• 4/17/2018Eric Kelderman for the Chronicle of Higher Education writer Eric Kelderman for the Chronicle of Higher Education by Eric Kelderman for the Chronicle of Higher Education published by Eric Kelderman for the Chronicle of Higher Education
    In this interview, Anne Clark Bartlett, a dean at the University of Washington at Tacoma, shares her experiences as a "nontraditional" college student, and thoughts on how colleges can better help adult learners succeed.
  • 4/17/2018David Gooblar for the Chronicle of Higher Education writer David Gooblar for the Chronicle of Higher Education by David Gooblar for the Chronicle of Higher Education published by David Gooblar for the Chronicle of Higher Education
    While there have been various calls to alter the way student work is assessed by doing away with grades altogether, David Gooblar is not ready to do so just yet. Instead, he offers an alternative: include self-evaluations into assignments so students can reflect on their work, implement various feedback opportunities throughout the semester to offer more individualized instruction, and give significant consideration to these self-evaluation and feedback sessions when assigning a final grade.
  • 4/17/2018Shalina Chatlani for Education Dive writer Shalina Chatlani for Education Dive by Shalina Chatlani for Education Dive published by Shalina Chatlani for Education Dive
    Informed by pedagogy and local needs, Northwestern Missouri State University partnered with the North Kansas School District to build the Northland Innovation Center (NIC) designed to educate and develop students from K-16. The NIC utilizes project-based learning to improve the school-to-career pipeline and meet local needs.
  • 4/16/2018Tiffany Pennamon for Diverse Issues in Higher Education writer Tiffany Pennamon for Diverse Issues in Higher Education by Tiffany Pennamon for Diverse Issues in Higher Education published by Tiffany Pennamon for Diverse Issues in Higher Education
    The article reports on a 2018 League for Innovation in the Community College Conference, whose main agenda was taking advantage of innovations in data and technology strategies and introducing them to educational system to further align learning and institutional values with student learning outcomes and equity-minded classroom practices that can reduce the achievement gap and increase student success.
  • 4/2/2018AALHE writer AALHE by AALHE published by AALHE
    The recently released winter/spring issue of Intersection offers articles focused on assessment strategies employed in disciplines with specialized accreditation including nursing, education, business, social work, occupational therapy, sports management, and medical education. In addition, some articles deal more broadly with communication and collaboration strategies that are applicable across a range of programs as they prepare for reporting and accreditation.
  • 4/2/2018AAC&U writer AAC&U by AAC&U published by AAC&U
    The Fall publication of Diversity & Democracy focuses on a variety of ways to create frameworks for student advancement and success by focusing on leadership and innovation at multiple levels, such us institutional capacity, cultural and infrastructural.
  • 4/2/2018IMS Global writer IMS Global by IMS Global published by IMS Global
    This announcement by IMS focuses on Open Badges 2.0, which is a new certification standard introduced by the consortium. It centers on learners' ability to have control over credentials, demonstrate their skills and share their badges through any IMS certified platform.
  • 4/2/2018Lindsay McKenzie for Inside Higher Ed writer Lindsay McKenzie for Inside Higher Ed by Lindsay McKenzie for Inside Higher Ed published by Lindsay McKenzie for Inside Higher Ed
    The articles talk about ACE's partnership with Credly, which recently introduced a new accreditation platform. The initiative intends to invite select employers to evaluate employment based training programs for academic creditworthiness under the new credentialing system.
  • 3/12/2018LAURA ASCIONE for eCampus News writer LAURA ASCIONE for eCampus News by LAURA ASCIONE for eCampus News published by LAURA ASCIONE for eCampus News
    The article addresses supporting the nation's nontraditional learners, consisting of nearly 60% of all undergraduates, outlining three areas of immediate focus for policy. According to ACE's report, improving data, developing policies and tailoring academic programs, are all ways that would strengthen how post-traditional learners are served. Helping nontraditional learners (25 years or older) earn an associate degree would in turn lift over a million of Americans out of poverty.
  • 3/12/2018Doug Lederman for Inside Higher Ed writer Doug Lederman for Inside Higher Ed by Doug Lederman for Inside Higher Ed published by Doug Lederman for Inside Higher Ed
    Inside Higher Ed covers a mysterious and surprising move by Candace Thille, an influential pioneer in learning science, who left Stanford to work with Amazon. The company, famous for major innovations in retail technology, hired Thille as a director of learning science and engineering, but the extent of her duties is yet to be discovered.
  • 3/12/2018GAO writer GAO by GAO published by GAO
    A recent report by GAO on the U.S. accreditation system found key strengths, proving the system's impact on quality of postsecondary education. It also uncovered a variety of challenges that prevent the system from fully satisfying its goals. The report, conducted by experts on higher education, includes findings and solutions for moving forward.
  • 2/28/2018MATTHEW DEMBICKI for Community College Daily writer MATTHEW DEMBICKI for Community College Daily by MATTHEW DEMBICKI for Community College Daily published by MATTHEW DEMBICKI for Community College Daily
    The article highlights lawmakers' efforts regarding reworking the nation's higher education laws concerning competency-based education (CBE). The new law would better serve nontraditional learners, helping them gain skills that are necessary for the current economy, at a comfortable and effective pace.
  • 2/28/2018James M. Lang for The Chronicle of Higher Education writer James M. Lang for The Chronicle of Higher Education by James M. Lang for The Chronicle of Higher Education published by James M. Lang for The Chronicle of Higher Education
    Lang reflects on his efforts of reinventing the way he used to teach literature classes, along with a new outlook it gave him on his students and educational effects it had on his classes. He makes the case that even the most stubborn subjects need a variety of teaching methods to reach different students, while at the same time remaining relevant and effective.
  • 2/28/2018Lindsay McKenzie for Inside Higher Ed writer Lindsay McKenzie for Inside Higher Ed by Lindsay McKenzie for Inside Higher Ed published by Lindsay McKenzie for Inside Higher Ed
    Inside Higher Ed features a story about Perry Samson, a professor who co-founded LectureTools, helping students take a more active role during lectures, express their understanding or confusion regarding concepts taught and providing a reliable real-time feedback during lectures via an app. Teachers can then use the feedback to adjust the way they teach to be better understood by learners. Students who leave classes with a better understanding of the desired concepts are more likely to meet learning outcomes and continue making progress throughout their educational experience.
  • 2/22/2018Cathy N. Davidson for Inside Higher Ed writer Cathy N. Davidson for Inside Higher Ed by Cathy N. Davidson for Inside Higher Ed published by Cathy N. Davidson for Inside Higher Ed
    Cathy Davidson stresses the importance of active learning as an effective and successful educational experience for learners. She indicates, that higher education is an engaged journey into adulthood, preparing learners for careers and responsible citizenship. She provides 10 points about active learning that she wishes she had known when she started teaching active learning courses.
  • 2/22/2018Lois Elfman for Diverse Issues in Higher Education writer Lois Elfman for Diverse Issues in Higher Education by Lois Elfman for Diverse Issues in Higher Education published by Lois Elfman for Diverse Issues in Higher Education
    This publication features NILOA's report on findings from the 2017 provost survey. Among highlighting multiple findings from the survey, Diverse Issues in Higher Education underlined equity and the opportunity for sharing practices on supporting student success seen at Minority-Serving Institutions with predominantly white institutions.
  • 2/22/2018The Chronicle of Higher Education writer The Chronicle of Higher Education by The Chronicle of Higher Education published by The Chronicle of Higher Education
    In January, 2018, Erik Gilbert, professor of history at Arkansas State University, wrote an opinion piece regarding assessment in higher education, calling it ineffective and wasteful. The field responded, publishing letters from various authors and assessment professionals who point out the value of assessment and its importance for students' success.
  • 2/1/2018The 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 for Higher Education has a Special Report containing four articles focused on revamping the curriculum to keep programs up-to-date, meet industry needs, keep programs and courses current, and maintain quality.
  • 2/1/2018Cathrael Kazin for The Evolllution writer Cathrael Kazin for The Evolllution by Cathrael Kazin for The Evolllution published by Cathrael Kazin for The Evolllution
    This author explores the potential that microcredentials have for reforming the higher education credentialing landscape. Microdegrees can represent different ways of communicating the value of a postsecondary education.
  • 2/1/2018Zac Auter for Gallup News writer Zac Auter for Gallup News by Zac Auter for Gallup News published by Zac Auter for Gallup News
    New research by Gallup discusses the importance of students conveying the value of their education to future employers. One way institutions can help is by encouraging internships or work-integrated learning during college that can give students a greater understanding of their degree and the skills they have learned.
  • 1/31/2018
    The Higher Education Academy announced its merger with the Equality Challenge Unit (ECU) and the Leadership Foundation for Higher Education (LFHE) as it continues “supporting higher education providers to meet strategic challenges as they relate to teaching and learning, equality and diversity, and leadership and governance.”
  • 1/31/2018
    Competency-based education (CBE) programs at Sinclair Community College have expanded due to a new learning management system (LMS). Brightspace, their new LMS, provides the necessary tools for releasing course material and allows for greater engagement as students progress through a class.
  • 1/30/2018Ken Sauer and Stephen Crawford writer Ken Sauer and Stephen Crawford by Ken Sauer and Stephen Crawford published by Ken Sauer and Stephen Crawford
    This article details the work of the Indiana Commission for Higher Education (ICHE) to assist in scaling up the Credential Engine by populating the registry with over 120 credentials available in the state.
  • 1/30/2018
    Benefits of a student-centric model, specifically adaptive learning, are explored in this article. Adaptive learning provides a solution to individualized learning for students through deployment of effective online methods.
  • 1/30/2018
    In this letter, the author discusses their experience in a "dynamic" anatomy classroom at Ponce Health Sciences University where active learning takes center stage.
  • 1/29/2018American Library Association writer American Library Association by American Library Association published by American Library Association

    The Association of College and Research Libraries (ACRL) has recently launched its Academic Library Impact Research Grants enabling librarians to carry out research that demonstrates libraries' impact in areas highlighted by an ACRL 2017 report. Please review the Call for Proposals for further information. Applications are due by April 1, 2018.

  • 1/29/2018Justin Eichorn in the Evolllution writer Justin Eichorn in the Evolllution by Justin Eichorn in the Evolllution published by Justin Eichorn in the Evolllution
    In order to better prepare students for employment, they should be learning to learn. This means that students should be motivated to investigate problems, engage with research to find the answer, learn from mistakes, and immersed in tasks with increasing difficulty. The goal is to develop graduates that can problem-solve and think critically.
  • 1/29/2018Harvey P. Weingarten for IT'SNOTACADEMIC writer Harvey P. Weingarten for IT'SNOTACADEMIC by Harvey P. Weingarten for IT'SNOTACADEMIC published by Harvey P. Weingarten for IT'SNOTACADEMIC
    The opinion piece by the president of HEQCO provides some insight into the validity of learning outcomes focused on the "quality control" of higher education The author argues, that it doesn't have to be a complicated topic but instead, be part of a straight forward conversation on quality assurance. Overcomplicating and bureaucratizing such an important tool in education does disservice to everyone, especially learners, as it takes away from the true meaning of measuring learning.
  • 1/26/2018Jeremy Bauer-Wolf for Inside Higher Ed writer Jeremy Bauer-Wolf for Inside Higher Ed by Jeremy Bauer-Wolf for Inside Higher Ed published by Jeremy Bauer-Wolf for Inside Higher Ed
    One of the reasons for higher education to be under current scrutiny is doubt about whether or not it is worth the time and investment for graduates. Strong emphasis on student’s ability to demonstrate skills that are sought after by employers leaves many with doubt about the education they received and whether it will lead to gainful employment. This study indicates that learners that used extra resources and found mentors within faculty, feel more confident about their future, which underlines that institutions should put strong emphasis on training their faculty so that they could provide guidance to future graduates.
  • 1/26/2018Greg Hamann for Community College Daily writer Greg Hamann for Community College Daily by Greg Hamann for Community College Daily published by Greg Hamann for Community College Daily
    The discussion about student success and its importance in higher education indicate the need for tools that measure and encourage methods that lead to successful learning experiences. Greg Hamann, president of Linn-Benton Community College, provides an account of the college’s experience with Voluntary Framework of Accountability (VFA) and its impact on the ways colleges work.
  • 1/25/2018Erik 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 offers his take on assessment offering the critique that assessment has failed to produce results and improve teaching and learning. This piece is inspired by David Eubank’s "A Guide for the Perplexed" in AALHE'sIntersection.

