National Institute for Learning Outcomes Assessment |

National Institute for Learning Outcomes Assessment

Occasional Papers

DQP Cover

Hersh, R.H. & Keeling, R.P. (2013, February).Changing Institutional Culture to Promote Assessment of Higher Learning. (Occasional Paper No.17). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

In NILOA's seventeenth occasional paper, authors Richard Hersh and Richard Keeling explain their views regarding the institutional culture in higher education and how it impacts assessment. Hersh and Keeling argue that the current state of higher learning is inadequate with regards to both quantity and quality. The authors conclude that current assessment practice for many institutions is a reactive model and that institutions need to make assessment an institutional priority.
   
Previously released occasional papers:
 
 

Ewell, P. T. (2009, November). Assessment, accountability, and improvement: Revisiting the tension (NILOA Occasional Paper No.1). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

  Paper 1 Web Page


 
 

Banta, T. W., Griffin, M., Flateby, T. L., & Kahn, S. (2009, December). Three promising alternatives for assessing college students' knowledge and skills (NILOA Occasional Paper No.2). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

 

 

 
 

Wellman, J. V. (2010, January). Connecting the dots between learning and resources (NILOA Occasional Paper No.3). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
 


 
 

Hutchings, P. (2010, April). Opening doors to faculty involvement in assessment(NILOA Occasional Paper No.4). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
 

 

 

Swing, R. L., & Coogan, C. S. (2010, May). Valuing assessment: Cost-benefit considerations (NILOA Occasional Paper No.5). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
 



 


 

Provezis, S. (2010, October). Regional accreditation and student learning outcomes: Mapping the territory (NILOA Occasional Paper No.6). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

 


 

 

Schuh, J. H., & Gansemer-Topf, A. M. (2010, December). The role of student affairs in student learning assessment (NILOA Occasional Paper No.7). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
 


 

 

Blaich, C. F., & Wise, K. S. (2011, January). From gathering to using assessment results: Lessons from the Wabash National Study (NILOA Occasional Paper No.8). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
 


 
Faculty Unions
 

Gold, L., Rhoades, G., Smith, M., & Kuh, G. (2011, May). What faculty unions say about student learning outcomes assessment (NILOA Occasional Paper No.9). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

 


 
Community College Cover
 

Nunley, C., Bers, T., & Manning, T. (2011, July). Learning outcomes assessment in community colleges (NILOA Occasional Paper No.10). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

 

 

 


Community College Paper
 

Volkwein, J. F. (2011, September). Gaining ground: The role of institutional research in assessing student outcomes and demonstrating institutional effectiveness (NILOA Occasional Paper No.11). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
 

 

 

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Prineas, M., & Cini, M. (2011, October). Assessing learning in online education: The role of technology in improving student outcomes (NILOA Occasional Paper No.12). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.
 


  Occasional paper thirteen
 

Miller, M. A. (2012, January). From denial to acceptance: The stages of assessment (NILOA Occasional Paper No.13). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

 


  Occasional Paper Fourteen
 

Gilchrist, D., & Oakleaf, M. (2012, April). An Essential Partner: The Librarian’s Role in Student Learning Assessment (NILOA Occasional Paper No.14). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

 

 

 
 

Benjamin, R., Miller, M. A., Rhodes, T. L., Banta, T. W., Pike, G. R., & Davies, G. (2012, September). The Seven Red Herrings About Standardized Assessments in Higher Education(NILOA Occasional Paper No.15). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

  Paper 15 Web Page

 

  DQP Cover
 

Ewell, P. (2013, January).The Lumina Degree Qualifications Profile (DQP): Implications for Assessment. (Occasional Paper No.16). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment.

  Paper 16 Web Page


 

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The following papers will soon be released:

This summer/fall (2012), you can look forward to the following topic being addressed in a NILOA Occasional Paper:

Mark Salisbury: Designing an integrated institutional assessment framework to improve student learning



 

NILOA Occasional Papers are commissioned to examine contemporary issues and to inform the academic community of the current state-of-the art of assessing learning outcomes in American higher education.  The papers are written for a general audience in order to provide comprehensive, accurate information about how institutions and other organizations can become more proficient at assessing and reporting student learning outcomes for the purposes of improving student learning and responsibly fulfilling expectations for transparency and accountability to policy makers and other external audiences.