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Search returned 123 results using Keyword: "Degree Qualifications Profile (DQP)"



1. Action Analytics.
"The Public Forum on Action Analytics (PFAA) is open community designed to bring together practitioners, vendors, and policy makers to shape and share new ideas for products, services, and practices. The PFAA is the “entry point” to the private Action Analytics Community of Practice (AACoP), which is reserved for approved institutional practitioners, thought leaders, and policy makers. Please apply for membership to the AACOP using the buttons on the left. Click on the directory below to explore forums and topics of interest."
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2. Adaptive Learning.
This page provides a list of adaptive learning websites and e-learning standards organizations.
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3. 21st-Century Commission on the Future of Community Colleges. 2012. Reclaiming the American dream: Community colleges and the nation's future.
This report urges community colleges to more effectively assess the learning outcomes of its students to build a culture of evidence. A brief overview of the Voluntary Framework of Accountabilty's work on assessment in community colleges is offered.
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4. AAC&U. Summer/Fall 2005. Integrative learning.
This edition of Peer Review focuses on the usage of integrative learning as a tool for building connectedness in student learning.
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5. AAC&U News. 2012, August. Liberal arts work!—A model for applied learning at Eastern Connecticut State University.
Eastern Connecticut State University is featured for its work with applied learning in its Liberal Arts program.
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6. AAC&U News. 2011, April. Signature Assignments Become a Signature Practice at Salt Lake Community College.
Signature assignments are defined as "projects that tap into at least two of SLCC’s collegewide learning outcomes, constitute real-world application of knowledge, and include reflection."
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7. Albertine, S. and Rhodes, T. 2012. Show me the learning.
This is a power point presentation by Susan Albertine and Terrel Rhodes about the AAC&U VALUE Project and the use of VALUE rubrics.
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8. Arnold, J.C. 2001. Student transfer between Oregon community colleges and Oregon University system institutions.
Issues of student transfer are examined in this article.
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9. Australian Qualifications Framework Council. 2011. Australian qualifications framework 2011.
Created in 1995, the Australian Qualifications Framework (AQF) "is the national policy for regulated qualifications in Australian education and training by incorporating the qualifications from each education and training sector into a single comprehensive national qualifications framework."
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10. Bahr, P.R. 2001. Student flow between community colleges: Investigating lateral transfer.
Issues of students who laterally transfer between several postsecondary institutions are examined.
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11. Banta, T. W. Jan/Feb2012. A surprising reaction.
Abstract: The article focuses on the introduction of the degree qualifications profile (DQP) which was discussed at the opening session of the 2011 Assessment Institute in Indianapolis, Indiana October 30, 2011. Cecilia Lopez, associate vice chancellor for arts and science for the City Colleges of Chicago (CC) suggested to focus on the DQP as a result of watching reactions to it among faculty in her consortium of two-year institutions. Comments from the participants about DQP are provided.
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12. Banta, T. W. May/Jun2012. Collective assessment and DQP follow-up.
Abstract: An introduction to the journal is presented in which the author discusses various articles published within the issue including collective assessment of knowledge and skills, essay on a faculty-developed approach to assessing generic skills and study of data management system (DMS) in teacher education units.
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13. Bassis, M. March 2011. In search for a standard of quality.
Since the job of colleges and universities is to develop the talents of its students, quality should be a function, not of how much talent the school had attracted, but how much talent it had developed. Since then, the issue of talent development - of how to promote more and better learning during the college years - has been at the heart of my work as a teacher, scholar and administrator.
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14. Bender, E. and Gray, D. 1999. The scholarship of teaching. Research and Creative Activity, 22(1).
The authors provide a short essay expressing the need for scholarship into university teaching and students learning.
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15. Berg, J., Grimm, L. M., Wigmore, D., Cratsley, C. K., Slotnick, R. C., & Taylor, S. . 2014, Summer. Quality Collaborative to Assess Quantitative Reasoning: Adapting the LEAP VALUE Rubric and the DQP.
Fitchburg State University (FSU) and Mount Wachusett Community College (MWCC) worked together to evaluate their rubrics of quantitative reasoning- and three other areas- and compare it with the DQP's and LEAP's. The aim is to develop common rubrics to measure what students know and should do, which in turn should work towards setting common expectations for transfer students.
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16. Berk, J. 2004. The state of learning analytics.
The term learning analytics describes the set of activities an organization does that helps it understand how to better train and develop employees and customers.
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17. Blicblau, A. S., & Dini, K. 2012. Creating an alternate reality: Critical, creative, and empathic thinking generated in the “global village playground” capstone experience.
The "Global Village Playground" ("GVP") was a capstone learning experience designed to address institutional assessment needs while providing an integrated and authentic learning experience for students aimed at fostering critical and creative thinking. In the "GVP", students work on simulated and real-world problems as a design team tasked with developing an alternate reality game that makes an impact on the United Nations Millennium Development Goals. Researchers employed a qualitative case study approach to evaluate participant reactions to the course, their perceptions of the instructional design methodology, what they learned in the course, and the challenges they experienced during the pilot implementation of this capstone design.
