Challenging findings of landmark 2011 study, new data suggest that college students make significantly bigger gains in critical thinking. But differences in methodology may contribute to the differing conclusions.
Learning Outcomes Measures
Curricular systems and materials that adapt to the learner are emerging slowly but surely as a potentially major force in higher education, Peter Stokes writes.
Should universities require graduate students to pare down years of research into a soundbite that can be understood by non-scholars?
Florida International University has embarked on an ambitious effort to internationalize the curriculum and assess students' global learning.
As Stanford spurs discussion of trimming time-to-degree for Ph.D.s, CUNY offers model for public institutions that might want to kill tradition of grad school as a place you "check in and never check out."
The U.S. Veterans Administration and the National Student Clearinghouse team up to track graduation rates.
Study raises questions about reliability of popular assessment tools used to measure learning that takes place in college. And research finds that students might not be as "academically adrift" as much-discussed book suggested.
Seeking to supplement traditional forms of graduate program assessment, U. of Minnesota pilots an approach that asks key questions about students' needs and goals.
Colleges aren't doing a good job of tracking how current and former military service members are faring on their campuses, a new survey finds, but that may be changing.
Given how busy professors are, it makes sense to link outcomes assessment to grading, rather than create redundancy by piling the latter on top of the former, Mark Salisbury writes.