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Refining the Recipe for a Degree, Ingredient by Ingredient - Government - The Chronicle... - 1 views

chronicle.com/...125545 assessment accreditation outcomes
shared by Joshua Yeidel on 04 Jan 11 - No Cached
  • Supporters of the Lumina project say it holds the promise of turning educational assessment from a process that some academics might view as a threat into one that holds a solution, while also creating more-rigorous expectations for student learning. Mr. Jones, the Utah State history-department chairman, recounted in an essay published in the American Historical Association's Perspectives on History how he once blithely told an accreditation team that "historians do not measure their effectiveness in outcomes." But he has changed his mind. The Lumina project, and others, help define what learning is achieved in the process of earning a degree, he said, moving beyond Americans' heavy reliance on the standardized student credit hour as the measure of an education. "The demand for outcomes assessment should be seized as an opportunity for us to actually talk about the habits of mind our discipline needs to instill in our students," Mr. Jones wrote. "It will do us a world of good, and it will save us from the spreadsheets of bureaucrats."
  • Joshua Yeidel on 04 Jan 11
     
    Lumina Foundation pushes a Eurpopean-style process to define education goals state- and nation-wide, with mixed success. "Chemistry, history, math, and physics have been among the most successful", whileothers have had a hard time beginning. "Supporters of the Lumina project say it holds the promise of turning educational assessment from a process that some academics might view as a threat into one that holds a solution, while also creating more-rigorous expectations for student learning. Mr. Jones, the Utah State history-department chairman, recounted in an essay published in the American Historical Association's Perspectives on History how he once blithely told an accreditation team that "historians do not measure their effectiveness in outcomes." But he has changed his mind. The Lumina project, and others, help define what learning is achieved in the process of earning a degree, he said, moving beyond Americans' heavy reliance on the standardized student credit hour as the measure of an education. "The demand for outcomes assessment should be seized as an opportunity for us to actually talk about the habits of mind our discipline needs to instill in our students," Mr. Jones wrote. "It will do us a world of good, and it will save us from the spreadsheets of bureaucrats."
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Office of the President: Perspectives Home - 1 views

president.wsu.edu/perspectives
shared by Nils Peterson on 22 Nov 09 - Cached
  • Clearly, a world-class research university cannot long stand on such a shaky IT foundation. In fact, in the  generally glowing accreditation report filed by the Northwest Commission on Colleges and Universities about our university this summer, one recommendation read: “The Committee recommends that Washington State University provide contemporary information management systems that will address the needs of the future for its student, academic and management support requirements.”
    • Nils Peterson
      Nils Peterson on 22 Nov 09
       
      Perhaps the President recalls the Spring preliminary accreditation report more clearly than the final report sent to him in the summer and linked at accreditation.wsu.edu which does not have the "glowing" comments but does say "...the Commission finds that Recommendations 1,2, and 3 of the Spring 2009 Comprehensive Evaluation Report are areas where Washington State University is substantially in compliance with Commission criteria for accreditation, but in need of improvement. The two additional Recommendations follow below. Recommendation 2 states that the implementation of the educational assessment plan remains inconsistent across the University despite promising starts and a number of exemplary successes in selected programs. The Commission therefore recommends that the Universìty continue to enhance and strengthen its assessment process. This process needs to be extended to all of the University's educational programs, including graduate programs, and programs offered at the branch campuses (Standard 2.8).
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Lawmakers Focus Ire on Accreditors for Abuses at For-Profit Colleges - Government - The... - 1 views

chronicle.com/...123771 accountability accreditation
shared by Gary Brown on 05 Aug 10 - Cached
  • Six weeks after vowing to cull the bad apples from the for-profit higher-education sector, some Senate Democrats are asking whether the whole barrel is spoiled, and largely blaming accreditors for the rot.
  • Pressed by lawmakers, Mr. Kutz faulted the Education Department, saying it has failed in its oversight of the sector.
  • "Consistent oversight is going to be necessary," he said.
  • ...6 more annotations...
  • Senate Democrats focused most of their ire on accreditors, grilling the head of one national agency about the standards it uses to judge institutions.
  • "Do you think maybe your rigorous standards aren't rigorous enough?" asked Senator Franken, of Minnesota.
  • it was "apparent to me that we need a hearing on accreditation."
  • "But your on-site evaluations didn't detect it," Senator Harkin said. "It seems like you accept the schools' word on what they're doing."
  • Mr. Harkin said he planned to "look into" the financing structure of the accrediting system, saying it "seems to be a situation that is rife with conflict."
  • That should please committee Republicans, who called for a broader investigation into higher education. Sen. Michael B. Enzi of Wyoming, the top Republican on the education panel, said he would ask the GAO to expand its investigation to nonprofit colleges as well.
  • Gary Brown on 05 Aug 10
     
