
    Michael Wesch, who is an associate professor of cultural anthropology at Kansas State University, has made a series of videos about how to teach students in creative and engaging ways, connecting with students at a level that stimulates their interest.
  • 12/2/2015K. Jamie Rogers in Inside Higher Education writer K. Jamie Rogers in Inside Higher Education by K. Jamie Rogers in Inside Higher Education published by K. Jamie Rogers in Inside Higher Education

    A discussion is taking placing regarding the concern that the Accreditation Board for Engineering and Technology (ABET) has removed professional competencies within its engineering criteria without enough feedback. To contribute to this discussion, click here.

  • 12/2/2015Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    After the release of the Multi-State Collaborative to Advance Learning Outcomes Assessment study, renewed discussions about tracking student learning other than using standardized tests is taking place.
  • 12/2/2015Paulo Krebs in Vitae writer Paulo Krebs in Vitae by Paulo Krebs in Vitae published by Paulo Krebs in Vitae
    Amidst discussions about preparing college graduates for employment, one solution may be to rethink career pathways by appreciating the importance of learning across disciplines. More needs to be said about the importance of learning across disciplines in preparing students for employment.
  • 12/1/2015EducationCounsel writer EducationCounsel by EducationCounsel published by EducationCounsel
    Data continues to play an important role in conducting meaningful student learning outcomes assessment. With the release of the U.S. Department of Education Scorecard, education leaders have contributed to the discussion in hopes of improving the use of data within higher education institutions.
  • 12/1/2015Jacqueline Thomsen in Inside Higher Education writer Jacqueline Thomsen in Inside Higher Education by Jacqueline Thomsen in Inside Higher Education published by Jacqueline Thomsen in Inside Higher Education
    Machine teaching, a technique researchers at the University of Wisconsin at Madison are looking into, may help teachers identify students’ learning styles to help create learning environments.
  • 12/1/2015Doug Lederman in Inside Higher Education writer Doug Lederman in Inside Higher Education by Doug Lederman in Inside Higher Education published by Doug Lederman in Inside Higher Education
    Despite criticisms of accreditation institutions, replacing these well-established institutions could be more problematic, especially if reducing or eliminating accreditors leads to more federal oversight of higher education standards.
  • 11/19/2015
    The Multi-State Collaborative to Advance Learning Outcomes Assessment was an initiative aimed at determining if professors could measure student learning by coming together and agreeing to measure student learning based on general education outcomes and rubrics. Results from the study suggest that professors scored students learning as low based on the established rubrics, data that continues to fuel discussions about the usefulness of Learning Outcomes Assessment.
  • 11/19/2015Matt Reed in Inside Higher Education writer Matt Reed in Inside Higher Education by Matt Reed in Inside Higher Education published by Matt Reed in Inside Higher Education
    In assessing student learning, perhaps the best approach is to focus on program level assessment where the readers are third-party people who evaluate program outcomes according to public criteria established by fellow faculty members. Building off the insights and findings from the multi-state collaborative project, assessing student learning could become less personal but remain thoughtful and honest in determining student learning at colleges and universities.
  • 11/19/2015Ellen Wexler in The Chronicle of Higher Education writer Ellen Wexler in The Chronicle of Higher Education by Ellen Wexler in The Chronicle of Higher Education published by Ellen Wexler in The Chronicle of Higher Education
    Excelsior College received a federal grant to experiment with Diagnostic Assessment and Achievement of College Skills, open-source assessment tool, in order to determine at-risk students and their preparedness for college-level work.
  • 11/18/2015Mary Ellen McIntire writer Mary Ellen McIntire by Mary Ellen McIntire published by Mary Ellen McIntire
    Southern Utah University is experimenting with a course that offers students the opportunity to complete their general education requirement in one year. During the course, eight faculty members who each represent different departments take turns teaching and observing students. During the course, faculty members ensure that students develop competency regarding each topic addressed within the course.
  • 11/18/2015Stanley Ikenberry from National Institute for Learning Outcomes Assessment writer Stanley Ikenberry from National Institute for Learning Outcomes Assessment by Stanley Ikenberry from National Institute for Learning Outcomes Assessment published by Stanley Ikenberry from National Institute for Learning Outcomes Assessment
    Highlighting points from NILOA’s book, Stanley Ikenberry presented three points regarding student learning from a president’s perspective: the importance of collecting evidence, knowing how such evidence is being collected and used within one’s institution, and how to be a leader in using student learning evidence.
  • 11/17/2015Dr. Amir A. Law writer Dr. Amir A. Law by Dr. Amir A. Law published by Dr. Amir A. Law
    The Student Success Institute is conducting a national study about the relationship between non-cognitive factors of students and student engagement. This study includes a focus on how discrimination affects students’ ability to learn as reflected in students’ satisfaction, retention, and graduate rates.
  • 11/17/2015Times Higher Education writer Times Higher Education by Times Higher Education published by Times Higher Education
    The Higher Education Funding Council is conducting 12 projects aimed at understanding whether it is possible to assess student learning across English higher education institutions in a standardized manner.
  • 11/17/2015Times Higher Education writer Times Higher Education by Times Higher Education published by Times Higher Education
    How can higher education institutions measure student satisfaction within their institutions? While the National Student Survey (NSS) states that student satisfaction remains high within colleges and universities, there is still pressure to record and improve student satisfaction, particularly when it comes to maintaining a positive atmosphere and sense of community within institutions.
  • 11/16/2015Anastasia Salter in the Chronicle of Higher Education writer Anastasia Salter in the Chronicle of Higher Education by Anastasia Salter in the Chronicle of Higher Education published by Anastasia Salter in the Chronicle of Higher Education
    Grading large online classes can be difficult. Luckily there are tips that might help make grading more manageable, such as accepting limitations, using a timer, and simplifying the grading process.
  • 11/16/2015Alverno College Faculty writer Alverno College Faculty by Alverno College Faculty published by Alverno College Faculty
    Alverno College faculty wrote and released a book about the role of feedback in assessing student learning. Within the book readers can find information about how feedback can improve students’ learning environments and increase their chances of attaining intended outcomes. Click the link to find out more.
  • 11/16/2015NESSE Institute for Effective Education Practice writer NESSE Institute for Effective Education Practice by NESSE Institute for Effective Education Practice published by NESSE Institute for Effective Education Practice
    NESSE released volume 3 of its Lessons from the Field project that addresses evidence-based assessment and improvement initiatives within colleges and universities. This volume presents cases about how college and universities used results from NESSE’s earlier reports about evidence-based assessment.
  • 11/13/2015
    Change released a magazine that covers multiple topics relevant to student learning assessment. Included in this issue are topics about the relationship between assessment and compliance, career success, and the value of degrees. NILOA’s own senior staff contributed with a piece titled “Beyond Compliance: Making Assessment Matter.”
  • 11/13/2015Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    Can credit hours be replaced by competency-based education? This question continues to provoke discussions about the future of higher education institutions and the assessment of student learning. Particularly when it comes to issues of access, cost, and educational quality, competency-based education may change how colleges and universities assess student learning.
  • 11/12/2015University of Illinois at Chicago writer University of Illinois at Chicago by University of Illinois at Chicago published by University of Illinois at Chicago
    The University of Illinois at Chicago has a job opening for a Director of Assessment position with the college’s Office of Academic Affairs. Responsibilities of the position include conducting and coordinating college-level assessment of programs and their curricular. Submit application by November 16, 2015 for fullest consideration. Follow the link to learn more.
  • 11/4/2015Sherry Turkle in the Chronicle of Higher Education writer Sherry Turkle in the Chronicle of Higher Education by Sherry Turkle in the Chronicle of Higher Education published by Sherry Turkle in the Chronicle of Higher Education
    Ensuring that students learn within classrooms amid the rise of increasing technology can be difficult – attention spans wane. The threat of multitasking persists. And at risk is students’ ability to learn skills and knowledge.
  • 11/4/2015Aaron Hutchins in MacLean’s writer Aaron Hutchins in MacLean’s by Aaron Hutchins in MacLean’s published by Aaron Hutchins in MacLean’s
    Are engineer students learning enough within colleges and universities? Perhaps they are not. At least this concern is the perspective of some faculty members and companies that work with rising engineer students that seem to lack practical engineering knowledge.
  • 11/3/2015Linda White in Toronto SUN writer Linda White in Toronto SUN by Linda White in Toronto SUN published by Linda White in Toronto SUN
    Queens’s University in Kingston has developed a number of initiatives aimed at helping their students identify and communicate transferable skills. These initiatives include “major maps” that help student track how particular majors relate to skill development, a “co-curricular directory” that allows students to search for extracurricular opportunities by learning outcomes, and a skills workshop that helps students identify and practice talking about their skills.
  • 11/3/2015Dan Berrett in the Chronicle of Higher Education writer Dan Berrett in the Chronicle of Higher Education by Dan Berrett in the Chronicle of Higher Education published by Dan Berrett in the Chronicle of Higher Education
    Improving one’s teaching and striving towards increased student learning is no easy task. Mary-Ann Winkelmes has designed an approach that may help, which includes focusing on making classroom assignments transparent, reflective, and explicit.
  • 11/3/2015Ellen Wexler in the Chronicle of Higher Education writer Ellen Wexler in the Chronicle of Higher Education by Ellen Wexler in the Chronicle of Higher Education published by Ellen Wexler in the Chronicle of Higher Education
    A report of survey data from 52,000 students who participated in at least one Coursera course includes information about students’ education and career results and motivation for taking the course in addition to other learning outcomes.
  • 11/2/2015Association of American Colleges and Universities writer Association of American Colleges and Universities by Association of American Colleges and Universities published by Association of American Colleges and Universities
    In contextualizing the use of ACC&U’s VALUE project, a report offers concerned constituents, such as faculty members and administrators, insights about the usefulness of the VALUE project in assessing student learning in undergraduate education in addition to analyzing case studies.
  • 11/2/2015Arthur Levine in the Chronicle of Higher Education writer Arthur Levine in the Chronicle of Higher Education by Arthur Levine in the Chronicle of Higher Education published by Arthur Levine in the Chronicle of Higher Education
    Is competency-based education here to stay? Does it have a future within higher education? Given the transition within United States from a national to a global focus in addition to the rising number of higher education institutions and services, Arthur Levine makes the case for why competency-based education is becoming a necessary mode of learning within higher education.
  • 11/2/2015Beckie Supiano in The Chronicle of Higher Education writer Beckie Supiano in The Chronicle of Higher Education by Beckie Supiano in The Chronicle of Higher Education published by Beckie Supiano in The Chronicle of Higher Education
    What do students’ think about the federal government’s new College Scorecard? In finding out, a focus group of students were asked what they thought about the website. Within the focus group, students revealed information they liked and wanted to know more about, such as student experiences.
  • 10/27/2015APLU, AASCU, AAC&U, and NILOA. writer APLU, AASCU, AAC&U, and NILOA. by APLU, AASCU, AAC&U, and NILOA. published by APLU, AASCU, AAC&U, and NILOA.

    The Excellence in Assessment (EIA) Designation program – the first national initiative of its kind – will recognize institutions that successfully integrate assessment practices across campus, provide evidence of student learning outcomes, and use assessment results to guide institutional decision-making and improve student performance. The EIA Designations are built directly from NILOA’s Transparency Framework. The Designations were the joint conception of APLU, AASCU, AAC&U, and NILOA. An article in Inside Higher Ed can be found here.

  • 10/23/2015Ellen Wexler in The Chronicle of Higher Education writer Ellen Wexler in The Chronicle of Higher Education by Ellen Wexler in The Chronicle of Higher Education published by Ellen Wexler in The Chronicle of Higher Education
    A Carnegie Mellon University study found that merely watching videos during online courses is not effective for student learning. Rather, more interaction is necessary. The study suggests that online course providers could create more interactive courses in supporting student learning within online environments.
  • 10/22/2015Julius Taranto and Kevin Dettmar writer Julius Taranto and Kevin Dettmar by Julius Taranto and Kevin Dettmar published by Julius Taranto and Kevin Dettmar
    What does good humanities teaching look like? Julius Taranto and Kevin Dettmar write about good humanities teaching as making complex ideas simple for the purposes of understanding, and then making those same ideas complex again – a process with implications for classroom assignments.
  • 10/21/2015The Chronicle of Higher Education writer The Chronicle of Higher Education by The Chronicle of Higher Education published by The Chronicle of Higher Education

    A study conducted by Christopher R. Huber and Nathan R. Kuncel, the University of Minnesota-Twin Cities, finds that college students are learning critical-thinking even though the gains are smaller than in previous decades. In addition, pedagogy strictly focused on teaching critical-thinking did not result in significantly larger improvements compared to students in other programs.

  • 10/21/2015Ellen Wexler in The Chronicle of Higher Education writer Ellen Wexler in The Chronicle of Higher Education by Ellen Wexler in The Chronicle of Higher Education published by Ellen Wexler in The Chronicle of Higher Education
    A study found that merely watching videos during online courses is ineffective for student learning. Rather, more interactive activities in addition to online content can improve students’ opportunities to learn.
  • 10/21/2015Inside Higher Education writer Inside Higher Education by Inside Higher Education published by Inside Higher Education
    The Center for American Progress released a paper that advocates for increased service learning within college and universities. The paper encourages more discussion regarding how service learning can be incorporated into course work and financial aid arrangements.
  • 10/21/2015Stephen Spangehl in Plexus International Higher Education writer Stephen Spangehl in Plexus International Higher Education by Stephen Spangehl in Plexus International Higher Education published by Stephen Spangehl in Plexus International Higher Education
    In improving institutions’ ability to facilitate student learning, more attention should be paid to process rather than merely results. By reflecting on and restructuring the processes within institutions, rather than merely results and performances, an improved understanding of how institutions support student learning is possible.
  • 10/20/2015Durham College writer Durham College by Durham College published by Durham College
    Durham College is hosting an event titled “Experience DC” that will allow parents, prospective students, and current students to become more familiar with Durham College. Included within Experience DC are videos and blogs that shed light on what the college has to offer, content made possible by a teams of students, employees and alumni.
  • 10/20/2015Wendy Stueck in The Global and Mail writer Wendy Stueck in The Global and Mail by Wendy Stueck in The Global and Mail published by Wendy Stueck in The Global and Mail
    A worrying number of Canadian students are failing to pass their nursing exam and one main reason may be that the test is based on an American context. There have been some first-hand accounts that American based questions were on the Canadian test, potentially making the questions unsuitable for many of the students.
  • 10/20/2015Times Higher Education writer Times Higher Education by Times Higher Education published by Times Higher Education
    A study found that merely watching videos during online courses is ineffective for student learning. Rather, more interactive activities in addition to online content can improve students’ opportunities to learn.
  • 10/19/2015Rebecca Weber in AACC 21st CenturyCenter writer Rebecca Weber in AACC 21st CenturyCenter by Rebecca Weber in AACC 21st CenturyCenter published by Rebecca Weber in AACC 21st CenturyCenter
    Rebecca Weber reported on Jackson College’s use of the Voluntary Framework of Accountability (VFA) to assess student learning. The VFA criteria allowed for Jackson College to successful display student learning in a different light compared to criteria often used by research institutions.
  • 10/19/2015Higher Education Quality of Ontario writer Higher Education Quality of Ontario by Higher Education Quality of Ontario published by Higher Education Quality of Ontario
    Higher Education Quality Council of Ontario is hosting an all-new webinar series titled “The challenges of assessing learning outcomes in higher education” that addresses how to conduct and measure student learning outcomes. The three-part webinar began September 24, 2015 with a session called “Making the culture shift: Faculty engagement in learning outcome assessment.”
  • 10/19/2015Colleen Flaherty in Inside Higher Education writer Colleen Flaherty in Inside Higher Education by Colleen Flaherty in Inside Higher Education published by Colleen Flaherty in Inside Higher Education
    The Campaign for Future of Higher Education is in the process of writing a paper about the possible negative effects of cutting instruction cost within college and universities. One of these possible negative effects includes reduced student learning. The working paper calls for investment in instruction to improve students’ learning.
  • 10/16/2015By Debra Humphreys, Heather McCambly, and Judith Ramaley writer By Debra Humphreys, Heather McCambly, and Judith Ramaley by By Debra Humphreys, Heather McCambly, and Judith Ramaley published by By Debra Humphreys, Heather McCambly, and Judith Ramaley
    This report, which builds upon AAC&U’s Quality Collaboratives project, focuses on the assessment of key student learning outcomes. The authors provide a framework for better assessing the quality of learning to inform policy, and offer various recommendations regarding transfer from two-year to four-year institutions based on learning outcomes outlined in the Degree Qualifications Profile (DQP).
  • 10/16/2015Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    Crafting classroom assignments can be difficult. Mary-Ann Winkelmes has developed a protocol to help teachers improve their assignments by focusing on the task, purpose, and criteria of assignments. Such improved assignments may help improve the learning of students who come from different backgrounds too.
  • 10/16/2015Goldie Blumenstyk in The Chronicle of Higher Education writer Goldie Blumenstyk in The Chronicle of Higher Education by Goldie Blumenstyk in The Chronicle of Higher Education published by Goldie Blumenstyk in The Chronicle of Higher Education
    Are alternative credentials the future? In connecting employers’ needs to student learning, credentials such as badges rather than diplomas may begin to have more relevance to student success. However, a lingering question is how to value the spread of these emerging, alternative credentials.
  • 10/13/2015Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    The U.S. Department of Education’s Office of Inspector General has rising concerns over Competency-Based Education (CBE) programs and the amount of interaction, or lack-there-of, between instructors and students; an aspect of CBE courses that may liken them more to correspondence courses. However, an argument is raised that perhaps we need better safeguards to guarantee the quality of CBE programs, appropriate expectations for outcomes, and continued support for the already 600 plus institutions working to develop these programs.
  • 10/13/2015Stanley O. Ikenberry in ACE’s the Presidency writer Stanley O. Ikenberry in ACE’s the Presidency by Stanley O. Ikenberry in ACE’s the Presidency published by Stanley O. Ikenberry in ACE’s the Presidency
    College and university presidents can shift the emphasis of the institution from simply doing assessment to using evidence of student learning to enhance the decision-making process. Stan Ikenberry, NILOA co-principal investigator and president emeritus for the University of Illinois, discusses three fundamental points that a president must know about collecting and using evidence of student learning. Among these is the importance of incorporating evidence of student learning in the process of determining institutional priorities and strategic directions.
  • 9/29/2015Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    Competency-based education continues to expand in practice and conversations. College officials even plan to get to together at a meeting called CBExchange to further discussions about the benefits and usefulness of competency-based education. This is a timely meeting given that the meaning of competency-based education is still evolving.
  • 9/29/2015David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    David Gooblar made a passionate case for faculty members to embrace student-centered learning rather than credential-centered learning, reflecting on the insights of professor Cathy Davidson from the Graduate Center at the University of New York.
  • 9/29/2015Michael Stratford in Inside Higher Education writer Michael Stratford in Inside Higher Education by Michael Stratford in Inside Higher Education published by Michael Stratford in Inside Higher Education
    Have you seen the new college information website called the College Scorecard? Visitors to the website can see information about how much federal loans former students at college and universities have been able to pay back in addition to achievement data and students average incomes after graduation.
  • 9/28/2015Brock Read in The Chronicle of Higher Education writer Brock Read in The Chronicle of Higher Education by Brock Read in The Chronicle of Higher Education published by Brock Read in The Chronicle of Higher Education
    Brock Read wrote an interesting article about a fiction book that addresses the topic of assessment. Amusing and enlightening, the article examines the book Cow Country, a story about accreditation and assessment at a community college.
  • 9/28/2015John Warner in Inside Higher Education writer John Warner in Inside Higher Education by John Warner in Inside Higher Education published by John Warner in Inside Higher Education
    Learning is frustrating. Yet, it is necessary. This is the perspective that John Warner articulates when explaining student-center learning. Rather than view student-centered learning as an easy, straightforward progression, Warner highlights the struggles involved when learning new information and practices.
  • 9/28/2015The University of British Columbia News writer The University of British Columbia News by The University of British Columbia News published by The University of British Columbia News
    A good sign of student belonging might be chatty students. At least this is what Catherine Rawn and Gillian Sandstorm revealed within their research of 242 undergraduates at The University of British Columbia, which was published in the Teaching of Psychology journal.
  • 9/25/2015American Council on Education writer American Council on Education by American Council on Education published by American Council on Education
    The American Council on Education (ACE) is hosting a meeting about curricular innovation. In addition to having invited speakers, this meeting will include discussions about two case studies that demonstrate curricular innovation. The event starts at 9am on October 2, 2015.
  • 9/25/2015Eric Hoover in The Chronicle of Higher Education writer Eric Hoover in The Chronicle of Higher Education by Eric Hoover in The Chronicle of Higher Education published by Eric Hoover in The Chronicle of Higher Education
    Eric Hoover from The Chronicle of Higher Education interviewed ACT president Jon Erickson about the past, present, and future of the ACT. During the interview, Erickson addressed multiple points such as using standardized test meaningfully within college admission decisions and the possibility of making the ACT more formative than summative.
  • 9/25/2015Gale Cengage Learning writer Gale Cengage Learning by Gale Cengage Learning published by Gale Cengage Learning
    Gale and Library Journal conducted a survey that looked at the relationship between faculty members and librarians within the United States. The survey focused on whether both faculty members and librarians understood the purpose of academic libraries the same way. Results from the survey indicate that they do not.
  • 9/24/2015George Williams in The Chronicle of Higher Education writer George Williams in The Chronicle of Higher Education by George Williams in The Chronicle of Higher Education published by George Williams in The Chronicle of Higher Education
    George Williams shared his experiences with using a deck of cards to create small groups within his classes. He lists the different combinations of small groups possible and mentions that he too is still learning the usefulness of this classroom method.
  • Social Learning for Social Impact
    9/24/2015edX writer edX by edX published by edX
    McGill University is offering a free online course, hosted by edX, titled “Social Learning for Social Impact.” The course will cover various topics about social impact, from globalization to social initiatives. The course will also not have tests, but will instead focus on in-depth conversations and interviews, a notion they refer to as social learning.
  • 9/24/2015My Teaching Notebook writer My Teaching Notebook by My Teaching Notebook published by My Teaching Notebook
    Creating thoughtful, meaningful syllabi is difficult. Luckily, teachers can find useful advice within this blog including insightful steps and pointers that may help teachers reflect on how they approach creating syllabi. Visitors to the blog can also see images and a video that compliments the information.
  • 9/23/2015Carl Straumsheim in Inside Higher Education writer Carl Straumsheim in Inside Higher Education by Carl Straumsheim in Inside Higher Education published by Carl Straumsheim in Inside Higher Education
    JumpCourse, an online education company, is facing criticism that its content and quizzes are underwhelming and do not reflect the academic rigor expected of traditional education institutions. For example, Carl Straumsheim reported that he was able to pass JumpCourse’s online quizzes about marketing without watching or studying the course content. With stories like these, the debate on whether online education providers can supplement or replace traditional modes of teaching and learning continues.
  • 9/23/2015Jack Grove in Times Higher Education writer Jack Grove in Times Higher Education by Jack Grove in Times Higher Education published by Jack Grove in Times Higher Education
    Jo Johnson, Universities and Science minister within the United Kingdom, announced plans for a teaching excellence framework to hold higher education institutions to a higher quality. This is happening at a time when discussions regarding the Quality Assurance Agency assessment practices are also taking place, with the possibility of creating a single assessment system. There are still discussions going on regarding what metrics the teaching excellence framework should use.
  • 9/23/2015Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    The Accrediting Commission for Community and Junior Colleges (ACCJC) is experiencing tough criticism from constituents and lawmakers. Much of this criticism comes from the concern about ACCJC’s accreditation process. The chancellor for the California Community Colleges released a report that criticizes ACCJC, which provokes the question if ACCJC should still be the system’s accreditor.
  • 9/16/2015The Chronicle of Higher Education writer The Chronicle of Higher Education by The Chronicle of Higher Education published by The Chronicle of Higher Education

    The Chronicle of Higher Education has released a special report highlighting the credentialing movement. Articles such as When a Degree is Just the Beginning and Stack Those Credentials  discuss what credentials are and the advantages they provide to students in the job market. Other articles talk about why credentials should be supported, how master degrees are affected, and the role of accreditors in the movement.