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18. Booth, A. 2011. ‘Wide-awake learning’: Integrative learning and humanities education.
Dr. Alan Booth of the University of Nottingham argues for the inclusion of integrative learning in the teaching of humanities in UK universities to add depth, breadth, linkages across divisions, and rich learning experiences as preparation for future endeavors.
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19. Boyer, E. 1997. Scholarship Reconsidered: Priorities of the Professoriate.
Boyer’s seminal text, where the “scholarship of teaching” is first coined as a phrase, suggests that there is a strong need to reconsider role of teaching in scholarly life. Noting that, “inspired teaching keeps the flame of scholarship alive” (pg. 24), he explains the need for faculty to interrogate their teaching practice.
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20. Bransford, J.D. and Donovan, S.M. 2005. How students learn: history, mathematics, and science in the classroom.
From the Publisher: “The book explores how the principles of learning can be applied in teaching history, science, and math topics at three levels: elementary, middle, and high school. Leading educators explain in detail how they developed successful curricula and teaching approaches, presenting strategies that serve as models for curriculum development and classroom instruction…”
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21. Broad, B., Adler-Kassner, L., Alford, B., Detweiler, J., Estrem, H., Harrington, S., McBride, M., Stalions, E., & Weeden, S. 2009. Organic writing assessment: Dynamic criteria mapping in action..
The topic of dynamic curriculum mapping is examined further in this book. Examples of dynamic curriculum mapping taking place at colleges and universities are included.
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22. Brown, G. 2004. How Students Learn, Supplement to the Routledge Falmer Key Guides for Effective Teaching in Higher Education Series.
Written to provide an understanding of theories of student learning and including a list of useful additional readings at the end, this resource serves as basis for understanding the Key Guides in Effective Teaching in Higher Education series.
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23. Campbell, J. P., DeBlois, P. B., and Oblinger, D. G. 2007. Academic analytics: A new tool for a new era.
In responding to internal and external pressures for accountability in higher education, especially in the areas of improved learning outcomes and student success, IT leaders may soon become critical partners with academic and student affairs. IT can help answer this call for accountability through academic analytics, which is emerging as a new tool for a new era.
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24. Castejón, J., Castejón Costa, J., & Gilar Corbí, R. 2012. An Explanatory Model of Academic Achievement based on Aptitudes, Goal Orientations, Self-Concept and Learning Strategies.
Exploring the role of several variables in academic achievement, the authors find that general intelligence is the most explanatory for academic achievement. But in their creation of a new model of academic achievement, the authors discuss other motivational factors that play into academic achievement.
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25. Cerbin, B. n.d. Exploring How Students Learn.
Dr. Cerbin’s web site offers a collection of short write-ups and videos regarding student learning at the university level.
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26. Chan, C. K. Y., Tam, V. W. L., & Fok, W. T. T. 2013. Traditional and modern MCQ methods as in-class formative assessment.
This study was designed to compare three different Multiple Choice Questions (MCQs) delivery methods namely clickers, pen and paper MCQs and online elearning MCQs on the effectiveness of student engagement used as an in-class formative assessment. The results were also compared without the use of any formative assessment.
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27. CHEA International Quality Group. 2013, May.. A Government Official's Guide: Quality Assurance of Higher Education in an International Setting.
This is the first issue of CHEA International Quality Group's Policy Brief series. This issue provides a succinct discussion of quality assurance of higher education in an international setting.
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28. Colvin, J. 2012. Earn college credit for what you know.
“Earn College Credit for What You Know offers information on prior learning assessment (PLA) for adult learners, professionals, evaluators, administrators, faculty, and training managers.”
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29. Connors, R. & Smith, T. 2011. Change the culture, change the game: The breakthrough strategy of energizing your organization and creating accountability for results.
This book offers advice for shaping and managing organizational culture.
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30. Council for Adult and Experiential Learning. 2012. Employer views on the value of the PLA.
This CAEL research brief, produced in partnership with Prometric, presents highlights from conversations with 19 U.S. employers representing a range of industries on the topic of PLA. The conversations address the value of PLA to workers and corporations, as well as employers’ views on PLA as an allowable expense within their tuition assistance programs.
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31. Council for Adult and Experiential Learning. 2011. Moving the starting line through prior learning assessment (PLA).
This research brief provides an analysis of the average number of credits students earn for what they already know. It offers information on the average number of PLA credits earned by a subgroup of 4,905 students in our sample, looking at how the average number of credits differs by institution type and by students of various demographic groups.
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32. Council for Adult and Experiential Learning. 2007. Prior learning assessment at home and abroad.
Excerpts from articles in the CAEL Forum and News.
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33. Debra Humphreys, Heather McCambly, and Judith Ramaley. October 07, 2015. The Quality of a College Degree: Toward New Frameworks, Evidence, and Interventions.
