Improving Quality in American Higher Education: Learning Outcomes and Assessments for the 21st Century by Jillian Kinzie

2017 ◽  
Vol 58 (8) ◽  
pp. 1281-1283
Author(s):  
Jillian Kinzie
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
21St Century ◽  
American Higher Education

scholarly journals Integration as the New (General Education)

2019 ◽  
Vol 8 (1) ◽  
pp. 21-29
Author(s):  
Cynthia Brandenburg ◽  
Michael Kelly
Keyword(s):  
Higher Education ◽  
General Education ◽  
21St Century ◽  
American Higher Education

The story of American higher education in the 21st century is told in many ways.  Some versions offer up a transcendental beacon of hope for our collective future prosperity, while other more widely circulated ones read like a faltering tale of desperation and despair.  Of course, the truth likely falls somewhere in the middle, which makes sustained efforts to intentionally explore—and reshape—the nature of current and future educational efforts all the more relevant.  

scholarly journals Peer review of teaching to promote learning outcomes

2010 ◽  
Vol 31 (1) ◽  
pp. 14
Author(s):  
Chris Burke
Keyword(s):  
Higher Education ◽  
Peer Review ◽  
Learning Outcomes ◽  
Effective Means ◽  
Peer Evaluation ◽  
American Higher Education ◽  
Ernest Boyer ◽  
Evaluation Of Teaching ◽  
American Educator

In 1990, American educator Ernest Boyer asked us to reconsider scholarship. In doing this he recognised not only the importance of teaching, but also that it was undervalued. Boyer concluded that for teaching to become valued it needed to be evaluated as rigorously as research is and suggested, among other things, that peer evaluation was an effective means of assessing quality ? just as it is in research. Boyer noted that peer evaluation of teaching was not commonly practised in American higher education. The situation remains similar to this day in Australia with peer review of teaching (PRT) being uncommon.

scholarly journals Defining Postsecondary Degrees In The 21st Century

2016 ◽  
Vol 13 (2) ◽  
pp. 65-78
Author(s):  
Kenneth I. Goldberg ◽  
James Guffey ◽  
Ponzio Oliverio
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Learning Outcomes ◽  
Continuous Improvement ◽  
21St Century ◽  
The United States ◽  
Assessment Process ◽  
Common Language ◽  
Complex Environments ◽  
Recent Attention

The competition for jobs in the 21st century is increasingly being driven by defining postsecondary learning in light of new and complex environments. To succeed, students must be prepared with knowledge to compete in these environments. Historically, higher education has defined these requirements in their own terms, often through learning outcomes specific to a course, degree or discipline. Given the recent attention toward the accountability of postsecondary education in the United States, a challenge facing our colleges and universities is defining the learning in a common language that is transparent and easily understood by all stakeholders regardless of a degree. The Lumina Foundation’s (2011) Degree Qualification Profile (DQP) is one way to accomplish this through five learning areas. This article will discuss how one institution adopted the DQP in the School of Professional Studies and quantified the five learning areas and meaning of its degrees. This study will discuss how three programs (undergraduate and graduate) identified and categorized the five learning areas of the DQP in the degrees, quantified the results, and used them in the assessment process for continuous improvement.

PRACTICAL TRAINING OF PROFESSIONALS IN THE HIGHER EDUCATION SYSTEM OF INDEPENDENT UKRAINE

2019 ◽  
pp. 66-70
Author(s):  
M. Zhylenko
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
21St Century ◽  
Educational Program ◽  
Professional Standards ◽  
Practical Training ◽  
Higher Education System ◽  
Educational Paradigm ◽  
Normative Content ◽  
Training Organization

The paper analyzes approaches to practical training organization in Ukrainian system of higher education in the period – the end of the 20th – beginning of the 21st century. Particular emphasis is placed on modern requirements. Exclusive attention is paid to the analysis of the modern educational paradigm. The process of changing the requirements for practical training in accordance with the transformational processes taking place in the system of higher education in Ukraine is considered in detail. Tasks of practical training are considered in the framework of modernization of educational and professional standards, requirements of the legislative and regulatory framework, creation of conditions for the involvement in the processes of building a new innovative National Qualifications System (NQS). Practical training is considered through the normative content of the training of higher education graduates, formulated in terms of programmatic learning outcomes and correlated with a specific list of general and special (professional, subject) competencies. Tasks for practical training of students are considered as a component of the whole educational program, which should be integrated into its philosophy and content and ensured by the procedure for determining the place of practical training in the matrices of matching competencies and program learning outcomes.

scholarly journals Civic Learning: A Sine Qua Non of Service Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Robert G. Bringle ◽  
Patti H. Clayton
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Outcomes ◽  
21St Century ◽  
Public Life ◽  
Essential Element ◽  
Civic Learning ◽  
The World ◽  
And Behaviors

Civic learning is an essential element of service learning, but one that is often underdeveloped in practice. This article surveys various conceptualizations of civic learning that are in use in higher education around the world, discusses approaches to designing service learning courses to generate civic learning outcomes, and proposes two methods for assessing student attainment of them. The intent is to build instructors’ capacities to cultivate the knowledge, skills, dispositions, and behaviors that lie at the very heart of civic learning and of public life in the ever-more complex and interconnected 21st century.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

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