  • 1/25/2018
    The first issue of the International Journal of Students as Partners (IJSaP) is now available online! This issue includes multiple research articles, reflective essays, and case studies on topics such as power dynamics in students-as-partners relationships, student perspectives, and student engagement.
  • 1/25/2018Dan Berrett writer Dan Berrett by Dan Berrett published by Dan Berrett

    Dan Berrett reviews efforts to transform spaces to rethink pedagogy and encourage active learning in a recent Teaching Newsletter. A video showing such spaces at the Edward St. John Learning & Teaching Center at the University of Maryland at College Park is also featured.

  • 1/24/2018AACRAO writer AACRAO by AACRAO published by AACRAO
    The American Association of Collegiate Registrars and Admissions Officers (AACRAO) and NASPA: Association of Student Affairs Professionals were recently awarded a $1.2 million grant from the Lumina Foundation to expand pilot work already conducted to develop and implement learner records on college campuses. "The CSRs seek to capture, record, and communicate learning when and where it happens in a student’s higher education experience. This includes learning outcomes from courses, program and degrees, as well as experience they have outside the classroom that help develop their career ready skills and abilities."
  • 1/24/2018David Ebenbach writer David Ebenbach by David Ebenbach published by David Ebenbach
    The Engelhard Project, launched by the Center for New Designs in Learning and Scholarship, not only provides more holistic experiences for Georgetown University students but also allows faculty and staff the opportunity for cross-campus collaboration leading to communities of practice and enhanced intersection between academic and student support services to foster enhanced well-being and student learning.
  • 1/24/2018Robert Hansen writer Robert Hansen by Robert Hansen published by Robert Hansen
    The National Adult Learner Coalition is a group started to highlight issues, such as alternative learning pathways and prior learning assessment, affecting non-traditional student populations on today’s campuses to assist in advancing state and national policy in support of non-traditional higher education. Formed in partnership among the University Professional and Continuing Education Association (UPCEA), the Online Learning Consortium (OLC), the Council for Adult and Experiential Learning (CAEL) and the Presidents Forum, the Coalition is funded by the Lumina Foundation.
  • 1/23/2018Daniel Denecke Julia Kent Maureen Terese McCarthy for The Council of Graduate Schools (CGS) writer Daniel Denecke Julia Kent Maureen Terese McCarthy for The Council of Graduate Schools (CGS) by Daniel Denecke Julia Kent Maureen Terese McCarthy for The Council of Graduate Schools (CGS) published by Daniel Denecke Julia Kent Maureen Terese McCarthy for The Council of Graduate Schools (CGS)
    The Council of Graduate Schools released a paper on Articulating Learning Outcomes in Doctoral Education. The CGS paper is a result of a research project that aims to define clear learning outcomes assessment and program goals at the doctoral level. The paper makes the case for doctoral-level learning outcomes, explores degree frameworks, and provides multiple perspectives and recommendations on learning outcomes assessment at the graduate level.
  • 1/23/2018Catherine Haras for Higher Education Today writer Catherine Haras for Higher Education Today by Catherine Haras for Higher Education Today published by Catherine Haras for Higher Education Today
    Catherine Haras makes the argument that faculty development should be scaffold learning to inform authentic professional practice. Such an approach is ongoing and involves regular practice and demonstration in the classroom. A variety of examples are provided on locations with examples of scaffolded faculty development.
  • 1/23/2018Beckie Supiano for the Chronicle of Higher Education writer Beckie Supiano for the Chronicle of Higher Education by Beckie Supiano for the Chronicle of Higher Education published by Beckie Supiano for the Chronicle of Higher Education
    There is more to successful learning experiences for students than simply remembering as much content as possible during classes. Quite the opposite, actually, as most graduates retain relationships and connections that they have made during their educational experience, which lead them to success. Beckie Supiano explores student relationships with mentors who contribute a little extra beyond the usual, arguing that relationships are often enough to inspire the learner through a successful experience, therefore it is in campuses interest to encourage and support such relationships for the benefit of everyone.
  • 1/8/2018APLU News & Media writer APLU News & Media by APLU News & Media published by APLU News & Media
    New APLU report calls for public research universities to examine internationalization efforts and expand access to global education opportunities. Cross-campus collaboration and institutional engagement are some of the key elements ensuring student retention and success.
  • 1/5/2018John Bohannon for Science Magazine writer John Bohannon for Science Magazine by John Bohannon for Science Magazine published by John Bohannon for Science Magazine
    Dancing and abstract mathematics in the same sentence may not make much sense to most. Considering that learning can be expressed in a variety of forms, explaining abstract mathematics through dance might be the most engaging way to "talk" about mathematics in a long time. University of California Santa Barbara (UCSB) researcher is this year's winner of "Dance Your Ph.D." contest established by Science and American Association for the Advancement of Science (AAAS) that challenges researchers to explain their dissertation through dance.
  • 1/5/2018Richard DeMillo for The Evolllution writer Richard DeMillo for The Evolllution by Richard DeMillo for The Evolllution published by Richard DeMillo for The Evolllution
    "Students are more than transcripts and test scores." The author argues that the 21st century calls for a more inclusive means to demonstrate learning than the 19th century invention of transcripts. Learning is happening in a variety of places, which traditional transcripts do not document, thus conveying a limited picture of learners' skills to institutions and prospective employers. The introduction of a new, digital system that accommodates a wider variety of learning is needed.
  • 1/5/2018UNCF Blog writer UNCF Blog by UNCF Blog published by UNCF Blog
    Historically Black Colleges and Universities (HBCUs) play a major role in the economic success of their graduates by enhancing their education, training, and leadership skills. A new report by the United Negro College Fund (UNCF) shows that HBCUs impact on their graduates goes beyond formal education and directly influences the economy of multiple communities, including higher household income, continued generation of new jobs, and positively affecting communities surrounding HBCUs campuses. At a time of elevated criticism of the raising costs of higher education in the U.S., this report finds that investing in education at an HBCU is well worth it for both the learners and the communities that engage with the campuses.
  • 1/3/2018Kathryn Masterson for the Chronicle of Higher Education writer Kathryn Masterson for the Chronicle of Higher Education by Kathryn Masterson for the Chronicle of Higher Education published by Kathryn Masterson for the Chronicle of Higher Education
    The importance of undergraduate research is highlighted in a special report from the Chronicle of Higher Education. Giving students earlier and more frequent opportunities to conduct research can potentially have a positive effect on academic success and persistence.
  • 1/2/2018Kelly Field for the Chronicle of Higher Education writer Kelly Field for the Chronicle of Higher Education by Kelly Field for the Chronicle of Higher Education published by Kelly Field for the Chronicle of Higher Education
    A special report by the Chronicle of Higher Education features a series of articles on institutions making campus employment more meaningful so students can realize the value of the on-the-job skills they are acquiring.
  • 1/2/2018Chris Bustamante for The Evollution writer Chris Bustamante for The Evollution by Chris Bustamante for The Evollution published by Chris Bustamante for The Evollution
    Rio Salado College's President, one of NILOA’s EIA Designees, reflects on educational environment shifts in recent years, where student success has become the driving force for institutions due to accrediting and governmental pressures. Although development is welcomed and will benefit learners, there are administrative hurdles that have to be tackled in order for this shift to have a meaningful impact on students. More cooperation is needed between various stakeholders in order to support this shift and achieve the goal of supporting student success.
  • 1/1/2018Vimal Patel for the Chronicle of Higher Education writer Vimal Patel for the Chronicle of Higher Education by Vimal Patel for the Chronicle of Higher Education published by Vimal Patel for the Chronicle of Higher Education
    In a special report by the Chronicle of Higher Education, faculty members share their experiences on teacher-training and how institutions can make small changes to Ph.D. programs to help graduate students become more effective teachers.
  • 12/20/2017Clifford Adelman for Inside Higher Ed writer Clifford Adelman for Inside Higher Ed by Clifford Adelman for Inside Higher Ed published by Clifford Adelman for Inside Higher Ed
    Very little is known about microcredential providers and learners. Adelman, one of four authors of the Degrees Qualifications Profile (DQP), recommends that microcredential providers should be kept to the same standard as other public institutions. Such an approach would allow us to document learning across a wider body of participants and enable data gathering across the board to ensure equal access for all learners.
  • 12/20/2017Riia O'Donnell for HR Dive writer Riia O'Donnell for HR Dive by Riia O'Donnell for HR Dive published by Riia O'Donnell for HR Dive
    Credly is a digital credential platform that is currently undergoing testing phase. The often-talked issue of "skills gap" has been addressed by multiple actors, stating that learners either don't have the required skills or do not know how to communicate them. Credential Engine and a variety of badging systems and initiatives desire to address and resolve this by providing a common language to all parties, helping understand both learners and their future employers, the skills that learners acquire through their higher education experience.
  • 12/11/2017John Strauss for Lumina Foundation writer John Strauss for Lumina Foundation by John Strauss for Lumina Foundation published by John Strauss for Lumina Foundation
    This piece by Lumina Foundation provides resources on how competency-based education (CBE) could assist veterans in earning course credit by transferring their skills and experience while in the military into the college setting.
  • 12/11/2017Tom Vander Ark and Mary Ryerse for Education Week writer Tom Vander Ark and Mary Ryerse for Education Week by Tom Vander Ark and Mary Ryerse for Education Week published by Tom Vander Ark and Mary Ryerse for Education Week
    This article provides an overview of micro-credentials and how they fit within a competency-based education (CBE) context. Provided are multiple resources – articles, initiatives, and institutional examples – to get readers acquainted with CBE and micro-credentials.
  • 12/11/2017Iris Palmer for Education Commission of the States writer Iris Palmer for Education Commission of the States by Iris Palmer for Education Commission of the States published by Iris Palmer for Education Commission of the States
    Adult learners come to college equipped with various skills and experiences that could be leveraged for course credit. Initiatives such as prior learning assessment (PLA) and competency-based education (CBE) attempt to provide college credit for learning acquired outside of academia.
  • 12/11/2017Kimberly Cassidy and Gina Siesing for Inside Higher Ed writer Kimberly Cassidy and Gina Siesing for Inside Higher Ed by Kimberly Cassidy and Gina Siesing for Inside Higher Ed published by Kimberly Cassidy and Gina Siesing for Inside Higher Ed
    In this essay, the authors make the case for higher education to offer broad-based educational opportunities combining coursework and co-curricular experiences focused on developing learners’ digital fluency skills. Using Bryn Mawr College as an example, the piece discusses the benefits of such an approach to education.
  • 12/11/2017Ashley A. Smith for Inside Higher Ed writer Ashley A. Smith for Inside Higher Ed by Ashley A. Smith for Inside Higher Ed published by Ashley A. Smith for Inside Higher Ed
    California has proposed the creation of a new state-wide online-only college focused on work-force credentials and non-degree certifications aimed at enrolling the approximately 2.5 million Californians with some college experience but no degree.
  • 12/11/2017Jennifer Reed for Focus Education writer Jennifer Reed for Focus Education by Jennifer Reed for Focus Education published by Jennifer Reed for Focus Education
    Retaining learners’ attention and increasing their engagement is critical in students’ academic success. Traditional teaching methods and media, such as books, are no longer enough in keeping up with today’s learner. Modern technologies further prove that learning can happen anywhere, without traditional classroom’s constraints.
  • 11/30/2017Jeremy Bauer-Wolf for Inside Higher Ed writer Jeremy Bauer-Wolf for Inside Higher Ed by Jeremy Bauer-Wolf for Inside Higher Ed published by Jeremy Bauer-Wolf for Inside Higher Ed
    The latest report from the National Survey of Student Engagement (NSSE) show students' desire to include their perspective, identity and experiences of cultural diversity within their educational experience. Alexander McCormick, NSSE director, stated that faculty should encourage "students [to] link subject matter back to the [their] experiences."
  • 11/30/2017George Kuh, Ken O'Donnel, Carol Geary Schneider writer George Kuh, Ken O'Donnel, Carol Geary Schneider by George Kuh, Ken O'Donnel, Carol Geary Schneider published by George Kuh, Ken O'Donnel, Carol Geary Schneider
    George Kuh, NILOA's co-founder and senior scholar, takes a look back at high-impact practices (HIPs) after a decade since its introduction.
  • 11/30/2017Colleen Flaherty for Inside Higher Ed writer Colleen Flaherty for Inside Higher Ed by Colleen Flaherty for Inside Higher Ed published by Colleen Flaherty for Inside Higher Ed
