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Search returned 53 results using Keyword: "Transparency"



1. 2012. From goal to reality: 40-40-20: A Report on strategies to meet Oregon's 40-40-20 education goals.
Centering around the goals set by the passage of Oregon Senate Bill 253, this collection outlines actions to take for the state university system to realize it goals of having eighty-percent of its adult residents hold at least an associates degree by 2025.
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2. Minority Serving Institutions (MSI) Student Learning Outcomes Institute.
As a part of this program, the Southern Education Foundation (SEF) was granted $500,000 to "Increase MSI’s commitment to transparency and effectiveness in improving student learning outcomes” as one of the objectives on Lumina's above agenda (Lumina, 2010). Through this grant, SEF’s mission is “to enhance student learning, outcomes assessment, documentation, and use at HBCUs and HSIs” (SEF, 2011). The first institute was held in January 2011. SEF hosted their second MSI Student Learning Outcomes Institute February 2-4, 2012, at the Grand Hyatt Hotel in Atlanta, GA. Association for Institutional Researchers (AIR) and SEF co-hosted an IPEDS workshop on February 2. Seven institutions have already been chosen to help lead the efforts.
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3. MSIs models of success program.
Lumina Foundation for Education's MSIs Models of Success Program is a recent effort to promote student success at MSIs. Funded by Lumina Foundation for Education, IHEP controlled the technical aspects of the program for grantees. Its five goals included: 1. Improve MSIs' capacity to collect, analyze and use data to inform decisions that promote student success. 2. Strengthen policy and practice to improve developmental education. 3. Create a collective voice for policy advocacy on behalf of MSIs. 4. Increase MSIs' commitment to transparency and effectiveness in improving student outcomes. 5. Increase completion or graduation rates among underserved students, especially men of color.
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4. Transparency by Design.
Transparency by Design is an initiative, developed by the Presidents’ Forum, to lead universities and colleges toward greater accountability and transparency. The initiative’s members comprise a consortium of regionally accredited, adult-serving, distance educational institutions. The initiative focuses on providing information, including learning program-specific outcomes data that allow students to make informed decisions about educational options. Starting in 2009, an annual Learning Outcomes Report will be issued that include student demographics, completion rates, costs, student engagement, and knowledge and skills learned. Learning Outcomes Reports will include outcomes at the program specialization level, allowing prospective students to assess how well a program will prepare them for their professional pursuits.
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5. Voluntary System of Accountability (VSA).
The Voluntary System of Accountability (VSA) is a voluntary initiative for 4-year public colleges and universities developed by the American Association of State College and Universities and the Association of Public and Land-Grant Universities. The VSA communicates information on the undergraduate student experience through a common web reporting template, the College Portrait by demonstrating accountability and stewardship to the public; measuring educational outcomes to identify effective practices; and assembling information that is accessible, understandable, and comparable. The information is intended for students, families, policy-makers, campus faculty and staff, the general public, and other higher education stakeholders.
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6. 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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7. ACT. 2008. New accountability tool helps students find right college.
The article provides information on how the Collegiate Assessment of Academic Proficiency (CAAP)is being used by institutions as one of the preferred learning outcomes assessment instruments for the Voluntary System of Accountability.
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8. Aldeman, C., & Kelly, A. P. 2010, March 1. False fronts? Behind higher education's voluntary accountability systems.
This report examines the efforts of voluntary accountability systems, such as the National Association of Independent Colleges and Universities (NAICU), University and College Accountability Network (U-CAN), American Association of State Colleges and Universities (AASCU), Association of Public Land-Grant Universities (APLU), and Voluntary System of Accountability (VSA).
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9. Allen, J., & Bresciani, M. J. 2003, January. Public institutions public challenges.
A discussion about the use of assessments and reports in transparent communication.
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10. 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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11. Blaich, C. F. & Wise, K. S. January 2011. From gathering to using assessment results: Lessons from the Wabash national study.
Drawing from the Wabash Study, a multi-institutional longitudinal research and assessment project, Charlie Blaich and Kathy Wise, from the Center of Inquiry at Wabash College, share their field-tested findings and lessons learned about campus use of assessment results. The Wabash Study assists institutions in collecting, understanding and using data. The researchers at the Center of Inquiry found the last component to be the real challenge—using the data for improved student learning. In this Occasional Paper, Blaich and Wise describe the accountability movement, the history and purpose of the Wabash Study, and the reasons why institutions have a hard time moving from gathering data to using data, giving five practical steps to campus leaders for using the data collected.
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12. Blaich, C., Keller, C., Philippe, K., Kuh, G., Provezis, S. January 2011. Can you see me now? Taking the pulse of transparency efforts.