    Though the focus is on recruiting and finance of the for-profits, it is hard not to see more emphasis on verification coming down the pike....
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Capella University to Receive 2010 CHEA Award - 2 views

www.earthtimes.org/...-2010-chea-award,1115360.shtml accreditation
shared by Gary Brown on 15 Jan 10 - Cached
  • The Council for Higher Education Accreditation, a national advocate and institutional voice for self-regulation of academic quality through accreditation, has awarded the 2010 CHEA Award for Outstanding Institutional Practice in Student Learning Outcomes to Capella University (MN), one of four institutions that will receive the award in 2010. Capella University is the first online university to receive the award.
  • Capella University’s faculty have developed an outcomes-based curricular model
  • “Capella University is a leader in accountability in higher education. Their work in student learning outcomes exemplifies the progress that institutions are making through the implementation of comprehensive, relevant and effective initiatives,” said CHEA President Judith Eaton. “We are pleased to recognize this institution with the CHEA Award.”
  • ...2 more annotations...
  • our award criteria: 1) articulation and evidence of outcomes; 2) success with regard to outcomes; 3) information to the public about outcomes; and 4) use of outcomes for educational improvement.
  • In addition to Capella University, Portland State University (OR), St. Olaf College (MN) and the University of Arkansas - Fort Smith (AR) also will receive the 2010 CHEA Award. The award will be presented at the 2010 CHEA Annual Conference, which will be held January 25-28 in Washington, D.C
  • Gary Brown on 15 Jan 10
     
    Capella has mandatory faculty training program, and then they select from the training program those who will teach. Candidates also pay their own tuition for the "try-out" or training.
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NCATE - public - Home Page - 0 views

ncate.org/...2309_TeacherEdRequirements.asp accreditation NCATE authentic learning
shared by Gary Brown on 24 Jun 09 - Cached
  • “The new focus will help close the gap between theory and practice, and assure that teacher education program candidates are able to help diverse students be successful learners,” says NCATE president James G. Cibulka. “In the past, accreditation wrapped clinical experience around coursework. This approach reverses the priority, encouraging institutions to place teacher candidates in year-long training programs and wrap coursework around clinical practice.”
  • “However, regardless of pathway, all candidates should meet the same set of high standards.”
  • Gary Brown on 24 Jun 09
     
    Note shift in NCATE accreditation to make the authentic or clinical training central; the classroom should supplement the authentic. There is also an emphasis on bringing change or transformation to the world.
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New Grilling of For-Profits Could Turn Up the Heat for All of Higher Education - Govern... - 1 views

chronicle.com/...66020
shared by Nils Peterson on 25 Jun 10 - Cached
  • Congress plans to put for-profit colleges under the microscope on Thursday, asking whether a higher-education model that consumes more than double its proportionate share of federal student aid is an innovation worthy of duplication or a recipe for long-term economic disaster.
  • The evaluation threatens new headaches for an industry that is sometimes exalted by government policy makers as a lean results-oriented example for the rest of academe, and other times caricatured as an opportunistic outlier that peddles low-value education to unprepared high school dropouts.
  • Economic bubbles such as the unsustainable surge in housing prices "typically are built on ignorance and borrowed money," says one prominent pessimist on the matter, Glenn Harlan Reynolds, a professor of law at the University of Tennessee at Knoxville. "And the reason you've got a higher-education bubble is ignorance and borrowed money," Mr. Reynolds said.
  • ...4 more annotations...
  • Congress and colleges still lack a firm sense of "what our higher education system is producing," said Jamie P. Merisotis, president of the Lumina Foundation for Education.
  • Mr. Reynolds said. Colleges of all type have been raising tuition for years as the government offers ever-growing amounts of grant aid and loan money, he said. The price inflation is driven by the fact that a government-backed loan, while offering students only a slight break from market interest rates, "looks cheap because you don't have to make payments for a while,"
  • That determination to expand the distribution of federal tuition assistance has left Congress and the White House seeking other ways to ensure that students get quality for their money. Just last week, the House education committee held a hearing in which Democratic members joined the Education Department's inspector general in pressing accrediting agencies to more clearly define the "credit hour" measurement used in student-aid allocations. Some colleges have objected, wanting more flexibility in defining their educational missions.
  • Whether it involves defining credit hours or setting accreditation standards, the root of the problem may be that the government is looking for better ways to ensure that its money is spent on worthwhile educational ventures, and yet it doesn't want to challenge the right of each college to define its own mission. So far that has proven to be a fundamental contradiction in judging the overall value of higher education, said Mr. Merisotis, of the Lumina Foundation. "There's got to be a third way," he said. "We don't have it yet."
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GAO - Generally Accepted Government Auditing Standards - 1 views

