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Henning, Gavin W.; Robbins, Rich; Andes, Stacy – National Institute for Learning Outcomes Assessment, 2020
Holistic student learning has been a hallmark of U.S. higher education since the early 20th Century when the American Council on Education (ACE) published the "Student Personnel Point of View" (SPPV) in 1937, reaffirming time and again that learning happens both inside and outside of the classroom. To consider students' holistic…
Descriptors: Holistic Approach, Higher Education, College Students, Evaluation Methods
Jankowski, Natasha A.; Baker, Gianina R. – National Institute for Learning Outcomes Assessment, 2020
This Occasional Paper outlines lessons learned about mapping and assessing learning in student affairs and student employment. Over the last three years, the National Institute for Learning Outcomes Assessment (NILOA) assisted institutions developing Comprehensive Learner Records and scaling high-impact practices. In each of these initiatives,…
Descriptors: College Outcomes Assessment, Student Personnel Services, Student Employment, College Students
Muller, Kristyn; Gradel, Kathleen; Deane, Susan; Forte, Michele; McCabe, Ryan; Pickett, Alexandra M.; Piorkowski, Rob; Scalzo, Kim; Sullivan, Rachel – National Institute for Learning Outcomes Assessment, 2019
Online education can be leveraged to help current students complete their degrees and to attract new students. While online learning is not new, in recent years, it has been moving away from the periphery of higher education and becoming a central component of institutional strategies for increasing student enrollment, retention, and completion.…
Descriptors: Electronic Learning, Online Courses, Student Evaluation, Higher Education
Finley, Ashley – National Institute for Learning Outcomes Assessment, 2019
High-impact practices, such as learning communities, capstones, undergraduate research, and community-based experiences, are effective pedagogies. Most of these practices have been around for decades. By clustering the effective elements of these activities through the term "high-impact practices," we bring together elements which we…
Descriptors: Educational Practices, Higher Education, Educational Assessment, Evaluation Methods
Grose, Alan W. – National Institute for Learning Outcomes Assessment, 2017
Internships are among the most beneficial out-of-classroom experiences designated as High-Impact Practices (HIPs). Yet, due to the diverse and unscripted nature of internship experiences, as well as the many different models for facilitating them, outcomes assessment practices are a long way from capturing the full power of internships as learning…
Descriptors: Internship Programs, Academic Degrees, Qualifications, Integrated Curriculum
Marshall, David W.; Jankowski, Natasha A.; Vaughan, Terry, III – National Institute for Learning Outcomes Assessment, 2017
Tuning is a bottom-up, faculty-led process which leads to the creation of a discipline-specific learning outcome document along with a degree profile that is used to communicate the value of a particular degree to a variety of audiences including students, employers, policy makers, and the general public. Tuning, introduced in the United States in…
Descriptors: Academic Degrees, Educational Objectives, Program Effectiveness, College Faculty
Montenegro, Erick; Jankowski, Natasha A. – National Institute for Learning Outcomes Assessment, 2017
As colleges educate a more diverse and global student population, there is increased need to ensure every student succeeds regardless of their differences. This paper explores the relationship between equity and assessment, addressing the question: how consequential can assessment be to learning when assessment approaches may not be inclusive of…
Descriptors: Student Diversity, Evaluation Methods, Student Evaluation, Cultural Relevance
Marshall, David W. – National Institute for Learning Outcomes Assessment, 2017
Tuning, as a methodology, implies a philosophy of curriculum design, pedagogy, and assignment design. It implies that successful study in a discipline depends on intentional construction of learning experiences for students. Intentional construction of learning experiences requires an understanding of the learning goals set forth by faculty for…
Descriptors: Curriculum Design, Teaching Methods, Instructional Design, Educational Objectives
Jankowski, Natasha A.; Giffin, Laura – National Institute for Learning Outcomes Assessment, 2016
Examples from the field indicates that effectively using the Degree Qualifications Profile (DQP) can benefit both students and institutions (Jankowski & Giffin, 2016). But what does "effective use" entail and how does it unfold? That is, what is the nature of the process that makes it possible for institutions to use the DQP to…
Descriptors: Higher Education, Program Effectiveness, Program Implementation, Educational Change
Jankowski, Natasha A.; Giffin, Laura – National Institute for Learning Outcomes Assessment, 2016
Following the release of the Degree Qualifications Profile (DQP) in 2011, many institutions of various types tried out different ways to use the DQP. Although over 680 institutions have used the DQP to date, until now the impact of the DQP on institutions and students has not been documented in a systematic manner. To determine the effects of DQP…
Descriptors: Alignment (Education), Educational Improvement, Institutional Cooperation, Departments
Hutchings, Pat – National Institute for Learning Outcomes Assessment, 2016
The notion of alignment has become increasingly prominent in efforts to improve student learning today. The term, as used in this paper, refers to the linking of intended student learning outcomes with the processes and practices needed to foster those outcomes. Alignment is not a new idea, but it has become more salient as increasing numbers of…
Descriptors: Educational Practices, Outcomes of Education, Alignment (Education), Educational Objectives
Adelman, Clifford – National Institute for Learning Outcomes Assessment, 2015
This essay provides language-centered principles, guidelines and tools for writing student learning outcome statements. It is focused on syntax and semantics, and takes considerable issue with both the lack of such guidance in earlier literature and specific words, phrases, tenses, voices, and abstraction in diction levels, along with ellipses and…
Descriptors: Educational Objectives, Guidelines, Syntax, Semantics
Fulcher, Keston H.; Good, Megan R.; Coleman, Chris M.; Smith, Kristen L. – National Institute for Learning Outcomes Assessment, 2014
Assessing learning does not by itself result in increased student accomplishment, much like a pig never fattened up because it was weighed. Indeed, recent research shows that while institutions are more regularly engaging in assessment, they have little to show in the way of stronger student performance. This paper clarifies how assessment results…
Descriptors: Student Evaluation, Educational Assessment, Evaluation Utilization, College Students