Credential innovation is so important because colleges provide much of what employers are looking for, but they don’t assess, document and communicate those outcomes, argues Matthew Pittinsky.
Learning Outcomes Measures
The traditional definition of at-risk students is wrong, and we need to do more to help students caught in an institutional blind spot, write Angela Baldasare, Melissa Vito and Vincent J. Del Casino Jr.
A new entrant to the rankings offers some positive approaches, but more work must be done when it comes to providing students helpful information and supporting institutional improvement, writes Jamienne S. Studley.
As we begin a new academic year, institutional leaders should engage their campus communities in honest, data-driven conversations about what to do better, argues Bonita J. Brown.
More than 70 institutions are testing different measures of student learning amid new government effort to evaluate universities on teaching quality.
If we are going to use taxpayer dollars for job training, we must be assured the programs will create new jobs, argues Anthony P. Carnevale.
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.
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.
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