  • 9/16/2015Doug Lederman in Inside Higher Education writer Doug Lederman in Inside Higher Education by Doug Lederman in Inside Higher Education published by Doug Lederman in Inside Higher Education
    Do we still need accreditors? Doug Lederman addresses this question, providing an informative and frank discussion about the history and role of accreditation within higher education. He covers both past and current frustrations about accreditation while highlighting alternative ways of thinking about accreditation and its role.
  • 9/10/2015June MacDonald-Jenkins and Clair Cornish in Higher Education Quality Council of Ontario writer June MacDonald-Jenkins and Clair Cornish in Higher Education Quality Council of Ontario by June MacDonald-Jenkins and Clair Cornish in Higher Education Quality Council of Ontario published by June MacDonald-Jenkins and Clair Cornish in Higher Education Quality Council of Ontario
    A study was conducted that looked at differences between hybrid apprenticeship programs and traditional classroom learning. The study indicates that such hybrid programs may be as useful for student learning as traditional classrooms, specifically when it comes to educating students that are also working full-time during their studies.
  • 9/8/2015Jeffrey Young in The Chronicle of Higher Education writer Jeffrey Young in The Chronicle of Higher Education by Jeffrey Young in The Chronicle of Higher Education published by Jeffrey Young in The Chronicle of Higher Education
    How helpful are buzzwords when it comes to understanding assessment practices within higher education institutions? Jeffrey Young addressed this question and pointed out the importance of making sure that the language we use is useful. Phrases such as “adaptive learning” and “competency-based education” are common, but do they actually help people understand what values and practices these words are referring to?
  • 9/3/2015Richard Schmid, Robert Bernard, Eugene Borokhovski, Rana Tamim, Phillip Abrami, Michael Surkes, C. Anne Wade, and Jonathan Woods writer Richard Schmid, Robert Bernard, Eugene Borokhovski, Rana Tamim, Phillip Abrami, Michael Surkes, C. Anne Wade, and Jonathan Woods by Richard Schmid, Robert Bernard, Eugene Borokhovski, Rana Tamim, Phillip Abrami, Michael Surkes, C. Anne Wade, and Jonathan Woods published by Richard Schmid, Robert Bernard, Eugene Borokhovski, Rana Tamim, Phillip Abrami, Michael Surkes, C. Anne Wade, and Jonathan Woods
    The journal of Computers and Education published a paper titled “The effects of technology use in postsecondary education: A meta-analysis of classroom application” where researchers analyzed technology use in post-secondary education from 1990-2010. The findings from the research suggests that there are three predictors of effective technology use, including subject matter, degree of difference in technology use, and pedagogy.
  • 9/2/2015Joan Hawthorne in the Chronicle of Higher Education writer Joan Hawthorne in the Chronicle of Higher Education by Joan Hawthorne in the Chronicle of Higher Education published by Joan Hawthorne in the Chronicle of Higher Education
    Determining the value of assessment is a challenge that many faculty members and higher education administrators have to address. In response to an earlier article that questioned the value of assessments, Joan Hawthorne comments upon this challenge by highlighting the benefits of assessments within higher education. This included considering how assessment initiatives have help teachers reflect on their teaching practices, such as how classroom learning can become more meaningful for students.
  • 9/2/2015Higher Education Quality Council of Ontario writer Higher Education Quality Council of Ontario by Higher Education Quality Council of Ontario published by Higher Education Quality Council of Ontario
    The Higher Education Quality Council of Ontario reported on findings from a survey conducted by the Canadian University Survey Consortium. The survey included asking 18,000 graduates from 36 universities about what they have learned. The survey particularly focused on if students felt they learned the skills that universities and employers hope students acquire as college graduates.
  • 9/2/2015Chris Havergal in Times Higher Education writer Chris Havergal in Times Higher Education by Chris Havergal in Times Higher Education published by Chris Havergal in Times Higher Education
    The Quality Assurance Agency within the United Kingdom stated that university standards must continue to be reviewed by external peer reviewers. The agency argued that external review is what helps ensure that universities are held to the highest quality standards. While there may be some changes to the cycle of assessment, external reviews should continue to play a pivotal role in higher education learning.
  • 9/1/2015Kathryn Deiss in American Library Association writer Kathryn Deiss in American Library Association by Kathryn Deiss in American Library Association published by Kathryn Deiss in American Library Association
    Crafting and evaluating information literacy learning outcomes may be challenging. Luckily, Cassandra Kvenild and Melissa Bowles-Terry wrote a book titled “Classroom Assessment Techniques for Librarians,” which addresses some of the challenges and steps in assessment practices, which may help librarians and others interested.
  • 9/1/2015Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    A partnership made up of universities is beginning to implement online learning courses that deal with microcredentials and badges. The partnership will offer various student-learning resources, such as online instruction, student skill assessments, and tutoring services. This initiative hopes to help students prepare for employment opportunities without having to commit to more time-consuming degrees and credentials.
  • 9/1/2015Higher Education Quality Council of Ontario writer Higher Education Quality Council of Ontario by Higher Education Quality Council of Ontario published by Higher Education Quality Council of Ontario
    A recent study examined the use of multiple-choice format question (MCFQ)-writing activities to assist instructors with standard peer instruction methods. The findings from the study indicate that multiple-choice format question-writing activities (MCFQ) had mixed results. There was no significant change in students’ learning within classroom, though there was evidence that students’ attitudes became more positive.
  • 8/21/2015Mary Ellen McLntire in The Chronicle of Higher Education writer Mary Ellen McLntire in The Chronicle of Higher Education by Mary Ellen McLntire in The Chronicle of Higher Education published by Mary Ellen McLntire in The Chronicle of Higher Education
    Will a machine be able to determine appropriate curricula and lesson plans for students? This is what researchers are working on at the University of Wisconsin at Madison, where they are interested in further quantifying student learning to create such a machine. The researchers believe that if they build a computer based on cognitive learning, it may be possible to craft individualized curricula and lesson plans for students.
  • 8/20/2015Association of American Colleges and Universities writer Association of American Colleges and Universities by Association of American Colleges and Universities published by Association of American Colleges and Universities
    Northern Illinois University revamped its general education program to make it more meaningful for students’ lives. This was possible through an initiative called Progressive Learning in Undergraduate Studies (PLUS). By refocusing its general education mission and learning outcomes, the university has shaped its general education programs towards meeting the needs of students more so than students meeting the needs of disciplines.
  • 8/20/2015Michael Stratford in Inside Higher Education writer Michael Stratford in Inside Higher Education by Michael Stratford in Inside Higher Education published by Michael Stratford in Inside Higher Education
    The Department of Education is developing a new online comparison tool. The new online tool is less controversial than the prior ratings approach, but still provokes further questions about how to assess student-learning outcomes nationally.
  • 8/20/2015John Morgan in Times Higher Education writer John Morgan in Times Higher Education by John Morgan in Times Higher Education published by John Morgan in Times Higher Education
    There is criticism that much opposition for the OECD Ahelo project comes from elite and well-established western institutions hesitant or refusing to participate in the project. A central concern is whether such established institutions are fearful to compare students’ learning outcomes based on value added assessments rather than prestige. However, critics of Ahelo argue that comparing students’ learning outcomes internationally is too difficult given that factors such as culture would lead to misguided and inaccurate research.
  • 8/19/2015Jeannie Myung and Sola Takahashi in Carnegie Foundation for the Advancement of Teaching writer Jeannie Myung and Sola Takahashi in Carnegie Foundation for the Advancement of Teaching by Jeannie Myung and Sola Takahashi in Carnegie Foundation for the Advancement of Teaching published by Jeannie Myung and Sola Takahashi in Carnegie Foundation for the Advancement of Teaching
    What are the best assessment practices for assessing students’ non-cognitive characteristics? Towards exploring this question, the Carnegie Foundation is researching practical measurements that may help higher education institutions identify, target, and intervene with struggling students. By exploring student characteristics it may be possible to improve overall student development within higher education institutions.
  • 8/19/2015Calary Metra writer Calary Metra by Calary Metra published by Calary Metra
    Increasing underrepresented students within higher education institutions continues to be a struggle for institutions given a variety of reasons. But many institutions are rethinking and implementing improved policies. Mount Royal University, which is seeking to increase the number of indigenous students at its university, has used research and planning in hopes to create more culturally relevant environments for indigenous students.
  • 8/19/2015Geoff Nixon in CBC News writer Geoff Nixon in CBC News by Geoff Nixon in CBC News published by Geoff Nixon in CBC News
    The University of Windsor put “learning pods” on its campus to facilitate students’ learning outside of classrooms. The learning pods consists of classroom-like furniture equipped with power-outlets and wireless internet. The university hopes to promote student learning with the addition of these learning pods.
  • 8/18/2015Catherine Maybrey in Academica Forum writer Catherine Maybrey in Academica Forum by Catherine Maybrey in Academica Forum published by Catherine Maybrey in Academica Forum
    With continued concern for preparing students for a 21st century economy, there is also a continued emphasis to assess students’ learning based on skills rather than knowledge. Catherine Maybrey questioned whether this is the right approach for higher education institutions and pointed out some of the limitations of corporate partnerships with higher education institutions.
  • 8/18/2015Carnegie Foundation for Advancement of Teaching writer Carnegie Foundation for Advancement of Teaching by Carnegie Foundation for Advancement of Teaching published by Carnegie Foundation for Advancement of Teaching
    The Carnegie Foundation for Advancement of Teaching has a blog that addresses various education topics related to teaching and learning. A variety of topics can be found on the blog, including topics such as student motivation, discipline, and technology.
  • 8/18/2015Adriana Barton in The Globe and Mail writer Adriana Barton in The Globe and Mail by Adriana Barton in The Globe and Mail published by Adriana Barton in The Globe and Mail
    With rising criticism that medical doctors are out-of-touch with patients and rely too much on technology to diagnose and treat patients, perhaps establishing a firmer relationship between medical school and art education may increase medical students’ ability to be more humane. However, rethinking how medical schools train their students towards addressing such criticism is a complicated problem that requires balancing medical standards with patients’ concerns.
  • 8/17/2015Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    Carol Geary Schneider, president of the Association of American Colleges and Universities (AAC&U), discusses the ways higher education is changing and how AAC&U is working to meet those changes. In the conversation is AAC&U’s work with LEAP and the importance of aligning student learning to the goals of the Degree Qualifications Profile (DQP) to give degree holders a quality general education along with their specific subject area knowledge.
  • 8/17/2015Erik Gilbert in the Chronicle of Higher Education writer Erik Gilbert in the Chronicle of Higher Education by Erik Gilbert in the Chronicle of Higher Education published by Erik Gilbert in the Chronicle of Higher Education
    Erik Gilbert argues that it is necessary for accreditors who drive assessment to provide evidence of how learning outcomes assessment has improved institutions and/or their students. Having a record of the efficacy and direct effects of assessment could increase faculty participation and support, as well as justify the resources spent on assessment efforts.
  • 8/17/2015Harvey P. Weingarten in Higher Education Quality Council of Ontario writer Harvey P. Weingarten in Higher Education Quality Council of Ontario by Harvey P. Weingarten in Higher Education Quality Council of Ontario published by Harvey P. Weingarten in Higher Education Quality Council of Ontario
    When it comes to students’ learning outcomes within Canadian higher education institutions, should increased revenue still be a leading concern? Harvey Weingarten says no. Rather, more important are questions about the quality of higher education institutions and the value of postsecondary degrees. By addressing questions about the quality of higher education institutions, more useful analysis of students’ learning outcomes is possible.
  • 8/13/2015Alexandra Logue and Ian Shrank in Inside Higher Education writer Alexandra Logue and Ian Shrank in Inside Higher Education by Alexandra Logue and Ian Shrank in Inside Higher Education published by Alexandra Logue and Ian Shrank in Inside Higher Education
    Deciding curricula within higher education institutions involves various situations that may be a conflict of interest for faculty members and administrators. Alexandra Logue and Ian Shrank examine this issue towards bringing more awareness and encouraging responsible types of governance that limit such conflict of interests.
  • 8/13/2015David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    Storytelling can be a meaningful mode of teaching that compliments ways of thinking that are more scientific. Elaborating on this point, David Gooblar outlined various ways teachers could incorporate storytelling into their classroom discussions towards improving students’ learning. By using both narrative and scientific ways of thinking, classroom discussions may become more meaningful to students.
  • 8/13/2015Katherine Mangan in The Chronicle of Higher Education writer Katherine Mangan in The Chronicle of Higher Education by Katherine Mangan in The Chronicle of Higher Education published by Katherine Mangan in The Chronicle of Higher Education
    There is a lack of research on the effectiveness of remedial education within higher education institutions. More research needs to be done to determine the benefits and shortcomings of remedial education. Included within this article are five misconceptions about remedial education that need to be considered.
  • 8/12/2015James M. Lang in The Chronicle of Higher Education writer James M. Lang in The Chronicle of Higher Education by James M. Lang in The Chronicle of Higher Education published by James M. Lang in The Chronicle of Higher Education
    Many teachers may wonder how to encourage meaningful discussions within their classrooms. James Lang shared information about effective ways of fostering discussions by relying on sociological research and different practices that may help or hinder discussions within classrooms.
  • 8/12/2015Anthony Cider in The Chronicle of Higher Education writer Anthony Cider in The Chronicle of Higher Education by Anthony Cider in The Chronicle of Higher Education published by Anthony Cider in The Chronicle of Higher Education
    In rethinking the purposes and structure of end of the semester exams, Anthony Cider shared information about creative ways to conduct final exams. Rather than give students a traditional exam that contains lots of questions and not enough time for discussion, Cider wrote about final exams that challenged students to think, discuss, and argue in ways that engaged students’ competency with desired skills.
  • 8/12/2015Michael Stratford in Inside Higher Education writer Michael Stratford in Inside Higher Education by Michael Stratford in Inside Higher Education published by Michael Stratford in Inside Higher Education
    Education Secretary Arne Duncan called for more accountability discussions regarding college and universities’ student-learning outcome goals and data. Duncan also encouraged people to consider new forms of higher education institutions that address student needs. This comes at a time when financial issues are still worrying for issues such as student-loan debt and student success at for-profit higher education institutions.
  • 8/11/2015Meris Stansbury in eCampus News writer Meris Stansbury in eCampus News by Meris Stansbury in eCampus News published by Meris Stansbury in eCampus News
    A study with guidelines for online learning is available. Some of the guidelines included online learning being multifaceted, mainstreamed, and multifunctional, among others. In addition to the guidelines, the study also proposed eleven recommendations aimed at improving online learning.
  • 8/11/2015Jack Grove in Times Higher Education writer Jack Grove in Times Higher Education by Jack Grove in Times Higher Education published by Jack Grove in Times Higher Education
    In hopes of improving teaching within United Kingdom’s higher education institutions, public officials and universities continue to consider what a “teaching excellence framework” would entail. By incorporating a research approach to determining teaching effectiveness, a task such frameworks seek to do, assessments of student learning may be more efficient and meaningful.
  • 8/11/2015Carl Straumsheim in Inside Higher Education writer Carl Straumsheim in Inside Higher Education by Carl Straumsheim in Inside Higher Education published by Carl Straumsheim in Inside Higher Education
    Davidson Next, an innovation from Davidson College, provides online test preparation modules for students through massive open online courses. The courses are open to any interested students, particularly underrepresented students. The modules are being tested in hopes of learning more about their effectiveness.
  • 8/10/2015City Colleges of Chicago writer City Colleges of Chicago by City Colleges of Chicago published by City Colleges of Chicago
    The City Colleges of Chicago has a job opening for a District Director in Research and Analytics. The responsibility of the District Director is to conduct research that analyzes and evaluates the needs of the City Colleges of Chicago towards improving institutional planning and decision-making, among other essential duties. Follow the link to learn more.
  • 8/10/2015Alicia Grunow in Carnegie Foundation writer Alicia Grunow in Carnegie Foundation by Alicia Grunow in Carnegie Foundation published by Alicia Grunow in Carnegie Foundation
    Have you heard of the improvement science methodology, which is a way for teachers to consider whether their improvements within classrooms make a difference in students’ learning? The methodology consists of three steps prior to implementing a new practice–identifying a problem, explaining the intention of some intervention, and determining what evidence would indicate that an intervention worked or did not work.
  • 8/10/2015Mary Ellen McIntire in The Chronicle of Higher Education writer Mary Ellen McIntire in The Chronicle of Higher Education by Mary Ellen McIntire in The Chronicle of Higher Education published by Mary Ellen McIntire in The Chronicle of Higher Education
    Online learning continues to be a growing aspect of higher education. Such technology may help faculty members arrange and deliver information in concise and engaging ways. But there is also software, such as Remind, that allows faculty members to remind students of upcoming assignments. This type of software encourages further discussion regarding how faculty members should best interact with students to assess their learning.
  • 7/28/2015Evelyn Waiwaiole in AACC 21st Century Center writer Evelyn Waiwaiole in AACC 21st Century Center by Evelyn Waiwaiole in AACC 21st Century Center published by Evelyn Waiwaiole in AACC 21st Century Center
    Evelyn Waiwaiole argues that community colleges should conduct an audit of advising systems and reconsider the role of advising. Questions to focus upon when considering redesign include examination of what is known about our students, what is known about advisors, and what is known about policies and practices.
  • 7/27/2015Jacqueline Thomsen in Inside Higher Education writer Jacqueline Thomsen in Inside Higher Education by Jacqueline Thomsen in Inside Higher Education published by Jacqueline Thomsen in Inside Higher Education
    Jacqueline Thomsen reported on an Introduction to Sociology course taught by Professor Kevin Dougherty that challenges traditional approaches to testing by changing the environment and discourse around test taking. In particular, Professor Dougherty’s class incorporates a celebratory attitude and approach to testing taking, showing a positive relation between students and assessments.
  • 7/27/2015Ryan Hays in Inside Higher Education writer Ryan Hays in Inside Higher Education by Ryan Hays in Inside Higher Education published by Ryan Hays in Inside Higher Education
    Dialogue offers students and teachers the opportunity to exchange ideas in meaningful ways that too often is not available within public settings. Ryan Hays wrote about the need for dialogue within higher education classrooms and related implications for determining student-learning outcomes.
  • 7/27/2015David Gooblar in The Chronicle of Higher Education writer David Gooblar in The Chronicle of Higher Education by David Gooblar in The Chronicle of Higher Education published by David Gooblar in The Chronicle of Higher Education
    David Gooblar wrote about the use of social-learning theory within higher education classrooms, highlighting that the behaviors of professors may be as educational as the knowledge they communicate. From being comfortable in admitting ignorance to crafting syllabi as scholarly text, professors can help students learn through behavior.
  • 7/24/2015Community College Research Center writer Community College Research Center by Community College Research Center published by Community College Research Center
    The Community College Research Center (CCRC) argues for assessment practices that help students’ successfully complete developmental education courses. Practices included checking placement test validity, obtaining more relevant information about students to make more informative decisions, and engaging in more formative assessment strategies.
  • 7/24/2015Anya Kamenetz in NPR writer Anya Kamenetz in NPR by Anya Kamenetz in NPR published by Anya Kamenetz in NPR
    Anya Kamenetz reported on Dr. Jordan Peterson, a psychology faculty member at the University of Toronto, who argues that goal setting can improve students’ performances, particularly among minority students. Goal setting exercises help students engage a mode of planning that may reduce stress and performance anxiety.
  • 7/24/2015Thom Markham in MindShift writer Thom Markham in MindShift by Thom Markham in MindShift published by Thom Markham in MindShift
    Thom Markham reported on how instilling positive beliefs within students may help increase their classroom performance. In relation to the benefits of placebo effects, helping students believe they can do some activity better may help increase positive student learning outcomes.
  • 7/17/2015Accrediting Commission for Community and Junior Colleges (ACCJC) writer Accrediting Commission for Community and Junior Colleges (ACCJC) by Accrediting Commission for Community and Junior Colleges (ACCJC) published by Accrediting Commission for Community and Junior Colleges (ACCJC)
    Accrediting Commission for Community and Junior Colleges (ACCJC) released a report about a multi-institutional initiative to use the Degree Qualifications Profile (DQP) in considering assessment practices for student learning outcomes. The initiative focused on institutions’ associate degree programs, general education components, and institutional learning goals.
  • 7/17/2015Francis O’Gorman in The Chronicle of Higher Education writer Francis O’Gorman in The Chronicle of Higher Education by Francis O’Gorman in The Chronicle of Higher Education published by Francis O’Gorman in The Chronicle of Higher Education
    Francis O’ Gorman questioned whether worrying is productive within higher education learning. Since higher education institutions are spaces that encourage both faculty members and students to worry given the pressure of evaluations, O’Gorman understands worrying to be a useful state of mind.
  • 7/17/2015Anastasia Salter in The Chronicle of Higher Education writer Anastasia Salter in The Chronicle of Higher Education by Anastasia Salter in The Chronicle of Higher Education published by Anastasia Salter in The Chronicle of Higher Education
    Anastasia Slater discussed on a report released by Games for Change and Michael Cohen Group titled “Impact with Games: A Fragmented Field.” The report helps address questions about what it means to assess student learning that rely on games.
  • 7/15/2015Loni Bordoloi and James Winebrake in The Chronicle of Higher Education writer Loni Bordoloi and James Winebrake in The Chronicle of Higher Education by Loni Bordoloi and James Winebrake in The Chronicle of Higher Education published by Loni Bordoloi and James Winebrake in The Chronicle of Higher Education
    Loni Bordoloi and James Winebrake wrote about the relation between liberal arts education and engineering, and argued that the two should be tied together within higher education institutions. However, they point out a few barriers that make such collaboration difficult, such as structural and cultural barriers.
  • 7/15/2015Ashley A. Smith in Inside Higher Education writer Ashley A. Smith in Inside Higher Education by Ashley A. Smith in Inside Higher Education published by Ashley A. Smith in Inside Higher Education
    Ashley Smith reported on the gradual emergence of conversations between higher education institutions and K-12 schools regarding the implementation of Common Core State Standards. In particular, some colleges are using the Common Core-based Smarter Balanced assessment to determine student college readiness, particularly with the use of the Partnership for Assessment of Readiness for College and Careers (PARCC).
  • 7/14/2015Caralee Adams in Education Week writer Caralee Adams in Education Week by Caralee Adams in Education Week published by Caralee Adams in Education Week
    Caralee Adams reported on an ACT report about American Indian students and college readiness. Researchers of the ACT report found that American Indian students captured within the report were not college ready despite taking advanced high school courses.
  • 7/14/2015Carl Straumsheim in Inside Higher Education writer Carl Straumsheim in Inside Higher Education by Carl Straumsheim in Inside Higher Education published by Carl Straumsheim in Inside Higher Education
    Carl Straumsheim reported on a white paper about developing digital learning environments as next-generation learning management systems. Digital learning environments aim to improve faculty members’ engagement with assessment data by providing faculty members with useful information in a more effective manner.
  • 7/14/2015Association of American Colleges and Universities writer Association of American Colleges and Universities by Association of American Colleges and Universities published by Association of American Colleges and Universities
    A special issue of Liberal Education that focuses on the LEAP Challenge is now available. Topics covered in this issue include the purpose of the LEAP Challenge, institutional involvement, and policy issues.
  • 7/13/2015Sarah Brumwell, Fiona Deller, and Alexandra MacFarlane in Higher Education Quality Council of Ontario writer Sarah Brumwell, Fiona Deller, and Alexandra MacFarlane in Higher Education Quality Council of Ontario by Sarah Brumwell, Fiona Deller, and Alexandra MacFarlane in Higher Education Quality Council of Ontario published by Sarah Brumwell, Fiona Deller, and Alexandra MacFarlane in Higher Education Quality Council of Ontario
    The Higher Education Quality Council of Ontario released a report on the language of learning outcomes. The report argues that the diversity in language used to talk about learning outcomes is a potential challenge in understanding learning outcome statements.
  • 7/13/2015Data Quality Campaign writer Data Quality Campaign by Data Quality Campaign published by Data Quality Campaign
    Data Quality Campaign posted a video and infographic that looks at how student data can come in many forms. Student data can mean different things and have different meanings depending on the perspective one takes. The video and infographic provide useful insights into questions about what is student data and what it may mean for those concerned about the quality of education.
  • 7/10/2015Anthony S. Bryk in Carnegie Foundation for the Advancement of Teaching writer Anthony S. Bryk in Carnegie Foundation for the Advancement of Teaching by Anthony S. Bryk in Carnegie Foundation for the Advancement of Teaching published by Anthony S. Bryk in Carnegie Foundation for the Advancement of Teaching
    Anthony Bryk wrote about the need for establishing quality outcomes towards improving student learning. The Six Improvement Principles, developed from conversations with organizations, can serve as a starting point for conversations about quality student learning outcomes.
  • 7/10/2015Meg Bernhard in The Chronicle of Higher Education writer Meg Bernhard in The Chronicle of Higher Education by Meg Bernhard in The Chronicle of Higher Education published by Meg Bernhard in The Chronicle of Higher Education
    Meg Bernhard wrote about the potential benefit of connecting student learning outcome goals with the design of student group work. This includes understanding the social dynamics involved within group work and how it may affect student learning. Having clear expectations about group work activities may alleviate potential problems students’ experience.
  • 7/10/2015Scott Bunyan, Linda Jonker, and Nicholas Dion in Higher Education Quality Council in Ontario writer Scott Bunyan, Linda Jonker, and Nicholas Dion in Higher Education Quality Council in Ontario by Scott Bunyan, Linda Jonker, and Nicholas Dion in Higher Education Quality Council in Ontario published by Scott Bunyan, Linda Jonker, and Nicholas Dion in Higher Education Quality Council in Ontario
    Scott Bunyan, Linda Jonker, and Nicholas Dion reported on a study that examined the affect of developmental communication courses among students that did not meet college-level English proficiency. The study found that courses improved students test scores on the WritePlacer test, indicating that such communication courses may help student readiness.
  • 7/9/2015Higher Education Funding Council for England writer Higher Education Funding Council for England by Higher Education Funding Council for England published by Higher Education Funding Council for England
    The Higher Education Funding Council for England conducted a review of UK’s external examining arrangements and found that academic standards could be strengthened. This report includes suggestions for training and organization that might improve examining arrangements.
  • 7/9/2015Bob Woods in Community College Daily writer Bob Woods in Community College Daily by Bob Woods in Community College Daily published by Bob Woods in Community College Daily
    Bob Woods wrote about the need for clearer pathways for completion within community colleges. He provided a discussion on approaches from statewide efforts to partnership initiatives, along with providing institutional examples.
  • 7/8/2015Brad C. Phillips and John Yopp in The Synapse writer Brad C. Phillips and John Yopp in The Synapse by Brad C. Phillips and John Yopp in The Synapse published by Brad C. Phillips and John Yopp in The Synapse
    Pillips and Yopp argued that K-12 schools and higher education institutions ought to work closer together in determining student readiness as they transition from high school to college. They point out political obstacles that hinder such partnerships, all of which may have a negative effect on student learning and ultimately the economy. They present Tuning USA as a viable option for people to consider in thinking about how to establish a partnership between K-12 schools and higher education institutions.
  • 7/8/2015Sarah Fentem in State Impact writer Sarah Fentem in State Impact by Sarah Fentem in State Impact published by Sarah Fentem in State Impact
    Sarah Fentem reported on Purdue University starting a degree program that evaluates student learning based on competency-based learning rather than credit hours. This will be the first public institution in Indiana to offer a degree program based on competency rather than credits. The degree program will use e-portfolios to determine student learning throughout the program.
  • 7/3/2015Caryn Musil in Association of American Colleges and Universities writer Caryn Musil in Association of American Colleges and Universities by Caryn Musil in Association of American Colleges and Universities published by Caryn Musil in Association of American Colleges and Universities
    Caryn Musil wrote an AAC&U report about student learning outcomes regarding civic learning among undergraduate students. The report includes discipline specific information about what it means to engage in civic learning and provides information that may help improve teacher’s teaching and assessment practices around civic learning.
  • 7/3/2015Don Kilburn in Education Week writer Don Kilburn in Education Week by Don Kilburn in Education Week published by Don Kilburn in Education Week
    Don Kilburn wrote about the need to reduce the cost of remedial education in higher education institutions, particularly among community colleges, and how more effective assessment practices might reduce the cost of remedial education. He highlighted how programs like Emporium Model allow for more assessments throughout students’ learning. Teachers who take advantage of various learning technologies may help students succeed through personalized learning experiences.
  • 7/2/2015Phil McRae in The Washington Post writer Phil McRae in The Washington Post by Phil McRae in The Washington Post published by Phil McRae in The Washington Post
    Phil McRae wrote an essay about the history, potential benefits, and potential shortcomings of “blended learning,” which refers to a mixture between online and face-to-face education. While blended learning may provide cost cutting measures that help personalize learning and provide students with a student-centered experience, there is little evidence that blended learning is effective or even novel. While this method may hold potential, more assessment of its practices is needed.
  • 7/2/2015American College Testing (ACT) writer American College Testing (ACT) by American College Testing (ACT) published by American College Testing (ACT)
    ACT released its annual report titled “The Condition of College & Career Readiness 2014,” which addressed issues regarding recent high school graduates’ academic achievement, opportunity for growth, and aspirations, among other information. This report is a resource for teachers and administrators concerned about assessing students’ college readiness.
  • 7/2/2015Colleen Flaherty in Inside Higher Education writer Colleen Flaherty in Inside Higher Education by Colleen Flaherty in Inside Higher Education published by Colleen Flaherty in Inside Higher Education
    Colleen Flaherty, in Inside Higher Education, wrote about the Accreditation Board for Engineering and Technology’s recent proposal to reduce “soft skill” learning outcomes within their recommendations for effective engineering programs. A central concern is that these soft skills, such as lifelong learning, are too difficult to assess and not essential to an engineering degree. However, other engineering faculty-members have argued that such soft skills not only separate American engineer students from others, but also that assessing such skills is possible.
  • 7/1/2015David Gooblar in The Chronicle of Higher Education writer David Gooblar in The Chronicle of Higher Education by David Gooblar in The Chronicle of Higher Education published by David Gooblar in The Chronicle of Higher Education
    David Gooblar wrote about his struggle to decide how to design a course prior to it beginning, yet, still have a student-centered class. At what point does a teacher “instruct” students or let students guide the learning process? An initial point Gobbler makes is that perhaps it is best to make sure that students know the expectations of their teacher upfront. Once the teacher establishes these expectations, students’ creativity can guide the learning process towards those expectations as the teacher facilitates.
  • 7/1/2015Manuela Ekowo in CLASP writer Manuela Ekowo in CLASP by Manuela Ekowo in CLASP published by Manuela Ekowo in CLASP
    Manuela Ekowo wrote about the need for minority students to not only graduate from colleges or universities, but to obtain the most beneficial credentials too. Whether a degree or non-degree credential, minority students need to consider the type of skills that employers want in order to hire them. Part of this situation is that the meanings behind credentials are often not clear among colleges/universities, employers, and students.
  • 7/1/2015Higher Education Quality Council of Ontario writer Higher Education Quality Council of Ontario by Higher Education Quality Council of Ontario published by Higher Education Quality Council of Ontario
    The Higher Education Quality Council of Ontario reported on a study that found students who participated in tutorials early and throughout a class session had higher academic performance than students who did not participate in tutorials. Students from various social and economic backgrounds participated in the tutorials. This study suggests that incorporating more formative assessments, such as tutorials, may be beneficial for teachers’ overall assessment practices.
  • 6/25/2015Meg Bernhard in The Chronicle of Higher Education writer Meg Bernhard in The Chronicle of Higher Education by Meg Bernhard in The Chronicle of Higher Education published by Meg Bernhard in The Chronicle of Higher Education
    Meg Bernhard wrote about the shortcomings of student evaluations in determining teacher quality and questioned what other forms of assessment may help determine teacher quality. In light of this goal, Bernhard highlighted Carl Wieman’s idea that perhaps teachers should be assessed based on how many quality practices they use. This discussion encourages debate regarding how best to assess teacher performance and to what extent such assessments can be standardized.
  • 6/25/2015National Resource Center writer National Resource Center by National Resource Center published by National Resource Center
    Trudy Bers, Marc Chun, William Daly, Christine Harrington Barbara Tobolowsky and Associates wrote a book about critical thinking and skill development. The book uses case studies to encourage educators to think about how to promote students’ critical thinking abilities. This resource may help those interested in assessing students’ critical thinking ability by promoting a rich discussion.
  • 6/24/2015Roger Williams in Florida Weekly writer Roger Williams in Florida Weekly by Roger Williams in Florida Weekly published by Roger Williams in Florida Weekly
    Roger Williams wrote about the Lumina Foundation’s effort to increase college degrees, particularly for those within Southwest Florida. Williams highlighted Lumina’s teamwork with the FutureMakers Coalition and the use of coaches towards creating an improved environment to increase college student attainment.
  • 6/24/2015Inside Higher Education writer Inside Higher Education by Inside Higher Education published by Inside Higher Education
    Inside Higher Education reported on the Council for Higher Education Accreditation International Quality Group’s newly released principles aimed at being a framework towards establishing quality higher education.
  • 6/24/2015Jacqueline Thomsen in Inside Higher Education writer Jacqueline Thomsen in Inside Higher Education by Jacqueline Thomsen in Inside Higher Education published by Jacqueline Thomsen in Inside Higher Education

    Jacqueline Thomsen reported on the creation of a competency-based teacher education program. The new program, called the Woodrow Wilson Academy for Teaching and Learning and funded by the Woodrow Wilson Foundation, aims to develop teachers based on competencies rather than credits. The teaching will be available online and the courses available to others interested in competency-based teacher education programs. Creator, Arthur Levine spoke about the academy as changing teacher preparation from counting students seat time to competency-based learning when it comes to assessing the skill of potential teachers.