www.eval.org/aea10.GAO.Yellow.Book.asp accountability
shared by Gary Brown on 15 Sep 10 - No Cached
  • Our evaluator colleagues who work at GAO, and many others working in agencies and organizations that are responsible for oversight of, and focus on accountability for, government programs, often refer to the Yellow Book Standards. These agencies or organizations emphasize the importance of their independence from program officials and enjoy significant protections for their independence through statutory provisions, organizational location apart from program offices, direct reporting channels to the highest level official in their agency and governing legislative bodies, heightened tenure protections, and traditions emphasizing their independence.
  • Gary Brown on 15 Sep 10
     
    Good to have on the radar as DOE challenges the efficacy of accreditation, and not incidentally underpinning a principle of good evaluation.
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Reviewers Unhappy with Portfolio 'Stuff' Demand Evidence -- Campus Technology - 1 views

campustechnology.com/...lio-Stuff-Demand-Evidence.aspx accreditation evidence
shared by Gary Brown on 07 Oct 10 - No Cached
  • An e-mail comment from one reviewer: “In reviewing about 100-some-odd accreditation reports in the last few months, it has been useful in our work here at Washington State University to distinguish ‘stuff’ from evidence. We have adopted an understanding that evidence is material or data that has been analyzed and that can be used, as dictionary definitions state, as ‘proof.’ A student gathers ‘stuff’ in the ePortfolio, selects, reflects, etc., and presents evidence that makes a case (or not)… The use of this distinction has been indispensable here. An embarrassing amount of academic assessment work culminates in the presentation of ‘stuff’ that has not been analyzed--student evaluations, grades, pass rates, retention, etc. After reading these ‘self studies,’ we ask the stumping question--fine, but what have you learned? Much of the ‘evidence’ we review has been presented without thought or with the general assumption that it is somehow self-evident… But too often that kind of evidence has not focused on an issue or problem or question. It is evidence that provides proof of nothing.
  • Gary Brown on 07 Oct 10
     
    a bit of a context shift, but....
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Learning Assessment: The Regional Accreditors' Role - Measuring Stick - The Chronicle o... - 0 views

chronicle.com/...27485 accreditation teaching learning
shared by Gary Brown on 28 Oct 10 - No Cached
  • The National Institute for Learning Outcomes Assessment has just released a white paper about the regional accreditors’ role in prodding colleges to assess their students’ learning
  • All four presidents suggested that their campuses’ learning-assessment projects are fueled by Fear of Accreditors. One said that a regional accreditor “came down on us hard over assessment.” Another said, “Accreditation visit coming up. This drives what we need to do for assessment.”
  • regional accreditors are more likely now than they were a decade ago to insist that colleges hand them evidence about student-learning outcomes.
  • ...4 more annotations...
  • Western Association of Schools and Colleges, Ms. Provezis reports, “almost every action letter to institutions over the last five years has required additional attention to assessment, with reasons ranging from insufficient faculty involvement to too little evidence of a plan to sustain assessment.”
  • The white paper gently criticizes the accreditors for failing to make sure that faculty members are involved in learning assessment.
  • “it would be good to know more about what would make assessment worthwhile to the faculty—for a better understanding of the source of their resistance.”
  • Many of the most visible and ambitious learning-assessment projects out there seem to strangely ignore the scholarly disciplines’ own internal efforts to improve teaching and learning.
  • Gary Brown on 28 Oct 10
     
