There’s a hot topic on campus: faculty qualifications, or what accrediting bodies often call credentialing. While the vast majority of faculty are qualified to teach based on their academic degrees, some faculty (particularly adjuncts or those in health sciences or business) may be qualified based on work experience, licenses, certifications or other qualifying activities. Here’s what you need to know about credentialing, from what accrediting bodies mean by it to approaches to documenting and defending your faculty’s qualifications.
Struggling to keep your course evals on track this term? These tips can help.
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The Essential Guide to Assessment Strategy
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.
The Essential Guide to Course Evaluation Strategy
No matter where learning happens, course evaluations are essential. Here's how to create a successful strategy for course evaluations and institutional surveys.
Education Technology in the COVID Era: What Faculty Need to Know
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.
COVID-19 and Your Campus
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.
6 Ways to Boost Student Evaluation Response Rates
Use these tips to capture more feedback from more students through your course evaluations.
Inside Higher Ed 2020 Survey of College and University Chief Academic Officers
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.
The Faculty Activity Reporting System You’ll Actually Like to Use
Help faculty members see the benefits of maintaining their professional activities and qualifications in a digital faculty activity reporting system.
Achieving Successful Survey Response Rates in Online Course Evaluation
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 Essential Guide: What Data Can Do For Your University
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.
6 Reasons Your Faculty Will Love Activity Reporting
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.
Assessment Technology: 4 Steps to Choosing the Right Solution
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.
Inside Higher Ed 2019 Survey of College and University Presidents
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.
Connecting Campus Data to Drive Meaningful Improvement
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.
3-Minute Assessment Talk - The Difference Between Course Grades & Learning Outcomes Assessment
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?
3-Minute Assessment Talk - The Difference Between Formative & Summative Assessment
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?
3-Minute Assessment Talk - The Differences Between Course and Program-Level Assessment
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.