Presentation at Association of American Colleges and Universities (AAC&U) Annual Meeting on NILOA web scan studies, the Voluntary System of Accountability (VAR), the Voluntary Framework for Accountability, and lessons learned from the Wabash study.
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13. Bresciani, M. Summer 2011. Identifying barriers in implementing outcomes-based assessments program review: A grounded theory analysis.
While conversations proposing standardized testing within higher education abound (Allen & Bresciani, 2003; Department of Education (DOE), 2006; Ewell, 1997a, 1997b; Ewell & Jones, 1996; Maki, 2004; Palomba & Banta, 1999), proponents of outcomes-based assessment program review are still applauding the value and extent that the process can be used to inform decisions to improve student learning and development (Bresciani, 2006; Bresciani, Zelna, & Anderson, 2004; Huba & Freed, 2000; Maki, 2004; Mentkowski, 2000; Palomba & Banta, 1999; Suskie, 2004). As such, practitioners of outcomes-based assessment continue to seek various ways to meaningfully engage in outcomes-based assessment program review in order to find ways to improve student learning and development.
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14. California State University Northridge. 2014. SUNY's General Education "tips" for closing the loop and frequently asked questions.
SUNY’s General Education Assessment “Tips” for Closing the Loop and Frequently Asked Questions
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15. Hecht, Laura. Achieving transparency, closing the loop.
This short case study discusses the use transparent assessment strategies and technology to involve faculty in the assessment process, understand student gaps in learning, and foster solutions to close these gaps.
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16. Hinds, T., & Jankowksi, N. 2012, October 30. Voluntary System of Accountability and learning outcomes: An update.
This presentation from the 2012 Assessment Institute provides background information on NILOA, the Voluntary System of Accountability (VSA), and outlines the VSA's College Portrait.
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17. Jankowski, N. August 2011. Capella University: An outcomes-based institution.
Capella University was selected for a case study due to its systematic, embedded student learning outcomes assessment process; its administrative support and vision of what assessment can do for individual learners; its transparency efforts such as Capella Results, which publicizes assessment results, and its help in developing Transparency By Design; and its use of assessment results to enhance learner success levels.
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18. Jankowski, N. July 2011. Juniata College: Faculty led assessment.
Juniata College was identified as an example of good assessment practice for the faculty-led Center for the Scholarship of Teaching and Learning (SoTL Center) that champions and supports evidence-based teaching; an administration-supported accountability website that provides data and information about outcomes to multiple audiences; and the use of evidence of student learning to make improvements at the institution and individual course levels.
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19. Jankowski, N. 2013, June. Providing evidence of student learning: NILOA's Transparency Framework.
This presentation from the 2013 Florida State Assessment Meeting examines the history and uses of NILOA's Transparency Framework.
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20. Jankowski, N. April 2012. St. Olaf College: Utilization-Focused Assessment.
The National Institute for Learning Outcomes Assessment (NILOA) selected St. Olaf as a case study institution due to the institutional framing of assessment as inquiry in support of student learning and as meaningful, manageable, and mission-driven; the utilization-focus/backward-design approach employed in assessment; the integration of student learning outcomes assessment processes into faculty governance structures; and the collaborative involvement of multiple stakeholders and diverse ways in which evidence of student learning is utilized throughout the institution.
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21. Jankowski, N, & Hinds, T. 2013, October. Making the value argument by telling evidence-based stories: The voluntary system of accountability.
This presentation from the 2013 Assessment Institute discusses NILOA's work with the Voluntary System of Accountability.
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22. Jankowski, N. A., Ikenberry, S. O., Kinzie, J., Kuh, G. D., Shenoy, G. F., & Baker, G. R. March 2012. Transparency & accountability: An evaluation of the VSA college portrait pilot.
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. NILOA evaluated the effectiveness of the student learning outcomes pilot project within the College Portrait resulting in this report: Transparency & Accountability: An Evaluation of the VSA College Portrait Pilot. The evaluation took place October 2011 through February 2012, drawing on a variety of data sources.
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23. Jankowski, N., & Allen, C. 2014, February 28. General education outcomes and NILOA's Transparency Framework.
This presentation from the 2014 AAC&U General Education and Assessment Meeting includes examples of NILOA's Transparency Framework in the field and offers new ideas for thinking about communicating assessment data.
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24. Jankowski, N., & Makela, J. P. June 2010. Exploring the landscape: What institutional websites reveal about student learning outcomes assessment activities.
Despite persistent calls for colleges and universities to post student learning outcomes assessment information to their websites, the assessment information that can be found online falls considerably short of the activities reported by chief academic officers. The study finds that institutions are often not taking full advantage of their website to increase transparency regarding student learning outcomes assessment. The researchers share their findings and offer recommendations for institutions.
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25. Jankowski, N., & Provezis, S. November 2011. Making student learning evidence transparent: The state of the art.