    Effective undergraduate teaching initiatives to improve student learning require institutional support, peer support, and coordinated efforts of multiple actors within a campus. Policy recommendations to improve teaching and learning on undergraduate campuses are provided in the fourth and final report from The American Academy of Arts and Sciences' Commission on the Future of Undergraduate Education.
  • 11/22/2017The Lane Report writer The Lane Report by The Lane Report published by The Lane Report
    Northern Kentucky University (NKU) has introduced a number of micro-credentials in areas such as management, leadership, counseling, education, and information technology. NKU's micro-credentials are stackable towards an advanced degree.
  • 11/17/2017Lindsay McKenzie for Inside Higher Ed writer Lindsay McKenzie for Inside Higher Ed by Lindsay McKenzie for Inside Higher Ed published by Lindsay McKenzie for Inside Higher Ed
    Cengage has launched OpenNow, an open educational resources platform offering freely available assessment materials, as well as a platform for courses.
  • 11/17/2017The American Council on Education writer The American Council on Education by The American Council on Education published by The American Council on Education
    A new white paper from ACE, Institutional Commitment to Teaching Excellence: Assessing the Impacts and Outcomes of Faculty Development, argues that student-centered, attainment-focused pedagogical approaches can improve learning outcomes, as well as impact student retention, persistence, and overall success.
  • 11/17/2017Colleen Flaherty for Inside Higher Ed writer Colleen Flaherty for Inside Higher Ed by Colleen Flaherty for Inside Higher Ed published by Colleen Flaherty for Inside Higher Ed
    A graduate student teaching assistant has implemented progressive stacking in her classroom – a pedagogical technique that supports calling on students who want to talk by giving priority to students who have been marginalized by society.
  • 11/17/2017Scott Carlson for the Chronicle of Higher Education writer Scott Carlson for the Chronicle of Higher Education by Scott Carlson for the Chronicle of Higher Education published by Scott Carlson for the Chronicle of Higher Education
    This interview with Justin Sipher, vice president for libraries and information technology at St. Lawrence University, explores how the role of librarians in college campuses has changed towards helping students qualify information (e.g., differentiate between blogs and peer-reviewed sources).
  • 11/17/2017Michael Prebil for New America writer Michael Prebil for New America by Michael Prebil for New America published by Michael Prebil for New America
    Adult learners disproportionately pursue career-oriented majors that translate into employment and a return on investment. Broward College has taken note of this and embedded certificates and micro-credentials into its degree program.
  • 11/17/2017Nick Roll for Inside Higher Ed writer Nick Roll for Inside Higher Ed by Nick Roll for Inside Higher Ed published by Nick Roll for Inside Higher Ed
    Emory University has reworked its chemistry curriculum with the goal of increasing students’ critical thinking and problem solving skills through more interdisciplinary and diversified learning experiences.
  • 11/17/2017Paul Fain for Inside Higher Ed writer Paul Fain for Inside Higher Ed by Paul Fain for Inside Higher Ed published by Paul Fain for Inside Higher Ed
    The U.S. Chamber of Commerce Foundation released the Talent Pipeline Management Academy. It is a proposed curriculum aims to close the skills gap by increasing collaboration between employers, higher education institutions, and the government. The curriculum can be found here.
  • 11/17/2017Kathryn Masterson for The Chronicle of Higher Education writer Kathryn Masterson for The Chronicle of Higher Education by Kathryn Masterson for The Chronicle of Higher Education published by Kathryn Masterson for The Chronicle of Higher Education
    The College of New Jersey encourages faculty members to engage in research opportunities with undergraduate students to help foster skills such as problem solving and teamwork. It is important, however, to offer these opportunities to students early in their college careers so they can truly benefit from the experience.
  • 11/17/2017Michael Anft for the Chronicle of Higher Education writer Michael Anft for the Chronicle of Higher Education by Michael Anft for the Chronicle of Higher Education published by Michael Anft for the Chronicle of Higher Education
    Many liberal arts colleges are increasing the opportunities for undergraduate students to receive quality career-development opportunities further increasing their chances of attaining a job after graduation.
  • 11/17/2017Mark Canada for The Chronicle of Higher Education writer Mark Canada for The Chronicle of Higher Education by Mark Canada for The Chronicle of Higher Education published by Mark Canada for The Chronicle of Higher Education
    Administrators hold powerful tools, which help ensure student success and decrease the growing attrition among undergraduate students. Provosts, who understand their institutions and the way they are run, have the ability to support the mechanisms that promote success. Supporting faculty, the driving force for learning, rewarding their success, leading a culture change, along with supporting the go-getters and creating a space to channel ideas and work are the key tools that provosts have at their disposal, making student success possible.
  • 11/17/2017The Chronicle for Higher Education writer The Chronicle for Higher Education by The Chronicle for Higher Education published by The Chronicle for Higher Education
    The Chronicle for Higher Education has released a new report highlighting ten examples of teaching innovators who continuously revise their pedagogy to better engage students.
  • 11/17/2017Higher 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
    Confederation College began developing indigenous learning outcomes in 2007, and they have been implemented throughout the college to increase every student’s understanding of indigenous culture and perspectives. This podcast explores the process, challenges, and drivers behind Confederation College engaging in this work.
  • 11/17/2017Catherine Morris for Diverse writer Catherine Morris for Diverse by Catherine Morris for Diverse published by Catherine Morris for Diverse
    West Kentucky Community and Technical College (WKCTC) has developed a sustainable and comprehensive support network for its veteran students. From helping veteran students understand their options through the GI Bill, to working to develop a class schedule mindful of other responsibilities, and peer-mentorship from other veteran students, the program at WKCTC is working to ensure veteran students succeed.
  • 11/17/2017Kelly Field for the Chronicle of Higher Education writer Kelly Field for the Chronicle of Higher Education by Kelly Field for the Chronicle of Higher Education published by Kelly Field for the Chronicle of Higher Education
    In order to meet work force demands for graduates with greater job skills, colleges and universities are providing students with more meaningful work experiences on campus. For example, Clemson University has introducing a paid internship program providing incentives for faculty and staff to create meaningful work opportunities for students.
  • 11/17/2017Jamaal Abdul-Alim for Diverse writer Jamaal Abdul-Alim for Diverse by Jamaal Abdul-Alim for Diverse published by Jamaal Abdul-Alim for Diverse
    Higher Learning Advocates is a new nonpartisan higher education group seeking to advocate for adult learners to make education more affordable and responsive to students.
  • 11/17/2017Katherine Mangan for The Chronicle of Higher Education writer Katherine Mangan for The Chronicle of Higher Education by Katherine Mangan for The Chronicle of Higher Education published by Katherine Mangan for The Chronicle of Higher Education
    Students from diverse backgrounds feel comfortable around peers with similar backgrounds, but stepping out of comfort zones and interacting across racial and ethnic lines is equally important. Katherine Mangan argues that educational institutions are responsible for creating such learning opportunities, even more so in the time of widening school segregation and challenges to affirmative action.
  • 11/17/2017Mitchell Malachowski for the Chronicle of Higher Education writer Mitchell Malachowski for the Chronicle of Higher Education by Mitchell Malachowski for the Chronicle of Higher Education published by Mitchell Malachowski for the Chronicle of Higher Education
    Undergraduate research improves educational experiences and helps prepare more students for graduate school, but yet not all faculty members are willing to participate, especially in disciplines such as the humanities. Studies have shown that involving students in undergraduate research impacts their learning tremendously, thus the investment of time and funds leads to powerful and positive outcomes.
  • 11/17/2017Martha Dalton for WABE writer Martha Dalton for WABE by Martha Dalton for WABE published by Martha Dalton for WABE
    Many Atlanta schools are using work-based learning to help students acquire employability skills and work experience while simultaneously earning college credit and income.
  • 11/17/2017Rick Seltzer for Inside Higher Ed writer Rick Seltzer for Inside Higher Ed by Rick Seltzer for Inside Higher Ed published by Rick Seltzer for Inside Higher Ed
    A recent survey of 111 people, most of whom are affiliated with institutions of higher education, have positive opinions on the current status of undergraduate education. The survey also asked about the impacts of recent developments, trends, and policies affecting higher education and their implications for improvement.
  • 11/17/2017Dan Berrett and Beckie Supiano for the Chronicle of Higher Education writer Dan Berrett and Beckie Supiano for the Chronicle of Higher Education by Dan Berrett and Beckie Supiano for the Chronicle of Higher Education published by Dan Berrett and Beckie Supiano for the Chronicle of Higher Education
    This edition of the Teaching Newsletter includes examples of creative pedagogical practices used to teach creativity and concepts of social psychology such as discrimination and altruism. In addition, the newsletter offers an example of how one professor is providing students more effective feedback.
  • 11/17/2017Beckie Supiano and Dan Berrett for The Chronicle of Higher Education writer Beckie Supiano and Dan Berrett for The Chronicle of Higher Education by Beckie Supiano and Dan Berrett for The Chronicle of Higher Education published by Beckie Supiano and Dan Berrett for The Chronicle of Higher Education
    Freshmen often struggle to adjust to higher education grading, which delivers a different experience from what they are used to in high school. NILOA director, Natasha Jankowski, recommends that professors should prepare students for this new type of evaluation and inform them thoroughly what the learning outcomes are, so that students know what is expected of them.
  • 11/17/2017David 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
    Being rigid in how a course will run the entire semester – the timeline of lessons, assignments, prompts, pedagogy, etc – does not yield the best learning experience for students. Instead, being flexible and analyzing what has been working and what has not in order to alter the course is invaluable.
  • 11/17/2017Michael Baumann for University Affairs (UA/AU) writer Michael Baumann for University Affairs (UA/AU) by Michael Baumann for University Affairs (UA/AU) published by Michael Baumann for University Affairs (UA/AU)
    Michael Baumann argues towards rethinking how final exams are offered on most college campuses to diminish various negative effects of the current system (e.g., scheduling conflicts, stress/anxiety, and intellectual disengagement). The main suggestion offered by the author is to introduce final exam scheduling where students can choose between two exam dates; a concept often used in European universities.
  • 11/17/2017Scott Munn for the Globe and Mail writer Scott Munn for the Globe and Mail by Scott Munn for the Globe and Mail published by Scott Munn for the Globe and Mail
    Career-services and higher education, in general, should strive to holistically develop students. Some colleges in Canada and abroad are attempting to fulfill this mission by connecting students with a career as early as possible in their college education; while simultaneously instilling in students a strong sense of "self."
  • 11/17/2017Sarah Gonser for the Hechinger Report writer Sarah Gonser for the Hechinger Report by Sarah Gonser for the Hechinger Report published by Sarah Gonser for the Hechinger Report
    Ten year employment projections from the Bureau of Labor Statistics (BLS) expects for jobs in healthcare, clean energy, and stem related fields to increase. While the majority of jobs would not require a bachelor’s degree, the earning difference between those with a high school diploma and a college education would be significant. If the trends are true, colleges need to effectively become the connecting point between students and these new positions or risk leaving disadvantaged students behind.
  • 10/27/2017Ed Finkel for Community College Daily writer Ed Finkel for Community College Daily by Ed Finkel for Community College Daily published by Ed Finkel for Community College Daily
    Community colleges are increasingly integrating civic engagement and community service into their campus. Highlighted in this article are centers at Salk Lake Community College, Nassau Community College, and Mesa Community College.
  • 10/27/2017Ashley A. Smith for Inside Higher Ed writer Ashley A. Smith for Inside Higher Ed by Ashley A. Smith for Inside Higher Ed published by Ashley A. Smith for Inside Higher Ed
    Inside Higher Ed interviewed Brad C. Phillips and Jordan E. Horowitz - both from the Institute for Evidence-based Change- about their new book, Creating a Data-Informed Culture in Community Colleges: A News Model for Educators. The authors discussed the quality of data at the community college level, and how these institutions can leverage the data available to them to improve students' academic success.
  • 10/27/2017Jamaal Abdul-Alim for ETS HEIghten writer Jamaal Abdul-Alim for ETS HEIghten by Jamaal Abdul-Alim for ETS HEIghten published by Jamaal Abdul-Alim for ETS HEIghten
    Five years ago, Georgia State University (GSU) instituted a predictive analytics system that warns advisers when a student demonstrates any of the 800 identified risk factors which could potentially harm students' academic success. However, the key to the system successfully erasing GSU's achievement gap was hiring 42 academic advisers to use the predictive analytics and better support students.
  • 10/27/2017Amber G. Duncan and Jason A. Tyszko for the U.S. Chamber of Commerce writer Amber G. Duncan and Jason A. Tyszko for the U.S. Chamber of Commerce by Amber G. Duncan and Jason A. Tyszko for the U.S. Chamber of Commerce published by Amber G. Duncan and Jason A. Tyszko for the U.S. Chamber of Commerce