This report builds on information and recommendations from AAC&U's DQP Quality Collaboratives project. Authors offer recommendations for more efficient and effective transfer from two-year to four-year institutions in terms of student achievement of learning outcomes expressed in the Degree Qualifications Profile. The report also shares a framework for bridging educators with state and policy makers to ensure educational quality.
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34. Driscoll, A. 2011, January. Signature Assignments (Presentation at WASC Resource Fair).

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35. Driscoll, M.P. 2005. Psychology of Learning for Instruction (3rd Ed.).
Intended for use across the range of instructional settings, this book offers ideas on the usage of various learning theories. The author seeks to clarify complex terms and theories within the field.
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36. Dunn, J. 2012, March 26. How Adaptive Learning Technology Is Being Used in Online Courses.
This webpage gives an overview of how adaptive learning technology can be used in online courses.
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37. Ellsworth, J.B. 2000. Surviving change: A survey of educational change models.
This book presents a theoretical road map for teachers, professors, or administrators who seek guidance from the educational change literature. The introduction presents an overview of assumptions, early traditions of change research, other reviews of change research, and practical application of education change theory.
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38. Elrod, S. . 2014, Summer. Quantitative Reasoning: The Next "Across the Curriculum" Movement.
This article explains what Quantitative Reasoning (QR) is, why faculty and administrators need to expand the opportunities students have to understand and engage in QR, offers learning outcomes to establish in associate through master’s level courses, and ways to assess programs that stress QR.
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39. Erradi, A. 2012. EasyCapstone: A framework for managing and assessing capstone design projects.
To enhance students learning and satisfy ABET requirements, the Department of Computer Science and Engineering at Qatar University undertook over the past few years significant enhancements to the senior design project course. This work has produced a framework for managing and assessing capstone design projects. Along with a web-based application named easyCapstone to ease the framework adoption by automating key workflows particularly for managing the project registration, the submission of deliverables, scheduling project presentations, assessing students work and providing timely personalized feedback to students.
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40. Evans, D. n.d.. Using elements of dynamic criteria mapping as a process facilitating DQP.
This page gives an overview of how Eastern Oregon University is attempting to incorporate Dynamic Criteria Mapping into its DQP program.
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41. Ewell, P. 2005. Across the grain: Learning from reform initiatives in undergraduate education.
This paper explores the question: “What makes a particular change initiative successful?” Features of successful reform initiatives are highlighted.
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42. Ewell, P. T. May/Jun2011. From the states.
Abstract: The article discusses the Lumina Degree Profile (DQP), a first step for U.S. colleges and universities to develop aligned learning outcomes across degree levels. It suggests that the inability to define the meaning of a college credential is the results of the decentralized structure of higher education in the U.S. The article also enumerates that specialized knowledge, broad integrative knowledge, applied learning, intellectual skills and civic learning as five DQP domains.
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43. Ewell, P., Mandell, C., Martin, E., & Hutchings, P. 2013, October. Mapping the curriculum: Learning outcomes and related assignments.
This presentation from the 2013 Assessment Institute discusses the implications of using the DQP for assessing learning outcomes, curriculum mapping, the use of rubrics, and designing an assignment library.
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44. Fain, P. 2012, May 7. College credit without college.
Outlines the history, challenges, and present practices surrounding PLA.
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45. Fain, P. 2012, May 23. Common Sense on Completion.
In an effort to meet the nation's college completion goals, higher education institutions are looking into statewide reverse transfer systems to give "credit when it's due."
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46. Fain, P. 2012, June 8. The next big thing, almost.
An article on barriers to quality competency-based education in higher education. A white paper, "A 'Disruptive' Look at Competency-Based Education: How the Innovative Use of Technology Will Transform the College Experience," is also available from the Center for American Progress.
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47. Fincher, R. and Work, J. 2006. Perspectives of the scholarship of teaching.
Building on and contesting Boyer’s ideas regarding the scholarship of teaching, the authors suggest that a scholarship of teaching includes the functions of application, integration, and research.
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48. Gallagher, C. W. 2014, December. Disrupting the Game-Changer: Remembering the History of Competency-Based Education.
Gallagher explores the history and current developments of competency-based education (CBE), while drawing attention to the issues that affected the movement in its early stages. The report draws on faculty concerns, quality of education, and student learning to discuss CBE programs.
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49. Gaston, P. L. 2015, April. General Education Transformed: How We Can, Why We Must.
“This publication calls for a re-envisioning of general education with clear, purposeful pathways for all students, allowing them to actively demonstrate their learning through high-impact practices and teaching strategies that are transferable across disciplines, departments, institutions, and even state systems. It addresses student success in terms of both college completion and achievement of essential twenty-first-century learning outcomes, including those articulated in LEAP and in Lumina Foundation's Degree Qualifications Profile, and how this general education framework helps to foster essential capacities for career, citizenship, and global engagement for today's diverse and mobile students.”
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50. Gawande, A. 2009. The checklist manifesto: How to get things right.
