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Jankowski, Natasha A.; Kinzie, Jillian – New Directions for Institutional Research, 2015
This chapter discusses the role of institutional research in DQP and Tuning work. Examples from the field of the myriad ways in which IR has been involved, as well as an exploration of ways in which IR has yet to be involved, are discussed.
Descriptors: Educational Objectives, Educational Improvement, Qualifications, Higher Education
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Jankowski, Natasha A.; Marshall, David W. – New Directions for Institutional Research, 2015
This concluding essay provides a glimpse to the future and alerts IR professionals to related initiatives as well as provides an update to ongoing work with DQP and Tuning. Pulling from the prior chapters it provides some implications for IR offices to consider, not only in their work with the DQP and Tuning, but in terms of general decision…
Descriptors: Educational Objectives, Educational Improvement, Qualifications, Higher Education
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Jankowski, Natasha A.; Marshall, David W. – New Directions for Institutional Research, 2015
This chapter provides a brief overview of the Degree Qualifications Profile and related Tuning process, summarizing lessons learned from institutional engagement with both. The value and purpose for working with each are explored.
Descriptors: Educational Objectives, Educational Improvement, Qualifications, Higher Education
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Hutchings, Pat; Jankowski, Natasha A.; Schultz, Kathryn E. – Change: The Magazine of Higher Learning, 2016
The National Institute for Learning Outcomes Assessment's (NILOA's) online library of faculty-created assignments that both produce and demonstrate learning makes pedagogical work visible and available for colleagues to learn from, build on, and reward. This online library allows faculty to collaborate in sharing, critiquing, and improving…
Descriptors: Electronic Libraries, Assignments, Teaching Methods, Teacher Collaboration
Hutchings, Pat; Jankowski, Natasha A.; Ewell, Peter T. – National Institute for Learning Outcomes Assessment, 2014
The Degree Qualifications Profile (DQP) first released by Lumina Foundation in 2011 and revised in 2014 sets forth a vision of what students should know and be able to do at the associate, bachelor's, and master's levels. It also carries an important message about assessment. Unlike the popular model of assessment as a sampling of…
Descriptors: Student Evaluation, Educational Assessment, Degree Requirements, Assignments
Jankowski, Natasha A.; Provezis, Staci J. – National Institute for Learning Outcomes Assessment, 2011
This publication presents a series of studies that the National Institute for Learning Outcomes Assessment (NILOA) staff, led by Staci Provezis and Natasha Jankowski, conducted over the past couple of years. It may be the most comprehensive examination yet of institutional transparency in terms of student learning outcomes and the assessment…
Descriptors: College Outcomes Assessment, Student Evaluation, College Students, Access to Information
Baker, Gianina R.; Jankowski, Natasha A.; Provezis, Staci; Kinzie, Jillian – National Institute for Learning Outcomes Assessment, 2012
Most institutions are collecting evidence of student learning, but it is not clear how these results are being used to improve student outcomes. To learn more about what colleges and universities are doing to use assessment data productively to inform and strengthen undergraduate education, the National Institute for Learning Outcomes Assessment…
Descriptors: College Outcomes Assessment, Student Evaluation, Undergraduate Students, Test Results
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Kuh, George D.; Ikenberry, Stanley O.; Jankowski, Natasha A.; Cain, Timothy Reese; Ewell, Peter T.; Hutchings, Pat; Kinzie, Jillian – Change: The Magazine of Higher Learning, 2015
The expectation for accountability is legitimate. In order to have the desired effects, evidence of what students know and can do must respond to genuine institutional needs and priorities. Far too often, that condition is not met. On too many campuses, assessment activity is mired in a culture of compliance rather than driven by collective…
Descriptors: Accountability, College Outcomes Assessment, Compliance (Psychology), Educational Trends
Jankowski, Natasha A.; Ikenberry, Stanley O.; Kinzie, Jillian; Kuh, George D.; Shenoy, Gloria F.; Baker, Gianina R. – National Institute for Learning Outcomes Assessment, 2012
The Voluntary System of Accountability (VSA) is a vehicle for public four-year universities to report comparable information about the undergraduate student experience via the College Portrait, a common web reporting template. The National Institute for Learning Outcomes Assessment (NILOA) was asked by the VSA to evaluate the effectiveness of the…
Descriptors: Accountability, Access to Information, Disclosure, Public Colleges
Jankowski, Natasha A.; Kirby, Catherine L.; Bragg, Debra D.; Taylor, Jason L.; Oertle, Kathleen M. – Office of Community College Research and Leadership, 2009
This booklet provides information to multiple stakeholders on the implementation of career clusters in Illinois. The booklet is an extension of the previous edition titled "An Introduction to Illinois CTE Programs of Study" (2008), and provides a resource for partners to understand Illinois' Career Cluster Model as its own adaptation of the…
Descriptors: Vocational Education, Career Development, Partnerships in Education, Program Implementation
Taylor, Jason L.; Kirby, Catherine L., Bragg, Debra D.; Oertle, Kathleen M.; Jankowski, Natasha A.; Khan, Sadya S. – Office of Community College Research and Leadership, 2009
This guide begins with background information useful to understanding Illinois' framework for implementation and evaluation of Programs of Study. It starts with a visual depiction of the relationships between activity at the federal, state and local levels that evolved to the creation of Illinois' Career Cluster Model. This Model, which is based…
Descriptors: Educational Principles, Program Effectiveness, Program Implementation, Program Evaluation