    A partnership between the U.S. Chamber of Commerce and Lumina Foundation seeks to explore how leveraging data/analytics can benefit employers, institutions, and students.
  • 10/27/2017The Canadian Education and Research Institute for Counselling writer The Canadian Education and Research Institute for Counselling by The Canadian Education and Research Institute for Counselling published by The Canadian Education and Research Institute for Counselling
    A new report, Insights into Impressive Practices in Career Services: A Reference Guide, highlights models of career services found in 15 Canadian public colleges and universities.
  • 10/26/2017Paul Fain for Inside Higher Ed writer Paul Fain for Inside Higher Ed by Paul Fain for Inside Higher Ed published by Paul Fain for Inside Higher Ed
    The Quality Assurance Commons for Higher & Postsecondary Education (QA Commons) is a new initiative exploring alternative approaches to accreditation in higher education. Through its essential employability qualities, the QA Commons seeks to close the gap between institutions, students, and employers.
  • 10/26/2017Derek Bok for Inside Higher Ed writer Derek Bok for Inside Higher Ed by Derek Bok for Inside Higher Ed published by Derek Bok for Inside Higher Ed
    The drive to increase graduation rates may be one of the contributing factors responsible for the decline in the quality of education, claims Derek Bok. One of the problems may be that faculty either ignore the expected learning outcomes in order to boost graduation rates, or fail to design courses to achieve the outcomes.
  • 10/26/2017Richard M. Freeand for the Chronicle of Higher Education writer Richard M. Freeand for the Chronicle of Higher Education by Richard M. Freeand for the Chronicle of Higher Education published by Richard M. Freeand for the Chronicle of Higher Education
    Instead of using rankings such as those from the U.S. News and World Report, compare institutions using academically significant dimensions. For example, the Voluntary System of Accountability and Integrated Postsecondary Education Data System allow for institutional comparison among various variables such as graduation rates, net cost, aid, student diversity, and academic programs.
  • 10/16/2017Chris Hinton, Jacqueline Towell, Alexandra MacFarlane, Erica Refling, and Judith Amesbury for Higher Education Quality Council of Ontario writer Chris Hinton, Jacqueline Towell, Alexandra MacFarlane, Erica Refling, and Judith Amesbury for Higher Education Quality Council of Ontario by Chris Hinton, Jacqueline Towell, Alexandra MacFarlane, Erica Refling, and Judith Amesbury for Higher Education Quality Council of Ontario published by Chris Hinton, Jacqueline Towell, Alexandra MacFarlane, Erica Refling, and Judith Amesbury for Higher Education Quality Council of Ontario
    A new study from the Higher Education Quality Council of Ontario (HEQCO) finds that faculty, employers, and students all see value in ePortfolios. ePortfolios research suggests increased student awareness of essential employability skills desired by employers.
  • 10/15/2017Peter Caven for the Globe and Mail writer Peter Caven for the Globe and Mail by Peter Caven for the Globe and Mail published by Peter Caven for the Globe and Mail
    With students returning to campus, it is beneficial to think about how to better equip students to enter the job market after graduation. The author offers five skills and opportunities undergraduate students can get to be better prepared for the job market, including communication, problem-solving, and teamwork skills.
  • 10/15/2017Paul Fain for Inside Higher Ed writer Paul Fain for Inside Higher Ed by Paul Fain for Inside Higher Ed published by Paul Fain for Inside Higher Ed
    National University has committed $20 million to create a personalized education delivery system that combines adaptive learning, competency-based education (CBE), and predictive analytics. The hope is that this initiative will allow institutions to better serve adult learners.
  • 10/15/2017Josh Wyner for the Aspen Institute writer Josh Wyner for the Aspen Institute by Josh Wyner for the Aspen Institute published by Josh Wyner for the Aspen Institute
    The costs associated with a college education are making Americans – specifically Latinx students and low-income families – turn away from higher education. However, initiatives such as two-plus-two degree pathways and partnerships between four- and two-year institutions can help remedy the cost and enroll more Latinx students.
  • 10/15/2017Kelle Parsons and Carlos Rivers for American Institutes for Research writer Kelle Parsons and Carlos Rivers for American Institutes for Research by Kelle Parsons and Carlos Rivers for American Institutes for Research published by Kelle Parsons and Carlos Rivers for American Institutes for Research
    The Competency-Based Education (CBE) Student Outcomes Metrics (SOM) Framework developed by the American Institutes for Research (AIR) highlights specific measures that support research efforts on CBE programs.
  • 10/14/2017Diana Clement for New Zealand Herald writer Diana Clement for New Zealand Herald by Diana Clement for New Zealand Herald published by Diana Clement for New Zealand Herald
    This New Zealand Herald’s article highlights the growing notion of skills and experiences gained through higher education as the most important learning outcomes in the 21st century. Due to large disparities between credentials from different institutions, it is no longer a degree and good grades that matter the most; instead, it is what students can demonstrate with their knowledge and skills beyond tests and grades that matters.
  • 10/14/2017Susan Bickerstaff and Julia Raufman, Community College Research Center writer Susan Bickerstaff and Julia Raufman, Community College Research Center by Susan Bickerstaff and Julia Raufman, Community College Research Center published by Susan Bickerstaff and Julia Raufman, Community College Research Center
    A new working paper from the Community College Research Center presents findings of case studies and interviews conducted with faculty and administrators in Virginia and North Carolina exploring how they integrated developmental reading and writing courses.
  • 10/14/2017Sydney Johnson for EdSurge writer Sydney Johnson for EdSurge by Sydney Johnson for EdSurge published by Sydney Johnson for EdSurge
    EdSurge’s article contemplates what actually counts as a successful outcome of the higher education experience. The traditional notion of graduating with a degree or dropping out is no longer valid, as many students do not complete their degrees, but instead leave college with sufficient training and knowledge to find employment in their field. The author argues that the higher education community needs to re-evaluate what outcomes matter most to students, rather than to individual institutions.
  • 10/13/2017Connecting Credentials writer Connecting Credentials by Connecting Credentials published by Connecting Credentials
    This article offers a reflection on credentialing systems as an important tool in translating higher education degrees to students, employers, and educators. Although still under development, the work shown in this article aims to create a common language to help define competencies of postsecondary education graduates.
  • 10/13/2017PJ Wilson for The Nugget writer PJ Wilson for The Nugget by PJ Wilson for The Nugget published by PJ Wilson for The Nugget
    Considered as one of the most effective programs focused on closing the gap between education and work readiness by providing graduates with experience that employers demand, postsecondary institutions in Canada praise efforts aimed at securing funding for work experience programs.
  • 10/13/2017Anthony P. Monaco, E. Gordon Gee and Eduardo Padrón for Inside Higher Ed writer Anthony P. Monaco, E. Gordon Gee and Eduardo Padrón for Inside Higher Ed by Anthony P. Monaco, E. Gordon Gee and Eduardo Padrón for Inside Higher Ed published by Anthony P. Monaco, E. Gordon Gee and Eduardo Padrón for Inside Higher Ed
    This article written by three college/university presidents emphasizes problem that recent graduates face─the cost of earning a degree and difficulty of finding work. The presidents propose incorporating a year of national service into the higher education experience to better prepare graduates for meaningful employment and engaged citizenship.
  • 10/12/2017Amy Burroughs for EdTech writer Amy Burroughs for EdTech by Amy Burroughs for EdTech published by Amy Burroughs for EdTech
    There is a gap between college education and market needs where education does not keep up with the fast pace of work environment, and graduates lack critical soft skills. According to this article, the blame falls on the current educational model, which the author claims is in desperate need of an update.
  • 10/12/2017Deborah Keyek-Franssen for The Evolllution writer Deborah Keyek-Franssen for The Evolllution by Deborah Keyek-Franssen for The Evolllution published by Deborah Keyek-Franssen for The Evolllution
    Dr. Deborah Keyek-Franssen from the University of Colorado System reflects on MOOCs and how the system’s offerings of online courses have not only continued to grow in enrollment, but have also helped the institutions gain valuable insights.
  • 10/12/2017Association for the Assessment of Learning in Higher Education writer Association for the Assessment of Learning in Higher Education by Association for the Assessment of Learning in Higher Education published by Association for the Assessment of Learning in Higher Education
    The Summer 2017 issue of AALHE's quarterly publication Intersection is now available. Included in this issue are “Creating an Assessment Tool: Starting with the Why” by Gloria Shenoy, a former NILOA Research Analyst, “Data Collection for Outcomes Assessment through the Learning Management System” by Karen DiGiacomo, and “Mapping the Curriculum: A Low-tech Model for Synthesizing Assessments and Improving Learning at Multiple Levels” by Jennifer M. Harrison & Vickie William.
  • 10/11/2017The 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 asked six faculty members of different disciplines to share lessons learned or what they wished they had learned about teaching while graduate students.
  • 10/11/2017Beckie Supiano for The Chronicle of Higher Education writer Beckie Supiano for The Chronicle of Higher Education by Beckie Supiano for The Chronicle of Higher Education published by Beckie Supiano for The Chronicle of Higher Education
    Grades represent a form of summative feedback that do little to explain to students how to improve. Giving students descriptive feedback on assignments instead of grades– as is the case in Alverno, Goddard, and Hampshire Colleges – can lead to better student learning outcomes.
  • 10/11/2017Cathy N. Davidson for Inside Higher Ed writer Cathy N. Davidson for Inside Higher Ed by Cathy N. Davidson for Inside Higher Ed published by Cathy N. Davidson for Inside Higher Ed
    Cathy Davidson, a professor at the City University of New York, shares her experience of incorporating learning outcomes into her classes starting with her initial gripe with using them. Included is a list of Dr. Davidson’s ten favorite learning outcomes: including some outcomes written by students.
  • 10/10/2017Raymond J. Shaw for The Chronicle of Higher Education writer Raymond J. Shaw for The Chronicle of Higher Education by Raymond J. Shaw for The Chronicle of Higher Education published by Raymond J. Shaw for The Chronicle of Higher Education
    Shaw’s reflection on the importance of assessment as a verification tool proves that students graduate with the expected learning outcomes. Regardless of the ways colleges measure learning outcomes, (e.g., VALUE Rubrics), the author makes a case to show that certain types of skills – such as 21st century skills – are not easily demonstrated.
  • 10/10/2017Richard M. Freeland for The Chronicle of Higher Education writer Richard M. Freeland for The Chronicle of Higher Education by Richard M. Freeland for The Chronicle of Higher Education published by Richard M. Freeland for The Chronicle of Higher Education
    The author provides insight on rankings, as a quality verifier and competition driver for universities and colleges. Although these qualities have been somewhat achieved, the author agrees with the criticism that rankings often take a commercial role, rather than proving the quality of actual learning. This article strongly supports the notion that learning outcomes should be openly reported by institutions, and its transparency along with elaborate analysis should be the driving force behind rankings.
  • 10/10/2017Harvey P. Weingarten writer Harvey P. Weingarten by Harvey P. Weingarten published by Harvey P. Weingarten
    Harvey Weingarten stresses the importance of learning outcomes and notices its evolution from an outdated and irrelevant part of higher education, to the much needed demonstration of skills and knowledge─a critical part of the learning process. The author puts strong emphasis on measuring learning outcomes through a variety of tools, pointing out that learning outcomes assessment is still an experiment for the higher education community.
  • 9/21/2017The Chronicle of Higher Education writer The Chronicle of Higher Education by The Chronicle of Higher Education published by The Chronicle of Higher Education
    A compilation of 10 articles by The Chronicle of Higher Education describing 2017's most innovative teaching methods regarding students' ability to retain focus and demonstrate the required learning outcomes is the focus of the best ideas for teaching edition.
  • 9/20/2017Scott Jaschik for Inside Higher Ed writer Scott Jaschik for Inside Higher Ed by Scott Jaschik for Inside Higher Ed published by Scott Jaschik for Inside Higher Ed
    A year after professor David Malan encouraged students to rely on videos instead of live lectures, he found no decline in learning outcomes. In fact, it was quite the opposite with students having the ability to absorb learning at their own pace and come back with questions about topics that they may have not understood at first. The energy of a live audience, however, is the reason Malan requested students to attend lectures in person this fall.
  • 8/31/2017Nick Roll for Inside Higher Ed writer Nick Roll for Inside Higher Ed by Nick Roll for Inside Higher Ed published by Nick Roll for Inside Higher Ed
    A recently published paper "Using Goals to Motivate College Students: Theory and Evidence from Field Experiments" by Damon Clark, David Gill, Victoria Prowse, and Mark Rush finds that goal-setting can help students do better academically. Specifically, having students set tangible short-term goals on tasks which help them successfully complete a course were more effective than setting a goal to earn a specific grade.
  • 8/30/2017

