Experts explore the quality and assessment of higher education.
Posts from Measuring Stick
A prominent critic of the National Research Council’s doctoral-program assessments replies to a recent essay in The Chronicle.
Villanova has tried to give first-year students a fuller sense of what it means to think like an engineer.
In national conversations about college quality, disciplinary associations’ efforts are sometimes strangely ignored.
Fears over accreditation may drive colleges to conduct learning-assessment projects. A new paper describes some of the pressures that regional accreditors bring to bear.
A few institutions have tried to make student transcripts more comprehensible by including information about the grade distribution for each course.
Ohio State’s doctoral program in communications is proud of its rankings in the National Research Council’s new report. But the program has changed since the data were collected in 2006.
With the council’s assessments about to arrive, four scholars have just published a paper about the meaning—and limits—of doctoral-program prestige.
When employers look at job candidates’ transcripts, it’s too hard for them to infer what the candidates actually learned at college.
Will the newest set of international rankings inspire universities to do the right thing?