    fyi
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Assess this! - 5 views

assessory.blogspot.com assessment ;
shared by Gary Brown on 16 Feb 10 - Cached
  • Assess this! is a gathering place for information and resources about new and better ways to promote learning in higher education, with a special focus on high-impact educational practices, student engagement, general or liberal education, and assessment of learning.
  • If you'd like to help make Assess this! more useful, there are some things you can do. You can comment on a post by clicking on the comments link following the post.
  • Of the various ways to assess student learning outcomes, many faculty members prefer what are called “authentic” approaches that document student performance during or at the end of a course or program of study. In this paper, assessment experts Trudy Banta, Merilee Griffin, Teresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches.
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  • Going PublicDouglas C. Bennett, President of Earlham College, suggests each institution having a public learning audit document and gives the example of what this means for Earlham College as a way for public accountability.
  • More TransparencyMartha Kanter, from the US Education Department, calls for more transparency in the way higher education does accreditation.
  • Despite the uptick in activity, "I still feel like there's no there there" when it comes to colleges' efforts to measure student learning, Kevin Carey, policy director at Education Sector, said in a speech at the Council for Higher Education Accreditation meeting Tuesday.
  • Most of the assessment activity on campuses can be found in nooks and crannies of the institutions - by individual professors, or in one department - and it is often not tied to goals set broadly at the institutional level.
  • Nine Principles of Good Practice for Assessing Student Learning
  • Gary Brown on 16 Feb 10
     
    A very interesting useful site where we might help ourselves by getting involved.
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The Ticker - The Chronicle of Higher Education - 1 views

chronicle.com/...9217 accreditation department of education
shared by Gary Brown on 15 Dec 09 - Cached
  • The U.S. Education Department today released a report critical of the Middle States Commission on Higher Education, saying the regional accrediting organization did not set minimum standards for its member institutions on program length or credit hours.
  • The accreditor responded that "the fundamental concern of higher education's constituencies is whether students graduate with appropriate knowledge, skills, and competencies, not how many hours they spend in a classroom."
  • Gary Brown on 15 Dec 09
     
    A critical indicator of why I see our work as work with accreditors rather than for accreditors.
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The Ticker - Education Dept. Criticizes Accreditor Over Credit-Hour Standards - The Chr... - 2 views

chronicle.com/...8993 seat time accreditation
shared by Gary Brown on 29 Nov 09 - Cached
  • The Southern Association of Colleges and Schools cannot consistently ensure the quality of academic programs it reviews without clearly defining what constitutes a credit hour, according to a report issued on Tuesday by the U.S. Department of Education's inspector general. The accrediting organization, which assesses colleges in 11 states, responded that the variety of experiential, online, and distance courses that institutions now offer makes it impossible to define a single, common standard for credit hours. "The traditionally accepted definitions of semester credit hours and quarter credit hours based almost exclusively on seat time can no longer be applied to half of the credits now being awarded by our higher-education institutions," the association wrote in answer to the report.
  • Gary Brown on 29 Nov 09
     
    Outcomes are mentioned as an alternative in the comments, but in a disconcerting way. As is the alternative approach to study time....
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Learning to Hate Learning Objectives - The Chronicle Review - The Chronicle of Higher E... - 1 views

chronicle.com/...49399
shared by Gary Brown on 16 Dec 09 - Cached
  • Perhaps learning objectives make sense for most courses outside the humanities, but for me—as, no doubt, for many others—they bear absolutely no connection to anything that happens in the classroom.
    • Gary Brown
      Gary Brown on 16 Dec 09
       
      The homeopathic fallacy, debunked by volumes of research...
  • The problem is, this kind of teaching does not correlate with the assumption of my local accreditation body, which sees teaching—as perhaps it is, in many disciplines—as passing on a body of knowledge and skills to a particular audience.
    • Gary Brown
      Gary Brown on 16 Dec 09
       
      A profoundly dangerous misperception of accreditation and its role.
  • We talked about the ways in which the study of literature can help to develop and nurture observation, analysis, empathy, and self-reflection, all of which are essential for the practice of psychotherapy,
    • Gary Brown
      Gary Brown on 16 Dec 09
       
      Reasonable outcomes, with a bit of educational imagination and an understanding of assessment obviously underdeveloped.
  • ...4 more annotations...
  • They will not achieve any "goals or outcomes." Indeed, they will not have "achieved" anything, except, perhaps, to doubt the value of terms like "achievement" when applied to reading literature.
    • Gary Brown
      Gary Brown on 16 Dec 09
       
      good outcome
  • To describe this as a learning objective is demeaning and reductive to all concerned.
    • Gary Brown
      Gary Brown on 16 Dec 09
       