This book offers real-life examples of how using checklists can result in immediate improvement in organizations.
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51. Goldberg, J. R. 2012. Active learning in capstone design courses.
This article discusses means by which to encourage active learning within capstone courses. Many schools are moving away from the sage on the stage to the guide on the side model where the instructor is a facilitator of learning. In this model, the emphasis is more on learning and less on teaching, and it requires instructors to incorporate more active and student-centered learning methods into their courses.
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52. Goldstein, P.J. & Katz, R. N. 2005.. Academic analytics: The use of management information and technology in higher education—key findings.
Producing meaningful, accessible, and timely management information has long been the holy grail of higher education administrative technology. The last decade has seen institutions make substantial investments in enterprise computing infrastructure to meet this goal. But have we met it? Our information systems produce many reports, but are we getting the information we need?
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53. Gorka, S., Miller, J.R., & Yoas, D.W. 2011. A competency based approach to developing articulation agreements in computing.
In order to increase its enrollment of transfer students from community colleges, this article looks at efforts to create competency based articulation agreements.
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54. Gross, B., & Goldhaber, D. 2009. Community college transfer and articulation policies: Looking beneath the surface.
From abstract: This paper explores " the relative importance of specificpolicy components (such as common course numbering or common general education requirements) on post-secondary outcomes, and how such policies differently impact students with different aspirations or economic and ethnic backgrounds. In addition, we explore how the potential impacts of these policies compare with some institution-level policies such as support for tenured faculty, expenditures for student services, or expenditures for instruction."
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55. Gross, B., & Goldhaber, D. 2009, January 23. State transfer and Articulation Policies: Looking beneath the surface.

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56. Hart, D.M. and Hickerson, J.H. 2008. Prior learning portfolios: A representative collection.
This resource is a valuable reference tool for PLA assessors, administrators and PLA instructors, and can help train both faculty and students to understand portfolio assessment. Designed to provide you with institutional policies and procedures regarding prior learning portfolios, this text and accompanying CD-ROM contain thirteen sample portfolios from eleven different institutions, handbooks, guidelines, flow charts, and information about the location of portfolio assessment in the context of a degree.
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57. Hauhart, R.C. & Grahe, J.E. 2012. A national survey of American higher education capstone practices in sociology and psychology.
Previous research on capstones in sociology and psychology has suggested that there is a typical capstone experience required by three quarters of all four-year colleges and universities in the United States. This article reports results from a national survey that confirm that sociology and psychology capstone courses conform generally to a common format. The findings further indicate that factors related to student limits and time limits predominate with respect to those variables that produce less successful course outcomes.
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58. Heathfield, Susan M. n.d. How to change your culture: organization of culture.
This article describes the steps required for changing and creating organizational culture.
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59. Huber, M. T., & Hutchings, P. 2005. The advancement of learning: Building the teaching commons.
In this book, the authors explore the history of the scholarship of teaching and learning as well as provide examples of good practices. Resources and supports needed to sustain the scholarship of teaching and learning for faculty are also provided.
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60. Hutchings, P. 2014, July. DQP Case Study: Kansas City Kansas Community College.
KCKCC created an alternative system for documenting student achievement of Degree Qualifications Profile (DQP) proficiencies using an interactive curriculum mapping database that allows faculty to enter information about individual student performance on each learning outcome and competency in their courses.
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61. Hutchings, P. 2014, January. DQP Case Study: Point Loma Nazarene University, San Diego, California.
Point Loma Nazarene University's engagement with the Degree Qualifications Profile began early and has been sustained over a number of years. PLNU's work with the DQP is now prompting conversations about how to more effectively assess learning in ways that are comparable across programs and how to continue to improve the experience of Point Loma students.
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62. Hutchings, P. July 2016. Assessment and integrative learning.
At this LiveText Conference, Pat Hutchings discusses engaging faculty to make assessment matter to students.
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63. Hutchings, P., Babb, M., and Bjork, C. 2002. The scholarship of teaching and learning in higher education: An annotated bibliography.
Written in three parts, an explanation of the SoTL, exemplars, and resources for engaging in practice, this annotated bibliography provides an ample number of resources for faculty and other academic personnel.
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64. Jacobs, B.C., Cutright, M., Niebling, G.F., Simon, J.F., & Marling, J.L. (Eds.). 2010. Exploring promising practices in transfer student services: A Texas initiative.
In this monograph, best practices of transfer success within Texas' postsecondary institutions in the areas of Enrollment Management, Academic Support Services, Student Services, Curricular Education, Collaboration Between (Partnerships), Internal Collaboration, Print Communication, and Web/Multimedia Communication are highlighted.
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65. Jankowski, N. 2014, January. Assignment design workshop.
This presentation was given at North Central Michigan College in Petoskey, MI, and discusses the factors involved in creating effective assignments.
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66. Jankowski, N., & Kinzie, J. October 2016. Future directions of assessment: Movement on the field..
