Competencies for Community College Leaders
× Competencies for Community College Leaders This resource offers information on competencies leadership programs/colleges should consider when designing programs to develop tomorrow's community college ...

A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas
National Research Council

Investing in Success: Cost-Effective Strategies to Increase Student Success
Jane Wellman; and Rima Brusi

Evaluating the Return on Investment in Higher Education: An Assessment of Individual- and State-Level Returns
Kristin Blagg; Erica Blom

How UT-Austin's Bold Plan for Reinvention Went Belly Up
Lindsay Ellis
This article provides a cautionary tale about large institutional efforts to redesign undergraduate education and the challenges of measuring what works. In 2016, UT Austin pledged to revamp undergraduate education, adding state-of-the-art online classes, redesigned curricula, and short courses, among others, to produce less expensive degrees, teach practical skills and expand access via technology. Dubbed "Project 2021" it also committed to measure what worked and adjust accordingly. By 2019, the project was deemed too ambitious and lacked support to continue. Several lessons about the impact of changes in undergraduate teaching are useful. For example, implementing regular quizzes in large classes narrowed grade disparities between students from different socioeconomic groups. Massive online classes modeled after late-nighttalk shows were hailed as a national model for using technology to deliver remote instruction and billed as next-generation undergraduate programs. Yet, while students rated the online courses highly, evaluations of student learning showed no advantage to the course delivering mode, and the cost for the heavily produced studio quality courses was high. Key conclusions from the project evaluation is that it was very complicated and lacked direction, got caught in bureaucratic processes, and was expensive.

Does teaching advance your academic career?
Does teaching advance your academic career? Table: Examples of evidence that could be included in a promotion case for each level of teaching achievement, structured within four evidence domains. This table, taken ...

Institutional commitment to teaching excellence: Assessing the impacts and outcomes of faculty development
Catherine Haras; Steven C. Taylor; Mary Deane Sorcinelli; Linda von Hoene

Refining the Paradigm: Holistic Evaluation of Faculty to Support Faculty and Student Learning
Refining the Paradigm: Holistic Evaluation of Faculty to Support Faculty and Student Learning The authors present a holistic approach to evaluating faculty work that includes an integrated perspective on teaching, ...

Valuing Assessment: Cost-Benefit Considerations
Randy L. Swing; Christopher S. Coogan

Competency-based education: A study of four new models and their implications for bending the higher education cost curve
Donna M. Desrochers; Richard L. Staisloff
In this report the authors assess CBE programs at four institutions by considering business models, costs, etc. and what is required from institutions to 'get to breakeven'. The four institutions anticipate breaking even with their programs by the fifth year, and they project that by the sixth year these programs will be operating at half the cost of the traditional academic programs. The article describes how an evaluation of the competency- based education business model must include considerations regarding price, efficiency (academic delivery structure, staff ratios, and compensation), and scale (student recruitment, enrollment, and retention).