New on WCET Frontiers
Practice
Count All Students! Outcome Measures for Non-Traditional Institutions
Published by: WCET | 4/12/2018
Should we count all students when analyzing higher education, or only some of them? It’s not surprising that when you include all students, you get different results from that analysis than when you don’t. We think all students should be […]
Practice
Count All Students! New Outcome Measures Now Include Non-Traditional Students
Published by: WCET | 4/10/2018
There is new improvement to the U.S. Department of Education’s Graduation Rate statistic. And we should all be using it. Institutions with large non-traditional student enrollments (e.g.: community colleges, online colleges, inner city universities, military-serving institutions) have not been well-represented […]
Practice
Higher Education Act – Innovations, Definitions, and State Authorization
Published by: WCET | 3/15/2018
When passed in 1965, the Higher Education Act (HEA) was intended to “to strengthen the educational resources of our colleges and universities and to provide financial assistance for students in postsecondary and higher education.” Updated or “reauthorized” several times since […]
Practice
Senate Weighs Innovation and Access Options in Reauthorizing Higher Ed Act
Published by: WCET | 1/26/2018
The Senate is moving ahead with deliberations on its version of a bill to reauthorize the Higher Education Act (HEA). Yesterday morning, the Health, Education, Labor, and Pensions Committee held a hearing focusing on “access and innovation.” Much was said […]
Practice
Confessions of a Student at a Conference for Faculty and Administrators
Published by: WCET | 12/14/2017
My name is Emma. I am 25 years old and I am a part time student who is also working full time. I have been familiar with WCET for quite sometime, however, it was not until recently that my interests […]
Practice
Engaging Faculty to Support a Student Persistence Agenda at N. Arizona University
Published by: WCET | 11/17/2017
What are the barriers on your campus to innovations that promote student persistence? That’s the question Michelle Miller, Director of the First Year Learning Initiative with Northern Arizona University, is here to discuss. At NAU, the Persistence Scholars program works […]
Practice
Need Your Input: What Matters to You in Counting Distance Education Activities?
Published by: WCET | 8/17/2017
It is said that we count what we value. It is also said that not everything that can be counted has value. Can you help tell the difference when measuring distance education activities? The U.S. Department of Education needs your […]
The Case for CACE: The Consortium for the Assessment of College Equivalency
Published by: WCET | 6/2/2016
Sometimes in higher education common sense and doing the right thing for students supersede competition, policies, and politics (SARA may quickly come to mind). An example, the newly-minted Consortium for the Assessment of College Equivalency (CACE), formed officially in 2015, […]
#CountAllStudents and the Move from Graduation Rate to Outcomes Measures
Published by: WCET | 5/16/2016
As we make our way through the final few weeks of the traditional college graduation season, it makes me reflect on the flawed first-time, full-time federal graduation rate used by the Department of Education. There’s been news on this front […]
One Graduate’s Elusive Achievement: Thanks to Competency-Based Education
Published by: WCET | 5/11/2016
Learn how competency-based education (CBE) helped one Texan (an adult, veteran, fully-employed, grandparent) achieve another important title: college graduate. Thank you to Judith Sebesta, Institute for Competency-Based Education, Texas A&M University-Commerce for contributing this inspiring story. Russ Poulin In his […]