Combatting a Compliance Mindset by Advocating for Betterment

While accreditation work consists of adherence to standards and criteria, too often efforts are reduced to simply a compliance mindset to satisfy accreditors (Ewell, 2009; Gaston, 2018; Levy et al., 2018). To combat a compliance mindset with accreditation work, this article encourages a betterment approach to promote continuous improvement rather than focusing solely on meeting […]

Continue Reading 2

End of Course Reflections and Changes Informed by Assessment During the Covid-19 Pandemic

Most educational practices continued during the academic year 2020-2021 despite the restrictions caused by the Covid-19 pandemic. While faculty certainly had to pivot and replace in-person modality with a virtual reality, this switch to virtual did not fully define the educational improvement at the course level at Georgian Court University (GCU). This statement is collaborated […]

Continue Reading 0

The Potential and Pitfalls of Net Promoter Scores (NPS) as a “Business World” Metric in Academic Assessment

The Net Promoter Score (NPS) was introduced in 2003 and has since been embraced by a vast majority of major companies worldwide. However, higher education has been slower to adopt this simple metric, in part because students aren’t exactly customers. Although they can choose among the many educational institutions and resources that are available just […]

Continue Reading 1

Assessing the Implementation of Changes to Teaching

To satisfy various stakeholders, including their institution’s administrators, faculty assess the effectiveness of their teaching (Haras, et. al, 2017). End-of-course student evaluations are still the most widely used method to assess teaching (Lawrence, 2018). Increasingly, however, research evidence shows that student bias, such as expected grade, gender, age, race, and attractiveness of the teacher all […]

Continue Reading 0

Creating Equity: Scaffolding First-Year Composition At A Hispanic-Serving Institution

Knowing that First-Year Composition (FYC) is closely tied to student success at our Hispanic-serving institution, we conducted a pilot study to see how redesigning our FYC courses with scaffolded reading and writing instruction might impact pass rates and retention of our Latinx students. The results of this study clearly demonstrated that a scaffolded course design […]

Continue Reading 5

Accreditation Standards to Include Diversity, Equity, & Inclusion

Diversity, Equity and Inclusion (DEI) are rooted in the cultural identity and lexicon of a civil society. However, in 2020, these words became aggressively polarizing among groups in America. Along with polarization, Americans either became fearful of their neighbors, separated from those who were different, were moved to a new awakening that there is much […]

Continue Reading 0

Interview: with Dr. Tammie Cumming

Dr. Tammie Cumming serves as Associate Provost and Assistant Vice President for Institutional Effectiveness at Brooklyn College.  She has provided educational research and assessment support services in higher education and at ACT Inc. for more than 25 years.  Dr. Cumming is a frequent speaker on educational assessment and accreditation on a national/international level and recently […]

Continue Reading 0

How Do We Know What We Know?

As scholars, we spend years training in our disciplines, developing techniques to make meaning of the world. As a chemist, I start with a hunch about a chemical reaction, then design experiments and measurements to collect data that provide insight into the reaction. From there, I continue with the iterative process of hypothesizing, experimenting, measuring, […]

Continue Reading 0

Powered by WordPress. Designed by WooThemes

Skip to toolbar