New Occasional Paper

Co-Designing Assessment and Learning:
Rethinking Employer Engagement in a Changing World

NILOA’s thirty-ninth Occasional Paper explores the U.S. Chamber of Commerce Foundation’s Talent Pipeline Management® (TPM) movement, which is as a partnership model that allows employers to more meaningfully signal their competency needs to educators, and how educators can, in turn, describe their evidence of learning in ways that are understood by employers relative to those competency needs. This Occasional Paper describes the unique challenges a dynamic, changing labor market poses for employer-education partnerships, and how employers and education partners can use TPM® as a framework for engaging one another in co-designing learning pathways that produce evidence of learning that is meaningful to both sides. Read more…

NILOA Track at the 2019 Assessment Institute!

We invite you to join us for the 2019 Assessment Institute in Indianapolis where NILOA will once again have its own Track. The Assessment Institute is the nation’s oldest and largest event focused exclusively on outcomes assessment in higher education. Attendees can expect to have ample opportunities to acquire fundamental assessment knowledge and build support networks. The NILOA track of presentations covers a wide range of topics and is designed to appeal to a broad audience. We hope you find the NILOA track to be relevant, thought-provoking, and engaging! Read more…

New Assessment in Practice

An Outcomes Based Approach to Career Development

In spring 2013, a new strategic vision for career development was operationalized at the University of Baltimore focused on re-branding the Career Center and increasing student engagement in career planning. The plan emphasized the University of Baltimore’s commitment to facilitating the professional development of students and alumni and incorporated the intentional assessment of student learning, engagement, and satisfaction to track success. This Assessment in Practice explores the process of creating a sustainable outcomes assessment process supported by employer and student feedback. Read more…

New Equity Response

Making Culturally-Responsive Sense of Assessment Data:
Inquiry About Equity

When it comes to data about inequity, especially racial inequity, people often find reasons to minimize decades of evidence that systemic inequity affects students. Assessment requires data, but a data-driven approach to conversations about oppression don’t necessarily lead to a change in perspective or a change in practice. Cultural changes require explicit and ongoing discussion about the tendency for faculty, staff, and administrator resistance to taking action on equity. I’d like to elaborate on some of the issues of campus culture that might get in the way of such useful and necessary assessment practices using H. Richard Milner’s (2012) opportunity gaps framework and Robin DiAngelo’s (2018) book White Fragility: Why It’s so Hard for White People to Talk About Racism. Read more…

Featured Website: Las Positas College

Las Positas College Student Learning Outcomes (SLO) website is this month’s Featured Website in the category of Centralized Assessment Repository, aligning with the Transparency Framework’s component of Student Learning Outcomes Statements.