At accrediting conference, panelists acknowledge that effort to measure learning outcomes has been a "hot mess" and that it's time for a better approach.
Researchers hoped that online communications would prod students to nearly double their study time. It barely budged, but their study shows how scholars can measure impact (or lack thereof) of educational interventions.
On March 28, Inside Higher Ed Editors Doug Lederman and Scott Jaschik presented a free webinar on the results and take your questions. Click here to view the webinar.
The Inside Higher Ed survey of presidents was made possible in part by advertising from Cengage, Helix Education, Intellus Learning, Jenzabar, Rowan University and Ruffalo Noel Levitz.
College of Charleston professor says he's been forced out of a job for refusing to list learning outcomes to please an accreditor. He's suing and says academic freedom is being violated.
Author of new book on foundations describes how Gates has used venture philanthropy, measurable goals and a close relationship with the Obama administration to influence policy, and says Gates's approach may be shifting in promising ways.
Education Department's proposed rule for student debt forgiveness could threaten traditional colleges as well as for-profits, particularly over its broad view of what counts as misrepresentation.
New interstate network seeks to help students transfer across state lines without losing credits, but also defers to faculty members at each college about how to measure learning.
Everyone complains about not getting reliable data on student success, but no one does anything about it. Until now, write Mary Ellen Petrisko and John Etchemendy.
The Education Department has created new data reports on the performance of accrediting agencies, using measures such as graduation and loan repayment rates at colleges the agencies oversee.
When a federal panel weighs whether to keep recognizing an overseer of for-profit colleges this month, the feds and the accreditor alike will be judged on the outcome.
To do justice to students and as a matter of professional duty, faculty members should be at the center of defining and measuring undergraduate learning outcomes, argue Josipa Roksa and Richard Arum.
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