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Quality in the Undergraduate Experience What Is It? How Is It Measured? Who Decides? Summary of a Workshop (2016) / Chapter Skim
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Pages 33-40

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From page 33...
... suggested that institutions should make better use of faculty in departments of economics, education, and sociology who are trained to work with administrative datasets and can determine the causal connections between universities' efforts to improve quality and student outcomes. Participants in one small-group discussion believe that accrediting bodies require institutions to collect a lot of data that are not relevant to true measures of quality and advocated for influencing these bodies to require data that are more meaningful, in quality terms.
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From page 34...
... Department of Education Baccalaureate and Beyond Longitudinal Study 1 be dramatically expanded by adding questions about students' activity such as civic participation and cultural participation and by administering it to 500,000 people. Several participants suggested that co-curricular transcripts and diploma supplements can communicate students' experiences and abilities beyond the classroom.
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From page 35...
... Through these processes, she described how the university can identify successful pathways or clusters of pathways through course materials and uses that information to improve student success. Núñez described the decade-long process of quality improvement at Eastern Connecticut University, Connecticut's only public liberal arts university, and 3 National Research Council.
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From page 36...
... . The project measures broad intellectual skills as well as integrated applied learning and evaluates actual artifacts of students' academic course work.
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From page 37...
... He noted that what distinguishes quality enhancement regulatory procedures from U.S. accreditation is the focus on the internal processes and governance by which colleges and universities ensure, measure, and design academic courses and maintain the quality of the academic standards.
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From page 38...
... From those highlevel principles, the subcommittee drilled down to examine quality in specific contexts from business-to-consumer situations to more abstract contexts such as health care in which the transaction is not linear. He emphasized the importance of two contexts: (1)
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From page 39...
... Participants in one small-group discussions suggested that the Academies could take a lead role in the quality discussion as convener of the process. In that capacity, Jillian Kinzie (National Survey of Student Engagement and National Institute for Learning Outcomes Assessment)
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