    Five colleges and universities were named the 2017 Excellence in Assessment (EIA) designees, recognizing their commitment to the comprehensive assessment of student learning outcomes as a means to drive internal improvement and advance student success: Bowling Green State University; James Madison University; Middlesex Community College; Rio Salado College; and Southern Connecticut State University. One institution, James Madison University, received the designation of Sustained Excellence in Assessment. Please join us in congratulating the 2017 EIA Designees! Application materials for the 2018 EIA Designation will be available in November. 

  • 8/30/2017Stephanie Chasteen for PhysPort writer Stephanie Chasteen for PhysPort by Stephanie Chasteen for PhysPort published by Stephanie Chasteen for PhysPort
    Active learning strategies can take time to garner student-buy in. This article offers research-based recommendations and examples on how to better engage students in active learning.
  • 8/30/2017Thomas Leary for The Evolllution writer Thomas Leary for The Evolllution by Thomas Leary for The Evolllution published by Thomas Leary for The Evolllution
    Students tend to focus on grades instead of their actual learning gains, which points to a lack of student understanding on the importance of learning and assessment in the classroom. To help resolve this, the author discusses more student-centered assessment approaches.
  • 8/29/2017Ellie Ashford for Community College Daily writer Ellie Ashford for Community College Daily by Ellie Ashford for Community College Daily published by Ellie Ashford for Community College Daily
    Accreditation is a process of quality assurance where colleges and universities can demonstrate the impact they have on students' learning. However, accreditation can also be a learning experience for institutions. Each accrediting body offers various ways institutions can maintain quality and transparency; some of which are explored in this article.
  • 8/29/2017The 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 has developed a weekly newsletter focused on teaching and learning. This inaugural edition of the newsletter discusses the syllabus, teaching practices, and other useful resources.
  • 8/21/2017

    We invite you to peruse the most recent issues of  Change: The Magazine of Higher Learningvolume 49 Issue 2 and Issue 3. Included in these issues are Symbolic Translation and What Our Work Requires by Clifford Adelman, and Reframing Student Success in College: Advancing Know-What and Know-How by Jillian Kinzie and George Kuh, respectively.  

  • 8/21/2017

    The Summer 2017 issue of Research & Practice in Assessment is now available. Included in this issue are the articles "Examining Construct Validity of the Quantitative Literacy VALUE Rubric in College-level STEM Assignments" by Julie S. Gray, Melissa A. Brown, and John P. Connolly, and "Proof in the Pudding: Implications of Measure Selection in Academic Outcomes Assessment" by Stacy J. Priniski and Erin Winterrowd.

  • 8/2/2017Everette J. Freeman for Higher Education Today writer Everette J. Freeman for Higher Education Today by Everette J. Freeman for Higher Education Today published by Everette J. Freeman for Higher Education Today
    Dr. Everette Freeman, president of the Community College of Denver (CCD) which is a Hispanic-Serving Institution enrolling 30% Latinx students, reflects on strategies CCD utilizes to help its students persevere and succeed.
  • 8/1/2017NILOA writer NILOA by NILOA published by NILOA

    We would like to thank all of those who participated in our third National NILOA Provost Survey. We hope this survey helps us gain a current picture of outcomes assessment practices nationwide. Please feel free to review the 2017 survey, along with previous survey reports.

  • 8/1/2017Colleen Flaherty for Inside Higher Ed writer Colleen Flaherty for Inside Higher Ed by Colleen Flaherty for Inside Higher Ed published by Colleen Flaherty for Inside Higher Ed
    The University of California System is hoping to better serve first-generation students by encouraging faculty to identify themselves as first-generation through visual aids (e.g., wearing shirts and buttons) in hopes that students seek them out and build positive role model/mentor relationships.
  • 7/31/2017Jeremy Bauer-Wolf for Inside Higher Ed writer Jeremy Bauer-Wolf for Inside Higher Ed by Jeremy Bauer-Wolf for Inside Higher Ed published by Jeremy Bauer-Wolf for Inside Higher Ed
    The University of Utah is now offering a stackable credential aimed at equipping liberal arts graduates with the technical skills employers seek. The certificate program, which the institution refers to as a "Degree-plus," consists of approximately seven weeks of additional classes.
  • 7/24/2017Chad Ahren for Lumina Foundation writer Chad Ahren for Lumina Foundation by Chad Ahren for Lumina Foundation published by Chad Ahren for Lumina Foundation

    Using lessons learned from the 2017 Education Symposium, the author argues that a path to remedy the current skills shortage has led to an increase in nontraditional educational offerings, such as competency-based education (CBE) programs. Examples of the Army’s CBE approaches with nontraditional students have been effective in capturing acquired skills of its soldiers.

  • 7/24/2017Goldie Blumenstyk for The Chronicle of Higher Education writer Goldie Blumenstyk for The Chronicle of Higher Education by Goldie Blumenstyk for The Chronicle of Higher Education published by Goldie Blumenstyk for The Chronicle of Higher Education
    In this interview with Richard Culatta, CEO of the International Society for Technology in Education, he makes the case for ensuring effective use of technology in the classroom.
  • 7/21/2017Goldie Blumenstyk for the Chronicle of Higher Education writer Goldie Blumenstyk for the Chronicle of Higher Education by Goldie Blumenstyk for the Chronicle of Higher Education published by Goldie Blumenstyk for the Chronicle of Higher Education

    Supporters of an alternative accreditation approach that calls for independent third-parties to audit colleges and universities have released a 22-page outline of how this approach could work.

  • 7/21/2017Shannon Najmabadi for the Chronicle of Higher Education writer Shannon Najmabadi for the Chronicle of Higher Education by Shannon Najmabadi for the Chronicle of Higher Education published by Shannon Najmabadi for the Chronicle of Higher Education
    A study shows how instructional space can impact student engagement when used in tandem with active-learning techniques.
  • 7/20/2017David Gooblar in the Chronicle Vitae writer David Gooblar in the Chronicle Vitae by David Gooblar in the Chronicle Vitae published by David Gooblar in the Chronicle Vitae
    David Gooblar offers advice to new instructors about conceptualizing their role in the classroom and the role of students resulting in a successful course.
  • 7/20/2017David Matthews for Times Higher Education and Inside Higher Education writer David Matthews for Times Higher Education and Inside Higher Education by David Matthews for Times Higher Education and Inside Higher Education published by David Matthews for Times Higher Education and Inside Higher Education
    In this article, David Matthews discusses the hesitation of faculty members to adopt new, innovative pedagogical practices because of potential fear of embarrassing themselves in front of their students while adapting, along with concerns over negative student evaluations.
  • 7/20/2017Nichole Dobo for the Heching Report writer Nichole Dobo for the Heching Report by Nichole Dobo for the Heching Report published by Nichole Dobo for the Heching Report
    Results from a recent survey of online college students show that most students care about the quality of online courses and that while enrollments for online courses are high there are various reasons why students enroll.
  • 7/19/2017Community College Daily writer Community College Daily by Community College Daily published by Community College Daily
    38 community colleges are participating in an open education resources (OER) initiative aimed at creating better student engagement and making learning materials less expensive for students.
  • 7/19/2017U.S. Chamber of Commerce Foundation writer U.S. Chamber of Commerce Foundation by U.S. Chamber of Commerce Foundation published by U.S. Chamber of Commerce Foundation
    Employers benefit from students having meaningful learning experiences. This publication from the U.S. Chamber of Commerce Foundation offers examples of partnerships between employers and colleges to increase student engagement in career development though meaningful college experiences.
  • 7/19/2017Donal O'Shea for Inside Higher Ed writer Donal O'Shea for Inside Higher Ed by Donal O'Shea for Inside Higher Ed published by Donal O'Shea for Inside Higher Ed
    The author argues that marking courses as "required" has various unintended consequences that actually do more harm than good. Students would benefit more from an intentional, reworked course system and more quality interactions with faculty.
  • 7/18/2017Paul Fain for Inside Higher Ed writer Paul Fain for Inside Higher Ed by Paul Fain for Inside Higher Ed published by Paul Fain for Inside Higher Ed
    C-BEN, comprised of 30 colleges and universities with competency-based education (CBE) programs, has opened up its membership in order to spread knowledge and expertise of CBE to interested institutions.
  • 7/18/2017Sarah Sparks for Education Week writer Sarah Sparks for Education Week by Sarah Sparks for Education Week published by Sarah Sparks for Education Week
    With growing emphasis on career readiness in higher education, more educators are calling for assessments that can better demonstrate to employers what skills students have when they enter the workforce.
  • 7/17/2017Troy Markowitz for Forbes writer Troy Markowitz for Forbes by Troy Markowitz for Forbes published by Troy Markowitz for Forbes
    In order to close the awareness gap – students’ failure to connect classroom learning with real world experience/skills – there needs to be a larger partnership between curricular and co-curricular offerings. Assessment plays a key role in ensuring students not only attain desired learning outcomes, but are also acquiring skills required by employers.
  • 7/17/2017Peter McPherson for the Washington Post writer Peter McPherson for the Washington Post by Peter McPherson for the Washington Post published by Peter McPherson for the Washington Post
    The "traditional" college student is an outdated norm that many policy makers still think of when enacting higher education policy. However, the average college student no longer fits in that mold, and education policies need to change to better serve current and future students such as first-generation, work, part-time, transfer, those that have family responsibilities, etc.
  • 7/17/2017Eric Bettinger and Susanna Loeb for Brookings writer Eric Bettinger and Susanna Loeb for Brookings by Eric Bettinger and Susanna Loeb for Brookings published by Eric Bettinger and Susanna Loeb for Brookings
    While online education has served its role in making courses more widely available, it has not lived up to its potential. Two issues include less prepared students fare worse in online courses compared to when they take in-person courses, and quality assurance of online courses .
  • 7/17/2017John Warner for Inside Higher Ed writer John Warner for Inside Higher Ed by John Warner for Inside Higher Ed published by John Warner for Inside Higher Ed

