We live in a digital world, and it’s safe to say that the digital age has transformed higher education. Long-standing paper-based institutional processes have been streamlined or replaced by more efficient and flexible online systems. One of the most common questions asked by institutions when considering a move to an online course evaluation process is how to get students to participate and get a good response rate. This white paper provides an easy and clear guide to navigating the transition and achieving higher survey response rates.
Help faculty members see the benefits of maintaining their professional activities and qualifications in a ...
Struggling to keep your course evals on track this term? These tips can help.Get the Guide
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If you’re going through the same faculty activity reporting processes year after year just to check a box, it’s time to reconsider your approach. This guide can help.
Assessment and accreditation reporting isn't just about compliance. With the right strategy, your data will tell you what needs to change at your institution to support student success.
No matter where learning happens, course evaluations are essential. Here's how to create a successful strategy for course evaluations and institutional 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.
Watermark conducted a national survey of higher ed professionals in May 2020 to understand the impact of COVID-19 on students, faculty, staff, and essential processes across higher education.
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.
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?
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.