3-Minute Assessment Talk - The Differences Between Course and Program-Level Assessment

Student feedback shows what's really going on across your campus, and it's even more valuable in times of extreme change. Learn how to make the most of your course evaluations and surveys.

What's the current state of campus technology? This report from Watermark and The Chronicle of Higher Education can help you find the right tools to support faculty through COVID.

Use these tips to capture more feedback from more students through your course evaluations.

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.

Faculty qualifications are a hot topic. While most faculty are qualified to teach based on their degrees, others may be qualified based on other criteria. This guide outlines the difference.

Help faculty members see the benefits of maintaining their professional activities and qualifications in a digital faculty activity reporting system.

Concerned about maintaining high response rates when you make the transition to an electronic course evaluation and survey system? Check out this clear guide to achieving higher survey response rates.

The ability to analyze and report on key data can transform your institution. But data solutions don't always create the expected results. This eBook will teach you what data can and can't do for you.

A faculty activity reporting system not only gives you easy access to the information you need, but frees up faculty to focus on teaching, scholarship, and service.

The right assessment solution can help achieve the mission at the heart of your institution. This eBook gives four essential steps to evaluate assessment technology solutions and make the best choice.

This 2019 survey includes compelling (and at times confounding) data around sentiments on campus race relations, strings-attached donations, skepticism of higher education, and financial stability.

Institutions that suffer from a lack of data or struggle to establish a culture of data-informed decision making face a volume of data that’s difficult to connect. Learn more in this report.

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?