This presentation explores three shifts in the field of assessment toward more cross-cutting, integrative initiatives and projects. Efforts to document student learning through co-curricular transcripts and active integration of academic affairs and student affairs will be discussed, followed by an overview of the importance of transparent communication to various audiences of our current initiatives and ongoing assessment activities. The presentation will conclude with an overview of what NILOA has been learning from institutions through the work of tracking and mapping involvement with the Degree Qualifications Profile.
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67. Jankowski, N., Eggleston, T., Heyman, E. 2013, June. Engaging with assessment and the Degree Qualifications Profile: Institutions in practice.
This presentation from the Association for the 2013 Assessment of Learning in Higher Education (AALHE) conference provides institutions are working with the DQP.
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68. Jankowski, N., Hutchings, P., Dawn, S., Dodge, L. 2014, March 1. The degree qualifications profile: A framework for assessing general education.
This presentation from the 2014 AAC&U General Education and Assessment Meeting provides an introduction to the DQP, including NILOA's work with the DQP, resources, and campus examples.
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69. Jankowski, N., Hutchings, P., Slotnick, R., Cratsley, C., Fulton, S., Oates, S. 2014, January. What the DQP looks like on the ground: National trends and campus examples.

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70. Jankowski, N., Kuh, G. June 4, 2012. Lessons from the Field: A NILOA Update.
Presentation at Association for Institutional Research (AIR) on NILOA's mission, current projects, and findings.
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71. Jonassen, D. H., & Land, S. M. (Eds.). 2000. Theoretical Foundations of Learning Environments.
This book provides an understanding of the theory of Open-Ended Learning Environments (OELE’s). OELE’s are a problem-solving and questioning centered approach to student learning. The editors explain that the book is intended as an introduction for, “instructional designers, mathematics and science educators, learning psychologist and anyone else...”
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72. Judd, T. P., Secolsky, C., Allen, C. February 2012. Being confident about results from rubrics.
Using rubrics to assess student learning is more and more common, and their use is almost certainly going to increase, as the Association of American Colleges and Universities (AAC&U) essential learning outcomes become better known and the Lumina Degree Qualifications Profile gains traction. Both outcomes frameworks require something more than what available standardized instruments measure.
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73. Keeling, R.P. & Hersh, R.H. 2013, April 12. Culture change for learning.
This article discusses the pitfalls of a weak higher educational culture and provides methods of strengthening the culture from within colleges and universities.
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74. Kerka, S. & Wonacott, M.E. 2000. Assessing learners online.
A wide range of tools are available to enable teaching practitioners to create web-based educational materials from PowerPoint presentations, adding a variety of different digital media, such as audio and animation. The pilot study described in this paper compared three different systems for producing multimedia presentations from existing PowerPoint files.
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75. Kinzie, J. 2014, March. DQP Case Study: University System of Georgia - Georgia State University and Georgia Perimeter College.
Georgia State University and Georgia Perimeter College collaborated on a project to explore the DQP proficiencies at the associate's and bachelor's degree levels. The project provided opportunity for faculty and staff to work toegether to explore the creation of discipline-specific versions of the DQP, establish common learning outcomes between programs, and devise mechanisms for assessing the DQP and evaluating the strengths and weaknesses of individual students relative to the disciplinary DQPs.
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76. Kinzie, J. February 2015. DQP case study: American Public University System.
The American Public University System offers online education through American Public University and American Military University. Founded in 1991 by a retired Marine Corps officer who envisioned an innovative way to offer quality and affordable education to the U.S. armed forces, American Military University (AMU) later extended its reach to those in or seeking to enter public service related fields. NILOA selected APUS as a case study site for its unique mission and for the significant headway it made in experimenting with the Degree Qualifications Profile (DQP). In addition, APUS was one of more than 100 institutions that accepted the challenge of testing the DQP without the benefit of participating in a Lumina Foundation for Education funded initiative.
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77. Kinzie, J., Harper, I., Moeckel, D.L., Renick, T. 2013, July. Conversations about the Degree Qualifications Profile (DQP).
This presentation from the American Association of State Colleges and Universities (AASCU) Summer Meeting outlines the ways in which several institutions are working with the DQP.
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78. Kinzie, J., Hutchings, P., Bailey, M., Helm., J., & Powell, K. 2013, October. Using the degree qualifications profile: Institutional examples of promising practices.
This presentation from the 2013 Assessment Institute introduces the DQP, discusses NILOA's work with the DQP, and three examples of the DQP in use.
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79. Klein-Collins, R. 2012. Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance.
CAEL's latest report which addresses using student assessment in competency-based degree programs.
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80. Klein-Collins, R., Ikenberry, S.O., & Kuh, G.D. 2014, January/February. Competency-Based Education: What the Board Needs to Know.
Increasingly, higher education is moving away from credit hours toward an approach that focuses on what students actually know and can do with what they learn; such as Competency-Based Education (CBE). This article discusses the basics of CBE, the role of assessment, and what governing boards need to know.
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81. Kotter, J.P. 2006. Leading change.
