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We think that our work is primarily organized by institutions of higher education, or by departments, or by conferences, but in reality those have become but appendages to a huge system of distributing resources through grants.

It's time we looked at this system—and at its costs: unpaid, anxiety-filled hours upon hours for a single successful grant; scholarship shaped, or misshaped, according to the demands of marketlike forces and the interests of nonacademic private foundations. All to uphold a distributive system that fosters antagonistic competition and increasing inequality.

Every hour spent working on or worrying about grants is an hour that could be better spent on research (or family life, or civic engagement, or sleep). But every hour not spent on a grant gives a competitive edge to other applicants.

The revised taxonomy (Anderson and Krathwohl, 2001) incorporates both the kind of knowledge to be learned (knowledge dimension) and the process used to learn (cognitive process), allowing for the instructional designer to efficiently align objectives to assessment techniques. Both dimensions are illustrated in the following table that can be used to help write clear, focused objectives.

Teachers may also use the new taxonomy dimensions to examine current objectives in units, and to revise the objectives so that they will align with one another, and with assessments.

Anderson and Krathwohl also list specific verbs that can be used when writing objectives for each column of the cognitive process dimension.

But each year, after some gnashing of teeth, we opted to set tuition and institutional aid at levels that would maximize our net tuition revenue. Why? We were following conventional wisdom that said that investing more resources translates into higher quality and higher quality attracts more resources

But each year, after some gnashing of teeth, we opted to set tuition and institutional aid at levels that would maximize our net tuition revenue. Why? We were following conventional wisdom that said that investing more resources translates into higher quality and higher quality attracts more resource

But each year, after some gnashing of teeth, we opted to set tuition and institutional aid at levels that would maximize our net tuition revenue. Why? We were following conventional wisdom that said that investing more resources translates into higher quality and higher quality attracts more resources

"Academia is highly specialized. We don't mean to be exclusive. We are a public-serving group of people. But at the same time, that public isn't well-enough aware of what we do and who we are to evaluate us."

But the think tank is correct that taxpayers deserve to know how their money is being spent. Public-university operating costs in Texas have gone up more than 60 percent in the last two decades, even after adjusting for inflation, and professors are among the state's highest-paid public employees. The state needs accountability measures, and they must be enforced by a party other than the faculty, who, it could easily be charged, have a conflict of interest. That's what Texas A&M got right.

Moosally is right about one thing: The public isn't well aware of what she and many of her colleagues do. But they should be. That is not to say that the public will be able to understand what goes on in all of the chemistry laboratories in Texas. But Moosally teaches English at a college that is not exactly tasked with performing cutting-edge research. Houston-Downtown's mission is to provide "educational opportunities and access to students from a variety of backgrounds including many first-generation college students."

Others say those who take the test have little motivation to do well, which makes it tough to draw conclusions from their performance.

"Everything that No Child Left Behind signified during the Bush administration—we operate 180 degrees away from that," says Roger Benjamin, president of the Council for Aid to Education, which developed and promotes the CLA. "We don't want this to be a high-stakes test. We're putting a stake in the ground on classic liberal-arts issues. I'm willing to rest my oar there. These core abilities, these higher-order skills, are very important, and they're even more important in a knowledge economy where everyone needs to deal with a surplus of information." Only an essay test, like the CLA, he says, can really get at those skills.

"The CLA is really an authentic assessment process," says Pedro Reyes, associate vice chancellor for academic planning and assessment at the University of Texas system.

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

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

"We're trying to document the role of processes that are different from standard student-outcome measures and standard ability measures,

We're interested in various types of studying, setting goals for oneself, monitoring one's progress as one goes through learning a particular topic."

Mr. Zimmerman has spent most of his career examining what can go wrong when people try to learn new facts and skills. His work centers on two common follies: First, students are often overconfident about their knowledge, assuming that they understand material just because they sat through a few lectures or read a few chapters. Second, students tend to attribute their failures to outside forces ("the teacher didn't like me," "the textbook wasn't clear enough") rather than taking a hard look at their own study habits.

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.  Authentic assessments typically ask students to generate rather than choose a response to demonstrate what they know and can do.  In their best form, such assessments are flexible and closely aligned with teaching and learning processes, and represent some of students more meaningful educational experiences.  In this paper, assessment experts Trudy Banta, Merilee Griffin, Theresa Flateby, and Susan Kahn describe the development of several promising authentic assessment approaches. 

Educators and policy makers in postsecondary education are interested in assessment processes that improve student learning, and at the same time provide comparable data for the purpose of demonstrating accountability.

U.S. Secretary of Education Arne Duncan today announced the Department’s six appointments to the newly constituted National Advisory Committee on Institutional Quality and Integrity (NACIQI).

The Department’s six members, appointed for three-year terms, are: Earl Lewis, provost and executive vice president for academic affairs, Emory University, Atlanta, Ga.; Susan Phillips, provost and vice president for academic affairs, University of Albany, State University of New York; Jamienne Studley, president and CEO, Public Advocates Inc., San Francisco, Calif.; Aron Shimles, student, Occidental College, Los Angeles, Calif.; Frank Wu, professor, Howard University Law School, Washington, D.C.; and , Frederico Zargoza, vice chancellor of economic and workforce development, Alamo Colleges, San Antonio, Tex.

