This chapter details the process the University of Michigan developed to build institutional capacity for learning analytics. A symposium series, faculty task force, fellows program, research grants, and other initiatives are discussed, with lessons learned for future efforts and how other institutions might adapt such efforts to spur cultural…

Describes several types of user devices (computers, laptops, personal digital assistants, telephones), explaining that they serve as a translator between technology's internal representation of information and what can be perceived, processed, and used by humans. Also addresses the use of information technology devices by people with disabilities…

The rising demand for accountability has had a great influence on the design and use of management information systems. The purposes of accountability, needs assessment, and program evaluation would be well served if a set of indlcators could include information about the outcomes of higher education. (MLW)

Several problems in reporting and presentation of Higher Education General Information Survey (HEGIS) data that might affect data comparability are outlined and recommendations of a HEGIS study group are presented. Suggestions range from increased institutional involvement and increased feedback to institutions, to improvements in data storage and…

Academic administrators need to attend to more than the management and allocation of financial resources. There are human resources, as well as the resources of time, information, recognition, and enthusiasm. How much management the academic administrator can borrow from industry and what should be managed are discussed. (MLW)

Good feedback from a consultant is evidence-based insight into the good, bad, and indifferent aspects of the work being done. The college administrator needs to prepare for hearing and acting on it. Receiving feedback is difficult, but handling it well is critical to the ultimate effectiveness of change. (Author/MSE)

Many operational and some tactical information needs can be well supported with current information technology and campus-based data, but information support for many tactical and most strategic decisions may be aided by interinstitutional collaboration. (Author/MSE)

Chief academic officers need to encourage computer use among faculty for curriculum design and development, and in administrative services, to develop a competitive edge in institutional management. (MSE)

To be effective in the current rapidly changing environment, individuals need more than a knowledge base. They also need information literacy which includes techniques for exploring new information, synthesizing it, and using it in practical ways. Undergraduate education should focus on such resource-based learning directed at problem solving.…

The Middle States Association of Colleges and Schools believes that programs to improve the undergraduate teaching and learning process should include an appropriate emphasis on information literacy and other resource-based learning strategies. College mission and goal statements and the accreditation process should all reflect this focus.…

For one college teacher, the experience of reading "Information Literacy; Revolution in the Library" revealed a new and informative pattern in learning and teaching. This article examines information literacy and instructional development, classroom application, and student services. (Author/MSE)

With resource-based learning projects, college students at the Philadelphia College of Pharmacy and Science develop a better sense of the information resources available, the nature of scientific literature, and the characteristics of scientific writing. Faculty motivations, benefits, and disappointments with this approach are addressed.…

Continuing workplace education in the form of training and retraining is seen as the key to employment security for American workers in the information age. Labor unions must be prepared to change with the times. (Author/MLW)

Outlines ten principles important for the successful practice of outcomes assessment, based on the experience of a variety of institutions. Notes several salient barriers to success (lack of faculty support, changes in institutional leadership and circumstances, limitations in assessment tools and methods, insufficient student involvement,…