After the Program Outcomes have been established, the next step and in many ways, the first step in the actual assessment cycle is to identify the learning outcomes that should occur for each course.

Graduate-level programs were once relatively immune from pressure to define and measure “learning outcomes” for their students. But for good or ill, the student-learning-assessment movement has begun ...

As Americans express growing doubts about the value of a postsecondary degree, colleges and universities have been under increasing pressure to show that students emerge with the knowledge and/or ...

In the introductory overview, we highlighted the significant problems and false positives that accompany current Large Language Model (LLM) detection tools. The inability to identify LLM output, plus ...

3 Division of Orthopaedic & Accident Surgery, Queen’s Medical Centre, University of Nottingham Correspondence to: Dr Kordi Division of Orthopaedic & Accident Surgery, C Floor, West Block, University ...

In a recent Century Foundation essay, I raised a concern that accreditors of traditional colleges are allowing low-quality education to go unaddressed while insisting, in a misguided attempt to prove ...

As online learning courses continue to grow, the need for quality standards has become critical. CLU utilizes Quality Matters (QM) standards to guide the course design process. Quality Matters (QM) is ...

Creating a course map is like planning a road trip—you start with your destination (learning outcomes) and chart the best route to get there (instruction, activities, and assessments). A ...

Walk into a modern classroom or open a student's laptop, and the shift is impossible to miss. Lecture recordings replace missed classes. AI tools suggest outlines. Digital platforms track progress in ...