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Lehman, Regina M.; Rogers-Cooper, Justin – National Institute for Learning Outcomes Assessment, 2021
One of the many new directions to explore in ePortfolio practice is the relationship between ePortfolio as a classroom pedagogy and its potential to advance general education outcomes assessment. This direction is especially urgent in relation to the increasing demands by employers for competency-focused, higher-order skills, as well as demands by…
Descriptors: Community Colleges, Electronic Publishing, Portfolios (Background Materials), College Outcomes Assessment
Kahn, Susan; Freeman, Tyrone; Powell, Amy A. – National Institute for Learning Outcomes Assessment, 2021
So-called High-Impact Practices (HIPs) are high-impact only when planned and executed thoughtfully, with attention to the relevant literature and the wisdom of experienced practitioners. After decades of experience with most HIPs, and national recognition for several, in 2016, IUPUI (Indiana University-Purdue University Indianapolis) undertook to…
Descriptors: Educational Practices, Electronic Publishing, Portfolios (Background Materials), Portfolio Assessment
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
Kuh, George D.; Gambino, Laura M.; Bresciani Ludvik, Marilee; O'Donnell, Ken – National Institute for Learning Outcomes Assessment, 2018
There is growing awareness of the importance of dispositional attributes to effective performance, both during college and in the workplace. In this paper, we examine multiple facets of dispositional learning such as fluid intelligence and interpersonal and intrapersonal competencies, and explain why participation in well-designed high-impact…
Descriptors: Portfolios (Background Materials), Electronic Publishing, Educational Practices, Cognitive Style
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
Eubanks, David; Gliem, David – National Institute for Learning Outcomes Assessment, 2015
Technology can change higher education by empowering students to make an impact on the world as undergraduates. Done systematically, this would allow institutions to close the credibility gap with an increasingly dubious public. Authentic student achievements that are addressed to a "real world" audience can lead to richly detailed…
Descriptors: Educational Improvement, Educational Practices, Program Implementation, Assignments