  • 6/23/2015Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    Paul Fain reported on the assessment tool, Compass, being phased out by ACT due to a combination of decline in Compass users and research which suggests that Compass may not be as accurate in capturing student readiness. ACT is pursuing alternative ways of assessing student readiness.
  • 6/23/2015James M. Lang in The Chronicle of Higher Education writer James M. Lang in The Chronicle of Higher Education by James M. Lang in The Chronicle of Higher Education published by James M. Lang in The Chronicle of Higher Education
    James Lang wrote about Carol Dweck’s notion of mind-sets, which refers to how students perceive their performance in relation to a task or test. The argument focuses upon whether students should be praised or criticized based on their performance in relation to innate ability or effort.
  • 6/23/2015Barry Schwartz in The Chronicle of Higher Education writer Barry Schwartz in The Chronicle of Higher Education by Barry Schwartz in The Chronicle of Higher Education published by Barry Schwartz in The Chronicle of Higher Education
    Barry Schwartz wrote about the need for colleges and universities to ponder what it means to teach students “how to think.” Especially for Liberal Arts colleges, there is a need to define clear learning outcomes about what they expect and what outcomes means for their students, i.e. the ability to think well. Schwartz provided a list of virtues that may aid this discussion, such as the love of truth and wisdom.
  • 6/19/2015Paul Fain in Inside Higher Education writer Paul Fain in Inside Higher Education by Paul Fain in Inside Higher Education published by Paul Fain in Inside Higher Education
    Paul Fain wrote about the rising agreement between the U.S. Department of Education and the Council of Regional Accrediting Commissions in developing a common framework for assessing student learning outcomes in competency-based education. The Department of Education supported the Council of Regional Accrediting Commissions competency-based framework as beneficial to assess students’ experiences in competency-based education.
  • 6/19/2015Michael Rouleau in Eastern Connecticut State University Press Release writer Michael Rouleau in Eastern Connecticut State University Press Release by Michael Rouleau in Eastern Connecticut State University Press Release published by Michael Rouleau in Eastern Connecticut State University Press Release
    Michael Rouleau wrote about Eastern Connecticut State University’s student learning initiative that connects students with community organizations. This form of learning allows students to connect classroom knowledge with real-world experiences and brings the university closer to community needs. At the end of the service learning experiences, professors assess students’ learning by evaluating students’ poster presentations and articles about their service learning experience.
  • 6/17/2015Melissa Dennihy in Inside Higher Education writer Melissa Dennihy in Inside Higher Education by Melissa Dennihy in Inside Higher Education published by Melissa Dennihy in Inside Higher Education
    Melissa Dennihy argued that the importance of assessment is to create an environment were educators effectively evaluate their own and students’ performances while also proving how effective particular educational initiatives are for students. She also argued that assessment is important from both administrative and pedagogical perspectives in order for educational spaces to be of high quality.
  • 6/17/2015Joshua Bolkan in Campus Technology writer Joshua Bolkan in Campus Technology by Joshua Bolkan in Campus Technology published by Joshua Bolkan in Campus Technology
    Western Governors University and Wiley are scheduled to release a new journal about competency-based education. Readers can expect the first issue in the beginning 2016. Those interested in submitting to the journal can expect calls for submission in July.
  • 6/16/2015Cary DiPietro, Melanie Rideout-Satarossa, Stephanie Dayes and Carol Roderick in Higher Education Quality Council in Ontario writer Cary DiPietro, Melanie Rideout-Satarossa, Stephanie Dayes and Carol Roderick in Higher Education Quality Council in Ontario by Cary DiPietro, Melanie Rideout-Satarossa, Stephanie Dayes and Carol Roderick in Higher Education Quality Council in Ontario published by Cary DiPietro, Melanie Rideout-Satarossa, Stephanie Dayes and Carol Roderick in Higher Education Quality Council in Ontario
    Researchers from OCAD University conducted a study regarding how faculty from their University’s School of Design crafted online learning resources and how students responded to such courses. Findings revealed that faculty reported an improved sense of understanding between their teaching practices and student learning by working together. However, students were curious about the value of the online courses.
  • 6/15/2015Research and Practice in Assessment writer Research and Practice in Assessment by Research and Practice in Assessment published by Research and Practice in Assessment
    The Summer 2015 Issue of Research and Practice in Assessment is now available. Viewers to the journal can read articles regarding student-learning outcomes in addition to student development. This issue fosters discussions regarding assessment practices and the meaning of student learning outcomes.
  • 6/15/2015Carl Straumsheim in Inside Higher Education writer Carl Straumsheim in Inside Higher Education by Carl Straumsheim in Inside Higher Education published by Carl Straumsheim in Inside Higher Education
    Carl Straumsheim reported on a study regarding whether using technology during classes negatively affects student-learning outcomes. In particular, researcher Jeffery Kuznekoff conducted a study to determine the relation between smartphone use in a communication class and students’ ability to retain knowledge. The results showed that while students were mostly distracted by smartphone use via texting, the devices had the potential to operate as mini-quizzes during the classes.
  • 6/15/2015Marc Tucker in Education Week writer Marc Tucker in Education Week by Marc Tucker in Education Week published by Marc Tucker in Education Week
    Marc Tucker argued that human beings rather than computers should assess students’ work. While having human being assess students’ work is more expensive, it may have a more positive impact on both students’ learning outcomes and teachers’ professional responsibility. In particular, teachers working together to assess students’ work can help establish clearer understandings of what particular learning outcomes mean and how to effectively teach them during classes.
  • 6/12/2015Hunter Rawlings in The Washington Post writer Hunter Rawlings in The Washington Post by Hunter Rawlings in The Washington Post published by Hunter Rawlings in The Washington Post
    Hunter Rawlings argued that the responsibility of student learning outcomes in higher education institutions is on students and their ability to perform in addition to colleges and universities’ ability to craft and deliver curricula. In this sense, student-learning outcomes reflect how higher education institutions and students collaborate to produce worthwhile educational environments.
  • 6/12/2015Natasha Jankowski in Taskstream writer Natasha Jankowski in Taskstream by Natasha Jankowski in Taskstream published by Natasha Jankowski in Taskstream
    Dr. Natasha Jankowski, Associate Director of NILOA, wrote about the need for higher education institutions to involve students within assessment practices. She highlighted the need for students to feel a sense of ownership in student learning outcome assessments and argued that while students are learning from colleges and universities, current assessment practices are not reflecting this growth given a lack of transparency to and with students.
  • 6/12/2015David Helfand in Academica writer David Helfand in Academica by David Helfand in Academica published by David Helfand in Academica
    At a time when answers are readily available via a quick internet search pedagogy has to adapt. One such way could be by stressing a process-based approach to problem-solving where students engage with questions and learn to think critically as opposed to memorizing the steps toward an answer.
  • 6/11/2015Jeffrey R. Young in the Chronicle of Higher Education writer Jeffrey R. Young in the Chronicle of Higher Education by Jeffrey R. Young in the Chronicle of Higher Education published by Jeffrey R. Young in the Chronicle of Higher Education
    A new video series on personalized learning funded by the Bill & Melinda Gates Foundation aims to look inside high technology classrooms across five colleges to provide an account on how this pedagogical approach is emerging.
  • 6/10/2015Cecilia Gaposchkin in the Chronicle of Higher Education writer Cecilia Gaposchkin in the Chronicle of Higher Education by Cecilia Gaposchkin in the Chronicle of Higher Education published by Cecilia Gaposchkin in the Chronicle of Higher Education
    The necessary knowledge and information to perform a job changes so rapidly that course content becomes outdated by the time students begin working. Instead, the skills students gain from their coursework and experiences are more important. If students major in areas of study that they are genuinely interested in, then they are more likely to develop the skills employers value.
  • 6/10/2015Jamie Merisotis in The Hill writer Jamie Merisotis in The Hill by Jamie Merisotis in The Hill published by Jamie Merisotis in The Hill
    Jamie Merisotis argues that despite the potential for future college graduates to have better job prospects than pervious graduates, there is still a lack of understanding among employers about how such degrees translate into relevant skills. For this reason, more needs to be done within higher education institutions to clarify the meaning behind their degrees. Merisotis presents the Degree Qualifications Profile (DQP) as one framework that may aid this process.
  • 6/9/2015Association of International Educators writer Association of International Educators by Association of International Educators published by Association of International Educators
    NAFSA: Association of International Educators has released the International Professional Competencies which defines the competencies necessary for professionals in various levels of international education.
  • 6/9/2015Ben Gose in the Chronicle of Higher Education writer Ben Gose in the Chronicle of Higher Education by Ben Gose in the Chronicle of Higher Education published by Ben Gose in the Chronicle of Higher Education
    The High Potential Program at a San Francisco Bay Area college aids first-generation students navigation through college. Through peer mentoring and other support services, the program has helped to significantly increase retention rates.
  • 6/9/2015Higher Education Quality Council of Ontario writer Higher Education Quality Council of Ontario by Higher Education Quality Council of Ontario published by Higher Education Quality Council of Ontario
    Researchers Scott Bunyan, Linda Jonker, and Nicholas Dion conducted a study on the effects of a developmental communication course among first-year students at four Ontario colleges. Findings revealed that the developmental communication course improved 55% of participating students’ performance on a communication test.
  • 6/8/2015Inside Higher Education writer Inside Higher Education by Inside Higher Education published by Inside Higher Education
    The Council of Regional Accrediting Commissions (C-RAC) created a framework for assessing and approving competency-based education programs. The framework seeks to establish a basic language and set of practices regarding the assessment of student learning outcomes within competency-based education programs.
  • 6/8/2015Adam Dastrup in Directions Magazine writer Adam Dastrup in Directions Magazine by Adam Dastrup in Directions Magazine published by Adam Dastrup in Directions Magazine
    The Geosciences Department at Salt Lake Community College used the Degree Qualifications Profile (DQP) for their geography and geospatial technology programs. Among the outcomes were the creation of a new capstone course and the modification of program and course level ePortfolio assignments.
  • 6/8/2015Marc Tucker in Education Week writer Marc Tucker in Education Week by Marc Tucker in Education Week published by Marc Tucker in Education Week
    High-stakes accountability systems have not improved student performance at the high school level in areas such as math, and have decreased student’s performance in other areas. Marc Tucker argues that skills such as understanding the difference between right and wrong and ability to think out-of-the-box to solve complex issues are not measured in standardized tests and are unaccounted for in high-stakes accountability systems; but they are equally as important as math and reading scores.
  • 6/5/2015Association of American Colleges and Universities writer Association of American Colleges and Universities by Association of American Colleges and Universities published by Association of American Colleges and Universities
    The Hasso Plattner Institute of Design at Stanford University provides students from any Stanford college the opportunity to engage in courses that teach design thinking – a problem solving approach applicable to any discipline or field. As a part of ACC&U’s LEAP Challenge and Signature Work project, the Institute groups students in collaborative, multi-disciplinary groups that allow students to be challenged by different approaches from peers of diverse backgrounds and disciplines in an attempt to address real-world problems.
  • 6/4/2015George Siemens, Dragan Gasevic, and Shane Dawson for the Bill & Melinda Gates Foundation writer George Siemens, Dragan Gasevic, and Shane Dawson for the Bill & Melinda Gates Foundation by George Siemens, Dragan Gasevic, and Shane Dawson for the Bill & Melinda Gates Foundation published by George Siemens, Dragan Gasevic, and Shane Dawson for the Bill & Melinda Gates Foundation
    A new report funded by the Bill and Melinda Gates Foundation offers a review of the history of MOOCs as well as a window into future directions. Included in this is an overview of credentials for online courses and assessment, future directions of research, and an analysis of emerging technology infrastructures that further support faculty and the development of MOOCs.
  • 6/3/2015Valerie Lopes and Nicholas Dion for HEQCO writer Valerie Lopes and Nicholas Dion for HEQCO by Valerie Lopes and Nicholas Dion for HEQCO published by Valerie Lopes and Nicholas Dion for HEQCO
    Simply having technology in the classroom will not automatically translate into learning outcomes. Instead, students should learn with technology as opposed to learning from it, and technology should be implemented into the classroom with learning outcomes already in mind.
  • 6/3/2015Association of American Colleges and Universities writer Association of American Colleges and Universities by Association of American Colleges and Universities published by Association of American Colleges and Universities
    A student advisory board at Indiana University- Bloomington is asking the university to implement High Impact Educational Practices (HIPs) more widely and encourage student participation. Among their recommendations are for the institution to require students to engage in HIPs at an earlier time in their education and for the university to collect more/better data on students’ participation.
  • 6/2/2015Hart Research Associates writer Hart Research Associates by Hart Research Associates published by Hart Research Associates
    A new study finds that student’s perceptions are mostly aligned with those of employers. Students acknowledge the importance of learning skills that are applicable for both their major and the workplace. However, students feel more optimistic about how well-prepared they are for the job market compared to employers. In addition, the majority of college students indicate that their institutions have communicated their intended learning outcomes in various ways.
  • 6/1/2015Rebecca Scherr for the American Association of Community Colleges writer Rebecca Scherr for the American Association of Community Colleges by Rebecca Scherr for the American Association of Community Colleges published by Rebecca Scherr for the American Association of Community Colleges

    The Voluntary Framework of Accountability (VFA) allows community colleges to compile data that are more reflective of the work community colleges do, and to compare performance at similar institutions. The VFA is in use at 25 of the 28 community colleges in Michigan, and results will be used to inform the state on metrics such as retention and credit accumulation. Another article on the VFA can be found here.

  • 5/28/2015Steven Mintz in Inside Higher Ed writer Steven Mintz in Inside Higher Ed by Steven Mintz in Inside Higher Ed published by Steven Mintz in Inside Higher Ed
    Far too often, assessments are thought of as grading, but assessments serve many other functions. For example, performance-based assessment allows for the evaluation of student’s abilities to solve real-world problems through using critical thinking.
  • 5/27/2015Jack Grove in Times Higher Education writer Jack Grove in Times Higher Education by Jack Grove in Times Higher Education published by Jack Grove in Times Higher Education
    Examiners from 20 universities in the UK awarded significantly different scores to the same assignments. Some forms of assessment have come under scrutiny in England after a review deemed assessment criteria to be complex and subjective, which can yield high variability in determining what constitutes good and bad work.
  • 5/27/2015Angela Chen in the Chronicle of Higher Education writer Angela Chen in the Chronicle of Higher Education by Angela Chen in the Chronicle of Higher Education published by Angela Chen in the Chronicle of Higher Education
    Hans de Wit will become director of Boston College’s Center for International Higher Education in the fall of 2015, and he wants the Center to begin analyzing why there is a lack of collaboration between higher education institutions in Latin America. In addition, he expects to develop a master’s program in higher education internationalization at Boston College.
  • 5/26/2015John Morgan in Times Higher Education writer John Morgan in Times Higher Education by John Morgan in Times Higher Education published by John Morgan in Times Higher Education
    The OECD’s Assessment of Higher Education Learning Outcomes (Ahelo) aims to measure the quality of teaching at the university level. In addition, Ahelo’s feasibility study analyzes what students know and can do at graduation.
  • 5/22/2015Peter Schmidt in the Chronicle of Higher Education writer Peter Schmidt in the Chronicle of Higher Education by Peter Schmidt in the Chronicle of Higher Education published by Peter Schmidt in the Chronicle of Higher Education
    Simply enrolling a significant number of underrepresented students in college campuses does not necessarily result in positive learning experiences for students. A new study finds that negative diversity interactions can have a negative effect on students’ critical thinking skills regardless of race/ethnicity. It is important for college campuses to create opportunities for positive interactions among a diverse student body both in and out of the classroom.
  • 5/21/2015Association of American Colleges and Universities writer Association of American Colleges and Universities by Association of American Colleges and Universities published by Association of American Colleges and Universities
    AAC&U has released 16 new case studies under their Scientific Thinking and Integrative Reasoning Skills (STIRS) initiative. Each case study consists of a student case and facilitator’s guide, to aid faculty with incorporating assignments and modules that engage students in integrative and problem-based inquiry.
  • 5/19/2015Elizabeth Z. Rutschow and John Diamond for MDRC writer Elizabeth Z. Rutschow and John Diamond for MDRC by Elizabeth Z. Rutschow and John Diamond for MDRC published by Elizabeth Z. Rutschow and John Diamond for MDRC
    Given that approximately 50 to 70 percent of community college students require developmental math courses and only a third of those students actually complete them, the Mathways Project looks to offer an alternative way to ensure these students succeed. For example, the Mathways Project aligns math content to specific fields of study and teaches at an accelerated pace to help students stay on track.
  • 5/18/2015Qin Liu in Higher Education Quality Council of Ontario (HEQCO) writer Qin Liu in Higher Education Quality Council of Ontario (HEQCO) by Qin Liu in Higher Education Quality Council of Ontario (HEQCO) published by Qin Liu in Higher Education Quality Council of Ontario (HEQCO)
    Faculty buy-in and support is key for outcomes-based education (OBE). Institutions looking to implement OBE policies should look to engage faculty and provide support; such as guidance during program reviews or facilitating conversations about learning outcomes.
  • 5/15/2015Kristina Cowan in American Council on Education’s The Presidency writer Kristina Cowan in American Council on Education’s The Presidency by Kristina Cowan in American Council on Education’s The Presidency published by Kristina Cowan in American Council on Education’s The Presidency
    Colleges and Universities know more now than they ever did about student outcomes and the impact their degrees have on graduates’ lives. It is increasingly important to share the results and use them to improve policy.
  • 5/14/2015Tysen Kendig in American Council on Education’s The Presidency writer Tysen Kendig in American Council on Education’s The Presidency by Tysen Kendig in American Council on Education’s The Presidency published by Tysen Kendig in American Council on Education’s The Presidency
    Tysen Kendig, vice president for communications at the University of Connecticut, answers several questions on outcomes assessment; specifically which metrics are overlooked by institutions, effective ways to demonstrate learning outcomes to different constituents, and how to create a distinct outcomes narrative for your institution.
  • 5/13/2015Rob Jenkins in the Chronicle of Higher Education writer Rob Jenkins in the Chronicle of Higher Education by Rob Jenkins in the Chronicle of Higher Education published by Rob Jenkins in the Chronicle of Higher Education
    Rob Jenkins offers seven conditions which must exist in order for students to learn and discusses the ways teachers can provide them. Among these are awareness, motivation, engagement, and support.
  • 5/12/2015Alverno College writer Alverno College by Alverno College published by Alverno College
    Alverno College is looking for institutions to attend the 39th Annual workshop held June 8-10, 2015. Attendees will learn about educational principles and practices, innovations, curricular implications, performance assessment, and the development of competencies.
  • 5/11/2015Paul L. Gaston and AAC&U writer Paul L. Gaston and AAC&U by Paul L. Gaston and AAC&U published by Paul L. Gaston and AAC&U
    “This publication calls for a re-envisioning of general education with clear, purposeful pathways for all students, allowing them to actively demonstrate their learning through high-impact practices and teaching strategies that are transferable across disciplines, departments, institutions, and even state systems. It addresses how this general education framework helps to foster essential capacities for career, citizenship, and global engagement for today's diverse and mobile students.”
  • 5/8/2015David R. Anderson, president of St. Olaf College, in ACE writer David R. Anderson, president of St. Olaf College, in ACE by David R. Anderson, president of St. Olaf College, in ACE published by David R. Anderson, president of St. Olaf College, in ACE
    David R. Anderson, president of St. Olaf College, offers a glimpse into the culture at his institution which drives St. Olaf College to not only continuously assess their students learning outcomes but to also make use of and publicly share the results.
  • 5/7/2015Jo Beld for Southern Education Foundation writer Jo Beld for Southern Education Foundation by Jo Beld for Southern Education Foundation published by Jo Beld for Southern Education Foundation
    Jo Beld, vice president for mission and professor of political science at St. Olaf College, explores the various assessment strategies that institutions, with a special focus on Minority-Serving Institutions (MSIs), can utilize. She offers various questions for MSIs to ask themselves before beginning their assessment, an analysis of various assessment instruments, and advice on each approach.
  • 5/7/2015Jacksonville State College writer Jacksonville State College by Jacksonville State College published by Jacksonville State College
    Jacksonville State College (JSU) is looking to hire an Assessment and Advisement Specialist. This position provides expertise and support to the college for assessment of student learning outcomes, use of results for continuous improvement, and improving academic advisement for students. The position closes June 01, 2015.
  • 5/6/2015Brian Mathews in the Ubiquitous Librarian writer Brian Mathews in the Ubiquitous Librarian by Brian Mathews in the Ubiquitous Librarian published by Brian Mathews in the Ubiquitous Librarian
    Brian Mathews discusses the ways that Virginia Tech has made use of various library spaces in order to create learning environments for students. Through reimagining what the classroom can look like, they have made multi-purpose rooms that encourage collaboration between students and departments, increase creativity and inquiry, and help increase the ways teaching and learning occur.
  • 5/5/2015Association of American Colleges & Universities writer Association of American Colleges & Universities by Association of American Colleges & Universities published by Association of American Colleges & Universities
    The General Education (GE) Pathways program developed at California State University at Chico is making its way through both California State University at Northridge and Pierce College. Modeled after AAC&U’s General Education Maps and Markers (GEMs), the GE Pathways allows students to develop a clearer path through their general education requirements and aid in the transfer process.
  • 5/4/2015Dian Schaffhauser in Campus Technology writer Dian Schaffhauser in Campus Technology by Dian Schaffhauser in Campus Technology published by Dian Schaffhauser in Campus Technology
    John Ebersole, president of Excelsior College, shares four lessons learned by his online-only college to help students succeed. Among the lessons are to recognize learning in all its forms and lessen barriers to students, and to make courses as interactive as possible (e.g. animations, videos, interactive exercises) to keep students engaged.
  • 5/1/2015
    The new issue of the International Journal of ePortfolio (IJeP) (Volume 5, Number 1) is now available. Included in this issue are articles on the development and sustainability of ePortfolios in counselor education, the role of faculty in general education and ePortfolios, student perceptions of ePortfolio use, and more.
  • 5/1/2015University of Massachusetts at Amherst writer University of Massachusetts at Amherst by University of Massachusetts at Amherst published by University of Massachusetts at Amherst
    As pedagogy changes to better engage students and create richer learning experiences, it is useful to consider pedagogical approaches that yield positive insight on how to teach certain groups of students. For example, a study led by Nilanjana Dasgupta at the University of Massachusetts at Amherst found that women feel less anxious when working in groups comprised of mostly women, and they were found to be less likely to speak up when the group is 50% or more male.
  • 4/30/2015Campus Compact writer Campus Compact by Campus Compact published by Campus Compact
    Connect2Complete (C2C) is a model that integrates service-learning and peer advocacy into developmental education to better support underprepared students for college. Early implementation of C2C shows promising results, among them increased retention and persistence rates. The resource guide explains the C2C model, offers resources for implementation and evaluation of C2C, and includes samples of materials developed by other colleges using C2C.
  • 4/29/2015Sophie Quinton in National Journal writer Sophie Quinton in National Journal by Sophie Quinton in National Journal published by Sophie Quinton in National Journal
    Northern Virginia Community College is reimagining its academic advising system with the help of a new online approach called GPS to Success. The new approach requires all first-year students to take entrance exams, meet with their advisor before classes begin, and attend orientation. In addition, the college is using an early intervention system known as SAILS to immediately alert counselors if students are struggling academically.
  • 4/28/2015Dan Berrett in the Chronicle of Higher Education writer Dan Berrett in the Chronicle of Higher Education by Dan Berrett in the Chronicle of Higher Education published by Dan Berrett in the Chronicle of Higher Education
    Boston College used design thinking, an interdisciplinary approach to problem-solving, to revamp their curriculum. While the process was brought forth by an outside consulting firm, faculty were still at the center. The fundamental aspects of the curriculum did not change, but two interesting new course tracks were added to the core which feature six-credit courses with lab sections and paired interdisciplinary seminars bound by a common topic.
  • 4/27/2015Judy Mortrude for the Center for Postsecondary and Economic Success writer Judy Mortrude for the Center for Postsecondary and Economic Success by Judy Mortrude for the Center for Postsecondary and Economic Success published by Judy Mortrude for the Center for Postsecondary and Economic Success
    Judy Mortrude provides various key takeaways from new studies that confirm long-term impacts of Adult Basic Skills (ABS) programs. Among them are significant increases in long-term educational and economic outcomes, and an increase of overall GED attainment from 16% to 36%.
  • 4/23/2015Association of American Colleges and Universities writer Association of American Colleges and Universities by Association of American Colleges and Universities published by Association of American Colleges and Universities
    The new issue of Peer Review titled Faculty Leadership for Integrative Liberal Learning is now available. Topics covered in this issue include faculty collaboration and community building, creating a culture beneficial for integrative learning, and a case from Bard College on integrative learning.
  • 4/22/2015Dan Berrett in the Chronicle of Higher Education writer Dan Berrett in the Chronicle of Higher Education by Dan Berrett in the Chronicle of Higher Education published by Dan Berrett in the Chronicle of Higher Education
    Boston College used design thinking, an interdisciplinary approach to problem-solving, to revamp their curriculum. While the process was brought forth by an outside consulting firm, faculty were still at the center. The fundamental aspects of the curriculum did not change, but two interesting new course tracks were added to the core which feature six-credit courses with lab sections and paired interdisciplinary seminars bound by a common topic.
  • 4/21/2015The Aspen Institute writer The Aspen Institute by The Aspen Institute published by The Aspen Institute

    The Aspen Prize for Community College Excellence recognizes the continuous improvement and strength of community colleges across four domains: completion, labor market, learning, and equity. The 2015 winner is Santa Fe College which had a student transfer rate to a four-year institution double the national average. The report highlights the outcomes of Santa Fe College and the other finalists, and a description on how these colleges achieve excellence. An article on the Aspen Prize can be found in the Chronicle.

  • 4/20/2015Robert Kelchen in the Chronicle of Higher Education writer Robert Kelchen in the Chronicle of Higher Education by Robert Kelchen in the Chronicle of Higher Education published by Robert Kelchen in the Chronicle of Higher Education
    Robert Kelchen analyzed the list of colleges facing financial scrutiny under three accountability measures: cohort default rates, financial responsibility scores, and heightened cash monitoring. After finding little overlap, Kelchen suggests that the U.S. Department of Education make public information on why and how colleges are subject to these measures. This would help prospective students and stakeholders make better informed decision regarding these institutions.
  • 4/15/2015The Chronicle of Higher Education writer The Chronicle of Higher Education by The Chronicle of Higher Education published by The Chronicle of Higher Education

    Findings of a NILOA report, Focused on What Matters: Assessment of Student Learning Outcomes at Minority-Serving Institutions, shed light on the issue that Minority-Serving Institutions (MSIs) are not adequately portrayed in the national picture when it comes to assessing student learning. Additional takeaways from the report are highlighted by the Penn Center for MSIs.

  • 4/15/2015Madeline Will in the Chronicle of Higher Education writer Madeline Will in the Chronicle of Higher Education by Madeline Will in the Chronicle of Higher Education published by Madeline Will in the Chronicle of Higher Education

    Over the past six years, the attainment rate of Americans with a college degree or credential has only increased by 2.1%. This moderate increase poses a challenge for Lumina Foundation and their goal of having at least a 60% college attainment-rate by the year 2025. In order to help reach their goal, Lumina will increase their focus on underrepresented students, on Americans who have attended college but did not attain a degree, and will include nondegree postsecondary certificates and credentials. Another article on this topic can be found here.

  • 4/15/2015Brad C. Phillips in the Huffington Post writer Brad C. Phillips in the Huffington Post by Brad C. Phillips in the Huffington Post published by Brad C. Phillips in the Huffington Post
    At Odessa College, accountability is tailored so that faculty are in the driver’s seat. A couple of the key takeaways from Odessa College include using metrics that help predict what students need to succeed and creating a sense of urgency within the institution.
  • 4/14/2015American Library Association writer American Library Association by American Library Association published by American Library Association

    A new report, Not Just Where to Click: Teaching Students How to Think about Information by the Association of College and Research Libraries (ACRL), explores various ways to teach students about the nature of expertise, authority, and credibility, and provides practical ways to help students reflect on their beliefs, biases, and interpretations.

  • 4/13/2015

    The American Enterprise Institute's Center on Higher Education Reform has released two reports on Competency-Based Education (CBE) focused on uncovering employers' perceptions on CBE and best practices for assessing CBE programs, respectively. In addition, Inside Higher Ed has released New Debates About Accountability, a collection of articles and opinion essays on accountability. There will be a webinar discussing New Debates April 29 at 1:00pm CST.

  • 4/10/2015Ashley A. Smith in Inside Higher Ed writer Ashley A. Smith in Inside Higher Ed by Ashley A. Smith in Inside Higher Ed published by Ashley A. Smith in Inside Higher Ed
    Ashley A. Smith holds a Q&A with Thomas R. Bailey, Shanna S. Jaggars, and Davis Jenkins from the Community College Research Center at Columbia University's Teachers College and authors of Redesigning Community Colleges. Topics discussed include how guided pathways may impact students' ability to broaden their college experiences and how this plan fits within proposed free community college policies.
  • 4/9/2015Josipa Roksa and Richard Arum in Quartz writer Josipa Roksa and Richard Arum in Quartz by Josipa Roksa and Richard Arum in Quartz published by Josipa Roksa and Richard Arum in Quartz
    Josipa Roksa and Richard Arum, authors of Aspiring Adults Adrift, discuss whether colleges are preparing students for smooth transitions into adulthood and not just whether a college degree is worth the cost. They find that many students advance through college without improving their critical thinking skills and students are devoting significantly less time to academic pursuits than in previous decades.
  • 4/8/2015Kevin Kruger in Inside Higher Ed writer Kevin Kruger in Inside Higher Ed by Kevin Kruger in Inside Higher Ed published by Kevin Kruger in Inside Higher Ed
    Kevin Kruger, president of NASPA, urges campuses and administrators to increase the involvement of student affairs professionals in numerous activities, not just those related to national headlines. He explains the value that student affairs professionals have and the experiences they share that can advance campus efforts. Various examples are provided of colleges and universities where student affairs partnered creatively with other departments.
  • 4/7/2015Inside Higher Ed writer Inside Higher Ed by Inside Higher Ed published by Inside Higher Ed
    Ithaka S+R, a nonprofit research organization, analyzed 12 studies that compared learning outcomes from face-to-face and online or hybrid courses. There were no significant differences between learning outcomes and the modes of delivery. Researchers suggest future studies focus on cost and long-term results (e.g. retention and graduation rates).
  • 4/2/2015Norm Jones and Harrison Kleiner in Inside Higher Ed writer Norm Jones and Harrison Kleiner in Inside Higher Ed by Norm Jones and Harrison Kleiner in Inside Higher Ed published by Norm Jones and Harrison Kleiner in Inside Higher Ed
    Norm Jones and Harrison Kleiner, Utah State University, call for faculty-led reform in assessing students' career readiness. They describe their experience with the Degree Qualifications Profile (DQP) at Utah State University and the outcomes of their degrees – regardless of major – as producing students who are critical thinking citizens that communicate clearly and are equipped with the skills needed for today’s workplace.
  • 4/1/2015Eric Kelderman in the Chronicle of Higher Education writer Eric Kelderman in the Chronicle of Higher Education by Eric Kelderman in the Chronicle of Higher Education published by Eric Kelderman in the Chronicle of Higher Education
    Congress is reassessing the accreditation process for the upcoming reauthorization of the Higher Education Act. In essence, two proposals call for increased transparency in the process, different levels of accreditation, increased flexibility, and the establishment of new accreditation committees.
  • 3/30/2015Carl Straumsheim in Inside Higher Ed writer Carl Straumsheim in Inside Higher Ed by Carl Straumsheim in Inside Higher Ed published by Carl Straumsheim in Inside Higher Ed
    Teachers and faculty should be aware of their learning outcomes in writing courses and appropriately tailor their assignments to fit those goals. A study found that students writing in blogs and journals took different risks in their writing, approached topics differently, and engaged in differing levels of reflection compared to essays.
  • 3/26/2015Leila Meyer in Campus Technology writer Leila Meyer in Campus Technology by Leila Meyer in Campus Technology published by Leila Meyer in Campus Technology
    Birmingham Young University (BYU) found that students receive the same learning outcomes in flipped and non-flipped classrooms when students are engaged in Active Learning. This style of teaching calls for students to be active participants and construct their own knowledge, as opposed to just being passive receptors, in the learning process.
  • 3/23/2015Casey Fabris in the Chronicle of Higher Education writer Casey Fabris in the Chronicle of Higher Education by Casey Fabris in the Chronicle of Higher Education published by Casey Fabris in the Chronicle of Higher Education
    Casey Fabris introduces various new teaching methods and technologies that create a new set of challenges for students with disabilities to overcome. Among these are flipped classrooms, online course readings, and the use of clickers. These can reduce participation and engagement by students with disabilities, negatively affect grades, and hamper instead of enhance their learning.
  • 3/20/2015Higher Education Quality Council of Ontario writer Higher Education Quality Council of Ontario by Higher Education Quality Council of Ontario published by Higher Education Quality Council of Ontario

    A new handbook by the Higher Education Quality Council of Ontario (HEQCO) serves as a resource for faculty and administrators to design and assess program-level learning outcomes. The handbook includes tips, examples and case studies, and recommendations on methods for developing program-level learning outcomes and assessment.