Using an eight-step process and examining the challenges of over 100 companies, Kotter presents readers with ideas for change for organizations trying to overcome their challenges. The eight steps include: 1) establishing a sense of urgency; 2) creating the guiding coalition; 3) developing a vision and strategy; 4) communicating the change vision; 5) empowering employees for broad-based action; 6) generating short-term wins; 7) consolidating gains and producing more change; and 8) anchoring new approaches in the culture.
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82. Kuh, G. April 2012. Taking stock of student learning outcomes assessment.
Presentation at the Higher Education Quality Council of Ontario (HEQCO) on the need for and the economic impact of assessment.
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83. Kuh, G. 2013, May 15.. What if the VSA Morphed into the VST?.
Blog post on transparency and student learning outcomes.
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84. Kuh, G., & Jankowski, N. 2012, October 29. What you see is less than we need: Communicating and using evidence of student learning.
This presentation from the 2012 Assessment Institute outlines current NILOA projects, including work related to the DQP.
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85. Kuh, G.D. 2014, January. NILOA and the DQP.
This presentation from the 2014 AAC&U Annual Meeting discusses NILOA's work with the DQP and includes results from NILOA's 2014 provost survey.
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86. Lai, K. 2012. Assessing participation skills: Online discussions with peers.
This article describes an online assignment with a set of participation criteria and a method for assessing the quality of students’ interactions with peers.
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87. Lederman, D. 2012, April 30. Credit Hour (Still) Rules.
This article describes Western Governors University's attempt to link student learning to assessments rather than the standard credit hour.
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88. Lederman, D. 2010, March 1. The 'prior learning' edge.
Discusses the positive impact that using PLA to award credit hours has on student retention and graduation.
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89. Lingenfelter, P. E. May 2011. It is time to make our academic standards clear.
The seal of the United States of America bears the phrase, E Pluribus Unum, “out of many, one.” In education, however, e pluribus pluribus is a better description of our national character. We insist on “local control” in elementary and secondary education, which David Cohen and Susan Moffitt in The Ordeal of Equality suggest has impeded nearly a half-century of efforts to improve the education of poor children. In higher education “institutional autonomy” is the functional equivalent of “local control.” We resist “standardization” with every fiber of our being, while asserting our commitment to ever higher standards of scholarly achievement.
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90. London, M., & Hall, M. 2011. Unlocking the value of Web 2.0 technologies for training and development: The shift from instructor-controlled, adaptive learning to learner-driven, generative learning.
Traditional instruction is adaptive-that is, instructor-driven, face-to-face and/or online training to teach skills and knowledge and convey information, policies, and procedures. In contrast, generative learning is learner-driven, collaborative, and problem-focused. Web 2.0 technologies can support both types of learning but are especially valuable for generative learning. This article reviews learning processes and Web 2.0 capabilities, describes two case examples, outlines ways to design Web 2.0 training applications, and discusses the changing role of learning professionals from delivering structured, one-way adaptive learning to designing and facilitating generative learning opportunities.
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91. Lumina Foundation & NILOA. 2015. Alignment with External Expecations.
This brief reports the impact of using the DQP for alignment with external expectations, and shares claims from several universities.
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92. Lumina Foundation & NILOA. 2015. General education and/or program development and review.
This brief reports the impact of using the DQP for general education and/or program development and review. The impact of the DQP within the community college is also discussed.
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93. Lumina Foundation & NILOA. 2011. The birth and growth of the Degree Qualifications Profile.
This brief describes Lumina’s process for defining what a “high quality” postsecondary degree or credential looks like. It was through these meetings that the Degree Qualifications Profile emerged.
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94. Mangan, K. 2012, August 6. At medical schools' simulation centers, new doctors can learn without fear.
Assessment of applied learning in medical schools is the focus of this article.
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95. Michael Bassis. July 2015. A Primer on The Transformation of Higher Education in America.
The collection covers a variety of topics: changing paradigms, early calls for change, prominent analyses and prescriptions, critical concepts, processes and tools, prominent transformation efforts in both the for-profit and not-for-profit sectors, barriers to change, critiques of “transformation,” influential websites, supportive foundations and other material of note.
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96. Mills, J.H., Dye, K., & Mills, A.J. 2009. Understanding organizational change.
This book provides case studies of companies in the US and England to explore the history of change management literature, types of change techniques, and the effects of organizational change on individuals.
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97. Murray, M., Perez, J., & Guimaraes, M. 2008. A model for using a capstone experience as one method of assessment of an information systems degree program.
A well-defined capstone experience is comprehensive in nature allowing for the assessment of a wide range of abilities. A capstone based assessment method includes mapping project deliverables and other artifacts to specified learning outcomes, establishing a scoring rubric that defines performance criteria, collecting and analyzing data and reporting results. Through this type of analysis, program strengths are revealed and program weaknesses are identified. Subsequently program improvement plans can be developed and ultimately increases in student learning can be realized.
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98. National Consortium of Interpreter Education Centers. 2010. AA~BA partnerships: Creating new value for interpreter education programs 2010.
