Learning & Assessment

Does performance funding for higher education actually work? According to the authors of a new book on the topic, the answer is both yes and no.

A new entrant to the rankings offers some positive approaches, but more work must be done when it comes to providing students helpful information and supporting institutional improvement, writes Jamienne S. Studley.

Furman University seeks to set itself apart by focusing on students' career and research experience, and the liberal arts university will create a team of mentors for each student, often including faculty members.

A major criticism from students who have dropped out of graduate school is the lack of support they received from their professors, write Melissa A. Brevetti and Dana Ford.

Proponents of digital badges and alternative credentials have valuable goals, writes Colin Mathews, but are pushing a universal language of credentialing that is unnecessary and unfair.

Responding to sharp criticism, regional accrediting agencies will focus extra attention on institutions with below-average performance.

As we begin a new academic year, institutional leaders should engage their campus communities in honest, data-driven conversations about what to do better, argues Bonita J. Brown.

Report finds initiative fatigue and a lack of accountability, among other obstacles, are preventing colleges from improving student outcomes.