  • 3/19/2015Dan Berrett in the Chronicle of Higher Education writer Dan Berrett in the Chronicle of Higher Education by Dan Berrett in the Chronicle of Higher Education published by Dan Berrett in the Chronicle of Higher Education
    Innovations, changing student demographics, and increases in tuition have contributed to growing concerns over the quality of college teaching. This has led educators to adapt various tools and strategies to enhance their teaching. This positive restlessness, or ongoing efforts to continually improve, in the part of both educators and administrators has shown positive results, and can lead to substantial improvements.
  • 3/18/2015Brian Mathews in the Chronicle's The Ubiquitous Librarian writer Brian Mathews in the Chronicle's The Ubiquitous Librarian by Brian Mathews in the Chronicle's The Ubiquitous Librarian published by Brian Mathews in the Chronicle's The Ubiquitous Librarian
    Brian Mathews discusses a teaching method of Tim Baird, Virginia Tech, who promotes intrinsic and self-regulated learning. Baird allowed his students to skip class three times during the semester to explore personal interests, and then present it to the class; a concept he called Pink Time. This would allow students to bring external experiences into the classroom, and hopefully take concepts learned in the classroom and apply them to everyday situations.
  • 3/16/2015U.S. Department of Education writer U.S. Department of Education by U.S. Department of Education published by U.S. Department of Education
    A report by the U.S. Department of Education highlights numerous limitations and consequences associated with a society that has a significant percentage of low-skilled individuals. In addition, the report gives interrelated strategies to meet various goals, such as increasing access to higher education/occupational training and closing achievement gaps.
  • 3/13/2015Anastasia Salter in the Chronicle's ProfHacker writer Anastasia Salter in the Chronicle's ProfHacker by Anastasia Salter in the Chronicle's ProfHacker published by Anastasia Salter in the Chronicle's ProfHacker

    Anastasia Salter discusses Working Examples, a community website used for sharing and discussing educational projects as they progress in order to draw insights and questions about the process

  • 3/12/2015Katherine Mangan in the Chronicle of Higher Education writer Katherine Mangan in the Chronicle of Higher Education by Katherine Mangan in the Chronicle of Higher Education published by Katherine Mangan in the Chronicle of Higher Education

    The Accelerated Study in Associate Programs (ASAP) at City University of New York has resulted in numerous positive gains for community college students. Transfer rates, increased enrollment, three year graduation rates, and lowered cost per degree are some of the results from this study. Another article on this topic can be found in Inside Higher Ed.

  • 3/11/2015John Ebersole in Forbes Leadership writer John Ebersole in Forbes Leadership by John Ebersole in Forbes Leadership published by John Ebersole in Forbes Leadership
    John Ebersole sees the glass half full when it comes to higher education accountability. He acknowledges the various issues with the quality of instruction, communicating measurable outcomes, and financial aid, and also draws attention to the improvements being made in these areas.
  • 3/10/2015
    Eugene Kaufman needs to collect 385 opinions of adults who either educate, coach, or train adults in some organizational setting. The survey, which takes less than 8 minutes to complete, asks participants to compare teaching methods when it comes to training adults. Please take the time to give your opinion. Survey closes on April 1, 2015.
  • 3/9/2015American Council on Education writer American Council on Education by American Council on Education published by American Council on Education

    ACE released two papers at an event co-hosted with Blackboard earlier this week. The first paper focuses on credit for prior learning (CPL) and addresses the barriers and successful strategies for incorporating CPL. The second paper focuses on competency-based education (CBE) and highlights the challenges associated with developing a program that moves away from the credit-hour standard.

  • 3/6/2015Commodore, F., Abiola, U., Ramos, F., & Gasman, M. for the Penn Center for Minority-Serving Institutions writer Commodore, F., Abiola, U., Ramos, F., & Gasman, M. for the Penn Center for Minority-Serving Institutions by Commodore, F., Abiola, U., Ramos, F., & Gasman, M. for the Penn Center for Minority-Serving Institutions published by Commodore, F., Abiola, U., Ramos, F., & Gasman, M. for the Penn Center for Minority-Serving Institutions
    A new report by the Penn GSE Center for MSIs can serve as a very complete resource for researchers hoping to study Minority-Serving Institutions. The report offers various suggestions on research topics, tips on how to formulate a research question, and things to keep in mind when considering research methods and where to publish the findings.
  • 3/5/2015Association of College & Research Libraries writer Association of College & Research Libraries by Association of College & Research Libraries published by Association of College & Research Libraries
    The application deadline for the ACRL program "Assessment in Action: Academic Libraries and Student Success" (AiA), has been extended to 5 p.m. Central, Wednesday, March 25, 2015. The third year of AiA gives participants the opportunity to explore how their library contributes to student success during this 14-month program.
  • 3/4/2015
    The Division of Student Affairs at the University of Illinois is seeking candidates for a full-time Assessment Coordinator position. Please follow the link for further details on position requirements and desired qualifications. The application deadline is March 10.
  • 3/3/2015CAEL and Lumina Foundation writer CAEL and Lumina Foundation by CAEL and Lumina Foundation published by CAEL and Lumina Foundation
    Through support from the Lumina Foundation, CAEL is providing training for staff and faculty at 15-20 institutions (5-7 per year) to help them understand competency-based education (CBE) and decide whether to commit to building a program. CAEL is currently looking for 6-7 institutions to participate in the final cohort. They are seeking institutions in the earliest stages of investigating the benefits and challenges associated with CBE. Additional technical assistance will be provided to a subset of the institutions to begin the process of implementing CBE and assessment. The application deadline is March 20.
  • 3/2/2015Elizabeth Redden in Inside Higher Ed writer Elizabeth Redden in Inside Higher Ed by Elizabeth Redden in Inside Higher Ed published by Elizabeth Redden in Inside Higher Ed
    Study abroad programs should be refocused towards promoting student learning and should expand to include more students without sacrificing quality. Elizabeth Redden states that the majority of students participate in short-term study abroad programs that affect the rest of their semester coursework. Instead, these programs should be a semester to a full academic year and student learning gains should be assessed.
  • 2/27/2015The Massachusetts Business Alliance for Education (MBAE) writer The Massachusetts Business Alliance for Education (MBAE) by The Massachusetts Business Alliance for Education (MBAE) published by The Massachusetts Business Alliance for Education (MBAE)
    MBAE's new report states that the Massachusetts Comprehensive Assessment System (MCAS) test is no longer a good indicator for students' college readiness. Instead, the Partnership for the Assessment of Readiness for College and Careers (PARCC) seems to be a better alternative, but has yet to be fully implemented. Similar to other states, Massachusetts will use both measures over the next two years to collect data and compare the two assessment tools.
  • 2/26/2015Casey Fabris in Wired Campus writer Casey Fabris in Wired Campus by Casey Fabris in Wired Campus published by Casey Fabris in Wired Campus

    Only 40% of professors use, or are interested in using, innovative teaching techniques/technology in the classroom; with only half of them actually implementing such innovations. The report  goes on to note that flipped classrooms and free course content were among the most-adopted approaches. 

  • 2/25/2015Adult College Completion Network (ACCN) Blog writer Adult College Completion Network (ACCN) Blog by Adult College Completion Network (ACCN) Blog published by Adult College Completion Network (ACCN) Blog

    Community Colleges in Pennsylvania are immersed in the state's Prior Learning Assessment (PLA) initiative. This allows the community colleges to issue credit for students' past educational, work, and life experiences. Another article on this topic which addresses some of the concerns over this program can be found here.

  • 2/24/2015Caralee Adams in College Bound writer Caralee Adams in College Bound by Caralee Adams in College Bound published by Caralee Adams in College Bound
    High schools are receiving more freedom in the ways they evaluate students' college readiness. Eighteen states have aligned graduation requirements for high school students to meet college entrance criteria and 40 states now have policies in place to allow credit to be awarded for personal and work experience. In addition, portfolios, writing samples, and other assessment measures are being used to communicate student learning.
  • 2/23/2015Daniel F. Sullivan for AAC&U writer Daniel F. Sullivan for AAC&U by Daniel F. Sullivan for AAC&U published by Daniel F. Sullivan for AAC&U
    This report from AAC&U focuses on how VALUE has helped change student learning outcomes assessment. "Author Daniel Sullivan tells us how VALUE relates to the larger aims of a high-quality liberal education, to the capabilities employers seek and reward, and to the public policy pressures of our current environment."
  • 2/20/2015Nancy Hoffman for Jobs for the Future writer Nancy Hoffman for Jobs for the Future by Nancy Hoffman for Jobs for the Future published by Nancy Hoffman for Jobs for the Future
    Nancy Hoffman discusses the benefits of including work-based activities in the learning process, specifically to emphasize career readiness. She gives an example of a program which partners with employers and unions to meet the needs of students and the economy. The report concludes by analyzing barriers and opportunities for deeper learning.
  • 2/19/2015

    The latest issue of Change (Volume 47, Issue 1) is now available. Articles in this issue include A Better Way to Evaluate Undergraduate Learning by Carl Wieman, an interview with Tim White, Chancellor of California State University system, by Adrianna Kezar, and Do Students Really Learn from Experience? by Susan Ambrose and Laurie Poklop.

  • 2/18/2015David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    David Gooblar discusses the ways teachers can incorporate active learning strategies into the classroom while diminishing student resistance. Two of the recommendations are that teachers should be explicit about the course design and vary their teaching approaches so that all students are engaged.
  • 2/17/2015Lee Skallerup Bessette in ProfHacker writer Lee Skallerup Bessette in ProfHacker by Lee Skallerup Bessette in ProfHacker published by Lee Skallerup Bessette in ProfHacker
    Lee S. Bessette provides a list of faculty development blogs. These can serve as a resource for insights into the profession, teaching tips, best practices, and other advice.
  • 2/16/2015Colleen Flaherty in Inside Higher Ed writer Colleen Flaherty in Inside Higher Ed by Colleen Flaherty in Inside Higher Ed published by Colleen Flaherty in Inside Higher Ed
    Mitch Daniels, President of Purdue University, wants to prove that students are learning and gaining skills at Purdue. Purdue has used the CLA+ tool to conduct assessment and faculty use various methods to evaluate student learning in the classroom, but assessing the gains students make involves various challenges and requires an appropriate study design.
  • 2/13/2015Adeline Koh in the Chronicle's ProfHacker writer Adeline Koh in the Chronicle's ProfHacker by Adeline Koh in the Chronicle's ProfHacker published by Adeline Koh in the Chronicle's ProfHacker
    Adeline Koh writes about a class activity which worked to better engage and teach students by focusing on "doing" rather than letting students be passive listeners. This activity also helped teach students how to navigate group dynamics, utilize various types of resources, and communication skills.
  • 2/13/2015Colleen Flaherty in Inside Higher Ed writer Colleen Flaherty in Inside Higher Ed by Colleen Flaherty in Inside Higher Ed published by Colleen Flaherty in Inside Higher Ed

    AAC&U sponsored a meeting Supporting Student Learning Through Holistic Faculty Evaluation. Colleges and universities introduced various assessment methods, such as Russell Sage College's new assessment tool that focuses its evaluations on the student's role in active learning.

  • 2/12/2015George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings, & Jillian Kinzie writer George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings, & Jillian Kinzie by George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings, & Jillian Kinzie published by George D. Kuh, Stanley O. Ikenberry, Natasha A. Jankowski, Timothy Reese Cain, Peter T. Ewell, Pat Hutchings, & Jillian Kinzie

    From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity, and offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.

  • 2/12/2015Inside Higher Ed writer Inside Higher Ed by Inside Higher Ed published by Inside Higher Ed
    The Competency-Based Education Network (C-BEN), which is funded by Lumina Foundation and allows participants to share information on their experiences with competency-based programs, has added 15 new members- 13 institutions and 2 public university systems. Among them are the University of Michigan at Ann Arbor, Purdue University at West Lafayette, and the University of Texas system.
  • 2/12/2015Kara Malenfant in ACRL Insider writer Kara Malenfant in ACRL Insider by Kara Malenfant in ACRL Insider published by Kara Malenfant in ACRL Insider

    ACRL compiled the findings from the first year of Assessment in Action into a report noting promising and effective approaches that demonstrate the library's value to students' academic success. Among the findings were outcomes in student retention, persistence, GPA, and engagement.

  • 2/11/2015Tyton Partners writer Tyton Partners by Tyton Partners published by Tyton Partners
    Tyton Partners, formerly known as Education Growth Advisors, has issued a new report outlining their "evidence of learning framework". One of the goals of this framework is to help university leaders identify areas of friction and opportunities for student advancement through higher education and into the employment sector.
  • 2/11/2015Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed

    Paul Fain discusses the results of the Carnegie Unit, a report from the Carnegie Foundation for the advancement of teaching, which considers an alternative way to measure student learning. The Carnegie Unit is based on competencies rather than the credit-hour system, and could improve learning in both high school and post-secondary education.  An additional viewpoint on the Carnegie Unit can be found here.

  • 2/10/2015Colleen Flaherty in Inside Higher Ed writer Colleen Flaherty in Inside Higher Ed by Colleen Flaherty in Inside Higher Ed published by Colleen Flaherty in Inside Higher Ed
    Colleen Flaherty talks about AAC&U's Liberal Education and America's Promise (LEAP) initiative and its outcomes, specifically integrative learning. While it can be difficult for institutions and faculty to develop curricula around integrative learning, the goal is to provide knowledge and skills that students will need to adapt to new settings and solve complex problems.
  • 2/9/2015American Library Association writer American Library Association by American Library Association published by American Library Association
    Santa Fe College, Amherst College, and Purdue University have won the 2015 Excellence in Academic Libraries Award recognizing the staff of an institution's library for programs delivering exemplary services and resources which promote their institution's mission. The ALA press release also provides additional information on the libraries and selection criteria.
  • 2/9/2015Hart Research Associates writer Hart Research Associates by Hart Research Associates published by Hart Research Associates

    A new study done by Hart Research Associates reveals that new college graduates often over-estimate their preparation for the work-force compared to the views of their employers. In addition, the study reveals key findings on the type of learning/skills acquisition that employers prefer and the areas they prioritize when evaluating new hires. Articles on this report can also be found in the Chronicle of Higher Education and Inside Higher Ed.

  • 2/5/2015Casey Fabris in the Chronicle of Higher Education writer Casey Fabris in the Chronicle of Higher Education by Casey Fabris in the Chronicle of Higher Education published by Casey Fabris in the Chronicle of Higher Education
    The Kettering Foundation, the National Issues Forum Institute, and Augsburg College created a forum to discuss how colleges should adapt to a post-recession world constantly changing due to technology and globalization. The key takeaway came from Byron P. White, vice president for university engagement and chief diversity officer at Cleveland State University, who said universities need to provide "skills-oriented learning infused with the liberal arts, with a heavy dose of real-world experience."
  • 2/4/2015Scott Jaschik in Inside Higher Ed writer Scott Jaschik in Inside Higher Ed by Scott Jaschik in Inside Higher Ed published by Scott Jaschik in Inside Higher Ed

    Data released by the Humanities Indicator Project reveal that more community college students are graduating with liberal arts degrees. In addition, more students are enrolling in humanities courses which equip them with an intellectual framework that allows students to compare and contrast different viewpoints and to attain critical thinking and problem-solving skills.

  • 2/4/2015Ontario Undergraduate Student Alliance writer Ontario Undergraduate Student Alliance by Ontario Undergraduate Student Alliance published by Ontario Undergraduate Student Alliance

    The Ontario Undergraduate Student Alliance released Those Who Can, Teach; Evaluating Teaching and Learning Strategies in Ontario’s Universities, which offers nineteen recommendations to provincial governments and universities to improve the quality of teaching and education. The report calls for more teaching-focused faculty, support for various assessment and evaluation methods, and more tenured faculty.

  • 2/3/2015Robert Talbert in the Chronicle Blog Network writer Robert Talbert in the Chronicle Blog Network by Robert Talbert in the Chronicle Blog Network published by Robert Talbert in the Chronicle Blog Network

    Robert Talbert shares how specifications grading has worked in his computer science course, as well as how the assessment was carried out. A couple of takeaways were that students had to put forth their best effort and become engaged, and students were given the reigns over their grades by knowing exactly what requirements were needed to attain a certain letter grade. Another article on can be found here.

  • 2/2/2015Council for Aid to Education writer Council for Aid to Education by Council for Aid to Education published by Council for Aid to Education
    This report from the Council for Aid to Education summarizes the performance of the 169 institutions who used the Collegiate Learning Assessment Plus (CLA+) during the 2013-14 academic year. Overall, colleges and universities greatly contribute to student development in the areas of critical thinking, problem solving, and communication, but there is variation in these skills at the institutional level (derived from CLA+ scores).
  • 1/29/2015Holly E. Morris and Greg Warman in EDUCAUSE Review writer Holly E. Morris and Greg Warman in EDUCAUSE Review by Holly E. Morris and Greg Warman in EDUCAUSE Review published by Holly E. Morris and Greg Warman in EDUCAUSE Review
    Design thinking turns the focus towards the users of a product/service and their needs in order to come up with solutions to real-world problems. Holly Morris and Greg Warman provide an overview on the various principles of design thinking, and how it has and can be used in higher education.
  • 1/28/2015Nancy Kober. The National Academies Press writer Nancy Kober. The National Academies Press by Nancy Kober. The National Academies Press published by Nancy Kober. The National Academies Press

    "Research about how students learn shows that teaching strategies that motivate and engage students will improve their learning. So how do students best learn science and engineering? Which teaching strategies are most effective in developing their knowledge and skills? And how can practitioners apply these strategies to their own courses or suggest new approaches within their departments or institutions? Reaching Students strives to answer these questions."

  • 1/27/2015
    The latest issue of the Toolbox (Volume 13, Issue 3) is now available. The focus is on "Reflective Practice and Teaching", and how to integrate it into everyday practice.
  • 1/26/2015Evelyn Ganzglass in the Center for Postsecondary and Economic Success writer Evelyn Ganzglass in the Center for Postsecondary and Economic Success by Evelyn Ganzglass in the Center for Postsecondary and Economic Success published by Evelyn Ganzglass in the Center for Postsecondary and Economic Success

    A 2012 study finds that the U.S. population is falling behind on literacy, numeracy, and problem-solving compared to other developed countries, and the effects of this lag are particularly observable among minority and immigrant populations. The Program for the International Assessment of Adult Competencies (PIAAC) has launched a new website to communicate the results of that study and provide resources to raise awareness.

  • 1/23/2015Jamie P. Merisotis in the Hill writer Jamie P. Merisotis in the Hill by Jamie P. Merisotis in the Hill published by Jamie P. Merisotis in the Hill
    Jamie Merisotis, President of Lumina Foundation, calls attention to the fact that the American higher education system needs to change to meet the needs of the changing college student demographics. He offers three recommendations for change, including measuring student learning instead of classroom time and maximizing the impact of financial aid.
  • 1/22/2015The Chronicle of Higher Education writer The Chronicle of Higher Education by The Chronicle of Higher Education published by The Chronicle of Higher Education
    The Chronicle of Higher Education offers a downloadable booklet on flipped classrooms, which is a compilation of past articles on the topic. The guide serves as a quick reference to learn about flipped classrooms and the rationale/methods.
  • 1/21/2015Higher Education Quality Council of Ontario writer Higher Education Quality Council of Ontario by Higher Education Quality Council of Ontario published by Higher Education Quality Council of Ontario
    There is a lack of consensus on how to best measure learning outcomes. HEQCO has formed a consortium of six institutions, called the Learning Outcomes Assessment Consortium (LOAC), to explore ways to resolve this issue, develop assessment tools/ techniques, and disseminate findings to other colleges and universities.
  • 1/20/2015Eric Kelderman in the Chronicle of Higher Education writer Eric Kelderman in the Chronicle of Higher Education by Eric Kelderman in the Chronicle of Higher Education published by Eric Kelderman in the Chronicle of Higher Education

    The Government Accountability Office reports that student outcomes are not heavily weighed when accreditors gauge academic quality at colleges and universities. Accreditors stated that there is a lack of "quantifiable indicators" that allow learning outcomes to be used when measuring academic quality. The original report can be found here.

  • 1/16/2015Mildred Garcia in Fox News writer Mildred Garcia in Fox News by Mildred Garcia in Fox News published by Mildred Garcia in Fox News
    Mildred Garcia, President of California State University at Fullerton, believes that the Degree Qualifications Profile (DQP) can help narrow the achievement gap. The DQP can serve as a roadmap for students allowing them to clearly see what is expected of them, realize the skills they have acquired, and communicate to employers what they are able to do.
  • 1/15/2015National Institute for Learning Outcomes Assessment writer National Institute for Learning Outcomes Assessment by National Institute for Learning Outcomes Assessment published by National Institute for Learning Outcomes Assessment

    Scholars from the National Institute for Learning Outcomes Assessment (NILOA) are pleased to announce the release of a book, Using Evidence of Student Learning to Improve Higher Education, which looks across the landscape of higher education assessment to present a reframing of how we conceptualize and approach the assessment of student learning. Two of the authors, Natasha Jankowski and Jillian Kinzie, will present points from select chapters of the book focusing on fostering greater use of assessment results and organizing assessment to yield meaningful results. Please join us on January 29 from 1:00-2:00pm CST. 

  • 1/14/2015Carol G. Schneider and Daniel F. Sullivan in Inside Higher Ed writer Carol G. Schneider and Daniel F. Sullivan in Inside Higher Ed by Carol G. Schneider and Daniel F. Sullivan in Inside Higher Ed published by Carol G. Schneider and Daniel F. Sullivan in Inside Higher Ed
    The authors argue that higher education must do a better job at assessing and improving learning, and AAC&U's VALUE approach can be an essential tool. VALUE utilizes rubrics, developed by faculty members, to measure student learning. The VALUE rubrics are regarded as a "high-impact practice" and could reduce the achievement gap in higher education.
  • 1/13/2015Kaitlin Mulhere in Inside Higher Ed writer Kaitlin Mulhere in Inside Higher Ed by Kaitlin Mulhere in Inside Higher Ed published by Kaitlin Mulhere in Inside Higher Ed
    The University of Pennsylvania has introduced a new course, "Case Studies in Higher Education Administration", which features current issues affecting colleges and universities. Professor Shaun Harper requested case studies from various college and university administrators with the aim of both equipping students with problem-solving skills before they work in higher education and to offer administrators solutions to the challenges they are facing.
  • 1/12/2015Jennifer Berg, Lisa M. Grimm, Danielle Wigmore, et al., in Peer Review writer Jennifer Berg, Lisa M. Grimm, Danielle Wigmore, et al., in Peer Review by Jennifer Berg, Lisa M. Grimm, Danielle Wigmore, et al., in Peer Review published by Jennifer Berg, Lisa M. Grimm, Danielle Wigmore, et al., in Peer Review
    Quantitative literacy has been incrementally regarded as a necessary requirement for college graduates, and the DQP and LEAP have included measurements for this, as well. Fitchburg State University (FSU) and Mount Wachusett Community College (MWCC) worked together to evaluate their rubrics of quantitative reasoning- and three other areas- and compare it with the DQP's and LEAP's. The aim is to develop common rubrics to measure what students know and should do, which in turn should work towards setting common expectations for transfer students.
  • 1/7/2015Kara Malenfant in ACRL Insider writer Kara Malenfant in ACRL Insider by Kara Malenfant in ACRL Insider published by Kara Malenfant in ACRL Insider
    The Association of College and Research Libraries (ACRL) is seeking applications for teams from all types of higher education institutions to participate in the third year of the ACRL program "Assessment in Action: Academic Libraries and Student Success" (AiA). The 14-month program examines the impact of the library on student success and contributes to assessment activities on campus.
  • 1/2/2015James M. Lang in the Chronicle of Higher Education writer James M. Lang in the Chronicle of Higher Education by James M. Lang in the Chronicle of Higher Education published by James M. Lang in the Chronicle of Higher Education
    James Lang writes about his interview with Michelle Miller, Co-Director of Northern Arizona University's first-year learning program, and her new book, Minds Online: Teaching Effectively With Technology. The various ways that technology can help in pedagogy and learning to increase student motivation and engagement, as well as issues with online programs, are discussed.
  • 12/30/2014Carl Straumsheim in Inside Higher Ed writer Carl Straumsheim in Inside Higher Ed by Carl Straumsheim in Inside Higher Ed published by Carl Straumsheim in Inside Higher Ed
    Ball State University has developed two new high-tech classrooms centered on the concept of active learning. By incorporating both technology and changes in pedagogy to enable more in-class collaboration and discussion, as opposed to a lecture-style approach, student engagement is on the rise.
  • 12/29/2014Dan Berrett in the Chronicle of Higher Education writer Dan Berrett in the Chronicle of Higher Education by Dan Berrett in the Chronicle of Higher Education published by Dan Berrett in the Chronicle of Higher Education
    Dan Barrett highlights efforts by Harvard University and the University of Michigan, which have devoted $40 and $25 million, respectively, to faculty members to experiment with and improve learning. However, while money sends an effective message on the importance of learning, it is not enough if the motivation, time, and infrastructure for innovation are missing.
  • Available Faculty Position in Assessment and Measurement at James Madison University
    12/19/2014

    The full-time position at the Center for Assessment and Research Studies (CARS) and the Department of Graduate Psychology at James Madison University seeks someone to contribute to campus assessment activities and the Assessment and Measurement PhD program. Candidates can apply and find more details here using the post number 0406394. 

  • 12/18/2014York University writer York University by York University published by York University

    York University's new Teaching and Learning website features various resources on key higher education initiatives and examples of how York has worked to create an enhanced learning environment that promotes student growth.

  • 12/17/2014Caroline Messenger in Competency Works writer Caroline Messenger in Competency Works by Caroline Messenger in Competency Works published by Caroline Messenger in Competency Works
    Fundamental beliefs about assessment must change in order for assessment to be effectively and efficiently conducted. A part of this change has to do with assessment instruments, such as rubrics, which are often misused to measure and communicate superficial aspects of student learning. Instead, instruments must be used to explicitly state what the instructor values and expects students to learn; which in the end will be the basis for a final grade.
  • 12/16/2014Robert Talbert in the Chronicle of Higher Education Blog Network writer Robert Talbert in the Chronicle of Higher Education Blog Network by Robert Talbert in the Chronicle of Higher Education Blog Network published by Robert Talbert in the Chronicle of Higher Education Blog Network
    Robert Talbert interviews Linda Nilson on her new book "Specifications Grading: Restoring Rigor, Motivating Students, and Saving Faculty Time", which intends to address some of the issues affecting higher education, such as the disconnect between course grading and intended learning outcomes, making use of feedback, and various grading-related stressors. The interview addresses some of the main ideas and concerns of specifications grading.
  • 12/15/2014Kelly Field in the Chronicle of Higher Education writer Kelly Field in the Chronicle of Higher Education by Kelly Field in the Chronicle of Higher Education published by Kelly Field in the Chronicle of Higher Education

    The U.S. Department of Education introduced new guidelines for states to evaluate teacher training programs calling for increased attention on graduates' job placement and how much graduates' future students learn. The end goal is to better prepare educators for the classroom and meet learning outcomes, but Kelly Field notes several challenges facing these regulations.

  • 12/15/2014Elizabeth Redden in Inside Higher Ed writer Elizabeth Redden in Inside Higher Ed by Elizabeth Redden in Inside Higher Ed published by Elizabeth Redden in Inside Higher Ed
    The inflow of international students to American colleges and universities has become more prominent over recent years, especially at the undergraduate level. While there are various benefits (e.g. preparing students for a more globalized world and including various perspectives into course discussions) there are also many challenges that face pedagogy, policy making, educational quality standards, and curriculum development.
  • 12/11/2014David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    David Gooblar offers various ways to assess student learning and use the information to tailor teaching methods, be responsive to student needs, and provide students an opportunity to actively evaluate their own learning. Methods such as brief class discussions, handing out surveys in-class or electronically, integrating the "one-minute paper" at the end of class, and using homework assignments to guide the next class meeting are effective ways to know what students know and what/how they are learning.
  • 12/10/2014Jake New in Inside Higher Ed writer Jake New in Inside Higher Ed by Jake New in Inside Higher Ed published by Jake New in Inside Higher Ed

    The National Survey of Student Engagement's (NSSE) latest findings suggest that student experiences in higher education are extremely variable, and an institution's selectivity and size does not correlate with student engagement nor experiences with faculty. This means that less selective institutions often offer experiences that are comparable to those available at highly selective colleges and universities. Results from a study conducted at Purdue University are also discussed.  Another article on selectivity and student achievement can be found in the Chronicle.

