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.
Learning Outcomes Measures
New book unveils faculty-led effort to chart concepts and competencies students should learn in six academic disciplines, with plan to create standardized tests. Will faculty members warm to this version of "learning outcomes"?
The student learning outcomes accreditors require too often reduce learning to inane, meaningless blurbs, writes Robert Shireman, which prevent the sort of quality assurance that puts student work at the center.
Most colleges put student work at the center of how they measure academic quality, writes Peter Ewell, who argues that abandoning student learning outcomes would be a serious mistake.
Measures of student learning, beyond grades, are on the rise, according to results of a new survey. But colleges are less likely to use standardized tests for learning outcomes.
Studies of faculty development efforts at a liberal arts college and a land-grant university suggest the programs can have an impact on student outcomes.
Competency-based education can strengthen, not weaken, the liberal arts and provide a path to better wages and lives for adult students, Paul LeBlanc and Jim Selbe write.
Competency-based education, the new darling of postsecondary disruption advocates, threatens to further stratify higher education, writes Steven Ward.
While we in higher education keep using it, our grading system is broken, argues Linda B. Nilson, and she offers some concrete ways to fix it.
To help those students obtain a degree or credential, colleges should consider accepting alternative-credit courses like those evaluated and approved by the American Council on Education, says Deborah Seymour.