The Relationship Between IR and Assessment in Higher Education

Hi, Folks. It's been a while -- sorry. Accreditation activities have kept me busy. Fortunately, I recently received a spark to reconnect due to this ongoing debate. Read on.  What is IR and Assessment? This might strike you as a basic line of inquiry, but you'd be quite surprised. I'm going to go out on … Continue reading The Relationship Between IR and Assessment in Higher Education

Accreditation Implications for Student Affairs Professionals: How Students “Choose” a Career Pathway

How do Students Choose a Career Pathway? I enjoy talking with my students about their plans following their completion of a baccalaureate program. As you might have anticipated, their aspirations are as varied as the human genome. While a connection seems to exist between course type and my students' self-reported professional aspirations, I often see … Continue reading Accreditation Implications for Student Affairs Professionals: How Students “Choose” a Career Pathway

Using Assessment Data to Become a Better Instructor or Administrator

The Case for Evidence-Based Practice in Assessment of Student Learning This topic brings me back to an earlier time of my life. During my undergraduate days as a psychology major, professors lamented ad nauseam about the scientist-practitioner gap and its threat to the public good. I was fascinated by the information and, although I didn't … Continue reading Using Assessment Data to Become a Better Instructor or Administrator

Justifying and Organizing a Sustainable Strategic Planning Process

An Abbreviated Motive for Strategic Planning in Higher Education The obvious item that may come to mind is that we engage strategic planning simply "because we have to." To say the least, this is an underdeveloped rationale. Despite my knowing about the pandemic of this attitude toward strategic planning, I still experience surprise when I … Continue reading Justifying and Organizing a Sustainable Strategic Planning Process

Practicing Self-Care to Become a Better Institution

Simplicity is Often Esoteric You might be curious as to how this topic relates to sustaining a viable long-term accreditation agenda in higher education. While the connection is not necessarily obvious, we can locate the link once we peel back the layers. This entry focuses on the health of institutional actors who are charged with … Continue reading Practicing Self-Care to Become a Better Institution

How Institutions Can Encourage Faculty Engagement in Assessment

Why is assessment necessary? When pursuing a Ph.D. -- which is essentially the only type of training faculty receive to prepare for a career in higher education -- our intellectual pursuits tend to narrowly focus on developing content area expertise and the ability to conduct independent, empirical research. No one tells a professor-in-training about the … Continue reading How Institutions Can Encourage Faculty Engagement in Assessment

Indirect Measures: Preparation for Work, Citizenship, and Lifelong Learning

Colleges and Universities continue to struggle with locating evidence of student learning, regardless of criteria or standard for accreditation. I've seen institutions battle with locating evidence, interpreting its meaning, and discussing its implications for the teaching and learning environment. It doesn't have to be so hard. Preparing students for the world of work, engaged citizenship, … Continue reading Indirect Measures: Preparation for Work, Citizenship, and Lifelong Learning