  • 12/10/2014The Organisation for Economic Co-operation and Development (OECD) writer The Organisation for Economic Co-operation and Development (OECD) by The Organisation for Economic Co-operation and Development (OECD) published by The Organisation for Economic Co-operation and Development (OECD)
    This study by the OECD examines tertiary vocational education and training, and addresses the challenges that arise from the increasing demand for a workforce that possesses technical and professional skills. Key takeaways and recommendations focus on institutional and financial barriers, the importance of maintaining quality and flexibility to meet market demands, the role of competency- based approaches, and core elements of effective vocational systems.
  • 12/9/2014Chris Rust in Times Higher Education writer Chris Rust in Times Higher Education by Chris Rust in Times Higher Education published by Chris Rust in Times Higher Education
    Without proper assessment practices and procedures in place, it is difficult to evaluate what a degree/certificate from colleges and universities in the UK really means. Chris Rust states that it may not be in the best interest of the institutions nor the government to produce data measuring the worth of their credentials, but transparency is important for students, businesses, the economy, and other institutions.
  • 12/9/2014David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    David Goobar calls attention to the importance of determining what students know, as well as what they do not know, to improve the teaching and learning processes. In order to truly teach and engage students, it is beneficial to engage them in conversations and class discussions, to uncover how they learn best, and to reflect on how group dynamics in the classroom may affect learning.
  • 12/8/2014Christopher B. Nelson in Inside Higher Ed writer Christopher B. Nelson in Inside Higher Ed by Christopher B. Nelson in Inside Higher Ed published by Christopher B. Nelson in Inside Higher Ed
    Christopher Nelson, President of St. John's College at Annapolis, states that assessment models have a tendency to underestimate the responsibility of the student and overestimate the responsibility of the teacher when evaluating learning outcomes. Instead of developing assessments that measure the students' learning environment and outcomes, focus should be given to assessing students' self-transformation and freedom (e.g. his/her desire to learn and seize educational opportunities).
  • 12/8/2014Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    Brandman University has implemented an accredited competency-based bachelor's in business administration program by using both the Lumina Foundation's Degree Qualifications Profile (DQP) and Liberal Education and America's Promise (LEAP) from AAC&U. Paul Fain discusses the process that Brandman went through, and various aspects of the competency-based education (CBE) program.
  • 12/5/2014Arleen Arnsparger and Richard A. Voorhees in Community College Daily writer Arleen Arnsparger and Richard A. Voorhees in Community College Daily by Arleen Arnsparger and Richard A. Voorhees in Community College Daily published by Arleen Arnsparger and Richard A. Voorhees in Community College Daily
    Fourteen community colleges in Texas are participating in Student Success By the Numbers (SSBTN), which is an initiative aimed at supporting college efforts to increase the use of data as a driver for student success. SSBTN provides colleges with coaching, resources, technical support, and professional development opportunities.
  • 12/4/2014Jake New in Inside Higher Ed writer Jake New in Inside Higher Ed by Jake New in Inside Higher Ed published by Jake New in Inside Higher Ed
    Brown University's BrownConnect program helps undergraduate students from low-income backgrounds attain internships, research opportunities, and funding. The goal is to help students who cannot afford to take unpaid internships be successful and gain experience that will increase their employability. Similar programs are also in place at Duke University and Cornell University.
  • 12/4/2014Colleen Flaherty in Inside Higher Ed writer Colleen Flaherty in Inside Higher Ed by Colleen Flaherty in Inside Higher Ed published by Colleen Flaherty in Inside Higher Ed
    Colleen Flaherty discusses some of the main findings from the Undergraduate Teaching Faculty survey conducted by the Higher Education Research Institute at the University of California at Los Angeles. Takeaways include that faculty are moving towards a more student-centered from of pedagogy and are increasing the use of technology to deliver education.
  • 12/3/2014
    The internet resources for higher education outcomes assessment that was previously hosted by North Carolina State University has moved; it is now Assessment Commons.
  • 12/3/2014Supporting Student Success writer Supporting Student Success by Supporting Student Success published by Supporting Student Success
    Blueprints for Student Success is a website driven by the Supporting Student Success project, which found that new college students have trouble navigating the institution's programs and services. The website aims to fill-in the gaps and raise student awareness of the resources available to them.
  • 12/2/2014National Institute for Learning Outcomes Assessment writer National Institute for Learning Outcomes Assessment by National Institute for Learning Outcomes Assessment published by National Institute for Learning Outcomes Assessment

    A NILOA webinar hosted by Pat Hutchings, Natasha Jankowski, and Peter Ewell will be held on December 17, 2014. The webinar will focus on NILOA's Assignment Library initiative and its relevance and utility for faculty. Please follow the link to register.

  • 12/1/2014
    The Association for the Assessment of Learning in Higher Education (AALHE) has a new and improved website. It features a relevant news feed, resource room, a Member's Center, and more.
  • 12/1/2014Lumina Foundation and the National Institute for Learning Outcomes Assessment (NILOA) writer Lumina Foundation and the National Institute for Learning Outcomes Assessment (NILOA) by Lumina Foundation and the National Institute for Learning Outcomes Assessment (NILOA) published by Lumina Foundation and the National Institute for Learning Outcomes Assessment (NILOA)
    NILOA's third assignment charrette will be held March 9, 2015 in Boulder, Colorado. Applications are due by January 12, 2015. The charrette is intended for faculty members who are designing and using assignments linked to proficiencies set forth in the DQP. We are especially eager to focus on assignments that address the DQP proficiencies of civic and global learning, as well as assignments from those who work at minority-serving institutions or who teach diverse student populations.
  • 11/28/2014Cindy A. Kilgo, Eugene T. Parker III, Jessica K. Ezell Sheets, and Earnest T. Pascarella writer Cindy A. Kilgo, Eugene T. Parker III, Jessica K. Ezell Sheets, and Earnest T. Pascarella by Cindy A. Kilgo, Eugene T. Parker III, Jessica K. Ezell Sheets, and Earnest T. Pascarella published by Cindy A. Kilgo, Eugene T. Parker III, Jessica K. Ezell Sheets, and Earnest T. Pascarella

    A summary of the authors' report, "The Differential Effects of Internship Participation on End-of-Fourth-Year-GPA by Demographic and Institutional Characteristics," is offered by the Chronicle of Higher Education. The main takeaway is that students with the lowest GPA at the end of their first year had the highest GPA increases by the end of their fourth year as an apparent result of internship involvement. Additional articles on the value of internships for both students and employers can be found here, here, here, and here.  

  • 11/28/2014Julie Peters, Peggy Sattler, and Jenna Kelland in Academia Group writer Julie Peters, Peggy Sattler, and Jenna Kelland in Academia Group by Julie Peters, Peggy Sattler, and Jenna Kelland in Academia Group published by Julie Peters, Peggy Sattler, and Jenna Kelland in Academia Group

    According to a report from the Higher Education Quality Council of Ontario (HEQCO), work-integrated learning (WIL) (e.g. internships and field placements) helps college students clarify career interests and attain jobs relevant to their education. A synopsis of the findings is offered, including annual income differences for WIL students and gain variability for students in different academic programs.

  • 11/26/2014Ross Markle and Terry O'Banion in Learning Abstracts writer Ross Markle and Terry O'Banion in Learning Abstracts by Ross Markle and Terry O'Banion in Learning Abstracts published by Ross Markle and Terry O'Banion in Learning Abstracts
    Ross Markle and Terry O'Banion discuss affective measures and provide examples on how improving student placement can have positive effects on retention and completion rates.
  • 11/25/2014Michelle Weise in Competency Works writer Michelle Weise in Competency Works by Michelle Weise in Competency Works published by Michelle Weise in Competency Works
    However one defines these programs, at its core Competency-Based Education (CBE) aims to offer a clear representation of students' capabilities and dispositions, which is something that traditional seat-time learning cannot effectively do. By utilizing the University of Michigan's CBE program as an example, Michelle Wiese sheds light on mastery-based learning and CBE.
  • 11/24/2014Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    Workplace assessments like AMCAT and ACT's WorkKeys can help employers identify highly skilled hires, as well as help current employees identify areas which can be improved upon. In addition, ACT's National Career Readiness Certificate (NCRC), awards employees one of three possible levels of readiness certificates, and more than 2.6 million of these credentials have been awarded so far.
  • 11/21/2014Rebecca Koenig in the Chronicle of Higher Education writer Rebecca Koenig in the Chronicle of Higher Education by Rebecca Koenig in the Chronicle of Higher Education published by Rebecca Koenig in the Chronicle of Higher Education
    Diana Cobbe created an app to help students identify/communicate acquired skills and connect potential hires with employers. The use of mobile devices is increasingly popular with students, and services like these help engage students and better prepare them for the job search.
  • 11/20/2014
    The latest issue of the Toolbox (Volume 13, Issue 2) is now available. Articles featured in this issue focus around an aggregated approach to course development.
  • 11/19/2014The Conference Board of Canada writer The Conference Board of Canada by The Conference Board of Canada published by The Conference Board of Canada
    While Canada is the world leader in post-secondary attainment (53% of the population has a college degree/credential), there are still identifiable deficits in the employability of graduates primarily due to a lack of skills attainment. More than 70% of employers indicate there is a gap in hires' critical thinking and problem-solving abilities, as well as significant deficits in communication and teamwork skills.
  • 11/19/2014Rob Jenkins in Vitae writer Rob Jenkins in Vitae by Rob Jenkins in Vitae published by Rob Jenkins in Vitae
    Rob Jenkins shares a couple of questions/examples of writing misconceptions students develop in high school, and have to be untaught in college. This misalignment of expectations results in devoting class time towards "unteaching" constructs instead of building upon students' learned skills.
  • 11/18/2014Brian Fleming in Eduventures writer Brian Fleming in Eduventures by Brian Fleming in Eduventures published by Brian Fleming in Eduventures
    Brian Fleming reports the main points from the 20th Annual Online Learning Consortium International Conference. An interesting finding is that more than one third of adult learners want a competency-based component in their degree programs. Additional takeaways include that institutions are willing to share their implementation strategies for competency-based programs, new learning management systems are needed to meet the needs of non-traditional learners and CBE programs, and special attention needs to be given to quality measured for new programs.
  • 11/18/2014Andy Thomason in the Chronicle of Higher Education writer Andy Thomason in the Chronicle of Higher Education by Andy Thomason in the Chronicle of Higher Education published by Andy Thomason in the Chronicle of Higher Education

    The University of Texas system will implement a competency-based education (CBE) program in 2015 which will focus on delivering content to students on their phones and mobile devices. Courses and material will still be available on the web, but the aim is to be able to reach students wherever they go in a way that is familiar to them. Another article about the U. of Texas system and CBE is available in Inside Higher Ed. 

  • 11/17/2014Elaine Allen and Jeff Seaman writer Elaine Allen and Jeff Seaman by Elaine Allen and Jeff Seaman published by Elaine Allen and Jeff Seaman
    The authors note that open educational resources (OER) are not widely adopted in higher education. The study finds that faculty perception of OER, the effort required to find relevant OER materials, and overall awareness are the key barriers for wider implementation. However, faculty members who are familiar with OER think the quality is comparable to that of traditional educational resources. The report also mentions the use of OER and future outlook.
  • 11/17/2014Brad C. Phillips in the Huffington Post writer Brad C. Phillips in the Huffington Post by Brad C. Phillips in the Huffington Post published by Brad C. Phillips in the Huffington Post
    Deeply and routinely analyzing education data can allow decision-makers to identify the reason why certain trends are happening. Five tips are offered which aim to help in this process (e.g. engage faculty members throughout the process, promptly make use of the data, and interview students as part of the process).
  • 11/13/2014Association of American Colleges & Universities writer Association of American Colleges & Universities by Association of American Colleges & Universities published by Association of American Colleges & Universities

    The latest issue of Liberal Education focuses on the leadership role that faculty members can take to promote curricular change. Other articles discuss student course evaluations and how they can be tailored to meet the needs of both faculty and their departments, as well as recommitting higher education towards meeting student's twenty-first century needs by adopting a developmental model to guide educational practices.

  • 11/13/2014Dan Berrett in the Chronicle of Higher Education writer Dan Berrett in the Chronicle of Higher Education by Dan Berrett in the Chronicle of Higher Education published by Dan Berrett in the Chronicle of Higher Education

    Augustana College identified nine learning outcomes that apply to student experiences in and out of the classroom. While some are concerned that specifying learning goals for out-of-class experiences might interfere with the social aspects of college, others believe that specifically acknowledging learning that occurs outside of the classroom can help students be more mindful of these potentially rich educational opportunities.

  • 11/13/2014Jeffrey A. Johnson in Inside Higher Ed writer Jeffrey A. Johnson in Inside Higher Ed by Jeffrey A. Johnson in Inside Higher Ed published by Jeffrey A. Johnson in Inside Higher Ed

    Jeffrey Johnson reflects on issues that occur when it is time to conduct assessment, as well as administrators' and faculty members' feelings towards each other and the assessment process. The reality is that assessment professionals and faculty members are equals, as opposed to enemies, and must treat each other correspondingly in order for assessment to improve student learning. 

  • 11/12/2014Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    Three Big Ten institutions now have Competency-Based Education (CBE) programs. This article describes the programs at the University of Michigan, the University of Wisconsin system, and Purdue University, as well as their focus/goals, examples of competency measures, and challenges.
  • 11/12/2014Sylvia Manning for the Center on Higher Education Reform writer Sylvia Manning for the Center on Higher Education Reform by Sylvia Manning for the Center on Higher Education Reform published by Sylvia Manning for the Center on Higher Education Reform
    The author, Sylvia Manning-- former Higher Learning Commission president-- writes that accreditation can be a barrier to approval for new institutions, and suggests introducing a provisional status that allows new institutions to offer students federal financial aid while it is in process to receive accreditation.
  • 11/11/2014Rhonda Lenton, Robindra Sidhu, Sidak Kaur, et al., for Higher Education Quality Council of Ontario writer Rhonda Lenton, Robindra Sidhu, Sidak Kaur, et al., for Higher Education Quality Council of Ontario by Rhonda Lenton, Robindra Sidhu, Sidak Kaur, et al., for Higher Education Quality Council of Ontario published by Rhonda Lenton, Robindra Sidhu, Sidak Kaur, et al., for Higher Education Quality Council of Ontario
    The study finds that programs that incorporate community service learning strongly engage students and improve learning outcomes, but requires commitment from students, instructors, and administrators. The skills students learn are applicable to their future careers, and the experience was described by students as deeply rewarding.
  • 11/11/2014Inside Higher Ed writer Inside Higher Ed by Inside Higher Ed published by Inside Higher Ed

    Western Governors University (WGU)'s new website serves as a discussion space for its recent collaboration with ten community colleges focused on creating Competency-Based associate degree programs. The new website, CBEInfo, provides information on the development process for these direct assessment programs, and also encourages feedback / contribution from other faculty members and decision-makers. 

  • 11/10/2014Data Quality Campaign writer Data Quality Campaign by Data Quality Campaign published by Data Quality Campaign
    While focused at various K-12 audiences (e.g. parents, school boards, and policymakers), the Data Quality Campaign (DQC) provides a series of reports with recommendations relevant for higher education on how to provide, find, and make use of education data to improve student learning outcomes.
  • 11/10/2014Academia Group writer Academia Group by Academia Group published by Academia Group
    Student evaluation of teaching takes numerous forms, some providing more meaningful information to improve teaching and learning than others. The Academia Group is working on developing an evaluation centered on five dimensions: organization and clarity, expertise and enthusiasm, rapport, group interaction, and assessment and grading that may be applied across institutions/departments to measure core aspects of teaching.
  • 11/7/2014Tracy Lorenz in the Huffington post writer Tracy Lorenz in the Huffington post by Tracy Lorenz in the Huffington post published by Tracy Lorenz in the Huffington post
    Prior Learning Assessment (PLA) helps adult learners, typically thought of as students 25 and older, take advantage of prior experience to meet college credit. A study of 48 higher education institutions utilizing PLA indicated that PLA students had better graduation and degree attainment rates than non-PLA students.
  • 11/6/2014Daniel B. Krupp, Joseph Kim, Peter Taylor, & Pat Barclay for Higher Education Quality Council of Ontario writer Daniel B. Krupp, Joseph Kim, Peter Taylor, & Pat Barclay for Higher Education Quality Council of Ontario by Daniel B. Krupp, Joseph Kim, Peter Taylor, & Pat Barclay for Higher Education Quality Council of Ontario published by Daniel B. Krupp, Joseph Kim, Peter Taylor, & Pat Barclay for Higher Education Quality Council of Ontario
    This study set out to evaluate whether competition affected student achievement, engagement, and peer interaction in large college classes. The key findings yielded no effect, and the learning environment was neutral even when various types of competition were introduced. The study recommends that it be utilized as a launching point for future research, and holds that there are effects which need to be observed.
  • 11/6/2014The Council of Higher Education Accreditation writer The Council of Higher Education Accreditation by The Council of Higher Education Accreditation published by The Council of Higher Education Accreditation
    This policy report from the Council of Higher Education Accreditation (CHEA) provides recommendations for quality assurance in courses, certificates/badge programs, and/or modules offered by non-institutional providers of higher education.
  • 11/5/2014Colleen Flaherty in Inside Higher Ed writer Colleen Flaherty in Inside Higher Ed by Colleen Flaherty in Inside Higher Ed published by Colleen Flaherty in Inside Higher Ed
    The College of New Jersey updated its liberal arts curriculum to be more data-driven and comprised of high-impact teaching practices, as well as reducing the number of courses faculty teach per semester from 4 to 3 in order to aid in their research endeavors. This made the courses more rigorous and increased student engagement, primarily through immersing them in undergraduate research. This model has helped with student attainment, retention, and recruiting.
  • 11/5/2014Toni Fuhrman in Campus Technology writer Toni Fuhrman in Campus Technology by Toni Fuhrman in Campus Technology published by Toni Fuhrman in Campus Technology
    This interview with Emily Craig, director of e-learning and instructional technology at the College of New Rochelle in New York, and Maya Georgieva, associate director of the Center for Innovation in Teaching and Learning at New York University's Stern College of Business, touches upon the ways technology is a tool for students and faculty, how it can be integrated into higher education settings, and some of the challenges and obstacles.
  • 11/4/2014David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    David Gooblar provides a list of various online resources that can benefit pedagogy. Featuring various tips and resources for teachers/instructors, these websites can help develop ideas on how to improve upon ways to engage students and supplement learning.
  • 11/4/2014American Council of Trustees and Alumni writer American Council of Trustees and Alumni by American Council of Trustees and Alumni published by American Council of Trustees and Alumni
    This survey of core requirements at America's colleges and universities examines the general education curriculum in order to uncover what courses institutions require students to take. Some of the study's expectations revolve around the areas of expository writing, an intermediate-level understanding of a foreign language, economics, mathematics, and natural science among others.
  • 11/3/2014Trudy W. Banta, Catherine A. Palomba, & Jillian Kinzie writer Trudy W. Banta, Catherine A. Palomba, & Jillian Kinzie by Trudy W. Banta, Catherine A. Palomba, & Jillian Kinzie published by Trudy W. Banta, Catherine A. Palomba, & Jillian Kinzie

    Assessment Essentials provides a step-by-step approach to the full process of developing an assessment program and implementing it. The book includes over 100 examples from various college and university campuses to help drive home main points. New topics covered in this edition include: using electronic portfolios in assessment, rubrics and course-embedded assessment, assessment in student affairs, and assessing institutional effectiveness.

  • 11/3/2014
    The latest issue Of Research and Practice in Assessment (Volume 9, Winter 2014) is now available. Articles in this issue address the question "What is the role of big data and learning analytics in higher education assessment?"
  • 10/30/2014Linda Suskie, Foreword by Stanley Ikenberry writer Linda Suskie, Foreword by Stanley Ikenberry by Linda Suskie, Foreword by Stanley Ikenberry published by Linda Suskie, Foreword by Stanley Ikenberry
    Linda Suskie provides a model for institutions to follow to earn and maintain their accreditation, and to both improve the overall level of institutional quality and demonstrate it to stakeholders. The book aims to equip readers with the skills to identify ways to improve institutional quality, demonstrate the quality of education to all constituents, and to streamline the process institutions go through to comply with accreditation requirements.
  • 10/28/2014Monica R. Almond and Tiffany D. Miller for the Center for American Progress writer Monica R. Almond and Tiffany D. Miller for the Center for American Progress by Monica R. Almond and Tiffany D. Miller for the Center for American Progress published by Monica R. Almond and Tiffany D. Miller for the Center for American Progress
    The linked learning approach occurs during high school and it combines general education, or core academic content, with both technical education and real-world application with the goal of equipping students with skills that will promote success at the post-secondary level. This report discusses why a linked learning approach is important, various implementation methods, and policy recommendations, as well as introducing a case study of a high school which utilized linked learning to improve student learning outcomes.
  • 10/27/2014D. Frank Smith in Ed Tech Magazine writer D. Frank Smith in Ed Tech Magazine by D. Frank Smith in Ed Tech Magazine published by D. Frank Smith in Ed Tech Magazine
    Competency-Based Education (CBE) programs replace letter grades and instead use students' demonstration of skills mastery and application to measure competencies. The aim is to equip students with skills that can be directly applied in a work environment. However, the question of how to properly assess these programs so that the credential or degree earned holds value is salient.
  • 10/27/2014Doug Lederman in Insider Higher Ed writer Doug Lederman in Insider Higher Ed by Doug Lederman in Insider Higher Ed published by Doug Lederman in Insider Higher Ed
    Lederman states that when the Degree Qualifications Profile (DQP) was first introduced four years ago there was fear it would be used as a way to standardize college education, but that has not been the case. Instead, the DQP promotes meaningful conversations among faculty and academic leaders on the curriculum, classroom activities, and what students should be and are learning. As George Kuh stated, the DQP provides faculty and staff a common language and framework to identify what quality student learning is. Lederman also provides a description of what the DQP is how it has been utilized.
  • 10/23/2014Charles Huckabee in the Chronicle of Higher Education writer Charles Huckabee in the Chronicle of Higher Education by Charles Huckabee in the Chronicle of Higher Education published by Charles Huckabee in the Chronicle of Higher Education
    Cornell University plans to spend $150 million over the next ten years to develop Engaged Cornell, a program that aims to engage students, faculty, and staff with the community. As a part of the program, Cornell students will need to take at least one course with a community component, and they will be involved with the community through participation with Cornell's community partners, research endeavors, or formal coursework.
  • 10/23/2014Max Lewontin in the Chronicle of Higher Education writer Max Lewontin in the Chronicle of Higher Education by Max Lewontin in the Chronicle of Higher Education published by Max Lewontin in the Chronicle of Higher Education
    The Degree Qualifications Profile (DQP), developed to identify what a college degree means and what graduates should be expected to know, are meant to apply to all students independent of their academic major and backgrounds. Higher education professionals say it must be localized and continue to give institutions the choice to take ownership of the process.
  • 10/22/2014Clifton Conrad in Diverse Education writer Clifton Conrad in Diverse Education by Clifton Conrad in Diverse Education published by Clifton Conrad in Diverse Education
    Clifton Conrad expresses his belief, which stems from a three-year study analyzing student success at Minority-Serving Institutions, that higher education, as a whole, can learn a lot about creating equal education opportunities for all students from MSI's. The article urges a shift from the one-size-fits-all approach to education into a more individualized focus, and provides examples from various institutions on other shifts that should take place.
  • 10/21/2014Alexandria Neason in the Hechinger Report writer Alexandria Neason in the Hechinger Report by Alexandria Neason in the Hechinger Report published by Alexandria Neason in the Hechinger Report
    This article explores the concept of "deeper learning," which combines academic knowledge/skills with communication, collaboration, learning management skills. The aim of this is to truly prepare students for college and their careers. Schools that embrace this concept make use of project-based learning, advisory classes, and long-term cumulative assessment, among other endeavors, to prepare their students.
  • 10/21/2014Jamie P. Merisotis, President of Lumina Foundation writer Jamie P. Merisotis, President of Lumina Foundation by Jamie P. Merisotis, President of Lumina Foundation published by Jamie P. Merisotis, President of Lumina Foundation

    This is the opening keynote speech of Jamie Merisotis, President and CEO of Lumina Foundation, at the DQP launch event on October 8th. Among many salient points, Jamie Merisotis makes note that the DQP and Tuning are not ends in themselves, but rather are a means to an end of having an education system which delivers high-quality education that serves the entire student population and helps reverse the trend of income and social inequality in the country. In addition, video of the DQP launch can be found here

  • 10/20/2014Anya Kamenetz in National Public Radio writer Anya Kamenetz in National Public Radio by Anya Kamenetz in National Public Radio published by Anya Kamenetz in National Public Radio
    Competency-based education programs forego the utilization of time, or a credit-hour system, to measure capabilities, and instead look to directly measure learning by analyzing what the students know and are able to do. It is estimated that 350 institutions currently offer CBE degrees, and the number will continue to rise. The concern is that these programs will expand to become diploma mills, but frameworks like the Degree Qualifications Profile (DQP) can help mitigate this issue by helping faculty and staff understand the required competencies for the various degree types.
  • 10/16/2014Association of American Colleges & Universities writer Association of American Colleges & Universities by Association of American Colleges & Universities published by Association of American Colleges & Universities
    Utah State University, along with all other universities in Utah, are involved in the Tuning process where they collaboratively work to develop learning outcomes for degrees in the physics, elementary education, and history fields. The process has led to discussions on what skills the courses teach versus which are needed by the student, to the creation of rubrics to evaluate course syllabi, and to the realization that each department is both a producer and a consumer of general education.
  • 10/15/2014Lumina Foundation writer Lumina Foundation by Lumina Foundation published by Lumina Foundation
    The Degree Qualifications Profile (DQP) is a learning-centered framework for what college graduates should know and be able to do to earn the associate, bachelor's or master's degree. The DQP's learning outcomes will engage faculty members in the course/program improvement process, clarify and help realize educational pathways for students, and help streamline the accreditation process.
  • 10/15/2014Eden Dahlstrom, Christopher Brooks, & Jacqueline Bichsel of EDUCAUSE Center for Analysis and Research writer Eden Dahlstrom, Christopher Brooks, & Jacqueline Bichsel of EDUCAUSE Center for Analysis and Research by Eden Dahlstrom, Christopher Brooks, & Jacqueline Bichsel of EDUCAUSE Center for Analysis and Research published by Eden Dahlstrom, Christopher Brooks, & Jacqueline Bichsel of EDUCAUSE Center for Analysis and Research
    This report analyzes student and faculty perspectives on learning management systems (LMS) (e.g. Blackboard) in the milieu of current institutional investments. The report measures faculty and student satisfaction with LMS, degree of engagement through LMS, utilization of the technology, and recommendations for improvement.
  • 10/14/2014Catherine Morris in Diverse: Issues in Higher Education writer Catherine Morris in Diverse: Issues in Higher Education by Catherine Morris in Diverse: Issues in Higher Education published by Catherine Morris in Diverse: Issues in Higher Education
    The $450 million grant aims to help approximately 270 community colleges and other higher education institutions offer better job training for students. In addition, it will motivate the formation of partnerships with businesses in the IT, healthcare, energy, and manufacturing industries.
  • 10/14/2014Jeffrey Selingo in the Chronicle of Higher Education writer Jeffrey Selingo in the Chronicle of Higher Education by Jeffrey Selingo in the Chronicle of Higher Education published by Jeffrey Selingo in the Chronicle of Higher Education

    After the early hype surrounding MOOCs, it is now time to think critically about the position of MOOCs in the academic environment. Selingo raises three salient questions to guide the conversation: (1) What role should MOOCs play at traditional colleges and universities?; (2) How do colleges make open online courses actually open?; and (3) How can the quality and success of MOOCs be measured? Another article in the Chronicle of Higher Education discusses additional challenges facing MOOCs. 

  • 10/13/2014
    The latest issue of Change: The Magazine of Higher Learning (Volume 46, Issue 5) is now available. Articles in this issue include Christine M. Keller's "Lessons from the Voluntary System of Accountability (VSA)," Marybeth Gasman & Heather Collins' "The Historically Black College and University Community and the Obama Administration: A Lesson in Communication," and Analia Albuja & Steven A. Greenlaw's "Distance-Mentored Undergraduate Research."
  • 10/13/2014Cecilia Le, Rebecca E. Wolfe, & Adria Steinberg, Jobs for the Future writer Cecilia Le, Rebecca E. Wolfe, & Adria Steinberg, Jobs for the Future by Cecilia Le, Rebecca E. Wolfe, & Adria Steinberg, Jobs for the Future published by Cecilia Le, Rebecca E. Wolfe, & Adria Steinberg, Jobs for the Future
    This report outlines the core elements of CBE programs (i.e. mastery, pacing, and instruction), offers a timeline on the CBE movement, and provides a guide for the movement (implications for student learning and motivation, the role of assessment, consideration for the challenges facing CBE, and important aspects to consider for successful implementation).
  • 10/9/2014Hallie Jacobs in SDSU News Center writer Hallie Jacobs in SDSU News Center by Hallie Jacobs in SDSU News Center published by Hallie Jacobs in SDSU News Center
    In an attempt to make online courses more engaging and to humanize the online experience for both students and instructors, Learning Glass -an LED-lit glass board which can be written on and used to display videos- was created. Two benefits are that lecturers no longer have to turn their back to students as they teach, which increases eye contact and the personalized feel of education, and they no longer have to solely rely on power point slides for online courses.
  • 10/9/2014Sarah Ayres Steinberg & Ethan Gurwitz, Center for American Progress writer Sarah Ayres Steinberg & Ethan Gurwitz, Center for American Progress by Sarah Ayres Steinberg & Ethan Gurwitz, Center for American Progress published by Sarah Ayres Steinberg & Ethan Gurwitz, Center for American Progress
    Apprenticeships, which combine classroom instruction with on-the-job training, are regarded as a promising way to meet employers' demand for a skilled workforce. This report highlights various apprenticeship programs, and discusses some of the outcomes resulting from apprenticeships and a few key lessons to consider when developing these types of programs.
  • 10/7/2014Lumina Foundation writer Lumina Foundation by Lumina Foundation published by Lumina Foundation

    The Lumina Foundation is hosting a launch event on October 8th for the new DQP framework for defining the high-quality learning that college degrees should signify. The DQP outlines clearly defined learning outcomes that reflect a quality postsecondary education for associate, bachelor’s, and master’s degrees. Don’t forget to register, and join the live webcast from 7:45am to 2:00pm CST.

  • 10/7/2014IUP’s Division of Academic Affairs writer IUP’s Division of Academic Affairs by IUP’s Division of Academic Affairs published by IUP’s Division of Academic Affairs
    Indiana University of Pennsylvania has implemented a customized math learning experience for students with the use of adaptive computer software. This software tailors the learning experience for each student based on his/her grasp of course concepts. This allows students to progress through the course at their own pace, and has demonstrated that students acquire a greater mastery of skills in less time.
  • 10/6/2014Belle S. Wheelan & Mark A. Elgart in Inside Higher Ed writer Belle S. Wheelan & Mark A. Elgart in Inside Higher Ed by Belle S. Wheelan & Mark A. Elgart in Inside Higher Ed published by Belle S. Wheelan & Mark A. Elgart in Inside Higher Ed
    Government-developed scoring systems which attempt to compare institutional effectiveness by setting minimal standards for all colleges and universities may be detrimental. Wheelan and Elgart argue that accountability measures should be left in the hands of accreditors, which utilize a comprehensive review-process and allow room for institutional differences when developing quality standards
  • 10/2/2014University of Central Oklahoma Press Release writer University of Central Oklahoma Press Release by University of Central Oklahoma Press Release published by University of Central Oklahoma Press Release
    The five year grant will fund UCO’s Student Transformative Learning Record (STLR) program which tracks, assesses, and provides information that can help students develop the skills which employers demand. Often called 21st century skills, characteristics such as critical thinking, problem solving, the ability to work in teams, and actively interacting in an increasingly global workplace are essential for student success in the workplace and as citizens.
  • 10/1/2014Mary Grush in Campus Technology writer Mary Grush in Campus Technology by Mary Grush in Campus Technology published by Mary Grush in Campus Technology
    Argosy University System has implemented a competency-based education (CBE) approach to its newly accredited MBA program, making it the first WASC-accredited MBA in the region that follows a competency model. This interview with Argosy University System’s vice chancellor for academic affairs touches on the process for developing competency-based programs, potential benefits for students, the importance of technology, and the future outlook of CBE.
  • 9/30/2014The Center for Community College Student Engagement writer The Center for Community College Student Engagement by The Center for Community College Student Engagement published by The Center for Community College Student Engagement

    This CCCSE report outlines thirteen high-impact practices that community colleges should actively employ and integrate into academic and career pathways for students. In order to sustain their recommendations, the report offers an analysis on how some of these high-impact practices affect student outcomes and retention rates. In addition, you can read two articles that speak about the CCCSE report here: Inside Higher Ed and the Chronicle of Higher Education

  • 9/29/2014Ben Gose in the Chronicle of Higher Education writer Ben Gose in the Chronicle of Higher Education by Ben Gose in the Chronicle of Higher Education published by Ben Gose in the Chronicle of Higher Education
    Sometimes, the connection between learning and work is not easily identified, but programs like Iowa GROW draw on learning theories to relate knowledge to work experiences through raising students’ awareness about the transferable skills they gain. GROW students are more likely to report an increase in writing, speaking, and time-management skills, and an increased ability to create meaningful interactions with people from different cultural and socioeconomic backgrounds.
  • 9/25/2014Janet C. Walkow & Erin Reilly in the Chronicle of Higher Education writer Janet C. Walkow & Erin Reilly in the Chronicle of Higher Education by Janet C. Walkow & Erin Reilly in the Chronicle of Higher Education published by Janet C. Walkow & Erin Reilly in the Chronicle of Higher Education

    Due to the high volume of students in MOOCs, having open-ended response questions in exams or assigning essays which engage students with the material can be problematic. However, automated-grading software has proven to be a viable option to address this issue, and provide instructors with the ability to assign work which promotes critical thinking and improves learning gains.  For another article on MOOCs and student learning gains please click here.

