Data, and the ability to analyze and report on it, can transform universities. But on some campuses, data solutions haven’t produced the expected results. So what can and can’t data do for your university? Download this eBook to learn how you can get the most out of data.
Concerned about maintaining high response rates when you make the transition to an electronic course evalua...
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How well are you measuring student learning? Learn how to distinguish between the direct and indirect measures and make a simple plan for data collection as you’re building your assessment strategy.
No matter where learning happens, course evaluations are essential. Here's how to create a successful strategy for course evaluations and institutional surveys.
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.
Use these tips to capture more feedback from more students through your course evaluations.
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.
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.
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.
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.
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.