Making Student Learning Evidence Transparent: The State of the Art is composed of four sections. The sections cover 1) the impact of national transparency initiatives; 2) the changing landscape of transparency; 3) the display of assessment results and their subsequent use; and 4) a synthesis of the previous three sections.
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26. Jankowski, N., Allen, C., Dumas, R., Bahr, C., and Sotherland, P. 2013, October. Transparent online communication: How to convey assessment information meaningfully.
This presentation from the 2013 Assessment Institute offers information on NILOA's Transparency Framework.
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27. Jankowski, N., Dumas, R., & Allen, C. 2013, June. Transparent communication of assessment results: A revision to the NILOA Transparency Framework.
This presentation from the 2013 Association for the Assessment of Learning in Higher Education (AALHE)conference provides a history of NILOA's Transparency Framework and offers ideas for its revision.
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28. 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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29. Jankowski, N., Pike, G. October 2011. Institutional transparency of student learning outcomes assessment: A framework.
Presentation at the Assessment Institute on the need for transparency, the transparency continuum, barriers to transparency, and examples of colleges and universities presently engaged in transparency.
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30. Keller, C. M. 2014, September/October. Lessons from the Voluntary System of Accountability (VSA): The Intersection of Collective Action & Public Policy.
This resource offers four lessons for federal policymakers and higher education administrators and faculty from the Voluntary System of Accountability (VSA): (1) Build a foundation of trustworthy data; (2) Report meaningful, targeted information; (3) Educate users on key metrics; and (4) Work toward collective, integrated action.
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31. Keller, C., Kuh, G., Phillippe, K., Provezis, S., Weiler, W. October 2011. National transparency initiatives: Where are they now?.
Presentation at Assessment Institute on transparency, influences of assessment, and the Voluntary System of Accountability (VSA).
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32. Kinzie, J. August 2011. Colorado State University: A comprehensive continuous improvement system.
Colorado State University was determined to be an instructive case study because of its innovative learning outcomes assessment and institutional improvement activities have been highlighted in various publications (see Bender, 2009; Bender, Johnson, & Siller, 2010; Bender & Siller, 2006, 2009; McKelfresh & Bender, 2009) and have been noted by experts in assessment and accreditation. CSU's assessment effort in student affairs is a model for bridging the work of academic affairs and student affairs through student learning outcomes assessment. Over the last dozen years, CSU has expanded its continuous improvement system for managing information sharing to serve the decision-making and reporting needs of various audiences. This system—known as the CSU Plan for Researching Improvement and Supporting Mission, or PRISM—provides information on the university's performance in prioritized areas, uses a peer review system for feedback, and emphasizes the importance of documenting institutional improvements informed by
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33. Kinzie, J. October 2010. Perspectives from campus leaders on the current state of student learning outcomes assessment: NILOA focus group summary 2009-2010.
This paper highlights lessons from four focus group sessions with campus leaders--presidents, provosts, academic deans and directors of institutional research from a variety of two- and four-year institutions-- regarding their perspectives on the state of learning assessment practices on their campuses.
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34. 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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35. Kuh, G., Ewell, P. T., Wellman, J., Kinzie, J. January 2010. Using student learning outcomes for accountability and improvement.
Presentation at Association of American Colleges and Universities (AAC&U) on the cost variables and outputs of assessment and accreditation as a driving force for assessment.
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36. Lederman, D. August 2009. The challenge of comparability.
A brief description of the Transparency by Design project and potential use, written around the date of the launching of the project's website.
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37. McKitrick, S. A., & Barnes, S. M. 2012. Assessment of critical thinking: An evolutionary approach.
Binghamton university was required by the SUNY Board of Trustees to use critical-thinking learning goals and to select a method of critical-thinking assessment. Campuses were also required to submit to SUNY a plan for assessing critical thinking which SUNY would approve through collaboration with the General Education Assessment Review (GEAR) group. . GEAR was formed by SUNY to develop a critical-thinking rubric with faculty help. Campuses were given the freedom to select from a narrow range of strategies for assessing critical thinking (Faculty Delphi study; NSSE surveys). Binghamton chose the GEAR rubric. The strategy was implemented and composed of 3 stages: developmental, enculturation, and refinement stage.
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38. McPherson, P., & Shulenburger, D. 2006, August. Toward a public universities and colleges Voluntary System of Accountability for undergraduate education (VSA): A NASULGC and AASCU discussion draft.
This article talks about the VSA and how institutions can use this self-evaluation.
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39. Miller, M. A. July 2008. The Voluntary System of Accountability: Origins and purposes.
This article presents an interview conducted with George Mehaffy and David Shulenberger who are vice presidents of AASCU and NASULGC respectively, which lead the development of the VSA. The article presents background information, what different stakeholder groups want to know about higher education, and discussions on reporting learning outcomes.
