Learning Resources

Abstract: Institutions often engage in elaborate assessment and planning processes that have little or no relationship to each other. Highly effective institutions are characterized by strategic planning activities that are intentionally informed by assessments of both student learning outcomes and the extent to which human and fiscal resources are being maximized in support of teaching and learning. This article examines specific assessment strategies and ways of using those assessments to inform planning at a college or university.

Abstract: Convergence is occurring between external demands placed on U.S. higher education institutions, such as those from state and federal governments for greater accountability, and calls for higher education’s recommitment to public purposes. One important example of this convergence is the redesign of accreditation processes and standards. Because of this redesign, accreditation—traditionally an academic and administrative activity—now has the potential to elevate and advance an institution’s commitment to greater community engagement, a more contemporary, innovative institutional priority.

Abstract: Liaison Committee on Medical Education (LCME) accreditation has had an important role in improving medical education as well as in verifying the quality of education in the nation's medical schools. In this manner, it also serves the interests of the public. Every eight years, medical schools undergo an accreditation process to determine whether they are in compliance with LCME standards. However, instead of resorting to cyclic episodes of compliance, medical schools should be in constant conformity with accreditation standards. This can be accomplished by establishing a formative accreditation process that ensures awareness of new standards or revisions and maintains ongoing compliance.

Abstract: This book provides insight on the higher education assessment process with an emphasis on planning and metrics. Using their extensive experience on the University of Delaware campus, the authors give numerous examples of the integrated nature of planning. Intended for anyone on campus who is involved with the planning or accrediting process.

Abstract: Book review for Lobbying for Higher Education: How Colleges and Universities Influence Federal Policy, by Constance Ewing Cook. Vanderbuilt University Press, 1998. 272 pages. ISBN 0-8265-1317-4. Pull quotes: "America's colleges and universities came to be described by the word 'postsecondary' so that proprietary, profit-making institutions could be included." "There are still a number of people in higher education who are uncomfortable being described as members of an interest group."