    Since the publication of Acadmemically Adrift, the authors' findings have been continuously used as evidence for how colleges are failing to educate students without proper acknowledgement of its methodological limitations. John Warner argues that the larger themes from Academically Adrift make for good headlines, but the study itself does little to allow for generalized conclusions about the “value added” of higher education.

  • 7/14/2017Natasha A. Jankowski for the National Forum for the Enhancement of Teaching & Learning in Higher Education writer Natasha A. Jankowski for the National Forum for the Enhancement of Teaching & Learning in Higher Education by Natasha A. Jankowski for the National Forum for the Enhancement of Teaching & Learning in Higher Education published by Natasha A. Jankowski for the National Forum for the Enhancement of Teaching & Learning in Higher Education
    In a guest commentary, Dr. Natasha Jankowski offers four principles for using evidence to improve teaching and learning. Included in those principles are using evidence to improve student learning and engaging key stakeholders, both internally and externally, in a cycle of continuous improvement.
  • 6/27/2017Jennifer Goodman for Inside Higher Ed writer Jennifer Goodman for Inside Higher Ed by Jennifer Goodman for Inside Higher Ed published by Jennifer Goodman for Inside Higher Ed

    A recent study by the Online Learning Consortium (OLC) explores how six colleges and universities use prior learning assessment (PLA) to award alternative credits.

  • 6/26/2017Steven Mintz for Inside Higher Ed writer Steven Mintz for Inside Higher Ed by Steven Mintz for Inside Higher Ed published by Steven Mintz for Inside Higher Ed
    Steven Mintz presents eleven lessons from the history of American higher education from which we can learn and reflect on to envision the future of higher education. Included in these lessons are issues with diversity, the mission of higher education, and changing forms of pedagogy and assessment.
  • 6/26/2017Gary Kapelus, Nancy Miyagi, and Valerie Scovill for HEQCO writer Gary Kapelus, Nancy Miyagi, and Valerie Scovill for HEQCO by Gary Kapelus, Nancy Miyagi, and Valerie Scovill for HEQCO published by Gary Kapelus, Nancy Miyagi, and Valerie Scovill for HEQCO

    Stemming from a three year study, George Brown College developed an assessment rubric and accompanying handbook that can be used at other institutions to incorporate critical thinking into their curricula.

  • 6/23/2017Eric Westervelt for nprEd writer Eric Westervelt for nprEd by Eric Westervelt for nprEd published by Eric Westervelt for nprEd

    This interview with Carl Wieman, Stanford University, focuses on effective teaching strategies and lessons from his new book, Improving How Universities Teach Science: Lessons from the Science Education Initiative.

  • 6/23/2017The Chronicle for Higher Education writer The Chronicle for Higher Education by The Chronicle for Higher Education published by The Chronicle for Higher Education
    The Chronicle provides a collection of 10 articles detailing innovative teaching strategies faculty can implement in their classrooms. Included in this are a mixture of technology-based pedagogical strategies and low-tech options such as webcast courses and peer instruction.
  • 6/22/2017Kevin Gannon in the Chronicle's Vitae writer Kevin Gannon in the Chronicle's Vitae by Kevin Gannon in the Chronicle's Vitae published by Kevin Gannon in the Chronicle's Vitae
    Kevin Gannon, faculty member at Grand View University, argues that while it may be easy to gather and report snapshots of student "achievement" as defined by superficial outcomes set by administrators, these rarely demonstrate any meaningful learning gains students have made while in college. The author further argues that the various problems with assessment can be righted when faculty members reclaim assessment and lead the charge.
  • 6/22/2017Association of American Colleges & Universities (AAC&U) writer Association of American Colleges & Universities (AAC&U) by Association of American Colleges & Universities (AAC&U) published by Association of American Colleges & Universities (AAC&U)
    AAC&U and Indiana University's Center for Postsecondary Research are launching the VALUE Institute later this year, and are still accepting applications from interested institutions. The VALUE Institute aims to help colleges and universities use the VALUE Rubrics to assess, document, and report student learning outcomes in order to improve student success.
  • 6/21/2017Gayle Lesmond, Susan McCahan, and David Beach for HEQCO writer Gayle Lesmond, Susan McCahan, and David Beach for HEQCO by Gayle Lesmond, Susan McCahan, and David Beach for HEQCO published by Gayle Lesmond, Susan McCahan, and David Beach for HEQCO
    Researchers from the University of Toronto developed rubrics to assess various competencies, such as communication and teamwork, to be adaptable enough to meet instructors’ individual needs.
  • 6/21/2017Barbara E. Brittingham for the Chronicle of Higher Education writer Barbara E. Brittingham for the Chronicle of Higher Education by Barbara E. Brittingham for the Chronicle of Higher Education published by Barbara E. Brittingham for the Chronicle of Higher Education

    Barbara Brittingham, chair of the Council of Regional Accrediting Commissions and president of the Commission on Institutions of Higher Education, New England Association of Schools and Colleges, offers a response to a recent essay on the failures of accreditation. In this response, she implores readers to focus on the strengths of the current accreditation system so that we may build upon them.

  • 6/20/2017David Matthews for Times Higher Education and Inside Higher Ed writer David Matthews for Times Higher Education and Inside Higher Ed by David Matthews for Times Higher Education and Inside Higher Ed published by David Matthews for Times Higher Education and Inside Higher Ed
    German federal and state governments are reviewing a proposal to introduce "teaching quality" as a performance metric tied to funding for higher education. University leaders in Germany have argued that teaching quality is nearly impossible to compare, but policy makers are still intent on implementation.
  • 6/20/2017Miami University's Center for Teaching Excellence writer Miami University's Center for Teaching Excellence by Miami University's Center for Teaching Excellence published by Miami University's Center for Teaching Excellence

    The Journal on Excellence in College Teaching is a peer-reviewed journal which aims to increase student learning through highlighting effective teaching, classroom experiences, and assessment practices.

  • 6/19/2017Barbara E. Brittingham for CHEA Op-Ed writer Barbara E. Brittingham for CHEA Op-Ed by Barbara E. Brittingham for CHEA Op-Ed published by Barbara E. Brittingham for CHEA Op-Ed
    As Congress works to re-authorize the Higher Education Act, Barbara Brittingham poses four questions to accreditors for consideration. Included are questions about quality assurance and experimental sites in an attempt to explore new accreditation mechanisms.
  • 6/15/2017Carl Straumsheim for Inside Higher Ed writer Carl Straumsheim for Inside Higher Ed by Carl Straumsheim for Inside Higher Ed published by Carl Straumsheim for Inside Higher Ed
    A new white paper argues for transforming the current accreditation system into a more "management-based" approach which emphasizes smaller, more frequent reviews and continuous improvement.
  • 6/14/2017Beckie Supiano for the Chronicle of Higher Education writer Beckie Supiano for the Chronicle of Higher Education by Beckie Supiano for the Chronicle of Higher Education published by Beckie Supiano for the Chronicle of Higher Education
    The use of standardized tests to measure students' gains in areas such as critical thinking is still quite contentious. However, Greg Heilenman, vice-provost and professor at the University of New Mexico, believes that standardized tests, specifically the Collegiate Learning Assessment (CLA+), can accurately gauge student learning.
  • 6/12/2017Elizabeth Redden for Inside Higher Ed writer Elizabeth Redden for Inside Higher Ed by Elizabeth Redden for Inside Higher Ed published by Elizabeth Redden for Inside Higher Ed
    The University of Arizona hopes to establish over 25 microcampuses at partner colleges and universities around the world. The institution believes these microcampuses can ultimately educate more than 25,000 learners. In order to do so effectively without sacrificing quality, Arizona's Center for the Study of Higher Education will be continuously evaluating each microcampus to gauge student experiences and learning outcomes.
  • 6/9/2017Scott Jaschik for Inside Higher Ed writer Scott Jaschik for Inside Higher Ed by Scott Jaschik for Inside Higher Ed published by Scott Jaschik for Inside Higher Ed

    After the plan put forth by the Mastery Transcript Consortium calling to reform high school transcripts by moving away from grades and toward proficiencies, Inside Higher Ed received email responses from high school and college leaders.

  • 6/9/2017Shannon Najmabadi for the Chronicle of Higher Education writer Shannon Najmabadi for the Chronicle of Higher Education by Shannon Najmabadi for the Chronicle of Higher Education published by Shannon Najmabadi for the Chronicle of Higher Education
    Given how quickly demands/needs change and the rapid innovations taking place in higher education, the workplace, and in technology, campuses need to adapt their curricula accordingly. This article offers great insights on how Texas A&M University at College Station revamped their curriculum to help guide efforts at other institutions.
  • 6/8/2017Jillian Berman for MarketWatch writer Jillian Berman for MarketWatch by Jillian Berman for MarketWatch published by Jillian Berman for MarketWatch
    Researchers measured students' writing abilities over the course of 8 years, and results show that there are improvements between freshman and senior year of college. Perhaps more importantly, this study could add to evidence of how college impacts students.
  • 6/7/2017

    The new issue of the International Journal of ePortfolio (IJeP), a double-blind, peer-reviewed, open access journal, is now available online. This issue contains several instruction-focused articles, and one article on assessment, Examining the Impact of the Creation of Digital Portfolios by High School Teachers and Their Students on Teaching and Learning, by Clare R. Kilbane, Otterbein University, and Natalie B. Milman, all of George Washington University.

  • 6/7/2017American Association of Colleges and Universities (AAC&U) writer American Association of Colleges and Universities (AAC&U) by American Association of Colleges and Universities (AAC&U) published by American Association of Colleges and Universities (AAC&U)

    A new issue of Peer Review is available. This issue focuses on "New Frontiers in Writing," and explores the implications of findings from the National Census of Writing and the Meaningful Writing Project. 