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40. Miller, R. 2007. Assessment in cycles of improvement: Faculty designs for essential learning outcomes. .
This publication features a series of reports on how selected colleges and universities foster and assess student learning in twelve liberal education outcome areas, including writing, quantitative literacy, critical thinking, ethics, intercultural knowledge, and information literacy. Moving from goals to experiences, assessments, and improvements driven by assessment data, each institutional story illustrates how complex learning can be shaped over time and across programs to bring students to higher levels of achievement of these important outcomes.
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41. National Commission on the Future of Higher Education. 2006. A test of leadership: Charting the future of U.S. higher education..
This report looks at the future of higher education and the issues of: value, access, cost and affordability, financial aid, learning, transparency and accountability, and innovation.
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42. Nunley, C., Bers, T, & Manning, T. July 2011. Learning outcomes assessment in community colleges.
As community colleges becoming increasingly important in educating students across the country, more emphasis is being placed on community colleges to provide the public with information on learning outcomes of its students. In this tenth NILOA Occasional Paper, Charlene Nunley, Trudy Bers and Terri Manning describe the complex environment of community colleges as it relates to student learning outcomes assessment. Results from previous surveys of community college instituitional researchers and chief academic officers are analyzed in addition to short vignettes of examples of good practices at various community colleges. Through prior experience either working with institutions or within their own institution, suggestions are offered from the authors in an effort to make student learning outcomes assessment more effective and transparent.
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43. Paris, D. 2011. Catalyst for change: The CIC/CLA consortium.
The CIC Collegiate Learning Assessment (CLA) Consortium updates their 2008 report with this final report of their experience with the CLA in 48 institutions.
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44. Presidents' Forum of Excelsior College. 2007. Transparency by design: Principles of good practice for higher education institutions serving adults at a distance.
The Principles of Good Practice for Higher Education Institutions Serving Adults at a Distance, developed by the Presidents' Forum were "developed to ensure that higher education courses and programs for adults learning at a distance are of high quality and readily accessible." The 15 Principles "define parameters of excellence; promote transparency of higher education institutions delivering distance learning programs; and foster dialogue to strengthen and improve the quality of programs and services."
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45. Provezis, S. May 2011. A transparency framework: How to make student learning outcomes results accessible to external audiences.
Presentation at Association for Institutional Research (AIR) Annual Forum on Student Learning Assessment Components with examples.
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46. Provezis, S. July 2011. Augustana College: An assessment review committee's role in engaging faculty.
Over the last six years, Augustana has been active in the area of assessing student learning and has become a leader in gaining faculty involvement. This involvement is due in part to the institutional type—which focuses on teaching and learning, the dynamic role of the Assessment Review Committee, and the communication strategies. This has allowed them to make several improvements on campus based on their assessment activities.
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47. Provezis, S., & Jankowski, N. 2011. Presenting learning outcomes assessment results to foster use.
A chapter on NILOA's Transparency Framework regarding institutional transparency and public reporting.
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48. Provezis, S., Jankowski, N. May 2011. NILOA transparency framework: A tool for transparent communication of assessment information.
Presentation at The Association for the Assessment of Learning in Higher Education (AALHE) on Student Learning Assessment Components with examples.
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49. Provezis, S., Jankowski, N., Makela, J., Santucci, D. June 2010. Learning outcomes assessment, transparency, and the internet: A critical examination of higher education institutions' web-based communication strategies.
Presentation at Association for Institutional Research (AIR) on NILOA's use of web scans and findings relating to Institutional Research websites.
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50. Provezis, S., Kepple, T., Pugliesi, K., Beld, J., Pike, G. January 2012. Show me the learning: Best practices in institutional transparency.
Presentation at Association of American Colleges and Universities (AAC&U) on colleges and universities presently engaged with assessment and transparency.
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51. Schulenburger, D. & Keller, C. 2010. Interpretation of findings from the test validity study for the voluntary system of accountability.
This document explains how the test validity study (TVS) results inform learning outcomes measurement within the Voluntary System of Accountability (VSA).
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52. Smith, V. July 2011. Transparency drives learning at Rio Salado College .
No doubt about it, higher education is under greater scrutiny. Such scrutiny is especially intense in the case of predominantly on-line academic programs. Documenting what students are learning and making that evidence transparent are common challenges. These expectations may only increase as higher education looks for cost-effective solutions to access, retention and completion at both the institutional level and the program level.
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53. Sullivan, T. A., Mackie, C., Massy, W. F., & Sinha, E. 2012. Improving measurement of productivity in higher education.
A report recently released by the National Research Council titled, "Improving Measurement of Productivity in Higher Education," discusses various ways to measure institutional quality and college productivity.
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