Chapter 6, "Double the Value: Dual Enrollment and Degree Partnership Program Model," by Linda Stauffer examines dual enrollment (defined as "students simultaneously attend two colleges or universities, with the intention of graduating from one or the other," p. 77) and the partnerships between these two colleges or universities.
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99. Nedungadi, P., & Raman, R. 2012. A new approach to personalization: integrating e-learning and m-learning.
Most personalized learning systems are designed for either personal computers (e-learning) or mobile devices (m-learning). Our research has resulted in a cloud-based adaptive learning system that incorporates mobile devices into a classroom setting. This system is fully integrated into the formative assessment process and, most importantly, coexists with the present e-learning environment.
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100. Newell, W. H. 2010. Educating for a Complex World: Integrative Learning and Interdisciplinary Studies.
Dr. Newell argues that in order to help students make sense of the complex and changing world, universities should adopt an integrative and interdisciplinary approach and provides a framework for implementation. Situated across disciplines, integrative learning creates a space for students to challenge assumptions and develop holistic understandings.
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101. Norris, D. 2010, September 29. Learning from analytics best practices in other sectors.
This blog from Donald Norris explores topics related to action analytics.
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102. Norris, D. L., & Offerman, M. 2009. Proceeding from the National Symposium on Action Analytics ’09: A national agenda for action analytics.
This White Paper presents the outcomes from the National Symposium on Action Analytics, held September 21-23, 2009, in St. Paul, Minnesota, USA.
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103. Norris, D., Baer, L., Leonard, J., Pugliese, L., & Lefrere, P. 2008. Action analytics: Measuring and improving performance that matters in higher education.
The action analytics of the future will better assess students' competencies. Using individualized planning, advising, and best practices from cradle to career, these action analytics solutions will align interventions to facilitate retention and transitions and will fully maximize learners' success. Six primary actions are needed to evolve from the current generation of academic analytics (tools, solutions, and services) to action analytics.
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104. Norris, D., Leonard, J., Pugliese, L., Baer, L., & Lefrere, P. 2008. Framing action analytics and putting them to work.
This article is a companion piece to the article “Action Analytics: Measuring and Improving Performance That Matters in Higher Education,” which describes the emergence of a new generation of tools, solutions, and behaviors that are giving rise to more powerful and effective utilities through which colleges and universities can measure performance and provoke pervasive actions to improve it.
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105. Paulson, K. 2002. Where's the Data: Conducting a First-Year Data Audit.

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106. Paulson, K., & Siegel, M. 2003. Data audit and analysis toolkit to support assessment of the first college year.
From abstract: "The Toolkit provides a process by which institutions can identify and use information resources to enhance the experiences and outcomes of first-year students. All colleges and universities should consider conducting a data audit with regard to the first year of college in order to accurately assess the implementation and impact of the first year on students, faculty, and staff."
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107. Poole, M.S. & Van deVen, A.H. (Eds.). 2004. Handbook of organizational change and management.
This book introduces research methods that are specifically designed to support the development and evaluation of organizational process theories.
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108. Ranellucci, J., Muis, K. R., Duffy, M., Wang, X., Sampasivam, L. and Franco, G. M. 2012. To master or perform? Exploring relations between achievement goals and conceptual change learning.
Looking at the relationship between the types of goals set by students and the learning that occur in light of these goals, this article explains that students who set strong mastery-oriented goals are more likely to achieve deep learning and conceptual change. Students who desire performance related goals (approach or avoidance) are not as likely to engage in deep learning or conceptual change.
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109. Ravishanker, G. 2011. Doing academic analytics right: Intelligent answers to simple questions (Research Bulletin 2).
This ECAR research bulletin explores the various factors that must come together for an institution to have an academic analytics infrastructure that is flexible, agile, appropriately structured, and cost-effective. It examines not only appropriate technologies but, more importantly, the critical roles that stakeholders and governance play in setting the stage for success. There is a tremendous amount at stake for American higher education right now. How can IT facilitate—and motivate—our institutions to adopt the tools that can help mine the gold that resides in our very own vaults?
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110. Rogers, E.M. 2003. Diffusion of innovations.
This book examines the ways in which new ideas are shared and transferred through organizations.
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111. Schermer, T. and Gray, S. 2012, July. The senior capstone: Transformative experiences in the liberal arts (The Teagle Foundation Final Report).
The four private liberal arts colleges participating in this study – Allegheny College, Augustana College, Washington College, and The College of Wooster – are distinctive in that they require all seniors to engage in an intensive mentored experience (“capstone”) that is designed and executed by the student using the theories, methods, and tools of a discipline, resulting in a scholarly or creative work. While we have long believed the experience to be transformative, the evidence has been largely anecdotal. This report presents some concrete findings on the impact of capstones on student learning.
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112. Schneider, C.G. Winter 2013. Holding Courses Accountable for Competencies Central to the Degree.
