Our Mission & Vision
Established in 2008, the mission of the National Institute for Learning Outcomes Assessment (NILOA) is to discover and disseminate ways that academic programs and institutions can productively use assessment data internally to inform and strengthen undergraduate education, and externally to communicate with policy makers, families and other stakeholders.
NILOA assists institutions and others in discovering and adopting promising practices in the assessment of college student learning outcomes. Documenting what students learn, know and can do is of growing interest to colleges and universities, accrediting groups, higher education associations, foundations and others beyond campus, including students, their families, employers, and policy makers.
To learn more, read our About Us document.
NILOA’s primary objective is to discover and disseminate ways that academic programs and institutions can productively use assessment data internally to inform and strengthen undergraduate education, and externally to communicate with policy makers, families and other stakeholders.
Who Is Involved?
The NILOA project is based at the University of Illinois and Indiana University. Stan Ikenberry and George Kuh serve as co-principal investigators, Natasha Jankowski as Director, and Peter Ewell, Pat Hutchings, Jillian Kinzie, Paul Lingenfelter, and David Marshall serve as Senior Scholars.
What You Can Expect
To provide a comprehensive picture of the changing assessment landscape, NILOA will conduct periodic online surveys of campus assessment efforts, interview key respondents, analyze institutional websites and those of organizations engaged in assessment-related efforts, produce a series of commissioned papers addressing pressing topics, and develop short, instructive case studies of promising practices in collegiate learning assessment—particularly the use of assessment data to improve student learning and approaches to public reporting of assessment data.
About the Website
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National Institute for Learning Outcomes Assessment