Latest Issue of Assessment Update Now Available
The May/June 2019 issue of Assessment Update is now available! It features many useful articles, including “Organizing for Learning Improvement: What It Takes” from Andrea M. Pope and Keston H. Fulcher, and a NILOA Perspective on “The Assessment Profession in Higher Education: A Snapshot of Perceptions, Roles, and Activities” authored by Laura Ariovich, Conna Bral, Patricia Lynn Gregg, Matthew Gulliford, and Jennifer Ann Morrow.
“Walking the Walk” of Inclusion: Assessment Resources that Support Equity in Learning, Teaching and Mentoring
Katherine Yngve, the Associate Director of Learning Outcomes Assessment at Purdue University’s new Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR), shares her thoughts on resources that can help bring an equity perspective into assessment work.
Quality Assurance and Improvement in Higher Education: The Role of the States
This report from the State Higher Education Executive Officers Association (SHEEO) and the National Association of System Heads (NASH) in partnership with Lumina Foundation seeks to inform future action for states as it relates to quality assurance. Included in the recommendations are to make program review and state authorization meaningful for quality assurance, to actively engage faculty and institutional leaders, and to treat equity as an important aspect of quality.
Beyond the Final Performance: How to Build Transferable Knowledge and Skills
Faculty have to help students transfer classroom knowledge to future context and applications. One way to do so is through encouraging reflection as Emily Moss explains by using the example of a music course.
New Edition of Change
The newest edition of Change: The Magazine of Higher Learning is now available! The issue is chock full of helpful articles, including “Large-Scale Course Redesign: Putting Reflection Into Action” from Kathy Fernandes, Brett Christie, Jean-Pierre Bayard, and Leslie Kennedy, as well as a perspectives piece from Gregory L. Heileman and Chaouki T. Abdallah titled “ABET Won't Let Us Do That!”
CAS Professional Standards for Higher Education
The Council for the Advancement of Standards in Higher Education (CAS) has released its 10th edition of the CAS Professional Standards for Higher Education. The book explores professional standards for many of the programs and services provided to students in higher education.
What Is Critical Digital Pedagogy, and Why Does Higher Ed Need It?
Jesse Stommel, University of Mary Washington, and Martha Burtis, University of Mary Washington, discuss how critical pedagogy can benefit online courses. Included in the discussion is a conversation on replacing traditional grades with more authentic evidence of student learning such as assignments, self-evaluations, and reflections.
Want to Understand Your Students Better? Try Being One
Faculty recently shadowed undergraduate students as they went through their courses to understand what it is like to be a current student. The experience helped faculty better understand the demands students face, and motivated them to change their pedagogy. Among the changes, faculty now focus on engaging students at the beginning of class, making the course and material more welcoming, and ensuring students understand how different learning activities connect and what is expected of them.
Making Sense of Metrics
John Warner shares his thoughts on higher education metrics after attending the Disquantified conference held at UC Santa Barbara this past May. Among his takeaways are the dangers of using aggregated historical data to make predictions about how individual learners will fare in terms of outcomes, as well as the need to clearly define what truly matters and should be measured when determining the impacts of college.
Our Students Can’t Write. We Have Ourselves to Blame (Premium Content)
The reality is that college students need help developing their writing skills, and higher education needs to step up its efforts in providing support; including expanding writing-intensive courses beyond the first-year and rewarding faculty that integrate writing development into their courses.
Research Experiences Have Major Benefits
A recent study finds that community college students who participate in faculty-mentored research experiences are more likely to succeed than students who do not. Research experiences increased the likelihood of students transfering to research intensive universities, reporting a higher sense of belonging in the college, perservering in STEM disciplines, and graduating with a degree in STEM.
Register for the 2019 Assessment Institute
Registration is now open for the 2019 Assessment Institute in Indianapolis happening October 13-15! As is customary, NILOA will once again have its own track at this year's Institute, which will be keynoted by Dr. Natasha Jankowski, NILOA Director. We hope to see you there!
Director of Outcomes Assessment
Rock Valley College is currently searching for a Director of Outcomes Assessment to support student learning outcomes assessment, program evaluation, and other continuous improvement efforts of academic and non-academic units. Please refer to the job posting for further details.