Tag: Outcomes

Three women and two men are sitting at a table with microphones in front of them. Three of them have the name cards in front of them on end.

Practice

ED Negotiated Rulemaking: Innovation Subcommittee Completes Its Work and Makes Several Recommendations

Published by: Erin Noelle Walton | 3/19/2019 | 3 comments

The “Distance Learning and Education Innovation” Subcommittee of the current U.S. Department of Education negotiated rulemaking process completed its work last week. While several reports highlighted that there was disagreement on issues, there has been less attention paid to the general agreement the negotiators were reaching on a long list of regulations under consideration. There […]

Model of the ACT instructional design model. One the outside, analyze - teach - change in a circle surrounding "course, learning outcome, continuous improvement system"

Practice

The Benefits and Challenges of Course Learning Outcome Assessment in Every Course Every Term

Published by: Lindsey Rae Downs | 11/7/2018 | 2 comments

How does your college or program handle learning outcome assessments? Today we’re thrilled to be joined by several representatives from the University of Western States, Bernadette Howlett, Denise Dallmann, Dana Sims-Barbarick, and Susan Donoff, to discuss the University’s Every Course Every Term (ECET) initiative. This continuous improvement program helps faculty collect and act on course […]

Practice

Rio Salado: Innovation Pushes the Boundaries of Tradition

Published by: Lindsey Rae Downs | 5/3/2018 | 1 comments

Today here on WCET Frontiers we are happy to welcome Stacey VanderHeiden Güney, the Director of the Digital Learning Solution Network. Stacey is here to discuss a recent study on higher education institutions implementing digital learning and follow-up conversations regarding one of the institutions included in the study.  Thank you to Stacey for today’s post […]

Practice

Opening a New Path to Success – A Journey with Open Textbooks

Published by: Lindsey Rae Downs | 4/26/2018 | 1 comments

Z Degrees (Zero-Textbook Cost Degrees) are what many consider the holy grail of Open Educational Resources (OER) accomplishments. Today’s guest blogger, Tanya Grosz, Ph. D., Dean of Graduate, Online & Adult Learning, led the open initiative at the University of Northwestern St. Paul—the first institution in Minnesota to create a Z Degree. Tanya and I […]

Practice

WCET Summit: Ensuring Ethical and Equitable Access in Digital Learning

Published by: Lindsey Rae Downs | 4/24/2018 | 0 comments

In June 2017, I had the outstanding opportunity to attend my first WCET Leadership Summit. Last year’s event focused on the essential institutional capacities needed to encourage and lead innovation. I specifically remember feeling so invigorated by every session I attended and I truly enjoyed the hallway conversations and the incredibly active social media backchannel. […]

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Practice

Count All Students! Outcome Measures for Community Colleges

Published by: Lindsey Rae Downs | 4/17/2018 | 0 comments

Should we count all students when analyzing higher education, or only some of them? We think all students should be included….and community colleges are often misrepresented by not doing so. This third post in a series of posts on the IPEDS Outcome Measures data (released by the U.S. Department of Education late in 2017), we […]

The Graduation Rate likely did not count 68.8% of community college students in Colorado. That’s almost 15,000 students. They are included in the new Outcome Measures.

Practice

Count All Students! Outcome Measures for Non-Traditional Institutions

Published by: Lindsey Rae Downs | 4/12/2018 | 1 comments

Should we count all students when analyzing higher education, or only some of them? It’s not surprising that when you include all students, you get different results from that analysis than when you don’t. We think all students should be included. As reported in our last blog post (“Count All Students! New Outcome Measures Now […]

text box which reads: …Faculty members must plan collaboratively beyond the courses they teach to design program-level strategies to demonstrate rigor.

Practice

Rigor, Meet Reality

Published by: Lindsey Rae Downs | 4/5/2018 | 2 comments

How do you define academic rigor? I know when I was completing my undergraduate and graduate coursework, I could tell the difference between a rigorous course and one that would be a little less time consuming. I also understood, especially in graduate school, that the more rigorous a course was, the more I “got out […]

Practice

Higher Education Act – Innovations, Definitions, and State Authorization

Published by: Lindsey Rae Downs | 3/15/2018 | 3 comments

When passed in 1965, the Higher Education Act (HEA) was intended to “to strengthen the educational resources of our colleges and universities and to provide financial assistance for students in postsecondary and higher education.” Updated or “reauthorized” several times since then, the Act has historically housed most of federal resources and regulations for higher education […]

Practice

Open Textbooks and OER in Colorado: Lots of Interest and Great Promise

Published by: Lindsey Rae Downs | 2/9/2018 | 0 comments

This week on WCET Frontiers Blog, Tanya Spilovoy, Ed. D., Director of Open Policy for WCET, discusses the outcomes of the Colorado Open Educational Resources (OER) Council recent work in open textbook initiatives, her research and consulting role with WCET, and how OER can be leveraged to meet state higher education goals. WCET is thrilled […]

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