  • 5/25/2017Arig al Shaibah, Michael Condra, Sadia Jama, & Matthew Stewart for HEQCO writer Arig al Shaibah, Michael Condra, Sadia Jama, & Matthew Stewart for HEQCO by Arig al Shaibah, Michael Condra, Sadia Jama, & Matthew Stewart for HEQCO published by Arig al Shaibah, Michael Condra, Sadia Jama, & Matthew Stewart for HEQCO
    This new report by the Higher Education Quality Council of Ontario (HEQCO) examines Queen's University's Q Success program. Q Success is a first-year transition program aimed at helping incoming freshmen students develop necessary interpersonal and academic skills. While the program did not result in significant increases in students' GPA or retention rates, it did attain a significant increase in participation from students of color and those from marginalized populations suggesting that these students see the benefits of transition programs.
  • 5/24/2017University of Oregon staff for the Chronicle of Higher Education writer University of Oregon staff for the Chronicle of Higher Education by University of Oregon staff for the Chronicle of Higher Education published by University of Oregon staff for the Chronicle of Higher Education
    The University of Oregon's Students of Color Opportunities for Research Enrichment (SCORE) is an academic, hands-on research program that aims to enhance the experiences of students of color in science fields and help them secure a job after graduation.
  • 5/23/2017Michael Anft for the Chronicle of Higher Education writer Michael Anft for the Chronicle of Higher Education by Michael Anft for the Chronicle of Higher Education published by Michael Anft for the Chronicle of Higher Education
    Universities are increasingly offering specialized degree programs that incorporate ideas and perspectives from two or more disciplines in an attempt to break the silos in academe.
  • 5/23/2017Dian Schaffhauser for Campus Technology writer Dian Schaffhauser for Campus Technology by Dian Schaffhauser for Campus Technology published by Dian Schaffhauser for Campus Technology
    Campus Technology interviewed Sandy Shugart, President of Valencia College, to discuss the innovations taking place at Valencia which has brought various prizes/recognitions to the institution.
  • 5/22/2017Ana Borray and Nancy Millichap for EdSurge writer Ana Borray and Nancy Millichap for EdSurge by Ana Borray and Nancy Millichap for EdSurge published by Ana Borray and Nancy Millichap for EdSurge
    The authors provide four best-practices and two institutional examples that can help reduce initiative fatigue, that is, when faculty and staff experience burnout from being involved in ever changing, contrasting campus initiatives.
  • 5/22/2017John C. and Christine K. Cavanaugh for Inside Higher Ed writer John C. and Christine K. Cavanaugh for Inside Higher Ed by John C. and Christine K. Cavanaugh for Inside Higher Ed published by John C. and Christine K. Cavanaugh for Inside Higher Ed
    Students enter college to learn. More specifically, to learn how to cope with challenging situations and opinions, and develop into highly skilled individuals. What some people call "coddling," the authors argue, is nothing more than necessary support activities that help students learn, develop, and attain the skills they need. The authors also assert that those angry at colleges for "coddling" students just need better perspective.
  • 5/19/2017Mark Salisbury for the Chronicle of Higher Education writer Mark Salisbury for the Chronicle of Higher Education by Mark Salisbury for the Chronicle of Higher Education published by Mark Salisbury for the Chronicle of Higher Education
    While big-data analytics has the potential to help institutions improve in the way they operate and serve students, there has not been overwhelming evidence of this happening. One issue is, the author argues, that college leaders need to understand that simply acquiring expensive data analytics tools does not lead to sustainable improvement. The quality of the data collected and knowing how to use results also matter.
  • 5/19/2017Carl Straumsheim for Inside Higher Ed writer Carl Straumsheim for Inside Higher Ed by Carl Straumsheim for Inside Higher Ed published by Carl Straumsheim for Inside Higher Ed
    Indiana University is expanding its use of its home-grown active-learning initiative called Mosaic. The university currently has approximately 50 faculty using it, and plans to add 50 each year across its various campuses. Mosaic allows faculty – regardless of discipline – to increase student engagement and change class sessions based on students’ needs.
  • 5/18/2017Natasha A. Jankowski for Assessment Update writer Natasha A. Jankowski for Assessment Update by Natasha A. Jankowski for Assessment Update published by Natasha A. Jankowski for Assessment Update

    The first in a series of perspectives from NILOA in Assessment Update, Dr. Natasha Jankowski, NILOA director, provides a thought piece titled, "Pardon Me, Your Catch Phrase Is Showing": The Importance of the Language We Use. Dr. Jankowski argues that being attentive to language used both internally and externally can help transition assessment from a process to meet reporting requirements into one that focuses on improving student learning.  

  • 5/18/2017Jean Dimeo for Inside Higher Ed writer Jean Dimeo for Inside Higher Ed by Jean Dimeo for Inside Higher Ed published by Jean Dimeo for Inside Higher Ed

    Faculty at Coastal Carolina University have created eLearnReady, a free online assessment that tells instructors of online programs which skills students possess at the start of the course. This can help instructors tailor their lessons to meet students at the level they are at, and gives students study tips and helpful videos on the areas on which they score the lowest.

  • 5/17/2017Daniel T. Hickey for the Chronicle of Higher Education writer Daniel T. Hickey for the Chronicle of Higher Education by Daniel T. Hickey for the Chronicle of Higher Education published by Daniel T. Hickey for the Chronicle of Higher Education
    Given the increased role of open education, verification/endorsement of e-credentials, synergies between e-credentials and student e-portfolios, and other new developments, colleges and universities are working to find ways to embrace e-credentials or risk losing ground.
  • 5/17/2017Community 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) recently released a working paper, Strengthening Transfer Paths to a Bachelor's Degree: Identifying Effective Two-Year to Four-Year College Partnerships, which introduces a framework to evaluate and improve the effectiveness of partnerships between two- and four-year institutions.
  • 5/16/2017Steven Taylor for Higher Education Today writer Steven Taylor for Higher Education Today by Steven Taylor for Higher Education Today published by Steven Taylor for Higher Education Today
    The author uses Rutgers University's Newark campus as an example of how a commitment to teaching excellence can lead to improved student outcomes. This article expands on the findings from an ACE white paper, Unpacking Relationships: Instruction and Student Outcomes, written by NILOA director Natasha Jankowski.
  • 5/15/2017Paul Fain for Inside Higher Ed writer Paul Fain for Inside Higher Ed by Paul Fain for Inside Higher Ed published by Paul Fain for Inside Higher Ed
    The American Public University System, a for-profit institution, is now offering competency-based education through online bachelor’s degrees. Interested students are not able to use federal financial aid until the programs have been approved.
  • 5/15/2017Pete Musto for VOA Learning English writer Pete Musto for VOA Learning English by Pete Musto for VOA Learning English published by Pete Musto for VOA Learning English
    The Association of American Colleges and Universities’ (AAC&U) Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics offer an alternative to standardized testing when it comes to measuring students’ educational performance.
  • 5/7/2017Brandon Busteed and Sean Seymour writer Brandon Busteed and Sean Seymour by Brandon Busteed and Sean Seymour published by Brandon Busteed and Sean Seymour
    Based on data from Gallup, college graduates that participate in "Big Six" experiences during their studies are more likely to be engaged employees in the workplace after college. Click on the link to learn more about these "Big Six" experiences.
  • 4/19/2017Lee Gardner, the Chronicle of Higher Education writer Lee Gardner, the Chronicle of Higher Education by Lee Gardner, the Chronicle of Higher Education published by Lee Gardner, the Chronicle of Higher Education
    Highlighting the importance of faculty involvement in new projects, Lee Gardner shares insights from administrators about how teaching and learning can facilitate faculty involvement.
  • 4/18/2017Jamal Watson, Diverse: Issues in Higher Education writer Jamal Watson, Diverse: Issues in Higher Education by Jamal Watson, Diverse: Issues in Higher Education published by Jamal Watson, Diverse: Issues in Higher Education
    During the 2017 Annual Dream Conference, 265 community colleges came together to discuss best ways to improve student learning at their institutions.
  • 4/18/2017Ou Lydia Liu, Lois Frankel, and Katrina Crotts Roohr for ETS HEIghten writer Ou Lydia Liu, Lois Frankel, and Katrina Crotts Roohr for ETS HEIghten by Ou Lydia Liu, Lois Frankel, and Katrina Crotts Roohr for ETS HEIghten published by Ou Lydia Liu, Lois Frankel, and Katrina Crotts Roohr for ETS HEIghten
    A new report, Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment, recognizes the various challenges in defining and assessing critical thinking. The authors propose a new framework to meet these challenges which also provides an operational definition of critical thinking.
  • 4/18/2017Shannon Najmabadi, The Chronicle of Higher Education writer Shannon Najmabadi, The Chronicle of Higher Education by Shannon Najmabadi, The Chronicle of Higher Education published by Shannon Najmabadi, The Chronicle of Higher Education
    As a high-impact practice, experiential learning may increase student success within colleges and universities, especially for underrepresented students.
  • 4/18/2017Community College Daily writer Community College Daily by Community College Daily published by Community College Daily
    The American Association of Community Colleges (AACC) started AACC Pathways 2.0, which is an initiative that aims to help community colleges design and implement academic /career pathways for students.
  • 4/18/2017Doug 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
    How should “quality” be defined in higher education, specifically within digital learning? Eleven experts in the field – including Peter Ewell, Robert Shireman, and Debra Humphreys – were asked this question, and they provided useful insights as to what a definition of “quality” should include.
  • 3/16/2017Colleen Flaherty, Inside Higher Ed writer Colleen Flaherty, Inside Higher Ed by Colleen Flaherty, Inside Higher Ed published by Colleen Flaherty, Inside Higher Ed
    The Association of American Colleges and Universities (AAC&U) released a report, titled On Solid Ground, which shares results from two years of data collection based on the VALUE initiative. Director of NILOA, Dr. Natasha Jankowski, called the report a wonderful contribution to the understanding of student learning assessment in higher education.
  • 3/14/2017Association of American Colleges and Universities (AAC&U) writer Association of American Colleges and Universities (AAC&U) by Association of American Colleges and Universities (AAC&U) published by Association of American Colleges and Universities (AAC&U)
    The Minnesota Collaborative, which stems from AAC&U’s Multi-State Collaborative, is a new initiative by ten Minnesota institutions aimed at creating and improving a culture of assessment on their campuses.
  • 3/10/2017Maris Stansbury, eCampus News writer Maris Stansbury, eCampus News by Maris Stansbury, eCampus News published by Maris Stansbury, eCampus News
    Within a recent EDUCAUSE Learning Initiative (ELI) survey, one key teaching and learning issue that emerged was competency-based education (CBE) & Assessment of Student Learning. Click the link to read more about the survey.
  • 3/9/2017Steven Mintz, Inside Higher Ed writer Steven Mintz, Inside Higher Ed by Steven Mintz, Inside Higher Ed published by Steven Mintz, Inside Higher Ed
    Towards increasing student participation and graduation from post-secondary institutions with recognized credentials, Steven Mintz discusses the need to expand pathways and modes of assessment for students.
  • 3/9/2017Alan November, eCampusNews writer Alan November, eCampusNews by Alan November, eCampusNews published by Alan November, eCampusNews
    Alan November shares insights about effective teaching practices. One such practice is teaching students how to self-assess their work.
  • 3/9/2017Ms. Mentor, the Chronicle of Higher Education writer Ms. Mentor, the Chronicle of Higher Education by Ms. Mentor, the Chronicle of Higher Education published by Ms. Mentor, the Chronicle of Higher Education
    Check out this critical and humorous commentary about the practice of assessment within higher education. The piece serves as food for thought for those going through assessment at their institutions.
  • 3/8/2017Jacob Murray, Brookings writer Jacob Murray, Brookings by Jacob Murray, Brookings published by Jacob Murray, Brookings
    Jacob Murray writes about the growing popularity for more personalized learning pathways within higher education potentially influencing how educators assess student learning.
  • 3/8/2017Colleen Flaherty, Inside Higher Ed writer Colleen Flaherty, Inside Higher Ed by Colleen Flaherty, Inside Higher Ed published by Colleen Flaherty, Inside Higher Ed
    Educators are working on a new tool, called Decibel Analysis for Research in Teaching (DART), that allows professors to assess their effectiveness within active learning environments using sound waveforms.
  • 3/8/2017Steven Mintz, Inside Higher Ed writer Steven Mintz, Inside Higher Ed by Steven Mintz, Inside Higher Ed published by Steven Mintz, Inside Higher Ed
    In response to New Media Consortium (NMC)'s release of its 2017 Higher Education Report, Steven Mintz shares a list of innovative ideas, practices, and technologies that will impact the future of higher education. Included is a description of new assessment strategies such as formative and performance/project based assessments.
  • 2/27/2017

    Are you using ePortfolios and interested in sharing your (or your institution's) experience with the practice? If so, consider submitting a paper for an edited volume that seeks to highlight the use of ePortfolios within the Catalyst for Learning Framework. Papers should be 3,000 - 4,000 words and the deadline for submission is June 15, 2017. Click the link for more information.