  • 9/24/2014Russel A. Berman in the Chronicle of Higher Education writer Russel A. Berman in the Chronicle of Higher Education by Russel A. Berman in the Chronicle of Higher Education published by Russel A. Berman in the Chronicle of Higher Education
    This article calls for a renewed focus on student-centered pedagogy requiring that student learning be placed at the center of faculty efforts. Faculty cross-collaboration in the syllabi creation process and engaging in conversations about teaching with one another could produce aligned learning outcomes, and emphasize the quality of learning at the course-level.
  • 9/23/2014Colleen Flaherty in Inside Higher Ed writer Colleen Flaherty in Inside Higher Ed by Colleen Flaherty in Inside Higher Ed published by Colleen Flaherty in Inside Higher Ed
    This article speaks about Rochester Institute of Technology’s Chair in Applied Critical Thinking, the ways institutions can increase students’ critical thinking abilities, and the value employers place on this skill. In order to prepare students to become global citizens, institutions must focus on teaching critical thinking skills, and academic programs should promote such skills through ongoing assessment and course requirements (e.g. senior "capstone" projects and portfolio assignments).
  • 9/22/2014
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 9/22/2014Harvey P. Weingarten in the Globe and Mail writer Harvey P. Weingarten in the Globe and Mail by Harvey P. Weingarten in the Globe and Mail published by Harvey P. Weingarten in the Globe and Mail
    Weingarten asks whether Ontario colleges and universities are measuring what matters in terms of student learning outcomes. While there is considerable consensus on the knowledge and skills students should acquire, there are not enough outcomes assessment programs in place to verify that students are indeed equipped with the necessary critical thinking and problem-solving skills that employers require.
  • 9/18/2014Matthew Reisz in Times Higher Education writer Matthew Reisz in Times Higher Education by Matthew Reisz in Times Higher Education published by Matthew Reisz in Times Higher Education
    The authors of ‘Academically Adrift’ speak about their follow-up book ‘Aspiring Adults Adrift,’ and shed light on the current status of student development in higher education; and the correlation with student transition into adulthood.
  • 9/17/2014David Gooblar in Chronicle Vitae writer David Gooblar in Chronicle Vitae by David Gooblar in Chronicle Vitae published by David Gooblar in Chronicle Vitae
    David Gooblar writes about the ways in which student learning can be enhanced by making the learning process more challenging, and offers three methods. One is based on a study which found that students who took notes by hand, instead of utilizing a laptop, had to think critically about which notes to write leading to long-term retention of information.
  • 9/16/2014Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    Acquiring accreditation has been an issue for many institutions hoping to implement competency-based programs. This article helps shed light on accreditors’ actions and institutions’ attempts to both gain accreditation and ensure student success.
  • 9/15/2014
    The latest issue of the Toolbox (Volume 13, Number 1) is now available. Articles featured in this issue focus around utilizing the assessment process to not only calculate students’ grades, but to enhance the learning process.
  • 9/15/2014Hari Sreenivasan for PBS News Hour writer Hari Sreenivasan for PBS News Hour by Hari Sreenivasan for PBS News Hour published by Hari Sreenivasan for PBS News Hour

    PBS News Hour presented a video on competency-based education and the way it was implemented for an online course. For another article by PBS News Hour on CBE please click here.

  • 9/11/2014Allison Barber in the Journal & Courier writer Allison Barber in the Journal & Courier by Allison Barber in the Journal & Courier published by Allison Barber in the Journal & Courier

    This article recognizes the success of colleges and universities in Indiana in establishing competency-based programs, and makes a case for a wider implementation in other higher education institutions in Indiana. Correspondingly, Purdue University is set to create a cross-disciplinary competency-based bachelor’s degree (as reported on Inside Higher Ed). 

  • 9/10/2014Phillip DiSalvio in the New England Journal of Higher Education writer Phillip DiSalvio in the New England Journal of Higher Education by Phillip DiSalvio in the New England Journal of Higher Education published by Phillip DiSalvio in the New England Journal of Higher Education
    In this interview, Pamela Tate, president and CEO of the Council for Adult and Experiential Learning, addresses the topics of competency-based education (CBE) and prior learning assessment (PLA). Tate gives her take on how these concepts impact student completion rates, and what it may take in order for CBE to be widely implemented.
  • 9/9/2014Richard Arum & Josipa Roska in the Chronicle of Higher Education writer Richard Arum & Josipa Roska in the Chronicle of Higher Education by Richard Arum & Josipa Roska in the Chronicle of Higher Education published by Richard Arum & Josipa Roska in the Chronicle of Higher Education
    Arum and Roska call for educators to take charge of curriculum and learning decisions, and to approach learning assessment in the classroom with the goal of better equipping students with 21st-century skills to aid them in their transition to adulthood.
  • 9/8/2014Sean Gallagher in University World News writer Sean Gallagher in University World News by Sean Gallagher in University World News published by Sean Gallagher in University World News
    Recruiters could benefit from utilizing technology (i.e. analytics) to uncover possible relationships between employees’ educational credentials and their performance in the workplace; especially in a globalized economy to help uncover what it means to hold a degree
  • 9/4/2014Rebecca Strong in U.S. News University Directory writer Rebecca Strong in U.S. News University Directory by Rebecca Strong in U.S. News University Directory published by Rebecca Strong in U.S. News University Directory
    Institutions are beginning to lay the groundwork for direct competency-based education and direct assessment programs in higher education. These measures aim to move higher education from the credit hour standards towards a more personalized approach.
  • 9/3/2014Slippery Rock University's weekly newletter in Rock Pride Online writer Slippery Rock University's weekly newletter in Rock Pride Online by Slippery Rock University's weekly newletter in Rock Pride Online published by Slippery Rock University's weekly newletter in Rock Pride Online
    Slippery Rock University’s “SCALE-UP” collaborative learning classroom is integrating technology by rethinking the traditional lecture-style of education, and creating a more interactive learning experience for both students and professors.
  • 9/2/2014Dror Ben-Naim in Wired writer Dror Ben-Naim in Wired by Dror Ben-Naim in Wired published by Dror Ben-Naim in Wired
    Professors and instructors of Massive Open Online Courses (MOOCs) may now be able to design courses which adapt to the specific needs of students. Through offering instant feedback loops and giving instructors more creative control, the goal is for MOOCs to take a step closer to mimicking a classroom experience.
  • 8/28/2014Colleen Flaherty in Inside Higher Ed writer Colleen Flaherty in Inside Higher Ed by Colleen Flaherty in Inside Higher Ed published by Colleen Flaherty in Inside Higher Ed

    Mark Carnes discusses role-immersion games, an alternative to lecture-style teaching, and its effects on student engagement.  This method intends to aid learning through a mixture of course materials/readings, friendly competition, and play. More information on this concept and style of teaching may also be found in the Chronicle of Higher Education’s article ‘How Students Learn from Games.'

  • 8/28/2014Rebecca L. Webber in the American Association of Community Colleges writer Rebecca L. Webber in the American Association of Community Colleges by Rebecca L. Webber in the American Association of Community Colleges published by Rebecca L. Webber in the American Association of Community Colleges
    In order to reduce the need for remedial coursework, several community colleges are undertaking the task of empowering high school students earlier with the necessary tools. Endeavors such as accelerated learning programs and enrolling high school seniors in remedial coursework before they enter college are just some of the efforts being made to encourage academic success.
  • New Issue of Assessment Update is Available Now
    8/25/2014
    The latest issue of Assessment Update: Progress, Trends and Practice in Higher Education for July 2014 is now available. Articles in this issue include Anja Mueller, Mike Carson, and James Therrell’s “How a Research Faculty Becomes Interested in Assessment,” Thomas Zane’s “A Pedagogical Approach to Assessment,” and Arend Flick’s “Can Assessment Loops Be Closed?”
  • 8/20/2014Charlie Tyson in The Chronicle of Higher Education writer Charlie Tyson in The Chronicle of Higher Education by Charlie Tyson in The Chronicle of Higher Education published by Charlie Tyson in The Chronicle of Higher Education
    A new book titled Mentoring At-Risk Students through the Hidden Curriculum of Education offers recommendations for colleges to help at-risk students navigate through higher education’s hidden curriculum. The author suggests that mentoring programs need well-defined objectives that can be measured in order to be successful.
  • 8/19/2014
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 8/18/2014Avi Wolfman-Arent in The Chronicle of Higher Education writer Avi Wolfman-Arent in The Chronicle of Higher Education by Avi Wolfman-Arent in The Chronicle of Higher Education published by Avi Wolfman-Arent in The Chronicle of Higher Education
    A professor at Baylor University created an introductory sociology course page on Facebook and found that students who participated in the group online were more engaged in the class and received better grades than students who did not participate.
  • 8/14/2014

    ACE and Pearson are co-sponsoring a webinar on August 20, hosted by Inside Higher Ed. The webinar will examine how credit for prior learning can be a strategy for accelerating degree completion. To register for the webinar, click here.

  • 8/12/2014
    Please consider participating in the Assessment Professional 2014 Survey. This research endeavor intends to establish a broad demographic profile of the assessment professional in higher education. The survey is being administered nationwide by Bridgewater State University and Framingham State University and takes approximately 8-10 minutes to complete.
  • 8/11/2014
    The New America Education Foundation released a policy brief titled The Case against Exit Exams. The report explains that high school exit exams have forced states to choose between enforcing higher academic standards and making higher education an option for as many students as possible, and new policies are needed to pursue college and career attainment for more students.
  • 8/6/2014Joshua Bolkan writer Joshua Bolkan by Joshua Bolkan published by Joshua Bolkan

    Flexible classrooms that are designed for active learning may improve student engagement.  Students in flexible learning environments report being more engaged and focused on classroom activities than in a traditional classroom.

  • 8/5/2014

    The latest issue of the Toolbox (Volume 12, Number 6) is now available. Articles in this issue focus on creating screencasts, which are videos that instructors can produce to deliver course content to students outside of the classroom.

  • 8/5/2014

    The Center for Research on Learning and Teaching (CRLT) at the University of Michigan has an opening for a postdoctoral research associate with a focus on assessment and evaluation. The successful candidate will work closely with CRLT's Director of Assessment and the Assistant Vice Provost for Global and Engaged Education to evaluate and report on the Provost's Third Century Student Learning Initiative, which supports active and engaged learning.  Please read more here.

  • 8/1/2014
    Paul Gaston, co-author of the DQP, provides a summary of major points from his recent book Higher Education Accreditation: How It’s Changing, Why It Must in the latest issue of AAC&U’s Liberal Education.
  • 7/31/2014
    The latest issue of AAC&U’s Liberal Education features an excerpt from the DQP 2.0. The second edition of the DQP includes new proficiencies regarding ethical reasoning and global learning, strengthened statements on quantitative reasoning and more attention to research.
  • Colleges Must Help Further the Goals of Common Core Standards, Report Says
    7/30/2014

    Articles in The Chronicle and The Hechinger Report discuss the latest policy brief from the New America Foundation on the Common Core State Standards. The New America report states that higher education institutions have not aligned college instruction or teacher preparation programs with the Common Core and should adjust admissions, financial-aid, and remedial-education policies to connect with the standards.

  • Dominican University of California Seeks a Director of Assessment
    7/29/2014

    The Director of Assessment is responsible for leading and developing a comprehensive institutional assessment plan to support the University’s mission and strategic initiatives.  The Director will design, implement, and monitor assessment processes for assessing student learning outcomes for degree programs and general education.  Please read more here.

  • 7/28/2014Dian Schaffhauser in Campus Technology writer Dian Schaffhauser in Campus Technology by Dian Schaffhauser in Campus Technology published by Dian Schaffhauser in Campus Technology
    Michigan State University conducted a study that found when students multi-task in class on non-academic activities, test scores go down. The authors hope to understand how two different regions of the brain work together to process both important and irrelevant information and how to keep students more focused and less distracted.
  • 7/25/2014Justin Peligri in USA Today writer Justin Peligri in USA Today by Justin Peligri in USA Today published by Justin Peligri in USA Today
    Hampshire College in Massachusetts recently decided to enforce a test-blind policy, which means that it will reject any test scores received. The dean of admissions at Hampshire states that test scores were a poor predictor of success and rejecting test scores will allow the admissions office to focus on more meaningful areas of college applications.
  • 7/24/2014
    A study from the School of Dentistry at the University of Louisville found that classroom seating in a collaborative learning environment could have important effects on academic achievement. The authors suggest that a formalized, in-class peer mentoring system may help to ensure the success of all students in an active learning classroom.
  • 7/23/2014
    Ten liberal arts colleges in Pennsylvania received funding from The Andrew W. Mellon Foundation to create a consortium to deal with the challenges that many liberal arts colleges now face. The consortium members will collaborate on enhancing the quality of academic programs while controlling associated costs.
  • 7/22/2014
    A study from the Higher Education Quality Council of Ontario found that giving students options for how they will be evaluated in courses can improve academic achievement. Findings from the study suggested that students welcomed an opportunity to be assessed in a way that allowed them to demonstrate what they have learned, instead of choosing the correct answers on an exam.
  • 7/21/2014Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed

    A new report from the Education Commission of the States (ECS) found there is little consistency in how states track students’ college preparedness and progress through remedial coursework. The ECS developed a framework for remedial reporting that focuses on academic progress and student outcomes.

  • 7/18/2014
    The latest issue of Research and Practice in Assessment (Volume 9, Summer) is now available. Articles in this issue include Jessica L. Jonson, Tim Guetterman, and Robert Thompson, Jr.'s "An Integrated Model of Influence: Use of Assessment Data in Higher Education," Sarah MacDonald, Laura Williams, Rory Lazowski, S. Jeanne Horst and Kenneth Barron's "Faculty Attitudes toward General Education Assessment: A Qualitative Study about Their Motivation," and Jennifer Danley-Scott and Gray Scott's "The Other Half: Non-Tenure Track Faculty Thoughts on Student Learning Outcomes Assessment."
  • 7/17/2014
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 7/16/2014
    A study by the Higher Education Quality Council of Ontario examines if e-portfolios, which require students to track and showcase skills developed in courses, could help improve students’ ability to articulate skills learned to potential employers.
  • 7/15/2014Eric Hoover in The Chronicle of Higher Education writer Eric Hoover in The Chronicle of Higher Education by Eric Hoover in The Chronicle of Higher Education published by Eric Hoover in The Chronicle of Higher Education
    The Educational Testing Service (ETS) designed an online assessment, SuccessNavigator, to measure non-cognitive attributes that can predict success in college. Academic advisers receive a copy of the report and can give students feedback about their results and develop plans for succeeding in college.
  • 7/14/2014

    Nearly 70 institutions in nine states are participating in the Multi-State Collaborative to Advance Learning Outcomes Assessment (MSC).  AAC&U announced the MSC will be part of the ongoing VALUE initiative to document how well students are achieving key learning outcomes by assessing student work using a set of common rubrics.

  • 7/10/2014

    NILOA is accepting applications for a Visiting Project Manager Position to assist with the tracking and mapping of institutional use of frameworks for enhancing student learning. To learn more about the position, visit the job description

  • 7/8/2014Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    Clark University is redefining liberal education by combining it with practical and applied education through enhancing the capability of students to put knowledge to work. Placing students in real-problem solving situations allows them to build and demonstrate the skills needed in the workplace while still in college.
  • 7/7/2014Jeff Selingo in The Chronicle of Higher Education writer Jeff Selingo in The Chronicle of Higher Education by Jeff Selingo in The Chronicle of Higher Education published by Jeff Selingo in The Chronicle of Higher Education
    Four ideas on reimagining the undergraduate college experience emerged from a yearlong exercise at Stanford University’s Hasso Plattner Institute of Design. The ideas have brought together faculty and administrators from across campus to generate discussions.
  • 6/30/2014
    The Association of College and Research Libraries (ACRL) is seeking feedback on a revised draft of the association’s Framework for Information Literacy for Higher Education. The ACRL Board of Directors appointed a task force to significantly revise the framework in order to address the changing information climate and information needs of students. The draft is available for review with feedback due July 15.
  • 6/27/2014
    The Higher Education Quality Council of Ontario documented results of a Tuning initiative to identify common learning outcomes for certain degrees. The report, Tuning: Identifying and Measuring Sector-Based Learning Outcomes in Postsecondary Education, provides measurable learning outcomes that can help institutions develop outcomes-based programs.
  • 6/26/2014
    The Aspen Institute released a report on optimizing learning and innovation, which includes five principles for improving learning environments and creating rewarding learning experiences. The report also suggests that new assessments and tools should be developed to convey evidence of student achievement through learning networks.
  • 6/25/2014Daniel Willingham in Real Clear Education writer Daniel Willingham in Real Clear Education by Daniel Willingham in Real Clear Education published by Daniel Willingham in Real Clear Education
    Allowing students to write about their emotions before a math exam can potentially improve math education and learning in the classroom. Teachers have the necessary training to talk to students who encounter difficulties and may work to reduce math anxiety by ensuring students have basic numeric skills.
  • 6/24/2014James M. Lang in The Chronicle of Higher Education writer James M. Lang in The Chronicle of Higher Education by James M. Lang in The Chronicle of Higher Education published by James M. Lang in The Chronicle of Higher Education
    This author shares ten books on teaching and learning for faculty members that can help to shape or reshape teaching in a substantive and practical way.
  • 6/23/2014Karen Birchard in University Affairs writer Karen Birchard in University Affairs by Karen Birchard in University Affairs published by Karen Birchard in University Affairs
    More students are gaining experience abroad through internships, research opportunities, practicums, and volunteering instead of the traditional study abroad programs. In response to the non-traditional experiences, some universities are awarding academic certificates to students for their international achievements.
  • 6/20/2014
    The Association of American Medical Colleges (AAMC) released new guidelines outlining skills and knowledge that all medical students should have by the time they begin their residencies. The AAMC developed the guidelines with a group of graduate medical experts in response to feedback about the preparedness of entering residents.
  • 6/19/2014
    Responding to the calls for better information about how well colleges and universities are serving today’s students, AAC&U’s Board of Directors released a statement urging institutions to take the lead in framing these debates around appropriate metrics that focus on what students learn in college, as well as completion rates.
  • New Issue of Assessment Update is Available Now
    6/18/2014
    The latest issue of Assessment Update: Progress, Trends and Practice in Higher Education for May/June 2014 is now available. Articles in this issue include Dianna Renz’s “Community College Strategies,” Douglas J. Eder’s “Healthy Assessment: What Nursing Schools Can Teach Us about Effective Assessment of Student Learning,” and Jillian Kinzie, Natasha Jankowski, and Staci Provezis’s “Do Good Assessment Practices Measure Up to the Principles of Assessment?”
  • 6/17/2014
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 6/16/2014
    The New America Education Policy Program released a policy brief titled Building a New AAU: The Case for Redefining Higher Education Excellence. The brief explains that a new AAU would provide structure for aspiring universities seeking AAU membership while rewarding institutions that are committed to keeping college accessible, affordable, and focused on student success.
  • 6/13/2014

    Inside Higher Ed released a booklet, available for download, of articles and essays about efforts to reshape what and how colleges teach. They will also host a webinar on June 26 to discuss the issues raised within the booklet.

  • 6/12/2014Andrea Watson and Doug Lederman in Inside Higher Ed writer Andrea Watson and Doug Lederman in Inside Higher Ed by Andrea Watson and Doug Lederman in Inside Higher Ed published by Andrea Watson and Doug Lederman in Inside Higher Ed
    Heritage University created a video series in order to help faculty and instructors better serve first-generation students. The videos include practices that can be implemented to keep first-generation students from feeling overwhelmed or discouraged.
  • 6/11/2014Jonathan Golding in Inside Higher Ed writer Jonathan Golding in Inside Higher Ed by Jonathan Golding in Inside Higher Ed published by Jonathan Golding in Inside Higher Ed
    This author shares his idea for getting students to participate in large lecture classes by making it a required activity. The required participation allowed students to create a sense of community in such a large class, gain confidence by speaking in public, and learn from each other.
  • 6/10/2014
    The Western Interstate Commission of Higher Education (WICHE) announced plans to spin off a learning-analytics project as a separate non-profit group. The project shares data about student learning at on-ground and competency-based institutions.
  • 6/9/2014Seth Zweifler in The Chronicle of Higher Education writer Seth Zweifler in The Chronicle of Higher Education by Seth Zweifler in The Chronicle of Higher Education published by Seth Zweifler in The Chronicle of Higher Education
    Guttman Community College created a first-year program aimed at improving student engagement and retention rates through an intensive, highly structured experience. Students in the program are kept on track by working closely with staff members who serve as advocates and professors who keep students engaged in course material.
  • 6/6/2014
    The latest issue of the Toolbox (Volume 12, Number 5) is now available. Articles in this issue focus on connecting course content from the classroom to the current culture that is shaping students’ lives.
  • 6/5/2014
    The University of Central Oklahoma was recognized during the Higher Learning Commission’s (HLC) annual conference in April for having the best paper in the category of Assessing and Improving Student Learning. Central’s submission, “Using a Transformative Learning Transcript to Assess High-Impact Practices,” was the work of six members of the university’s leadership.
  • 6/4/2014
    The second edition of Researching Teaching and Student Outcomes in Postsecondary Education: An Introduction is now available. The guide offers an introduction on using research and other data collection to evaluate teaching methods.
  • New Issue of Change: The Magazine of Higher Learning
    6/3/2014
    The latest issue of Change: The Magazine of Higher Learning (Volume 46, Issue 3) is now available. Articles in this issue include David D. Dill’s “Ensuring Academic Standards in US Higher Education,” Debra Humphreys’ “Employment Outcomes in the Four-Year Sector: The Value of Liberal Arts Degrees,” and Linda Krzykowski and Kevin Kinser’s “Transparency in Student Learning Assessment: Can Accreditation Standards Make a Difference?”
  • 5/30/2014Matt Terry in McMaster University Daily News writer Matt Terry in McMaster University Daily News by Matt Terry in McMaster University Daily News published by Matt Terry in McMaster University Daily News
    Alternative forms of student evaluation allow instructors to see if students truly understand the subject matter instead of an essay that might not catch learning issues until the end of the semester. Presentations, posters sessions, and other engaged activities let students develop oral skills and demonstrate knowledge gained.
  • A Boost for Active Learning
    5/29/2014

    Articles in The Chronicle and Inside Higher Ed discuss research that found students engaged in active learning in STEM courses instead of lecture-only courses had higher pass rates.  The study suggests that active learning methods such as group-problem solving and workshops are more effective than traditional lecturing.

  • 5/28/2014
    The Department of Leadership, Policy and Adult and Higher Education at North Carolina State University released a report on the current approaches to federal funding for students in competency-based education programs. The report also includes possible changes that can be made to current approaches in how aid is disbursed.
  • 5/27/2014Jon Marcus in The Hechinger Report writer Jon Marcus in The Hechinger Report by Jon Marcus in The Hechinger Report published by Jon Marcus in The Hechinger Report
    The University of South Florida will launch a pilot nursing program for veterans that will give academic credit for military training. The Student Veterans of America (SVA) hope that more universities will also begin offering academic credit for veterans’ experience so they can complete degrees faster and save money.
  • 5/23/2014
    The assistant director is responsible for supporting the improvement of the student experience and student learning through the development of learning assessment activities. The assistant director collects and analyzes learning assessment data and participates in the development of related plans and interventions as well as participating in the implementation of the Quality Enhancement Plan (QEP) and meeting related accreditation reporting requirements.
  • 5/22/2014
    Economics students in 19 countries released a joint statement to change the way economics is taught. Students believe that the curriculum has become too far removed from real world issues and limits their ability to contend with challenges from society.
  • 5/21/2014
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 5/20/2014
    The latest issue of AAC&U’s Diversity & Democracy (Volume 17, Number 2) is now available. Articles in this issue focus on global learning and how to prepare students for cultural competencies and global citizenship.
  • 5/16/2014Benjamin Wood in Deseret News writer Benjamin Wood in Deseret News by Benjamin Wood in Deseret News published by Benjamin Wood in Deseret News
    Higher education institutions in Utah have been involved in the tuning process to help students understand what they have learned during their academic career and to communicate to employers the skills they have gained. Tuning has also allowed institutions to collaborate on determining common competencies that should be mastered for particular disciplines.
  • 5/15/2014Danya Perez-Hernandez in The Chronicle of Higher Education writer Danya Perez-Hernandez in The Chronicle of Higher Education by Danya Perez-Hernandez in The Chronicle of Higher Education published by Danya Perez-Hernandez in The Chronicle of Higher Education
    Researchers at Glasgow Caledonian University conducted a study to measure evidence of students’ learning in MOOCs. They concluded that many students do not engage or interact with others in the class and do not retain or use new knowledge.
  • 5/14/2014
    A study by the Higher Education Quality Council of Ontario suggests that tools for measuring critical thinking should be integrated into the curriculum. The authors recommend aligning critical thinking teaching framework with assessment tools to measure critical thinking at the course level.
  • 5/13/2014
    The latest issue of Peer Review (Volume 16, Number 1) is now available. Articles in this issue focus on how e-portfolios can be used for comprehensive assessment and also to enhance student learning.
  • 5/8/2014Rosanna Tamburri in University Affairs writer Rosanna Tamburri in University Affairs by Rosanna Tamburri in University Affairs published by Rosanna Tamburri in University Affairs
    The University of Guelph and four other institutions have partnered with Desire2Learn, a provider of learning management systems, to track and assess student learning outcomes across programs. The initiative will enable institutions to measure learning outcomes on a continual basis and allow students to see the skills they have acquired over the course of their academic careers.
  • 5/7/2014
    The Council for Adult and Experiential Learning (CAEL) selected fourteen institutions to participate in a “jumpstart” program for developing degree programs based on competencies instead of credit hours.
  • 5/6/2014Kelly Field in The Chronicle of Higher Education writer Kelly Field in The Chronicle of Higher Education by Kelly Field in The Chronicle of Higher Education published by Kelly Field in The Chronicle of Higher Education
    This author offers five lessons from the health-care ratings initiative during the 1980s that the Education Department can learn when drafting the college ratings system for measuring the value of a college degree.
  • 5/5/2014Danny Ledonne in The Chronicle of Higher Education writer Danny Ledonne in The Chronicle of Higher Education by Danny Ledonne in The Chronicle of Higher Education published by Danny Ledonne in The Chronicle of Higher Education
    This author offers three reasons why including multimedia assignments in the classroom can deepen students’ engagement, utilize a variety of skills, and encourage students to continue learning outside of the classroom.
  • 5/2/2014Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    Lipscomb University developed a competency-based framework for 22 majors in the College of Professional Studies that combines competency-based credits and conventional courses. Entering students begin the program by participating in a day-long process of assessments to earn credits for prior learning and performance.
  • 5/1/2014
    The Higher Education Quality Council of Ontario conducted a study to determine the effectiveness of the Collegiate Learning Assessment (CLA) and Community College Learning Assessment (CCLA) in providing useful information for institutions, students, and employers.
  • 4/30/2014
    The Midwestern Higher Education Compact (MHEC) released a document summarizing outcomes and lessons learned on the cross-state Tuning initiative with Illinois, Indiana, and Missouri. The document also includes recommendations for the use of Tuning to improve teaching, learning, and student success.
  • 4/29/2014
    AAC&U is offering resources for first year-students on the benefits of a liberal education and what can be expected of them as they begin their undergraduate career.
  • 4/28/2014Sara Lipka in The Chronicle of Higher Education writer Sara Lipka in The Chronicle of Higher Education by Sara Lipka in The Chronicle of Higher Education published by Sara Lipka in The Chronicle of Higher Education
    Several community colleges have begun to partner with local school districts to offer remedial courses to high school students. College and school officials hope this will better prepare students for college-level work.
  • 4/25/2014Carl Straumsheim in Inside Higher Ed writer Carl Straumsheim in Inside Higher Ed by Carl Straumsheim in Inside Higher Ed published by Carl Straumsheim in Inside Higher Ed
    Public institutions in Florida are waiting for clarification on a bill introduced last year that will allow credit to be given for outside courses, including MOOCs. In preparation, Florida International University developed a prior learning assessment which will determine if students have achieved adequate levels of learning via an outside course.
  • 4/24/2014

    Inside Higher Ed released a booklet, available for download, of articles and essays about the flipped classroom. They will also host a webinar on May 8 to discuss the issues raised within the booklet.

