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Nils Peterson

College for $99 a Month by Kevin Carey | Washington Monthly - 1 views

www.washingtonmonthly.com/...college_for_99_a_month.php

shared by Nils Peterson on 17 Oct 09 - Cached
  • Which means the day is coming—sooner than many people think—when a great deal of money is going to abruptly melt out of the higher education system, just as it has in scores of other industries that traffic in information that is now far cheaper and more easily accessible than it has ever been before. Much of that money will end up in the pockets of students in the form of lower prices, a boon and a necessity in a time when higher education is the key to prosperity. Colleges will specialize where they have comparative advantage, rather than trying to be all things to all people. A lot of silly, too-expensive things—vainglorious building projects, money-sucking sports programs, tenured professors who contribute little in the way of teaching or research—will fade from memory, and won’t be missed.
    • Nils Peterson
      Nils Peterson on 17 Oct 09
       
      Wash State Rep Reuven Carlyle quoted this in his blog http://reuvencarlyle36.com/
Gary Brown

News: Assessment vs. Action - Inside Higher Ed - 0 views

www.insidehighered.com/...assess

asesment

shared by Gary Brown on 26 Oct 09 - Cached
  • The assessment movement has firmly taken hold in American higher education, if you judge it by how many colleges are engaged in measuring what undergraduates learn. But if you judge by how many of them use that information to do something, the picture is different.
  • The most common approach used for institutional assessment is a nationally normed survey of students.
  • ut the survey found more attention to learning outcomes at the program level, especially by community colleges.)
  • ...3 more annotations...
  • Much smaller percentages of colleges report that assessment is based on external evaluations of student work (9 percent), student portfolios (8 percent) and employer interviews (8 percent).
  • “Some faculty and staff at prestigious, highly selective campuses wonder why documenting something already understood to be superior is warranted. They have little to gain and perhaps a lot to lose,” the report says. “On the other hand, many colleagues at lower-status campuses often feel pressed to demonstrate their worth; some worry that they may not fare well in comparison with their better-resourced, more selective counterparts. Here too, anxiety may morph into a perceived threat if the results disappoint.”
  • The provosts in the survey said what they most needed to more effectively use assessment was more faculty involvement, with 66 percent citing this need. The percentage was even greater (80 percent) at doctoral institutions.George Kuh, director of the institute, said that he viewed the results as "cause for cautious optimism," and that the reality of so much assessment activity makes it possible to work on making better use of it.
  • Kimberly Green on 26 Oct 09
     
    From National Institute for LOA:\n\n"The provosts in the survey said what they most \nneeded to more effectively use assessment was more faculty involvement, with 66 \npercent citing this need. The percentage was even greater (80 percent) at \ndoctoral institutions."
  • Gary Brown on 28 Oct 09
     
    another report on survey with interesting implications
Theron DesRosier

An Expert Surveys the Assessment Landscape - The Chronicle of Higher Education - 2 views

chronicle.com/...48945

chronicle kuh assessment accountability higher_education

shared by Theron DesRosier on 30 Oct 09 - Cached
  • What we want is for assessment to become a public, shared responsibility, so there should be departmental leadership.
  • Theron DesRosier on 30 Oct 09
     
    "What we want is for assessment to become a public, shared responsibility, so there should be departmental leadership." George Kuh director of the National Institute for Learning Outcomes Assessment.
  • Theron DesRosier on 30 Oct 09
     
    Kuh also says, "So we're going to spend some time looking at the impact of the Voluntary System of Accountability. It's one thing for schools to sign up, it's another to post the information and to show that they're actually doing something with it. It's not about posting a score on a Web site-it's about doing something with the data." He doesn't take the next step and ask if it is even possible for schools to actually do anything with the data collected from the CLA or ask who has access to the criteria: Students? Faculty? Anyone?
Gary Brown

WSU Today Online - Current Article List - 1 views

www.wsutoday.wsu.edu/...Publications.asp

accreditation NCATE

shared by Gary Brown on 19 Nov 09 - Cached
  • National and state agencies have renewed accreditation for WSU's College of Education, which earned praise as “a standout institution.” The ratings came after voluntary reviews by the National Council for Accreditation of Teacher Education (NCATE) and Washington State’s Professional Educator Standards Board (PESB). Both accreditation teams, which work cooperatively, visited WSU last spring.
  • accredited institutions must: * Carefully assess this knowledge and skill to determine that candidates may graduate. * Have partnerships with schools that enable candidates to develop the skills necessary to help students learn. * Prepare candidates to understand and work with diverse student populations. * Have faculty who model effective teaching practices. * Have the resources, including information technology resources, necessary to prepare candidates to meet new standards.
  • Gary Brown on 19 Nov 09
     
    Note the criteria as it pertains to NWCC&U
Gary Brown

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
Nils Peterson

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).
Gary Brown

U.S. GAO - Program Evaluation: A Variety of Rigorous Methods Can Help Identify Effective Interventions - 1 views

www.gao.gov/GAO-10-30

rcts alternative methodology

shared by Gary Brown on 01 Dec 09 - Cached
  • In the absence of detailed guidance, the panel defined sizable and sustained effects through case discussion
  • The Top Tier initiative's choice of broad topics (such as early childhood interventions), emphasis on long-term effects, and use of narrow evidence criteria combine to provide limited information on what is effective in achieving specific outcomes.
  • Several rigorous alternatives to randomized experiments are considered appropriate for other situations: quasi-experimental comparison group studies, statistical analyses of observational data, and--in some circumstances--in-depth case studies. The credibility of their estimates of program effects relies on how well the studies' designs rule out competing causal explanations.
  • Gary Brown on 01 Dec 09
     
    a critical resource
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