  • 2/22/2017George Williams, the Chronicle of Higher Education writer George Williams, the Chronicle of Higher Education by George Williams, the Chronicle of Higher Education published by George Williams, the Chronicle of Higher Education

    As a way to receive and address students' feedback during a course, George Williams shares his simple solution of giving students index cards near the end of a class for them to express comments or questions. He then responds to students’ feedback on the course website. 

  • 2/22/2017Simon Boheme, The Huffington Post writer Simon Boheme, The Huffington Post by Simon Boheme, The Huffington Post published by Simon Boheme, The Huffington Post
    Addressing the need for increased student involvement in the accreditation process, Simon Boheme explains why institutions should and how they can incorporate students within the process.
  • 2/7/2017Scott Jaschik, Inside Higher Ed writer Scott Jaschik, Inside Higher Ed by Scott Jaschik, Inside Higher Ed published by Scott Jaschik, Inside Higher Ed

    Richard Detweiler conducted a study about the educational impact liberal arts colleges have on graduates and found that graduates reported attaining learning outcomes that correspond to the goals of a liberal arts education.

  • 2/6/2017Emily Tate, Inside Higher Ed writer Emily Tate, Inside Higher Ed by Emily Tate, Inside Higher Ed published by Emily Tate, Inside Higher Ed

    Authors of a recent study about the impact of campus diversity on students' learning found that negative diversity experiences hindered students' cognitive development.

  • 2/6/2017Scott Jaschik, Inside Higher Ed writer Scott Jaschik, Inside Higher Ed by Scott Jaschik, Inside Higher Ed published by Scott Jaschik, Inside Higher Ed

    Based on a 2017 Inside Higher Ed Survey of College and University Chief Academic Officers conducted by Gallup, provosts reported more confidence about the use of assessment for teaching and learning than faculty members. 

  • 2/6/2017Steven Mintz, Inside Higher Ed writer Steven Mintz, Inside Higher Ed by Steven Mintz, Inside Higher Ed published by Steven Mintz, Inside Higher Ed

    Addressing the increasing interest in rethinking the form and use of transcripts, educators came together to offer new ways of thinking about transcripts that capture student learning and are useful for employers.

  • 2/6/2017The Chronicle of Higher Education writer The Chronicle of Higher Education by The Chronicle of Higher Education published by The Chronicle of Higher Education

    This issue of Focus includes ten articles that highlight high-tech and low-tech teaching strategies aimed at improving students' learning experiences.

  • 1/30/2017Colleen Flaherty, Inside Higher Ed writer Colleen Flaherty, Inside Higher Ed by Colleen Flaherty, Inside Higher Ed published by Colleen Flaherty, Inside Higher Ed
    During the Association of American Colleges and Universities (AACU)'s 2017 Annual Meeting, participants, including NILOA's Director Natasha Jankowski, discussed the need to increase transparency and communication of student learning in order to build public trust.
  • 1/30/2017Emily Tate, Inside Higher Ed writer Emily Tate, Inside Higher Ed by Emily Tate, Inside Higher Ed published by Emily Tate, Inside Higher Ed
    In a newly released report from the American Council on Education (ACE) written by NILOA's Director, the relationship between faculty instruction and student outcomes is explored through five points of intersection.
  • 1/24/2017Association of College and Research Libraries (ACRL) writer Association of College and Research Libraries (ACRL) by Association of College and Research Libraries (ACRL) published by Association of College and Research Libraries (ACRL)
    Highlighting the importance of partnerships, the Association of College and Research Libraries (ACRL) published an edited book titled "Rewired: Research-Writing Partnerships within the Frameworks" that explains how librarians and faculty can collaborate and develop the field of information literacy.
  • 1/24/2017Dan Berrett, The Chronicle of Higher Education writer Dan Berrett, The Chronicle of Higher Education by Dan Berrett, The Chronicle of Higher Education published by Dan Berrett, The Chronicle of Higher Education
    The idea of a skills gap influences many discussions about student learning within higher education and has implications for how we think about employers' relationships with student learning outcomes assessment.
  • 1/9/2017Frank Bruni, The New York Times writer Frank Bruni, The New York Times by Frank Bruni, The New York Times published by Frank Bruni, The New York Times
    Discussing the usefulness of college rankings, Frank Bruni provides insight into why college rankings are an imperfect tool given that each ranking emphasizes limited information about student learning and demographics.
  • 1/5/2017Matt Reed, Inside Higher Ed writer Matt Reed, Inside Higher Ed by Matt Reed, Inside Higher Ed published by Matt Reed, Inside Higher Ed
    Questioning the concept of co-curricular transcripts and their use in documenting student learning outside of the classroom, Matt Reed provides a list of thought-provoking concerns about the purpose and usefulness of such transcripts.
  • 12/27/2016
    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.
  • 12/23/2016Doug Lederman, Inside Higher Ed writer Doug Lederman, Inside Higher Ed by Doug Lederman, Inside Higher Ed published by Doug Lederman, Inside Higher Ed
    Doug Lederman reported on the Commission on Colleges of the Southern Association of Colleges and Schools placing ten institutions on probation for governance and financial issues.
  • 12/23/2016Ian Wilhelm, the Chronicle of Higher Education writer Ian Wilhelm, the Chronicle of Higher Education by Ian Wilhelm, the Chronicle of Higher Education published by Ian Wilhelm, the Chronicle of Higher Education
    Ian Wilhelm from the Chronicle of Higher Education interviewed Katherine Bergeron, president of Connecticut College, about the college's effort to revamp its liberal arts curriculum through faculty-led workshops.
  • 12/22/2016Katherine Mangan, the Chronicle of Higher Education writer Katherine Mangan, the Chronicle of Higher Education by Katherine Mangan, the Chronicle of Higher Education published by Katherine Mangan, the Chronicle of Higher Education
    Rethinking the standard approach to teaching large lecture classes, Katherine Mangan provides a list of alternative teaching approaches that may allow for a more meaningful learning experience for students.
  • 12/22/2016Association of American Colleges & Universities writer Association of American Colleges & Universities by Association of American Colleges & Universities published by Association of American Colleges & Universities
    Seeking to ease the pressure that comes with the various responsibilities of being a faculty member, faculty at Valparaiso have shifted to a Holistic Department framework that allows for a more team-oriented and evaluation friendly environment.
  • 12/22/2016Council for Aid to Education writer Council for Aid to Education by Council for Aid to Education published by Council for Aid to Education
    The Council for Aid Education released a report that details institutional participation with its Collegiate Learning Assessment (CLA) initiative.
  • 12/22/2016Judith Eaton, Inside Higher Ed writer Judith Eaton, Inside Higher Ed by Judith Eaton, Inside Higher Ed published by Judith Eaton, Inside Higher Ed
    Highlighting the growing pressure of the US Department of Education and a general sense of public concern about the accountability of higher education institutions, Judith Eaton details how 2016 has become a fundamental year for the future of accreditation.
  • 12/21/2016Robert Ubell, the Chronicle of Higher Education writer Robert Ubell, the Chronicle of Higher Education by Robert Ubell, the Chronicle of Higher Education published by Robert Ubell, the Chronicle of Higher Education
    Discussing the use of digital learning analytics, Robert Ubell highlights the benefits of assessing student learning within online classes.
  • 12/21/2016Michael Bowen, Inside Higher Ed writer Michael Bowen, Inside Higher Ed by Michael Bowen, Inside Higher Ed published by Michael Bowen, Inside Higher Ed
    Questioning the educational impact of student participation in intercollegiate athletics, Michael Bowen argues that greater incorporation of assessment practices will help to justify the learning benefits of intercollegiate athletic programs.
  • 12/20/2016Dan Berrett, the chronicle of Higher Education writer Dan Berrett, the chronicle of Higher Education by Dan Berrett, the chronicle of Higher Education published by Dan Berrett, the chronicle of Higher Education
    Dan Berrett talked with Charla Long, executive director of the Competency-Based Education Network, about the growth and prospect of the competency-based education movement within higher education.
  • 12/20/2016American Council on Education writer American Council on Education by American Council on Education published by American Council on Education
    On February 18, 2017, the American Council on Education will host the ACE/AIEA Internationalization Collaborative in Washington, DC. The 2017 theme will be "Focus on the Co-curriculum: Advancing Student Learning with a Comprehensive international Strategy."
  • 12/20/2016Robert Ubell, the Chronicle of Higher Education writer Robert Ubell, the Chronicle of Higher Education by Robert Ubell, the Chronicle of Higher Education published by Robert Ubell, the Chronicle of Higher Education
    Discussing the use of digital learning analytics, Robert Ubell highlights the benefits of assessing student learning within online classes.
  • 12/14/2016Paul Fain, Inside Higher Ed writer Paul Fain, Inside Higher Ed by Paul Fain, Inside Higher Ed published by Paul Fain, Inside Higher Ed
    Paul Fain discusses the future of college completion agendas during the end of the Obama administration.
  • 12/14/2016Colleen Flaherty, Inside Higher Ed writer Colleen Flaherty, Inside Higher Ed by Colleen Flaherty, Inside Higher Ed published by Colleen Flaherty, Inside Higher Ed
    In hopes of bringing clarity to the value of masters degrees, 18 graduate school deans came together to design a masters degree guide that outlines core competencies of the degree.
  • 12/9/2016Meris Stansbury, eCampus News writer Meris Stansbury, eCampus News by Meris Stansbury, eCampus News published by Meris Stansbury, eCampus News
    Through the advancement of technology and its use in documenting student learning, colleges and universities are better able to track student's pathways to post-graduation employment.
  • 12/9/2016Ben Miller, David Bergeron, and Carmel Marin, Center for American Progress writer Ben Miller, David Bergeron, and Carmel Marin, Center for American Progress by Ben Miller, David Bergeron, and Carmel Marin, Center for American Progress published by Ben Miller, David Bergeron, and Carmel Marin, Center for American Progress
    The Center for American Progress released a report titled "A Quality Alternative: A New Vision for Higher Education Accreditation" that offers a complementary, yet alternative, gatekeeping system for measuring the quality of higher education institutions.
  • 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.
  • 11/1/2016Diane 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.
  • 8/19/2015Geoff 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.
  • 8/19/2015Jeannie 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.
  • 8/18/2015Catherine 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.
  • 7/9/2015Bob 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.
  • 7/9/2015Higher 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.
  • 7/8/2015Brad 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</