University Business - November/December 2011 - (Page 66)

INDEPENDENT OUTLOOK supported projects, and campus efforts. When deciding how to assess what students have learned, choices need to be made by each campus. MANY OPTIONS For more than a decade, assessment initiatives have been plentiful, with the National Survey of Student Engagement (NSSE) Demands for outcomes and Collegiate Learning Assessment (CLA) most widely used. A CIC consor- assessment by accreditors tium of as many as 57 institutions met anare impossible to ignore. nually from 2005 through 2011, thanks to support from the Teagle Foundation Two additional dimensions of the and Carnegie Corporation of New York, larger objective now loom large for indeto share and discuss results with an eye to identifying good practices that could im- pendent institutions. A new Teagle Founprove teaching and learning effectiveness. dation initiative to promote better use of A report on the CIC/CLA Consortium’s evidence to improve teaching and learnprogress was prepared in 2008 (www.cic ing will offer a workshop for 40 colleges .edu/publications/books_reports), and an that are implementing program improvement projects. is “Engaging Evidence” update was published this month. roughout the past decade, certain project also includes a special seminar on factors attracted closer scrutiny. See pagepresident’s role in leading curricular e the XX. goal of educating and graduating low- and pedagogical change, which will be income and first-generation students part of the 2012 CIC Presidents Institute. Moreover, the Lumina Foundation for came into high relief after President Obama articulated his could be a Model of Efficiencyasked CIC to be one goals for increas- Education recently too! You ing the number of college graduates, of three groups of colleges and universiSee page XX. and his objectives were echoed by sev- ties to test the applicability of the Degree Qualifications Profile (DQP). e other eral major foundations. CIC’s large grants from the Walmart two test groups are the Western AssoFoundation put the focus on the role of ciation of Schools and Colleges and the non-elite, smaller private colleges in en- Higher Learning Commission of the rolling and graduating first-generation North Central Association of Colleges students. e Carnegie Corporation of and Schools. Two dozen institutions will be selectNew York subsequently urged CIC to focus on urban institutions’ efforts to ed for the project among the many cur- graduate low-income and first-generation students through an “Urban Pathways” project that has allowed 29 colleges and universities to learn from one another how best to assess student learning and use the results, particularly from the CLA, to improve the education they offer. Streamlining operations? rently engaged in projects that could be enhanced by the DQP—such as a review of degree requirements, general education reform, or aligning educational outcomes across academic departments—to establish a shared view of which cognitive skills and knowledge a bachelor’s degree ought to represent—across fields, institution types, and state and national boundaries. CIC leadership had been skeptical of an earlier version of the Degree Qualifications Profile; it too closely resembled the European Union’s Bologna Process. at the Lumina Foundation asked CIC to help test the DQP is a testament to the foundation’s candor in seeking understanding of the DQP’s applicability to independent colleges, institutions typically emphatic in their opposition to anything that could erode institutional autonomy. is sequence of emphases tracks the evolution that many colleges and universities have followed on these issues. At the same time, “assessment fatigue” is a real danger. Demands for outcomes assessment by accreditors are impossible to ignore, while others may offer more targeted help in advancing reforms within the institution. For smaller, private colleges especially, any assessment regime must be affordable and sustainable, relying on existing levels of staff and financial resources. Sometimes—to reverse a truism of educational quality—“excellent” can be the enemy of “good.” e goal is a higher-quality education for our students, not higher-quality assessment itself. Does your department measure up? Apply now for the 2012 Models of Efficiency awards! See page 2. 66 | November/December 2011 universitybusiness.com http://www.cic.edu/publications/books_reports http://www.cic.edu/publications/books_reports http://www.universitybusiness.com

Table of Contents for the Digital Edition of University Business - November/December 2011

University Business - November/December 2011
Contents
Editor's Note
College Index
Ad Index
Behind the News
Financial Aid
Viewpoint
Education Gateways
Models of Efficiency
Business Intelligence Gets Smarter
Internet Technology
Independent Outlook
End Note

University Business - November/December 2011

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