This article explores the connections between typical college coursework and a recent focus on competencies--rather than credits--as the central requirement for earning degrees.
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113. Senge, P.M. 1990. The fifth discipline: The art and practice of the learning organization.
The five disciplines of learning organizations discussed in this book include: personal mastery, mental models, building shared vision, team learning, and systems thinking. The fifth discipline, systems thinking, is the focus of the book and is used to help understand learning organizations.
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114. Shiu-Li, H., & Jung-Hung, S. 2012. A User-Centric Adaptive Learning System for E-Learning 2.0.
The success of Web 2.0 inspires e-learning to evolve into e-learning 2.0, which exploits collective intelligence to achieve user-centric learning. However, searching for suitable learning paths and content for achieving a learning goal is time consuming and troublesome on e-learning 2.0 platforms.
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115. Shu-Chuan, S., Bor-Chen, K., & Yu-Lung, L. 2012. Adaptively Ubiquitous Learning in Campus Math Path.
The purposes of this study are to develop and evaluate the instructional model and learning system which integrate ubiquitous learning, computerized adaptive diagnostic testing system and campus math path learning. The researcher first creates a ubiquitous learning environment which is called "adaptive U-learning math path system".
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116. Silva, E., White, T., & Toch, T. 2015, January. The Carnegie Unit: A Century-Old Standard in a Changing Education Landscape.

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117. Snow, R. 2007. Preparing the Portfolio: for an Assessment of Prior Learning.
“A complete ‘how to do it’ book on converting your work and life experiences to college credits.”
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118. Sum, P. & Light, S.A. 2010. Assessing student learning outcomes and documenting success through a capstone course.
A capstone course is an increasingly common method to measure student learning and assess programmatic and institutional success. We provide concrete suggestions to design a capstone course and assess student learning outcomes. After describing the structure of the course and four innovative assignments, we present the results of assessment conducted through the capstone. We further the conversation on the development of best practices and how political science departments can align institutional and programmatic goals and lead the way in university assessment.
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119. Tara Kingsley and Susan Tancock. 2014, February. Internet Inquiry.
"This article showcases the online research and comprehension competencies students will need to successfully engage with Internet Inquiry. The Common Core State Standards, the research on new literacies skills, and the future of technology-based assessments require educators to fully take on the challenges of meaningfully embedding and supporting innovations in authentic, inquiry-based learning with digital texts. This manuscript focuses on four fundamental competencies that are important for Internet inquiry tasks: 1) generate high-quality inquiry topics, 2) effectively and efficiently search for information, 3) critically evaluate Internet resources, and 4) connect ideas across Internet texts. A rationale, what it looks like in the classroom, what scaffolds are needed to support and guide students to independence are provided for each competency."
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120. Tinberg, H., Killian, D., Duffy, and Mino, J. 2007. The scholarship of teaching and learning at the two-year college: Promise and peril .
The authors propose that two-year college faculty are well-situated to engage in the scholarship of teaching and learning. Aware of the challenges faced by two-year college faculty, they offer three examples of “embedded” research that might help faculty at these institutions solidify their place as scholars.
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121. Turrentine, C., Esposito, T., Young, M. D., & Ostroth, D. D. 2012. Measuring educational gains from participation in intensive co-curricular experiences at Bridgewater state university.
The purpose of this study was to assess the educational value of cumulative participation over four years in intensive co-curricular experiences at Bridgewater State University in Massachusetts. We compared responses to the National Survey for Student Engagement (NSSE) institutional-contribution-to-gains and satisfaction items for 103 senior co-curricular participants and a matched group of nonparticipants. Participants reported significantly greater gains than their nonparticipant peers in nine areas of personal development, with moderate-effect sizes on developing a personal code of values/ethics and contributing to the welfare of your community, and smaller-effect sizes for the seven remaining areas. Among co-curricular participants, the number of years of co-curricular experience was significantly and positively correlated with gains in understanding people of other racial/ethnic backgrounds, deepened sense of spirituality, and agreement that if they had it to do over they would choose the same institution. This study provides a model for assessing the value of out-of-class experiences, while addressing common challenges with such assessments.
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122. Vasilyeva, E., Pechenizkiy, M., & Puuronen, S. 2005. Proceedings from I-KNOW ’05: Knowledge management challenges in web-based adaptive e-learning systems.
A number of recent studies have contributed to Knowledge Management (KM) and E-learning integration. They are mainly based on organizational learning analysis. In this paper, KM is discussed from the viewpoint of adaptation in e-learning systems. The main components of adaptive e-learning system are discussed with respect to the KM processes. We analyze users and developers of adaptive e-learning systems and the knowledge, with which they operate.
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123. Witman, Paul D., and Laurie Richlin. 2007. The Status of the Scholarship of Teaching and Learning in the Disciplines.
The concept of the Scholarship of Teaching and Learning (SoTL) was developed over 15 years ago. This survey review of current associations, conferences, and journals examines the SoTL in 20 different disciplines as demonstrated by scholarly production within these disciplines.
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