  • 4/23/2014Vimal Patel in The Chronicle of Higher Education writer Vimal Patel in The Chronicle of Higher Education by Vimal Patel in The Chronicle of Higher Education published by Vimal Patel in The Chronicle of Higher Education
    Educators met and discussed support structures, culture, and rewards for effective teaching. Participants outlined institutions that are developing programs focusing on improving graduate student teaching to better prepare them for teaching careers.
  • New Issue of Assessment Update is Available Now
    4/22/2014
    The latest issue of Assessment Update: Progress, Trends and Practice in Higher Education for March/April 2014 is now available. Articles in this issue include Stephanie Foote and Andy Dyer’s "Assessing Deep Learning: Using a Porfolio to Evaluate Gains in Critical Inquiry among First-Year Students,” Amy Thelk’s "Building a Better Course-Evaluation Process,” and Kevin Schoepp and Angela Skuba’s "Effective Leadership Assessment: A 360-Degree Process.”
  • 4/21/2014Allie Grasgreen in Inside Higher Ed writer Allie Grasgreen in Inside Higher Ed by Allie Grasgreen in Inside Higher Ed published by Allie Grasgreen in Inside Higher Ed
    Cleveland State University introduced an initiative that will get more students to degree completion. Students are allowed to register for a year of courses before the fall semester begins in hopes of letting students plan for the whole year, set expectations, and see the end goal.
  • 4/18/2014
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 4/17/2014
    The latest issue of Change: The Magazine of Higher Learning (Volume 46, Issue 2) is now available. Articles in this issue focus on active learning and developing transferrable intellectual skills.
  • Regional Accreditors Agree on Common Terms
    4/16/2014

    Articles in The Chronicle and Inside Higher Ed discuss the announcement of the seven regional accreditors’ agreement of a common set of terms for describing actions to take toward member institutions. The common framework will better align accreditors’ procedures and decision making.

  • 4/15/2014Katherine Anderson in University Affairs writer Katherine Anderson in University Affairs by Katherine Anderson in University Affairs published by Katherine Anderson in University Affairs
    This author offers some suggestions for helping ESL students transition into the classroom. Building a classroom community and encouraging interaction with classmates can allow non-native speakers to be more comfortable with participating in class discussions.
  • 4/14/2014
    Three colleges in northern Georgia are working together to offer free career assessments and counseling to adults in the area. Officials believe these services will help residents who have not completed a college degree to explore possible majors and career paths.
  • Low Expectations, High Stakes
    4/11/2014

    Articles in The Chronicle and Inside Higher Ed feature a report released by the Center for Community College Student Engagement, which suggests that part-time faculty face a less supportive environment than their full-time peers. Improving working conditions can enhance student learning and help increase retention rates.    

  • 4/10/2014Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    New research on teaching students to transfer knowledge is aiming to increase how well students draw on prior knowledge to interpret ideas and engage in metacognition. Some professors of first year composition courses are using a more explicit approach to teaching writing, which has produced gains in writing-skills transfer in their students.
  • 4/8/2014Ellie Ashford in Community College Daily writer Ellie Ashford in Community College Daily by Ellie Ashford in Community College Daily published by Ellie Ashford in Community College Daily
    A growing number of community colleges are joining the Voluntary Framework of Accountability (VFA) in an effort to measure performance and compare themselves to similar-sized institutions. The VFA was developed by the American Association of Community Colleges so it offers a more effective baseline for community colleges to report data and spot areas of needed improvement.
  • 4/7/2014
    The latest issue of the Toolbox (Volume 12, Number 4) is now available. Articles in this issue focus on a new, creative way to challenge students in their critical thinking and writing.
  • 4/4/2014
    Applications for the 2014 Association for General and Liberal Studies Award for Exemplary Program Processes are now being accepted. The application asks institutions to describe their collaborative efforts to develop institutional support and goals for quality programs, implement processes to achieve the goals, gather results to assess the impact of processes, and use the results to enhance the programs.
  • 4/3/2014Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    The results of an effort to gauge incoming college students’ writing skills found that many believe they are prepared for college-level writing. Students estimated spending 25 hours each week on academic formal and informal personal writing, and many professors hope students can make connections between their informal and formal writing.
  • 4/2/2014David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    This author believes that giving feedback to students early enough in the semester allows them to monitor their progress more efficiently and work harder to meet an instructor’s expectations.
  • 4/1/2014
    Judith Eaton, president of CHEA, is interviewed on the topic of accreditation and the issues it faces for the latest installment of New Directions for Higher Education in the New England Journal of Higher Education.
  • 3/31/2014Nick DeSantis in The Chronicle of Higher Education writer Nick DeSantis in The Chronicle of Higher Education by Nick DeSantis in The Chronicle of Higher Education published by Nick DeSantis in The Chronicle of Higher Education
    A study published by the Educational Psychology Review found that making small changes in homework practices by incorporating principles of cognitive science improved student learning.
  • 3/27/2014
    CHEA announced the 2014 winners of the Outstanding Institutional Practice in Student Learning Outcomes.
  • 3/24/2014James M. Lang in The Chronicle of Higher Education writer James M. Lang in The Chronicle of Higher Education by James M. Lang in The Chronicle of Higher Education published by James M. Lang in The Chronicle of Higher Education

    This author explores the science of teaching and learning, specifically brain-based research and how learning happens.  He also spotlights a book, Applying Science of Learning in Education: Infusing Psychological Science Into the Curriculum, that offers cognitive-based interventions for increasing learning in classrooms.    

  • What Matters to Academic-Library Directors? Information Literacy
    3/21/2014

    Articles in The Chronicle and Inside Higher Ed highlight the results from a survey of library directors.  The majority of respondents stated their most important function is teaching research skills to undergraduate students, and some institutions are even engaged in a form of library assessment to measure the efficiency of library services.

  • 3/19/2014Melissa Korn in The Wall Street Journal writer Melissa Korn in The Wall Street Journal by Melissa Korn in The Wall Street Journal published by Melissa Korn in The Wall Street Journal
    Several institutions are now feeling the push to show employment statistics for graduates, but many oppose those efforts to use employment data to quantify education success.
  • 3/18/2014
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 3/17/2014
    The latest issue of AAC&U News (March 2014) examines connecting student academic success with work-study jobs on campus. The University of Iowa launched an initiative to engage student employees in conversations with their supervisors about work and how it relates to academic skills and future career goals.
  • 3/14/2014Nick DeSantis in The Chronicle of Higher Education writer Nick DeSantis in The Chronicle of Higher Education by Nick DeSantis in The Chronicle of Higher Education published by Nick DeSantis in The Chronicle of Higher Education
    The Competency-Based Education Network selected 18 institutions to participate in a group that will address challenges and obstacles to designing and developing competency-based education programs.
  • 3/13/2014Collen Flaherty in Inside Higher Ed writer Collen Flaherty in Inside Higher Ed by Collen Flaherty in Inside Higher Ed published by Collen Flaherty in Inside Higher Ed
    Evergreen State College’s academic statement assessment requires students to reflect and write on their educational choices and what they’ve learned throughout their academic careers. Officials at Evergreen stated the academic statement initiative was faculty-driven and asks students to articulate the value of their education.
  • 3/12/2014Beckie Supiano in The Chronicle of Higher Education writer Beckie Supiano in The Chronicle of Higher Education by Beckie Supiano in The Chronicle of Higher Education published by Beckie Supiano in The Chronicle of Higher Education
    Eugene Lang College surveyed its alumni to see how their education prepared them for life after college. The majority of those who responded stated that Lang did prepare them for life after college, and the survey allowed them to communicate the value of a college education.
  • 3/11/2014
    A study by the Higher Education Quality Council of Ontario suggests that certain learning technologies can be developed to exercise and assess desired learning outcomes. The authors studied students’ participation in a peer-reviewed assignment and found that an assignment can be constructed to exercise a learning objective such as critical thinking.
  • 3/7/2014Amy E. Slaton in Inside Higher Ed writer Amy E. Slaton in Inside Higher Ed by Amy E. Slaton in Inside Higher Ed published by Amy E. Slaton in Inside Higher Ed
    This author questions whether competency-based education can lead to open-ended inquiry and critical thinking and if it will truly allow students to demonstrate a deeper understanding of subject material.
  • 3/6/2014Douglas Belkin in The Wall Street Journal writer Douglas Belkin in The Wall Street Journal by Douglas Belkin in The Wall Street Journal published by Douglas Belkin in The Wall Street Journal
    Kalamazoo College began publishing test results in an effort to be more transparent and demonstrate what its students learned in four years. Officials at the college stated that publicizing the results gives prospective students and families valuable information on the school’s performance.
  • Richard J. Daley College Seeks an Assessment Center Coordinator
    3/5/2014

    The City Colleges of Chicago invites applications for the position of Coordinator at Richard J. Daley College’s Assessment Center. This position plans and administers assessment instruments to students and coordinates the scoring process. In addition, this position is responsible for creating brochures and information to promote services offered by the Center. Please read more here.    

  • Problem Centered Inquiry and Assessment in the Context of Liberal Education
    3/4/2014

    Click here to listen to a Radio Higher Ed podcast with AAC&U president, Carol Geary Schneider, on problem centered inquiry and assessment.

  • 3/3/2014Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed

    DQP co-author Paul Gaston recently released a book titled Higher Education Accreditation: How It’s Changing and Why It Must. In the book, he discusses why regional accreditors should identify common standards and encourage greater innovation in higher education.

  • 2/28/2014Alexander W. Astin in Inside Higher Ed writer Alexander W. Astin in Inside Higher Ed by Alexander W. Astin in Inside Higher Ed published by Alexander W. Astin in Inside Higher Ed
    Alexander Astin reflects on the process of accreditation in the U.S. and how this primary means of quality control is, and should remain, independent of the government.
  • 2/27/2014Scott Jaschik in Inside Higher Ed writer Scott Jaschik in Inside Higher Ed by Scott Jaschik in Inside Higher Ed published by Scott Jaschik in Inside Higher Ed
    A one-hour program for new students called a “difference-education intervention” is designed to close the achievement gap between first-generation and other students. During the program, junior and seniors discuss challenges they encountered and how they sought out resources to resolve issues so that first-generation students can successfully adjust to college.
  • New Issue of Assessment Update is Available Now
    2/26/2014
    The latest issue of Assessment Update: Progress, Trends and Practice in Higher Education for January/February 2014 is now available. Articles in this issue include Abraham Lauer and Jamie Korin’s "Expanding Assessment Perspectives: The Importance of Student Leadership in Student Learning Outcomes Assessment,” Jane Souza’s "Empowering Faculty and Students with Assessment Data,” and Tara Ebersole’s "Relating Students’ Grades and Measures of Specific Outcomes.”
  • 2/25/2014Scott Jaschik in Inside Higher Ed writer Scott Jaschik in Inside Higher Ed by Scott Jaschik in Inside Higher Ed published by Scott Jaschik in Inside Higher Ed
    Sarah Lawrence College created its own assessment system which does not use tests to measure student learning. Their system is a more personalized approach to evaluation and requires an analysis of every student after each course.
  • 2/21/2014W. Kent Barnds in Inside Higher Ed writer W. Kent Barnds in Inside Higher Ed by W. Kent Barnds in Inside Higher Ed published by W. Kent Barnds in Inside Higher Ed
    With the latest trend of competency-based education, residential liberal arts colleges are aiming to prove why learning in a residential setting is better.
  • 2/20/2014
    A study by the Higher Education Quality Council of Ontario suggests that training graduate teaching assistants in a more student-centered approach can improve teaching effectiveness and student outcomes.
  • 2/19/2014Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    The University of Maine at Presque Isle is basing its academic programs on proficiency-based curriculums instead of the grading system. University officials stated moving beyond grades will create a more personalized, self-paced approach to learning.
  • 2/18/2014
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter
  • 2/14/2014Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    Teaching and learning scholars are seeking to document what happens in the classroom in order to improve teaching methods. Classroom observations, which are a form of assessment, can connect the data points from what the faculty are doing to what students are learning.
  • 2/13/2014
    Lakehead University launched the Co-Curricular Record (CCR) that documents students’ involvement in activities that are not for credit. The CCR recognizes non-academic skills and learning outcomes gained outside the classroom and is an incentive for students to become more engaged.
  • 2/12/2014David Gooblar in Vitae writer David Gooblar in Vitae by David Gooblar in Vitae published by David Gooblar in Vitae
    This author believes frequent, low-stakes tests throughout a semester can have a significant impact on student learning by helping students retain class material better and becoming more comfortable with testing.
  • 2/11/2014
    The latest issue of AAC&U News (January/February 2014) examines a survey conducted by AAU among research universities and their dedication to assessing and improving undergraduate learning. The issue also includes a call for best practices of the AAC&U Global Learning VALUE Rubric.
  • 2/10/2014
    The Educational Testing Service is connecting badges to two tests - the Proficiency Profile and iSkills - assessments that aim to measure what students learn in college. After completing the assessments, students can earn digital badges based on their performance.
  • 2/7/2014Ben Miller in Ed Central writer Ben Miller in Ed Central by Ben Miller in Ed Central published by Ben Miller in Ed Central

    This article highlights the latest NILOA report and the increase in learning assessment activity. It also recommends that colleges need to provide more information and data for students and families to make informed decisions.  

  • 2/6/2014
    The Community College Research Center at Columbia University released a report on the impact of developmental education. Their study evaluated the effectiveness of community college remedial courses and concluded that developmental education is not improving outcomes for underprepared students and could benefit from reform.
  • 2/5/2014
    Peer Review (Volume 15, Number 4) focuses on senior capstone courses, projects, and examples of best practices.
  • 2/4/2014

    Scott Kinney, president of Capella University, discusses the importance of transparency regarding learning outcomes. He states that assessment results should be shared more often, as emphasized in the latest NILOA report.

  • 2/3/2014
    The latest issue of The Toolbox (Volume 12, Number 3) is now available. Articles in this issue focus on engaging in digital teaching and learning.
  • 1/31/2014Collen Flaherty in Inside Higher Ed writer Collen Flaherty in Inside Higher Ed by Collen Flaherty in Inside Higher Ed published by Collen Flaherty in Inside Higher Ed
    Theme-based general education ‘pathways’ programs, where required coursework is categorized into academically or socially relevant themes, are becoming a growing trend. Advocates for thematic pathways suggest that they create a more meaningful experience for students along with the opportunity to demonstrate the value of an undergraduate degree.
  • 1/30/2014Jacqueline S. Hodes in Faculty Focus writer Jacqueline S. Hodes in Faculty Focus by Jacqueline S. Hodes in Faculty Focus published by Jacqueline S. Hodes in Faculty Focus
    This author explains why a speed dating model can be more effective than a panel discussion in the classroom. The model can enhance student engagement and allow for a deeper learning experience by providing more interaction between students and panelists.
  • 1/29/2014Scott Jaschik in Inside Higher Ed writer Scott Jaschik in Inside Higher Ed by Scott Jaschik in Inside Higher Ed published by Scott Jaschik in Inside Higher Ed
    Inside Higher Ed’s survey of chief academic officers includes a section on learning outcomes and assessment. The majority of provosts stated using tools to assess student learning, but not all institutions use data on assessment results to advise decision making.
  • 1/28/2014Collen Flaherty in Inside Higher Ed writer Collen Flaherty in Inside Higher Ed by Collen Flaherty in Inside Higher Ed published by Collen Flaherty in Inside Higher Ed
    The College of Idaho introduced the PEAK program that requires students to have one major and three minors in different areas. The program maintains the ideals of liberal arts education while allowing students to start classes in their majors sooner rather than later.
  • 1/27/2014Suzanne Bowness in University Affairs writer Suzanne Bowness in University Affairs by Suzanne Bowness in University Affairs published by Suzanne Bowness in University Affairs
    Many institutions have identified the advantages of e-portfolios as tools to help students articulate their learning goals and track their progress. The reflective nature of e-portfolios might make learning more effective for students.
  • 1/23/2014
    The Association of College and Research Libraries (ACRL) is seeking applications from higher education institutions to participate in the second year of “Assessment in Action: Academic Libraries and Student Success.” Each institution will select team members headed by a librarian team leader to examine the impact of the library on student success.
  • 1/22/2014
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • Colleges Measure Learning in More Ways, but Seldom Share Results
    1/21/2014

    Articles in The Chronicle and Inside Higher Ed highlight NILOA’s latest report, “Knowing What Students Know and Can Do: The Current State of Student Learning Outcomes Assessment in U.S. Colleges and Universities.”  The report reveals that measuring student learning increased, but institutions are not using assessment results as often to make effective changes.

  • University of Wisconsin-Platteville seeks an Executive Director of Institutional Effectiveness and Assessment
    1/16/2014

    The University of Wisconsin-Platteville invites applications for the Executive Director of Institutional Effective and Assessment. This position will lead the new Office of Institutional Effectiveness and Assessment (OIEA) to help centralize and expand the university’s ability to conduct assessment, streamline institutional research and planning, support integrated planning, and inform decision-making. The position reports to the Provost and Vice Chancellor of Academic Affairs. Please read more here.

  • 1/15/2014Colleen M. Hanycz writer Colleen M. Hanycz by Colleen M. Hanycz published by Colleen M. Hanycz
    This author argues that an outcomes-based model of education can benefit students completing a degree in the liberal arts. By articulating outcomes and teaching to those outcomes, students can fully articulate the advantages of their skills and competencies.
  • 1/14/2014Katherine Mangan in The Chronicle of Higher Education writer Katherine Mangan in The Chronicle of Higher Education by Katherine Mangan in The Chronicle of Higher Education published by Katherine Mangan in The Chronicle of Higher Education
    CUNY is expanding its Accelerated Study in Associate Programs (ASAP) in order to improve the graduation rates of low-income students. The program offers free tuition and textbooks along with structured advising and class schedules to selected participants.
  • 1/10/2014Nick DeSantis in The Chronicle of Higher Education writer Nick DeSantis in The Chronicle of Higher Education by Nick DeSantis in The Chronicle of Higher Education published by Nick DeSantis in The Chronicle of Higher Education

    The Western Interstate Commission for Higher Education introduced the Interstate Passport Agreement which will make it easier for students to transfer their general-education coursework between institutions. The passport project focuses on learning outcomes and proficiencies for students to demonstrate when transferring instead of credit hours.  

  • 1/9/2014Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    The University of California at Davis created a digital badge system that focuses on competency- based education and knowledge learned outside of the classroom. The badging system does not replace college credentials, and it allows students to communicate the experiential learning in which they have engaged.
  • 12/16/2013
    The latest issue of Liberal Education features articles examining the phenomenon of MOOCs and if they are revolutionizing higher education. Others articles focus on competency-based education and whether it will replace seat time.
  • 12/13/2013
    The latest issue of Research and Practice in Assessment (Volume 8, Winter 2013) is now available. Articles in this issue focus on assessment in the field of student affairs and showcase the scholarship of faculty from five major research universities.
  • 12/12/2013Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    Clear and organized teaching can have a valuable impact on student learning and critical thinking skills. New research from the Wabash National Study of Liberal Arts Education confirms a relationship between students’ perceptions of teaching quality and approaches to learning.
  • 12/11/2013Allie Grasgreen in Inside Higher Ed writer Allie Grasgreen in Inside Higher Ed by Allie Grasgreen in Inside Higher Ed published by Allie Grasgreen in Inside Higher Ed
    The National Survey of Student Engagement (NSSE) updated its approach to measuring students’ participation in activities that are associated with higher learning outcomes. The updated model is more qualitative and includes new questions on the student experience and learning with technology.
  • Adding Competency to Community
    12/10/2013

    Articles in The Chronicle and Inside Higher Ed highlight efforts from Western Governors University to partner with eleven community colleges to create competency-based degree programs. Participating community college officials recognized the demand for more innovative and effective ways for students to build on their own experiences and earn degrees.  

  • 12/6/2013Eric Kelderman in The Chronicle of Higher Education writer Eric Kelderman in The Chronicle of Higher Education by Eric Kelderman in The Chronicle of Higher Education published by Eric Kelderman in The Chronicle of Higher Education

    A report from the Data Quality Campaign tracks states that are collecting and using data on student performance to inform stakeholders on educational improvement efforts.  The report also includes ten steps on how to support effective data use to prepare students for the future.

  • 12/5/2013
    The latest issue of The Toolbox (Volume 12, Number 2) is now available. Articles in this issue focus on adopting oral discourse as an assessment tool.
  • 12/4/2013
    A report released by the Center for American Progress chronicles students enrolled in competency-based programs. The report is aiming to identify the positive qualities and commonalities that exist among their experiences and competency-based education.
  • 12/3/2013Joe McKendrick in SmartPlanet writer Joe McKendrick in SmartPlanet by Joe McKendrick in SmartPlanet published by Joe McKendrick in SmartPlanet
    Advocates for competency-based education continue to promote the positive aspects of learning outside of the classroom and demonstrating acquired knowledge, skills and abilities that can translate into earning a degree.
  • 12/2/2013
    Jennifer Stephens Helm, Dean and VP of Institutional Research and Assessment at American Public University System (APUS), discusses adopting the DQP framework. APUS replaced their existing institutional learning outcomes with the five areas of student learning specified in the DQP along with an additional outcome of digital information literacy that is distinctive to APUS.
  • 12/2/2013Barret Havens in The Chronicle of Higher Education writer Barret Havens in The Chronicle of Higher Education by Barret Havens in The Chronicle of Higher Education published by Barret Havens in The Chronicle of Higher Education
    This author argues that assessment practices should be recognized as opportunities for learning, and the approach to conducting assessment should begin with faculty engagement.
  • 11/22/2013Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    U.S. lawmakers are drafting new bills aimed at reforming higher education. Senate members recently debated on changing the accreditation system along with federal financial aid policy.
  • 11/21/2013Michael Stratford in Inside Higher Ed writer Michael Stratford in Inside Higher Ed by Michael Stratford in Inside Higher Ed published by Michael Stratford in Inside Higher Ed
    The Obama administration is traveling to four college campuses this month to gather information and feedback on its proposal to create a federal college ratings system. Several university leaders have stated concerns about the validity of the metrics and what data will be measured.
  • 11/20/2013Ben Gose in The Chronicle of Higher Education writer Ben Gose in The Chronicle of Higher Education by Ben Gose in The Chronicle of Higher Education published by Ben Gose in The Chronicle of Higher Education
    Faculty members at Lafayette College developed a strategy to integrate the outcome of diversity into the curriculum. Professors who participated in the project stated that this opportunity allowed them to explore the topic of diversity with students in more creative ways.
  • 11/20/2013
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 11/19/2013Anya Kamenetz in The New York Times writer Anya Kamenetz in The New York Times by Anya Kamenetz in The New York Times published by Anya Kamenetz in The New York Times
    Several institutions are now offering low cost competency-based programs which use a student-centered model, but critics have concerns that these programs focus too heavily on skills and outcomes rather than disciplines and the higher education experience.
  • 11/18/2013Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education
    Several states’ increasing interest in student learning has led to the development of performance-based appropriations. In response to criticism that it will diminish academic quality, states created performance-based formulas that include quality assurance.
  • 11/15/2013Katherine Mangan in The Chronicle of Higher Education writer Katherine Mangan in The Chronicle of Higher Education by Katherine Mangan in The Chronicle of Higher Education published by Katherine Mangan in The Chronicle of Higher Education
    Complete College America is aiming to increase college completion rates by developing action plans with the 34 states that have joined their Alliance of States and committed to set completion goals through 2020.
  • 11/14/2013Carl Straumsheim in Inside Higher Ed writer Carl Straumsheim in Inside Higher Ed by Carl Straumsheim in Inside Higher Ed published by Carl Straumsheim in Inside Higher Ed
    Some ed tech companies and universities are now using the term “learning experience” instead of “course.” This shift is due to the recognition of learning outside of the traditional classroom in online formats.
  • 11/13/2013

    AAC&U released a new publication, Using the VALUE Rubrics for Improvement of Learning and Authentic Assessment, which provides information about the development and use of the VALUE rubrics for assessment of student learning.

  • 11/12/2013Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    A report released by Complete College America and the National Center for Higher Education Management Systems tracks how states are moving to performance-based funding. The report acknowledges that more states have begun to include measures of student learning and academic quality into their funding mechanisms.
  • 11/11/2013
    Lumina Foundation released a publication on how the Common Core State Standards and the Degree Qualifications Profile can better align K-12 and higher education.
  • 11/8/2013Ed Finkel in Community College Times writer Ed Finkel in Community College Times by Ed Finkel in Community College Times published by Ed Finkel in Community College Times
    Several community colleges began testing MOOCs last year, but the majority remains skeptical of adopting a massive open online course at an environment meant for small class sizes and more faculty interaction.
  • 11/7/2013Lindsay Ellis in The Chronicle of Higher Education writer Lindsay Ellis in The Chronicle of Higher Education by Lindsay Ellis in The Chronicle of Higher Education published by Lindsay Ellis in The Chronicle of Higher Education
    Texas, Ohio, and Montana’s public-college systems will begin working with the Council for Adult and Experiential Learning to evaluate using prior-learning assessments. The council has previously not worked on statewide and multi-institution adoption of prior-learning assessments and they intend to set plans within each state system to document the process.
  • 11/6/2013
    The Council for Higher Education Accreditation developed an easy-to-use Tool Kit to provide information on accreditation to faculty, students, presidents and chancellors, governing boards, and accreditors.
  • 11/5/2013
    The Association for Institutional Research October newsletter features an article on public accessibility to institutional data dashboards. The majority of AIR member survey respondents indicated their dashboards are not viewable by the public, and some are limited to only campus administrators.
  • 11/4/2013Alan Reid and Denise Paster in Inside Higher Ed writer Alan Reid and Denise Paster in Inside Higher Ed by Alan Reid and Denise Paster in Inside Higher Ed published by Alan Reid and Denise Paster in Inside Higher Ed
    Digital badge programs, which were originally developed for MOOC classes and distance learning, are becoming integrated into traditional course formats. Learners are rewarded with a digital badge upon completion of certain skills, and early research argues that badges can increase motivation and add incentive to the learning process.
  • New Issue of Assessment Update is Available Now
    10/25/2013
    The latest issue of Assessment Update: Progress, Trends and Practice in Higher Education for September/October 2013 is now available. Articles in this issue include Eloise Knowlton's "Through the Rearview Looking Glass: Collaborative Writing and the Accreditation Self-Study,” Tiffany Hamlett and Mary Bold’s "Faculty Development for Online Institutions,” and Sarah Keeling, Kara Woodlee, and Michelle Maher’s "Assessment is Not a Spectator Sport: Experiencing Authentic Assessment in the Classroom.”
  • 10/24/2013

    The Association of College and Research Libraries (ACRL) invites attendees to one of their free online open forums to learn more about the work of their task force appointed to oversee substantial revisions to the Information Literacy Competency Standards for Higher Education. Learn more here

  • 10/23/2013Geoffrey A. Fowler in The Wall Street Journal writer Geoffrey A. Fowler in The Wall Street Journal by Geoffrey A. Fowler in The Wall Street Journal published by Geoffrey A. Fowler in The Wall Street Journal
    This article offers suggestions for improving the online learning experience for MOOCs so that students feel more engaged and are willing to participate in online class discussions and forums. These changes have the potential to lead to increased pass rates for MOOCs.
  • 10/22/2013Allie Grasgreen in Inside Higher Ed writer Allie Grasgreen in Inside Higher Ed by Allie Grasgreen in Inside Higher Ed published by Allie Grasgreen in Inside Higher Ed
    Several community colleges are aiming to increase civic engagement among commuter and adult students. Numerous institutions created mapping projects to get students involved in service learning in their own neighborhoods.
  • 10/21/2013Megan Rogers in Inside Higher Ed writer Megan Rogers in Inside Higher Ed by Megan Rogers in Inside Higher Ed published by Megan Rogers in Inside Higher Ed

    A study released by the Organization for Economic Cooperation and Development claims that adults in the U.S. have below-average basic literacy skills. Carol Geary Schneider, president of AAC&U, said the results should prompt colleges, not just public education, to focus on policies that raise proficiency levels in K-12 education.  

  • 10/18/2013Alisa McArthur in Faculty Focus writer Alisa McArthur in Faculty Focus by Alisa McArthur in Faculty Focus published by Alisa McArthur in Faculty Focus
    This professor reflects on an assignment that successfully engaged students with course material and strengthened the learning experience in the classroom.
  • 10/17/2013
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 10/16/2013Taylor Lannamann in The Chronicle of Higher Education writer Taylor Lannamann in The Chronicle of Higher Education by Taylor Lannamann in The Chronicle of Higher Education published by Taylor Lannamann in The Chronicle of Higher Education
    This student questions the validity of standardized testing and the significance of the CLA+, a test which measures graduating seniors’ growth and evidence of work-readiness skills.
  • Are Illinois High School Graduates Ready for College and Careers?
    10/15/2013

    Three reports released by the Pathways Resource Center address the importance of policies that promote college and career readiness for Illinois high school students.

  • 10/14/2013Jack Stripling in The Chronicle of Higher Education writer Jack Stripling in The Chronicle of Higher Education by Jack Stripling in The Chronicle of Higher Education published by Jack Stripling in The Chronicle of Higher Education
    This article describes the steps taken by Lebanon Valley College to retain accreditation and how the college used academic assessment to focus on its primary mission of student learning.
  • 10/11/2013Scott Carlson in The Chronicle of Higher Education writer Scott Carlson in The Chronicle of Higher Education by Scott Carlson in The Chronicle of Higher Education published by Scott Carlson in The Chronicle of Higher Education
    The University of Wisconsin will start its competency-based education program, called Flex Option, later this year. The program is designed to increase the number of degree holders in the state, but faculty members responsible for designing assessments for the Flex Option are skeptical that the program will meet academic standards.
  • 10/10/2013
    Ontario College of Art and Design adopted a new grading policy which assesses course work in relation to how well it meets the learning outcomes for a specific course. OCAD describes this new policy as transparent and fair for students.
  • 10/9/2013
    The latest issue of Liberal Education features an article on efforts to encourage critical thinking in online classes. Also featured is an article on the success of Michigan State University’s initiative to integrate institution-specific student learning goals with the VALUE rubric for global learning.
  • 10/8/2013Hannah Winston in The Chronicle of Education writer Hannah Winston in The Chronicle of Education by Hannah Winston in The Chronicle of Education published by Hannah Winston in The Chronicle of Education
    New software at Purdue University, called Signals, is tracking students’ progress in certain classes and whether or not they have completed assignments. Classes using Signals have seen higher retention rates than those without the software.
  • 10/7/2013Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    Testing firms are responding to the push in accountability in higher education by offering skills assessments. These new assessments track students’ learning outcomes and improvements over time, and the data will be of use to accreditors and faculty members.
  • 10/4/2013Emily Bergquist and Rick Holbeck in Faculty Focus writer Emily Bergquist and Rick Holbeck in Faculty Focus by Emily Bergquist and Rick Holbeck in Faculty Focus published by Emily Bergquist and Rick Holbeck in Faculty Focus
    These authors offer a few examples of using formative assessment in online classrooms. Some possibilities include utilizing a double-entry journal and student-generated test questions in order to gauge student understanding.
  • The Adjunct Advantage
    10/3/2013

    Articles in Inside Higher Ed and The Chronicle highlight a study at Northwestern University by the National Bureau of Economic Research that found students learned more when their instructors are adjuncts than tenure-track professors. This author shares his viewpoint on the results of the study.

