We’re collecting resources with a specific focus on mitigating the COVID-19 pandemic’s impact on teaching and learning and institutional effectiveness efforts. Check back often for new articles.
When the unexpected happens, how can you maintain institutional effectiveness despite disruption? Here are 4 ways to maintain institutional effectiveness through COVID and beyond.
Though we often think of them supplementing in-person instruction, ePortfolios provide important opportunities to ensure that the distance learning experience is just as rich and powerful.
Today more than ever, higher education institutions are exploring digital tools for key campus processes, and for very good reason. If you’ve ever tried to reconcile data from two different...
This survey of ~600 provosts & chief academic officers offers insights on recruiting and retaining faculty, program review, effectively providing quality undergraduate education, and key policies.
Grading and learning outcomes assessment are complementary activities that work together to support and improve teaching and learning. But can you quickly explain the difference between the two?
How do formative vs. summative assessment (or what many call “assessment for learning” and “assessment of learning”) differ and how do they both support and improve teaching & learning?
In the third installment of our 3MAT series, we’ll take a look at course vs. program assessment to understand where they overlap but, more so, how they differ in purpose, scope, timing, and structure.