The House and Senate are expected to complete their appointments soon and the newly-formed committee will then meet shortly thereafter.

Brottman's essay is a dangerous display of educational malpractice. Those who argue that principles of good assessment intrude upon teaching and learning disclose the painful fact that many educators are not adequately prepared to teach.

302 private sector and non-profit employers who, by and large, say their employees need a broader set of skills and higher levels of knowledge than they ever have before. But, most surveyed said, colleges and universities have room for improvement in preparing students to be workers.

It is time for us to match our ambitious goals for college attainment with an equally ambitious – and well-informed – understanding of what it means to be well-prepared,” said Carol Geary Schneider, the association’s president. “Quality has to become the centerpiece of this nation’s postsecondary education.”

Nearly across the board, employers said they expect more of their employees than they did in the past

At a certain point in the 17th century, the known world suddenly became, in one particular and peculiar sense, unknowable. This seems, on the face of it, counter-intuitive: This was, after all, a time when modern science came into existence, when mathematics and methodology reorganized the capacity and reach of thought, when thinkers such as Descartes, Galileo and Newton altered the conceptual fabric of the universe, and gave the woozy gauze of what had been imagined the hard contours of what could be measured. But at the same time, this period of immense, almost incredible, transformation meant the end of homo universalis; if man could now measure everything, he was no longer the measure of everything.

Who was the last universal genius, the last person to grasp the entirety of knowledge? The most famous candidate is Gottfried Leibniz, whose research and achievements are asthma-inducing in breadth--and extend to studying Chinese and writing poetry. Less well-known, but no less interesting, is the Jesuit priest Anasthasius Kircher, who, over 72 volumes, analyzed everything from Egyptian hieroglyphics to harmonics.

But by the turn of the 18th century, this kind of panoptic vision was increasingly impossible; there was simply too much to know; and the deaths of Kircher in 1680 and Leibniz in 1716 marked the beginning of a new era in conceptual history, one that might be seen as the flip side of the rise of specialization

During the early modern period, and especially during the years 1550-1750, Europe experienced a kind of "information explosion." I emphasize the word "experience" as this is an essential element to the arguments presented here. There is ample evidence to demonstrate that during this period, the production, circulation, and dissemination of scientific and scholarly texts accelerated tremendously. In her essay, Ann Blair notes that over the course of this period, a typical scholarly library might have grown by a factor of fifty, while Brian Ogilvie demonstrates an equivalent acceleration in the production and consumption of texts in the domain of natural history; and there is a large literature to back both of these arguments up. But the fact of accelerated textual production and consumption is not what is principally at issue here. What is essential is the sense that such a phenomenon was taking place and the variety of responses to it.

She examines the varieties of textual practices "deployed by early modern scholars" in response to a perceived "overabundance of books" during the period between 1550 and 1700, and she argues that historians have paid disproportionate attention to what she calls "literary reading" and not enough to other modes of encountering and engaging textual materials ranging from browsing and skimming to buying and collecting to annotating, cutting and pasting, and dog-earing. For Blair these other modes of acting upon texts are important in all historical moments, but in situations where readers feel themselves overwhelmed by information, they become all that much more crucial and telling.

"By the 1580s," Ogilvie writes, "the botanical tyro had to master a tremendous number of words, things, and authorities." And during this period botanical literature increasingly sought to address precisely this concern. Already in the 1550s, with the work of Conrad Gesner and Remert Dodoens, Ogilvie observes a shift from an older form of botanical treatise, descended from the alphabetical materia medica, to a new form organized around "tacit notions of similarity" among different natural types. Not that all of these developments were useful. As Ogilvie notes, the move toward similarity was not a direct move toward scientific taxonomy, and in different works vastly different categorical schemes applied, so that the same plant might be grouped with "shrubs" in one and, in another, with "plants whose flowers please." Eventually, with Caspar Bauhin at the end of the sixteenth century and John Ray at the end of the seventeenth, Ogilvie notes the rise of a new class of scientific literature aimed not only at describing and organizing natural facts but at doing the same work for scientific texts themselves.

Do you have ideas or examples of good practice of working with employers to promote workforce development? UK universities and colleges are under pressure to do "employer engagement" and some are finding it really difficult. This is sometimes due to the university administrative systems not welcoming non-traditional students, and sometimes because we use "university speak" rather than "employer speak". All ideas very welcome. Thanks. Posted 7 hours ago | Reply Privately /* extlib: /js_controls/_dialog.jsp */ LI.i18n.register( 'Dialog-closeWindow', 'Close this window' ); LI.i18n.register( 'Dialog-or', 'or' ); LI.i18n.register( 'Dialog-cancel', 'Cancel' ); LI.i18n.register( 'Dialog-submit', 'Submit' ); LI.i18n.register( 'Dialog-error-generic', 'We\'re sorry. Something unexpected happened and your request could not be completed. Please try again.' ); LI.Controls.addControl('control-7', 'Dialog', { name: 'sendMessageDialog', type: 'task-modeless', content: { node: 'send-message-dialog', title: 'Reply Privately' }, extra: { memberId: '19056441', fullName: 'Anita Pickerden', groupId: '2774663', subject: 'RE: Do you have ideas or examples of good practice of working with employers to promote workforce development?' } });