Learning Resources

Abstract: Many institutions of higher education develop assessment systems to demonstrate evidence of value added and to meet accreditation requirements. The sustainability of such assessment systems is usually defendant on creating a culture of assessment, which entails establishing shared values and principles and implementing practices designed to meet organizational goals. A survey of 119 assessment professionals revealed both the challenges and facilitating factors in creating and sustaining a culture of assessment. This article presents the survey results organized by an institution’s stage of development in establishing a culture of assessment: beginning, progress, or maturation. The article also provides specific examples to help institutions move along the continuum or improve their current practices and concludes with a discussion of policy implications

Abstract: The Balanced Scorecard is a planning model used extensively in business to provide direction and accountability to an organization. Despite the demonstrated success of the model, it has not been widely used in higher education. This article compares and contrasts the use of the Balanced Scorecard by two small, private colleges. The article includes examples of how the model was implemented, how it is used for cyclical improvement, and how it can be used to improve communication concerning institutional planning.

Abstract: U.S. transportation data suggest that the number of vehicle miles traveled has far surpassed new capacity, resulting in increased traffic congestion in many communities throughout the country. This article reports on traffic congestion around a university campus located within a small town. The mix of trip purposes varies considerably in this context, with the majority of trips related to student movement to and from classes. The university itself becomes a major traffic generator, but in a complex way. This article describes how congestion in a university setting differs from that in a nonuniversity setting; what components drive this congestion; how best to reduce this congestion while adhering to overall university planning objectives; and how to set a foundation for traffic management strategies that provide environmental, social, and economic benefit to the university and, importantly, to the surrounding community. The information presented here applies beyond the campus setting to any community that contains nontraditional traffic generators and shows why context does matter when analyzing and managing traffic.

Abstract: A simple and readily understandable visual display of quantitative measures of academic efficiency and productivity is demonstrated in this article. This graphical construction facilitates annual comparisons of unit efficiency and productivity as well as an analysis of temporal changes in unit activity. By establishing a common framework upon which a data-driven conversation regarding unit activity is constructed, this method produces a single graphical representation of the activities of any academic unit. As such, this technique assists academic decision makers with goal setting, resource allocation and reallocation, and the program prioritization process.

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: This article uses the results of a national study to propose several multidimensional planning models for institutional planners and researchers. It focuses on developing, supporting, and using a number of dimensions within six domains that the research study identified as important factors for inclusion in planning models. The domains are external influences on student assessment, institutional context (type, control, and size), institutional approach to student assessment, institution-wide support for student assessment, assessment management policies and practices, and uses and impacts of student assessment.

Abstract: A review of “Assessing Educational Outcomes,” by Peter T. Ewell, (ed.), New Directions for Institutional Research Issue Number 47, San Francisco: Jossey-Bass, Inc., 1985.