…194–200. National Institute for Learning Outcomes Assessment | 29 http://www.learningoutcomesassessment.org/documents/NILOA2018SurveyReport.pdf http://nsse.indiana.edu/NSSE_2006_Annual_Report/docs/NSSE_2006_Annual_Report.pdf http://nsse.indiana.edu/NSSE_2007_Annual_Report/docs/withhold/NSSE_2007_Annual_Report.pdf http://nsse.indiana.edu/NSSE_2015_Results/pdf/NSSE_2015_Annual_Results.pdf https://www.publicagenda.org/pages/public-opinion-higher-education-2016 Tsukayama, E., Duckworth, A. L., & Kim, B. E. (2013). Domain-specific impulsivity in school-age children. Developmental…

…Constructing our professional identities through reflection. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://twitter.com/niloa_web https://www.facebook.com/learningoutcomesassessment/ https://groups.webservices.illinois.edu/subscribe/2450 https://groups.webservices.illinois.edu/subscribe/2450 https://www.facebook.com/learningoutcomesassessment/ https://twitter.com/niloa_web https://groups.webservices.illinois.edu/subscribe/2450 http://learningoutcomesassessment.org http://www.learningoutcomesassessment.org…

…learning for continual improvement. (e.g. curricular changes implemented, development of instructional strategies, adaptations made in assessment measures or scoring devices, programmatic enhancements initiated for improvement, decision-making processes initiated). Programs and…

…communicate program quality, relevance, & value. Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment (NILOA). https://twitter.com/niloa_web https://www.facebook.com/learningoutcomesassessment/ http://learningoutcomesassessment.org/joinemail/ http://learningoutcomesassessment.org/joinemail/ https://www.facebook.com/learningoutcomesassessment/ https://twitter.com/niloa_web http://learningoutcomesassessment.org/joinemail/ http://learningoutcomesassessment.org http://www.learningoutcomesassessment.org…

…mostly in response to institutional accreditation, is costly and increasingly ritualistic, which more often generates faculty resistance than it inspires improvement. In his words, “The reality is that the improvement…