      Only in the sense Ralph Tyler criticized, and he is the one who coined the term and developed the concept.
  • except to observe certain habits of mind, nuances of thinking, an appreciation for subtleties and ambiguities of argument, and an appreciation of the capacity for empathy, as well as the need, on certain occasions, to resist this capacity. There is no reason for anyone to take the course except a need to understand more about the consciousness of others, including nonhuman animals.
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OECD Project Seeks International Measures for Assessing Educational Quality - Internati... - 0 views

chronicle.com/...63764 assessment
shared by Gary Brown on 28 Jan 10 - Cached
  • The first phase of an ambitious international study that intends to assess and compare learning outcomes in higher-education systems around the world was announced here on Wednesday at the conference of the Council for Higher Education Accreditation.
  • Richard Yelland, of the OECD's Education Directorate, is leading the project, which he said expects to eventually offer faculty members, students, and governments "a more balanced assessment of higher-education quality" across the organization's 31 member countries.
  • learning outcomes are becoming a central focus worldwide
  • ...7 more annotations...
  • the feasibility study is adapting the Collegiate Learning Assessment, an instrument developed by the Council for Aid to Education in the United States, to an international context.
  • At least six nations are participating in the feasibility study.
  • 14 countries are expected to participate in the full project, with an average of 10 institutions per country and about 200 students per institution,
  • The project's target population will be students nearing the end of three-year or four-year degrees, and will eventually measure student knowledge in economics and engineering.
  • While the goal of the project is not to produce another global ranking of universities, the growing preoccupation with such lists has crystallized what Mr. Yelland described as the urgency of pinning down what exactly it is that most of the world's universities are teaching and how well they are doing
  • Judith S. Eaton, president of the Council for Higher Education Accreditation, said she was also skeptical about whether the project would eventually yield common international assessment mechanisms.
  • Ms. Eaton noted, the same sets of issues recur across borders and systems, about how best to enhance student learning and strengthen economic development and international competitiveness.
  • Gary Brown on 28 Jan 10
     
    Another day, another press, again thinking comparisons
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News: Defining Accountability - Inside Higher Ed - 0 views

www.insidehighered.com/...aei accountability accreditation
shared by Gary Brown on 19 Nov 09 - Cached
  • they should do so in ways that reinforce the behaviors they want to see -- and avoid the kinds of perverse incentives that are so evident in many policies today.
  • This is especially true, several speakers argued, on the thorniest of higher education accountability questions -- those related to improving student outcomes.
  • Oh, and one or two people actually talked about how nice it would be if policy makers still envisioned college as a place where people learn about citizenship or just become educated for education's sake.)
  • ...6 more annotations...
  • only if the information they seek to collect is intelligently framed, which the most widely used current measure -- graduation rates -- is not
  • "work force ready"
  • Accountability is not quite as straightforward as we think," said Rhoades, who described himself as "not a 'just say no' guy" about accountability. "It's not a question of whether [colleges and faculty should be held accountable], but how, and by whom," he said. "It's about who's developing the measures, and what behaviors do they encourage?"
  • federal government needs to be the objective protector of taxpayers' dollars,"
  • Judith Eaton, president of the Council for Higher Education Accreditation, said that government regulation would be a major mistake, but said that accreditors needed to come to agreement on "community-driven, outcomes-based standards" to which colleges should be held.
  • But while they complain when policy makers seek to develop measures that compare one institution against another, colleges "keep lists of peers with which they compare themselves" on many fronts, Miller said.
  • Gary Brown on 19 Nov 09
     
    High level debates again
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OECD Feasibility Study for the International Assessment of Higher Education Learning Ou... - 3 views

www.oecd.org/...61291_40624662_1_1_1_1,00.html assessment accountability accreditation
shared by Theron DesRosier on 01 Jul 10 - Cached
  • Theron DesRosier on 01 Jul 10
     
