As participation in online learning continues to expand, higher education institutions must implement policies and procedures to ensure quality at the course, program, and institution levels. In this paper, the authors describe a process that the State University of New York (SUNY) System implemented, utilizing the OLC Quality Scorecard, to help…

The intersection in 2020 of the new COVID-19 pandemic with the ongoing pandemic of anti-black racism exacerbated existing injustices as well as caused and revealed new inequities in US higher education. Because inequities in assessment in particular were intensified by these twin pandemics, faculty at several US colleges revised assessment…

Underrepresented minority (URM) faculty hold about 10% of tenured positions, despite URM comprising more than 30% of the United States population; thus, disparities remain in the recruitment, development, retention and promotion of diverse faculty in large part because of a lack of mentoring. Research suggests that mentoring from senior URM…

This article describes a faculty self-leadership study and its impact on outcomes--extra effort, effectiveness, and satisfaction. The research questions asked faculty's perceptions of classroom leadership--specifically whether they perceive themselves as leaders. This preliminary, small study aims to consider other avenues to improve the student…

College students use online sources to obtain information about their institution's professors when preparing their schedules for the upcoming semester. While there is some disagreement among educators as to the validity of these student evaluations, students appear to find them to be quite useful. Might these evaluations, however, prove to be…

Drawing from the Sheldon and Manktelow collections at SUNY Oswego's Penfield Library, along with sociological criteria for a profession -- graduate-level training, autonomy, peer evaluation and responsibility to the public -- this article reassesses Oswego State Normal School's impact on nineteenth-century teacher education. Descriptions of Oswego…

This study examined school psychology faculty beliefs, attitudes, and perceptions regarding the status of graduate training in evidence-based assessment and intervention. The perspectives of a national sample of faculty in the U.S. were obtained through an online survey. A qualitative examination of faculty responses provided an understanding of…

As Brian Huot and Ellen E. Schendel assert, when assessment has more than validation in mind, it "can become a means for proactive change" (208). In response to this idea of assessment as an optimistic and opportunistic enterprise, this article describes how the structural design of our "equal opportunity" writing program and…

The purpose of this study was to investigate the content, student learning outcomes, and types of measures used for assessment in music appreciation courses across the State University of New York (SUNY) community colleges. Data was collected using a researcher-designed questionnaire; instructional faculty of music appreciation courses at SUNY…

While research has generated abundant insight into effective professional learning methods, the field continues to suffer from a lack of systemic approaches. In response, a group of national professional learning leaders recently developed a framework that links proven professional learning methods to the strategic priorities of higher education…

A librarian-led Faculty Learning Community (FLC) focused on Open Educational Resources (OER) can be a practical, low risk way to sustain campus-based OER programs during and after initial start-up. Creating a space for sharing teaching successes and challenges is an important goal in the iterative journey toward open. The experiences and trust…

"Sustainable WAC: A Whole Systems Approach to Launching and Developing Writing Across the Curriculum Programs" (Cox, Galin, & Melzer, 2018a) lays out a systematic whole systems approach to program development that draws on complexity theories and integrates the use of sustainability indicators (SIs) for monitoring and assessing…

The responsibility for college success has historically rested with the student, but since the 1980s, educators have taken increasing ownership of this, designing structures that increase the likelihood of learning, success, and retention. These efforts have included a variety of initiatives--first year seminars, learning communities,…

This article examines current and previous practitioner experiences of faculty in Network of Schools of Public Policy, Affairs, and Administration accredited programs. Using original survey data, this study demonstrates that a majority of Network of Schools of Public Policy, Affairs, and Administration program faculty members have prior or current…

After a two-year reboot of a 40-year portfolio tradition, Manhattanville College has moved from a required, one-size-fits-all undergraduate portfolio to a series of developmentally-scaffolded ePortfolio courses. This new approach allows students to reflect upon and integrate their learning at the first-year, sophomore, junior, and senior levels,…