  • 10/2/2013Dan Berrett in The Chronicle of Higher Education writer Dan Berrett in The Chronicle of Higher Education by Dan Berrett in The Chronicle of Higher Education published by Dan Berrett in The Chronicle of Higher Education

    According to the results of a survey conducted by Northeastern University, employers and the public want colleges to prepare graduates to communicate effectively and think critically. Employers also responded that it is important for students to be well-rounded rather than receive training that is too narrow and specific.

  • 10/1/2013Scott Jaschik in Inside Higher Ed writer Scott Jaschik in Inside Higher Ed by Scott Jaschik in Inside Higher Ed published by Scott Jaschik in Inside Higher Ed
    College Board president, David Coleman, described changes to the SAT which will include a revision to the essay portion of the test. Coleman also announced that he would like to align the test more closely to high school and college curriculums.
  • 9/30/2013Jack Grove in Times Higher Education writer Jack Grove in Times Higher Education by Jack Grove in Times Higher Education published by Jack Grove in Times Higher Education
    Students at Avans University of Applied Sciences in the Netherlands were given the opportunity to structure their own learning by leading classes. As a result of this experiment, students were more engaged in the classroom and their grades improved.
  • 9/27/2013Molly Corbett Broad in Inside Higher Ed writer Molly Corbett Broad in Inside Higher Ed by Molly Corbett Broad in Inside Higher Ed published by Molly Corbett Broad in Inside Higher Ed
    Molly Corbett Broad, president of the American Council on Education, shares ACE's evaluation and research initiative to review MOOCs for college credit and to examine their academic potential to increase student learning and strengthen college curriculums.
  • 9/26/2013George Boggs in Inside Higher Ed writer George Boggs in Inside Higher Ed by George Boggs in Inside Higher Ed published by George Boggs in Inside Higher Ed
    George Boggs, president of the American Association of Community Colleges, discusses the importance for colleges and universities to put student learning at the center of policies and procedures so that higher education can remain valuable.
  • 9/25/2013Karen Birchard in University Affairs writer Karen Birchard in University Affairs by Karen Birchard in University Affairs published by Karen Birchard in University Affairs
    Canadian medical education is introducing a competency-based approach that will require students to progress through milestones before they can move to the next level. The program will also include individual e-portfolios so students can see their demonstrated competencies as they advance.
  • 9/24/2013
    The American Academy of Arts and Sciences released a “Humanities Report Card” described as a “snapshot” of the current data on the humanities. This report card includes areas of improvement and challenges still faced by the humanities.
  • 9/23/2013Alexander W. Astin in The Chronicle of Higher Education writer Alexander W. Astin in The Chronicle of Higher Education by Alexander W. Astin in The Chronicle of Higher Education published by Alexander W. Astin in The Chronicle of Higher Education
    In an article from The Chronicle, Alexander Astin states that institutions should strive to use before-and-after assessments that measure students’ change over time instead of end-of-course evaluations. Using the before-and-after tests along with gathering data on students’ educational experiences can help strengthen educational programs.
  • California State University, Fullerton is seeking a Director of Assessment & Educational Effectiveness
    9/20/2013

    California State University at Fullerton seeks an individual for the position of Director of Assessment & Educational Effectiveness to administer the development and implementation of assessment plans (including General Education and online instruction) at program, center, department, College and University levels and ensure the alignment of learning outcomes across all levels. This position will develop and administer training and guidance to faculty and staff on issues related to academic assessment.  Please read more here

  • 9/19/2013
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 9/19/2013Jackie Tempera in USA Today writer Jackie Tempera in USA Today by Jackie Tempera in USA Today published by Jackie Tempera in USA Today
    The Council for Aid to Education developed an exam that tests students’ critical thinking, problem-solving, writing, scientific and quantitative reasoning skills. Some institutions will begin using the exam to measure their students’ employability, while others will utilize the exam to assess student improvement.
  • 9/18/2013

    AAC&U released a new publication, Ensuring Quality & Taking High-Impact Practices to Scale, which presents research on educational practices that are related to higher levels of student engagement, academic challenge, and achievement.  The publication, co-authored by George Kuh, includes case studies of five campuses delivering high-impact practices.

  • 9/17/2013Jack Grove in Times Higher Education writer Jack Grove in Times Higher Education by Jack Grove in Times Higher Education published by Jack Grove in Times Higher Education
    Universities in the U.K. are asking faculty members to state their teaching qualifications for a survey conducted by the Higher Education Statistics Agency. Officials at the agency will publish the survey data next year since they believe it is crucial that those who teach students are qualified to do so.
  • University of Colorado at Denver Seeks a Library Assessment Coordinator
    9/11/2013

    The Auraria Library at the University of Colorado, Denver seeks a creative, flexible and innovative individual who is able to provide leadership in developing comprehensive and sustainable assessment and evaluation programs and to work independently with internal and external campus constituents.  In this newly created position, the Assessment Librarian will serve as an expert resource and engage with Library departments to analyze and report assessment data; document the Library's value and impact; and develop a comprehensive evaluation program that ensures continuous improvement and evidence-based strategic-planning and decision making.  Please read more here

  • 9/10/2013
    According to the Higher Education Quality Council of Ontario, many students enrolled in large first-year university classes are more engaged when lecture content is provided online and class time is focused on discussion and interaction.
  • 9/9/2013Doug Lederman and Scott Jaschik in Inside Higher Ed writer Doug Lederman and Scott Jaschik in Inside Higher Ed by Doug Lederman and Scott Jaschik in Inside Higher Ed published by Doug Lederman and Scott Jaschik in Inside Higher Ed
    Inside Higher Ed's survey of professors found skepticism among faculty members about the quality of online learning. Many question whether online courses can achieve learning outcomes similar to in-person courses.
  • 9/6/2013Carl Straumsheim in Inside Higher Ed writer Carl Straumsheim in Inside Higher Ed by Carl Straumsheim in Inside Higher Ed published by Carl Straumsheim in Inside Higher Ed
    Two professors at the University of Texas at Austin will broadcast their lectures live for their online psychology course which they are calling a synchronous massive online course or SMOC.
  • Maryland University of Integrative Health is seeking a Director of Academic Assessment
    9/5/2013

    Maryland University of Integrative Health invites applications for the position of Director of Academic Assessment.  The Director will be responsible for managing academic assessment for on-ground and online academic programs.  The position will report to the Provost and will work to integrate the academic strategy into the overall institutional assessment strategy.  For more information about the position and how to apply, please click here.

  • New Issue of Assessment Update is Available Now
    9/4/2013
    The latest issue of Assessment Update: Progress, Trends and Practice in Higher Education for July/August 2013 is now available. Articles in this issue include Jessica Ickes and Daniel Flowers' "Student Interpretation of Selected Degree Qualifications Profile Outcomes," Gary Pike's "The Updated National Survey of Student Engagement (NSSE)," and Dorothy Bray's "Ingenuity: A New Super Skill, a New Assessment Challenge, a New National Conversation."
  • 9/3/2013
    The State Higher Education Executive Officers Association released a statement approving the initiatives of the Obama administration to encourage innovation in enhancing student learning.
  • NILOA 2013 National Survey of Chief Academic Officers
    8/29/2013

    The 2013 national survey of Chief Academic Officers and institutional assessment practice is currently out in the field. Please take a few minutes to complete the survey if you have received an invitation.  To see a copy of the survey, please click here

  • 8/28/2013Daniel Shumski in Education Dive writer Daniel Shumski in Education Dive by Daniel Shumski in Education Dive published by Daniel Shumski in Education Dive
    Five possibilities for how the Common Core could impact higher education are offered in this article. One possibility is that the Common Core could reduce the need for remedial courses at colleges and universities since students would come better prepared.
  • 8/28/2013James M. Lang in The Chronicle of Higher Education writer James M. Lang in The Chronicle of Higher Education by James M. Lang in The Chronicle of Higher Education published by James M. Lang in The Chronicle of Higher Education
    This author offers suggestions on how to reduce cheating among college students which involve increasing student learning. Low-stakes assessments, such as frequent quizzes and reflection exercises, can actually produce learning and lead to decreased rates of cheating.
  • ACT Scores Slip
    8/26/2013

    Articles in The Chronicle and Inside Higher Ed discuss the 2013 ACT results which had composite scores at the lowest they've been in five years.  Twenty-six percent of tested students met all four of the college-readiness benchmarks. 

  • 8/23/2013George David Clark in The Chronicle of Higher Education writer George David Clark in The Chronicle of Higher Education by George David Clark in The Chronicle of Higher Education published by George David Clark in The Chronicle of Higher Education
    This author reflects on students' higher-level thinking within courses and how professors can connect deep learning from one course to an institution's academic objectives.
  • 8/21/2013Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    Southern New Hampshire University's College for America now has its first graduate from the competency-based program. The direct assessment associate degree is not based on the credit hour standard and students must demonstrate competencies in order to move through the program.
  • 8/20/2013

    The American College Personnel Association released a publication titled Assessment in Practice: A Companion Guide to the ASK Standards which provides examples of best practices of assessment according to the Assessment Skills and Knowledge Standards.

  • 8/19/2013
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 8/13/2013Paul Fain writer Paul Fain by Paul Fain published by Paul Fain
    Students enrolled in a new competency-based program at Northern Arizona University will receive a second transcript called a "competency report," which outlines students' proficiency in required concepts. Some assessment experts claim that, while they are not ideal, the competency reports may provide more substantive evidence of student learning than the traditional transcript.
  • 8/13/2013Lee Gardner writer Lee Gardner by Lee Gardner published by Lee Gardner
    Capella University's competency-based FlexPath program has received approval from the US Department of Education. The program is online, self-paced and allows for assessment based on demonstrated competencies rather than credit hours.
  • 8/13/2013Seth Fletcher writer Seth Fletcher by Seth Fletcher published by Seth Fletcher
    This article explores the advantages and potential consequences of computerized instruction and testing. Proponents claim that technology-based may allow for more individualized learning and real-time assessment. Opponents, however, suggest that using technology as a replacement for teachers could lead to a "tech-oriented, tested-focus education reform."
  • 8/13/2013Christine Pinsent-Johnson, Shannon Howell and Rebekka King writer Christine Pinsent-Johnson, Shannon Howell and Rebekka King by Christine Pinsent-Johnson, Shannon Howell and Rebekka King published by Christine Pinsent-Johnson, Shannon Howell and Rebekka King
    According to a report from Higher Education Quality Council of Ontario, many students who return to high school in Ontario do so in order to pursue postsecondary education.
  • 8/13/2013Ry Richard writer Ry Richard by Ry Richard published by Ry Richard
    Some institutions plan to offer transfer credit for courses completed through MOOCs, particularly Coursera and Udacity. Universities are attempting to determine how to measure the learning that takes place in a MOOC course and how that learning will transfer.
  • 8/1/2013Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    Career Education Corporation is utilizing adaptive learning in its courses in an effort to improve student success. Officials at Career Education view the data-driven tools of adaptive learning as beneficial for helping faculty adjust teaching strategies and increasing student persistence and completion rates.
  • 7/31/2013D.D. Guttenplan in The New York Times writer D.D. Guttenplan in The New York Times by D.D. Guttenplan in The New York Times published by D.D. Guttenplan in The New York Times
    The Organization for Economic Cooperation and Development created an international testing system that would assess what students around the world are learning in colleges and universities. According to the organization, this new system will measure teaching quality and learning outcomes as a response to the increasing influence of university rankings.
  • 7/30/2013Steven Mintz in The Chronicle of Higher Education writer Steven Mintz in The Chronicle of Higher Education by Steven Mintz in The Chronicle of Higher Education published by Steven Mintz in The Chronicle of Higher Education
    This author predicts 15 innovations that will change the face of higher education within the next three years. A few of these predictions include increased competency-based education, personalized adaptive learning, and evidence-based pedagogy.
  • 7/29/2013
    The latest issue of Liberal Education features a Transparency Initiative project which helps faculty identify and adopt learning and teaching methods that are best suited to achieving desired outcomes. The project has found that transparent teaching and learning methods allow students to gain an enhanced understanding of their learning.
  • 7/26/2013Elizabeth Redden in Inside Higher Ed writer Elizabeth Redden in Inside Higher Ed by Elizabeth Redden in Inside Higher Ed published by Elizabeth Redden in Inside Higher Ed
    U-Multirank, an initiative funded by the European Commission, is offering university rankings based on five dimensions: teaching and learning, research, knowledge transfer, international orientation, and regional engagement. The developers consider these dimensions to be meaningful indicators of institutional strength and diversity.
  • 7/25/2013Colleen Flaherty in Inside Higher Ed writer Colleen Flaherty in Inside Higher Ed by Colleen Flaherty in Inside Higher Ed published by Colleen Flaherty in Inside Higher Ed
    Starting this fall, Iowa's three public universities will be required by state law to create formative and summative assessments and submit proposals for using assessment to improve student learning. Faculty members will be given flexibility in defining methods of measurement and learning outcomes that will best contribute to continuous improvement.
  • 7/24/2013Eric T. Moore in Faculty Focus writer Eric T. Moore in Faculty Focus by Eric T. Moore in Faculty Focus published by Eric T. Moore in Faculty Focus
    This author centered his teaching techniques on Kolb's Experiential Learning Model (ELM) for an online course and found that a valuable student-centered learning environment is possible in an online setting.
  • 7/23/2013Cory Weinberg in The Chronicle of Higher Education writer Cory Weinberg in The Chronicle of Higher Education by Cory Weinberg in The Chronicle of Higher Education published by Cory Weinberg in The Chronicle of Higher Education
    The North Carolina Community College System released a report illustrating the performance of its 58 campuses. The performance measures focus on student progress, and the report is considered a step towards accountability.
  • 7/22/2013Scott Carlson in The Chronicle of Higher Education writer Scott Carlson in The Chronicle of Higher Education by Scott Carlson in The Chronicle of Higher Education published by Scott Carlson in The Chronicle of Higher Education
    The Higher Learning Commission approved a competency-based degree program at the University of Wisconsin. The Flexible Option program is the first at a major public university and is being seen as a way to increase the number of degree holders in the state.
  • New Yardstick of Quality
    7/19/2013

    Articles in The Chronicle and Inside Higher Ed discuss the Voluntary Institutional Metrics Project which is comprised of 18 institutions that collaborated together to create metrics that are comparable across institutions.  The project established five metrics in an effort to give government officials a more accurate view of colleges and universities. 

  • 7/17/2013
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 7/15/2013
    Facing challenges to establish quality assurance within European higher education, this author suggests that institutions should grant grades based on fixed key learning outcomes instead of the learning outcomes of a student cohort. Accountability and transparency might also lead to increased quality assurance and mutual recognition of degrees.
  • Making the Case for Liberal Arts
    7/12/2013

    Articles in The Chronicle and Inside Higher Ed highlight a report from the American Academy of Arts and Sciences that emphasizes the importance of the humanities and social sciences.  The report argues they provide a broad, comprehensive, and balanced form of education that prepares graduates to be well-rounded. 

  • 7/11/2013
    Some universities in Canada are seeking U.S. accreditation in an effort to implement assessment practices that will ensure quality standards are met. The move to gain U.S. accreditation will also drive institutional efforts in assessment of student learning.
  • 7/9/2013Ry Rivard in Inside Higher Ed writer Ry Rivard in Inside Higher Ed by Ry Rivard in Inside Higher Ed published by Ry Rivard in Inside Higher Ed
    Oregon State University is analyzing the success of students enrolled in their online courses. This review process is aiming to evaluate how learning outcomes should be developed for online learning.
  • 7/8/2013
    A study of learning studios by the Higher Education Quality Council of Ontario has found increased satisfaction from students and faculty. The authors also noted the environment of learning studios encouraged the implementation of learning strategies that had not been possible in traditional classrooms.
  • New Measure of Success
    7/5/2013

    Articles in The Chronicle and Inside Higher Ed announce the Student Achievement Measure (SAM) which was developed by six higher education associations.  This new tracking method relies on different metrics than the federal government's system, and it aims to provide a more comprehensive glimpse at how students progress and complete college. 

  • New Issue of Assessment Update is Available Now
    7/3/2013
    The latest issue of Assessment Update: Progress, Trends and Practice in Higher Education for May/June 2013 is now available. Articles in this issue include Maureen Snow Andrade's "Launching E-Portfolios: An Organic Process," Trudy Banta's "Envisioning Learning," Debra Smith's "Working at Assessment," and Peter Ewell's "From the States."
  • 6/26/2013
    The Educational Testing Service developed two new assessment tools that will measure student learning. Students who take the tests will be assessed on reading, writing, critical thinking and ability to navigate through digital technology.
  • 6/25/2013
    Northern Arizona University received approval from the Higher Learning Commission to offer competency-based online degrees. The program, Personalized Learning, will allow students to demonstrate prior knowledge and learning will be self-paced and customized for students.
  • 6/18/2013
    Judith Eaton, president of CHEA, presented her thoughts on the Reauthorization of the Higher Education Act which was initiated in April and whether traditional accreditation can be sustained.
  • 6/18/2013
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • Smooth Lectures Foster Only the Illusion of Learning, Study Finds
    6/17/2013

    Articles in Inside Higher Ed and The Chronicle highlight findings from a study examining instructor fluency.  Researchers discovered that students did not retain more information from attending a lecture delivered by a charismatic lecturer. 

  • 6/14/2013
    AAC&U's Valid Assessment of Learning in Undergraduate Education (VALUE) project released a rubric to assess global learning. The rubric was developed for AAC&U's Essential Learning Outcomes for students graduating in an increasing global society.
  • 6/13/2013
    A new report from the Higher Education Quality Council of Ontario examined the experiences of non-traditional students who participated in college preparatory programs. The authors suggested that the quality of preparatory programs should be in focus so students are properly prepared for the transition into postsecondary programs.
  • 6/12/2013Karin Fischer in The Chronicle of Higher Education writer Karin Fischer in The Chronicle of Higher Education by Karin Fischer in The Chronicle of Higher Education published by Karin Fischer in The Chronicle of Higher Education
    Students who interact more with their international classmates gain a greater cultural awareness and develop intellectual skills that can benefit them after graduation. The authors of this study suggest that colleges can foster greater international interaction on their campuses.
  • 6/11/2013Steve Kolowich in The Chronicle of Higher Education writer Steve Kolowich in The Chronicle of Higher Education by Steve Kolowich in The Chronicle of Higher Education published by Steve Kolowich in The Chronicle of Higher Education
    Researchers at MIT and Harvard published a study that found students enrolled in MOOC classes who worked offline with someone else had better scores than those who worked on their own. The authors hope to use this research to understand which students are most likely to succeed in MOOCs.
  • 6/10/2013Cliff Adelman in Inside Higher Ed writer Cliff Adelman in Inside Higher Ed by Cliff Adelman in Inside Higher Ed published by Cliff Adelman in Inside Higher Ed
    An article by Cliff Adelman discusses the importance of the DQP as a tool for clarifying what degrees mean as expressed by statements of competencies. Using the DQP as a framework, competencies can be demonstrated throughout a student's academic career in multiple courses not just through credits and GPA scores.
  • 6/6/2013
    The University of Guelph adopted learning outcomes for its graduate programs that correspond to the learning outcomes recently approved for the undergraduate curriculum. This makes the university the first institution in Canada believed to have across-the-board learning outcomes for all its degree programs.
  • 6/4/2013

    The Southern Education Foundation released a publication on the importance of assessment at minority serving institutions and how they can document and convey student learning on their campuses.  The publication can be found in NILOA's Resource Library

  • 6/3/2013Ellen Hazelkorn in The Chronicle of Higher Education writer Ellen Hazelkorn in The Chronicle of Higher Education by Ellen Hazelkorn in The Chronicle of Higher Education published by Ellen Hazelkorn in The Chronicle of Higher Education
    Educational quality is no longer only under the control of higher education institutions and accreditors as government involvement has increased globally. This author suggests one way for higher education institutions to regain control is to agree on how quality can be defined and demonstrated.
  • 5/31/2013
    The Higher Learning Commission approved Capella University's pilot program of competency-based education which uses direct assessment instead of credit hours to track learning.
  • 5/30/2013

    A new group created by CHEA introduced a series of policy briefs that will focus on quality assurance of higher education institutions in an international setting.  The first issue of Policy Brief can be found in the NILOA Resource Library. 

  • Less Academically Adrift?
    5/29/2013

    Articles in The Chronicle and Inside Higher Ed highlight studies conducted by the Council for Aid to Education (CAE) that suggest there is significant growth in student learning during college.  This contrasts findings from the authors of Academically Adrift that found there is little growth in student learning in colleges. 

  • 5/28/2013
    The makers of learning management systems are looking for developers to design an application that will work across their different products to create a common 'edtech ecosystem.'
  • 5/24/2013
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 5/23/2013

    The American College Personnel Association released a publication titled Accreditation and the Role of the Student Affairs Educator which includes a chapter on assessment and institutional effectiveness.  The publication can be found in NILOA's Resource Library

  • 5/22/2013
    Peer Review (Volume 15, Number 1) focuses on how administrators, faculty, and staff can collaborate and work together to promote successful learning outcomes.
  • 5/21/2013
    AAC&U published a print version of the DQP which features a new preface by Terrel Rhodes, Vice President of AAC&U, and offers advice and direction on how to assess learning in relation to the competencies outlined in the DQP.
  • 5/20/2013
    A blog posting by George Kuh discusses the revision of the Voluntary System of Accountability (VSA) and proposes four additional modifications that focus on emphasizing transparency efforts in assessment and accountability. Editor's note: NILOA's Transparency Framework can be used as a guide for institutions to evaluate and present evidence of student learning.
  • 5/17/2013Doug Lederman in Inside Higher Ed writer Doug Lederman in Inside Higher Ed by Doug Lederman in Inside Higher Ed published by Doug Lederman in Inside Higher Ed

    This article explores the recent revisions of the Voluntary System of Accountability (VSA) based in part on feedback from a 2012 NILOA report that found the VSA needed to expand the range of assessment tools for it to be useful to institutions.  Co-author Stan Ikenberry is interviewed in the article. 

  • 5/16/2013Geraldine Van Gyn in Faculty Focus writer Geraldine Van Gyn in Faculty Focus by Geraldine Van Gyn in Faculty Focus published by Geraldine Van Gyn in Faculty Focus
    A simple but effective assignment has the potential to get students thinking more critically about challenging reading assignments, and this can lead to greater student engagement in the classroom.
  • 5/15/2013Liz Koblyk in University Affairs writer Liz Koblyk in University Affairs by Liz Koblyk in University Affairs published by Liz Koblyk in University Affairs
    Vocational assessments can provide information for exploring career options, but since they only highlight part of a person's interests, university career centers must be careful not to rely solely on taking tests when helping students choose careers.
  • 5/14/2013
    After working on a series of projects to examine assessment measures, HEQCO identified learning outcomes as the most fundamental element of quality assurance. They invited six institutions to join a consortium committed to the assessment of learning and cognitive skills.
  • 5/6/2013Ronald Legon in Inside Higher Ed writer Ronald Legon in Inside Higher Ed by Ronald Legon in Inside Higher Ed published by Ronald Legon in Inside Higher Ed
    A second generation of MOOCs is emerging aiming to address the issue of quality by integrating distance education with on-ground programs so students are able to receive feedback and other academic support services in order to be successful.
  • 5/6/2013Adam Kotsko in Inside Higher Ed writer Adam Kotsko in Inside Higher Ed by Adam Kotsko in Inside Higher Ed published by Adam Kotsko in Inside Higher Ed
    This author wonders if it is possible to develop an assessment system that demonstrates the value of educational programs instead of adopting numerical measurements to assess what students are learning.
  • 5/3/2013Sara Lipka in The Chronicle of Higher Education writer Sara Lipka in The Chronicle of Higher Education by Sara Lipka in The Chronicle of Higher Education published by Sara Lipka in The Chronicle of Higher Education
    The Voluntary Framework of Accountability is aiming to measure community college students' progress and outcomes, and there is potential for the VFA to influence institutional improvement and policy on accountability.
  • 5/2/2013Vickie Kelly in Faculty Focus writer Vickie Kelly in Faculty Focus by Vickie Kelly in Faculty Focus published by Vickie Kelly in Faculty Focus
    This author suggests five areas that should guide institutions when reviewing program assessment plans to ensure that assessment activities and reports actually produce change.
  • New Issue of Assessment Update is Available Now
    5/1/2013
    The latest issue of Assessment Update: Progress, Trends and Practice in Higher Education for March/April 2013 is now available. Articles in this issue include Carolinda Douglass and Eric Niemi's "Including Students in Student Assessment," Mitchell Peterson and Amanda Gustafson's "Using Curriculum-Embedded Assessments of Student Learning: Establishing a Model for Internal Benchmarking," and Gary Pike's "Assessment Measures."
  • 5/1/2013
    African nations have agreed to develop a system of quality assurance for higher education which will also include a framework for students that transfer among African universities.
  • 4/30/2013

    The University of Illinois at Chicago was the focus of a case study to develop and implement a course-based general education assessment.  Click here to read the case study. 

  • 4/26/2013Marc Perry in The Chronicle of Higher Education writer Marc Perry in The Chronicle of Higher Education by Marc Perry in The Chronicle of Higher Education published by Marc Perry in The Chronicle of Higher Education
    With the U.S. Department of Education's approval to receive federal financial aid for students, Southern New Hampshire University's College for America program is moving forward to offer an associate degree based on demonstrating competencies instead of credit hours.
  • 4/25/2013Jake New in The Chronicle of Higher Education writer Jake New in The Chronicle of Higher Education by Jake New in The Chronicle of Higher Education published by Jake New in The Chronicle of Higher Education
    Smart Sparrow, a new online-learning platform, gives educators the tools to design customized interactive content which allows for instant feedback and more personalized online learning for students.
  • 4/24/2013Paul Fain in Inside Higher Ed writer Paul Fain in Inside Higher Ed by Paul Fain in Inside Higher Ed published by Paul Fain in Inside Higher Ed
    A group of higher education associations, accreditors, and foundations are attempting to define a shared framework for competencies and whether they are established at the course level or across a curriculum in order to take the next step into competency-based education.
  • 4/23/2013
    Find out what's new with NILOA in addition to recent news items about learning outcomes assessment in this month's newsletter.
  • 4/23/2013
    A report released by HEQCO indicates that Ontario's postsecondary education system is efficient and accessible, but there is a lack of consensus on the definition of quality. This has prompted the need to focus on using learning outcomes as quality indicators.
  • 4/22/2013
    WASC released a penultimate draft of their 2013 Handbook which includes a brief discussion of the DQP as a framework for institutions to convey the meaning of degrees.
  • 4/19/2013Ry Rivard in Inside Higher Ed writer Ry Rivard in Inside Higher Ed by Ry Rivard in Inside Higher Ed published by Ry Rivard in Inside Higher Ed
    A new Florida bill would allow any individual, organization or institution to create courses and seek accreditation status from Florida officials. This has many faculty members concerned about the transfer of instruction and curriculum evaluation to commercial organizations.
  • More Than a Major
    4/18/2013

    Articles in The Chronicle and Inside Higher Ed highlight a survey conducted by AAC&U which found that employers are interested in a candidate's ability to demonstrate complex problem-solving skills and critical thinking more than the undergraduate major. 

  • 4/17/2013
    The Association of College and Research Libraries has selected 75 institutional teams to participate in the Assessment in Action program. These campus teams will develop and implement a project that examines the impact of a library on student success as well as contributions to assessment activities.
  • 4/15/2013Peter Stokes in Inside Higher Ed writer Peter Stokes in Inside Higher Ed by Peter Stokes in Inside Higher Ed published by Peter Stokes in Inside Higher Ed
    Adaptive learning which uses forms of computer-aided instruction may have the potential to positively impact higher education by allowing the learner to adapt to the curriculum in more effectual ways.
  • 4/11/2013Allie Bidwell in The Chronicle of Higher Education writer Allie Bidwell in The Chronicle of Higher Education by Allie Bidwell in The Chronicle of Higher Education published by Allie Bidwell in The Chronicle of Higher Education
    The California Assembly will be considering a bill later this month that would create a new university that will allow students to obtain knowledge from any source and pay a fee to take exams for credit.
  • 4/10/2013Katherine Robertson in Faculty Focus writer Katherine Robertson in Faculty Focus by Katherine Robertson in Faculty Focus published by Katherine Robertson in Faculty Focus
    This author wonders if required assessment will stifle students' creativity and if it's possible to hand the task of formative assessment over to students in order to encourage independent thinking.
  • Kansas State University is seeking an Assistant Director of Assessment
    4/9/2013

    The Office of Assessment at Kansas State University invites applications for the position of Assistant Director of Assessment. The assistant will work with the Director on projects of the Office of Assessment, all of which have an overriding goal of the improvement of student learning at Kansas State University.  For more information about the position and how to apply, please click here

  • 4/8/2013Elizabeth Redden in Inside Higher Ed writer Elizabeth Redden in Inside Higher Ed by Elizabeth Redden in Inside Higher Ed published by Elizabeth Redden in Inside Higher Ed
    Author points to the growing criticism of study abroad programs that assess student satisfaction rather than measurable learning and growth. A six-level, developmental classification system with related outcomes is discussed.
  • 4/4/2013Madeleine F. Green in The Chronicle of Higher Education writer Madeleine F. Green in The Chronicle of Higher Education by Madeleine F. Green in The Chronicle of Higher Education published by Madeleine F. Green in The Chronicle of Higher Education
    As internationalization becomes more essential to postsecondary education, it is important to define global learning outcomes so institutions can measure and assess students in order to produce graduates that are prepared for a changing global environment.
  • 4/3/2013
    A new study published by the Higher Education Quality Council of Ontario (HEQCO) examined the benefits of participating in on campus activities and that students involved scored higher in time management and problem solving skills.
  • 4/2/2013James M. Lang in The Chronicle of Higher Education writer James M. Lang in The Chronicle of Higher Education by James M. Lang in The Chronicle of Higher Education published by James M. Lang in The Chronicle of Higher Education

    In Part 3 of this series, the author considers the benefits of service learning and if drawing connections between coursework and real-world context can open students' eyes to the applicability of learned skills and knowledge.

  • Student Aid Awarded for Competencies
    4/1/2013

    Articles in The Chronicle and Inside Higher Ed announce the U.S. Department of Education's decision to award federal student aid based on measured competencies.  This decision signals an opening for direct assessment and could give a major boost to competency-based education.