    "What is AHELO? The OECD Assessment of Higher Education Learning Outcomes (AHELO) is a ground-breaking initiative to assess learning outcomes on an international scale by creating measures that would be valid for all cultures and languages. Between ten and thirty-thousand higher education students in over ten different countries will take part in a feasibility study to determine the bounds of this ambitious project, with an eye to the possible creation of a full-scale AHELO upon its completion."
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Groups Say Governing Boards Should Be More Involved in Process - Government - The Chron... - 1 views

chronicle.com/...48632 accreditation
shared by Gary Brown on 29 Sep 09 - Cached
  • While the law is not as sweeping as many institutions and accreditors had feared it would be (accreditors, for example, won't be required to set specific standards for academic performance), the groups issuing the statement Tuesday said they want to make sure that academic institutions remain in control of the process
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about | outcomes_assessment | planning | NYIT - 1 views

www.nyit.edu/...about
shared by Judy Rumph on 17 Aug 10 - Cached
  • The Assessment Committee of NYIT's Academic Senate is the institutional unit that brings together all program assessment activities at the university - for programs with and without professional accreditation, for programs at all locations, for programs given through all delivery mechanisms. The committee members come from all academic schools and numerous support departments. Its meetings are open and minutes are posted on the web site of the Academic Senate.
  • Judy Rumph on 17 Aug 10
     
    This page made me think about the public face of our own assessment process and how that can influence perceptions about our process.
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Online Colleges and States Are at Odds Over Quality Standards - Wired Campus - The Chro... - 2 views

chronicle.com/...27586 quality
shared by Gary Brown on 14 Oct 10 - No Cached
  • But state officials said they are still concerned that self-imposed standards are not good enough and that online programs are not consistent in providing students with high-quality education.
  • “We’re very interested in making sure that as many good opportunities are available to students as possible,” added David Longanecker, president of the Western Interstate Commission.
  • he group called for a more uniform accreditation standard across state lines as well as a formal framework for getting a conversation on regulation started. Even with the framework in place, however, the state representatives said it will be difficult to get state-education agencies and state legislatures to agree. “Trying to bring 50 different people together is really tough,” Mr. Longanecker said.
  • ...1 more annotation...
  • Like state regulators, colleges are also facing hard decisions on quality standards. With such a diversity in online institutions, Ms. Eaton said it will be difficult to impose a uniform set of standards. “If we were in agreement about quality,” she said, “somebody’s freedom would be compromised.”
  • Gary Brown on 14 Oct 10
     
    I am dismayed to see Longanecker's position on this.
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Disciplines Follow Their Own Paths to Quality - Faculty - The Chronicle of Higher Educa... - 2 views

chronicle.com/...125055 assessment accreditation critical thinking
shared by Gary Brown on 29 Oct 10 - No Cached
  • But when it comes to the fundamentals of measuring and improving student learning, engineering professors naturally have more to talk about with their counterparts at, say, Georgia Tech than with the humanities professors at Villanova
    • Gary Brown
      Gary Brown on 29 Oct 10
       
      Perhaps this is too bad....
  • But there is no nationally normed way to measure the particular kind of critical thinking that students of classics acquire
  • er colleagues have created discipline-specific critical-reasoning tests for classics and political science
  • ...5 more annotations...
  • Political science cultivates skills that are substantially different from those in classics, and in each case those skills can't be measured with a general-education test.
  • he wants to use tests of reasoning that are appropriate for each discipline
  • I believe Richard Paul has spent a lifetime articulating the characteristics of discipline based critical thinking. But anyway, I think it is interesting that an attempt is being made to develop (perhaps) a "national standard" for critical thinking in classics. In order to assess anything effectively we need a standard. Without a standard there are no criteria and therefore no basis from which to assess. But standards do not necessarily have to be established at the national level. This raises the issue of scale. What is the appropriate scale from which to measure the quality and effectiveness of an educational experience? Any valid approach to quality assurance has to be multi-scaled and requires multiple measures over time. But to be honest the issues of standards and scale are really just the tip of the outcomes iceberg.
    • Gary Brown
      Gary Brown on 29 Oct 10
       
      Missing the notion that the variance is in the activity more than the criteria.  We hear little of embedding nationally normed and weighted assignments and then assessing the implementation and facilitation variables.... mirror, not lens.
  • the UW Study of Undergraduate Learning (UW SOUL). Results from the UW SOUL show that learning in college is disciplinary; therefore, real assessment of learning must occur (with central support and resources)in the academic departments. Generic approaches to assessing thinking, writing, research, quantitative reasoning, and other areas of learning may be measuring something, but they cannot measure learning in college.
  • It turns out there is a six week, or 210+ hour serious reading exposure to two or more domains outside ones own, that "turns on" cross domain mapping as a robust capability. Some people just happen to have accumulated, usually by unseen and unsensed happenstance involvements (rooming with an engineer, son of a dad changing domains/careers, etc.) this minimum level of basics that allows robust metaphor based mapping.
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