In an open letter to Arne Duncan, Thomas Foley compares how success is defined in the education secretary's beloved sport to methods of measuring higher ed performance.
We must give students and families the right kind of information -- about multiple factors, and not blended into a single institutional rating -- about one of the most expensive purchases they will ever make, writes Carrie Warick.
Our imperfect system of quality assurance is what gives American higher education a degree of independence from the government interference we see elsewhere in the world, writes Alexander Astin.
Everyone seems to have a theory as to why humanities majors are disappearing. One doctoral student thinks the trend is due to women's widening career paths. His notion is gaining traction.
Professors are right to doubt the motives of many of those pushing for precise measures of student learning, but that doesn't mean the ideas behind assessment aren't valid or that they are inconsistent with the liberal arts, writes Adam Kotsko.
The factory production model can work as a means for evaluating community college efficiency, write Clive Belfield and Davis Jenkins.
A professor's reflection on personalities prevalent in academe strikes a chord with scholars.
It's in vogue (again) to argue that getting a higher education may not be necessary. It's an old theme, John Thelin notes, and many of the arguments make the opposite case.
The effectiveness of higher education can't be evaluated as one would examine a factory, writes Peter T. Flawn.
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.
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