Higher Learning Commission

2015 Collection of Papers

Institution Index

Allen College

Infusing Quality Matters Standards as a Quality Initiative Project
Nancy Kramer and DeAnn Ambroson

Alverno College

Models of Student Success: Academic Outcomes Addressed Through Internships
Sue Leister and Daniel L. Leister 

Arkansas Tech University

Employing Academic Analytics: Strategies for Student Success in Gateway Courses
David Underwood,  Monica Varner and Drew K. Koch (John N. Gardner Institute for Excellence in Undergraduate Education)

Association of American Colleges and Universities

Better Together: The Multi-State Collaborative to Advance Learning Outcomes Assessment
Julie Carnahan and Terrel Rhodes 

Bellevue University

Self-Rating: A Case Study in Indirect Assessment MeasuresSelf-Rating: A Case Study in Indirect Assessment Measures
John Patterson

Capella University

Making a Difference: Faculty Development in Competency Based Education
Freda Z. Hartman, Cheryl Bann, Brian Barton, and Kim Pearce 

City Colleges of Chicago-Harold Washington College

Why Do Students Fail? Academic Leaders’ Perspectives
Abour H. Cherif, Gerald E. Adams and Farahnaz Movahedzadeh

Colorado State University-Pueblo

Toward an Integrative Approach to Graduate Student Access and Success
Yaneth Correa, Erin DeCuir and Shanna Farmer

Columbia College Chicago

Why Do Students Fail? Academic Leaders’ Perspectives
Abour H. Cherif, Gerald E. Adams and Farahnaz Movahedzadeh

Concordia University Chicago

The DNA of Higher Education Innovation: Innovative Program Impact
Thomas P. Jandris, Claudia Santin, and Jennifer R. Groh 

DeVry University

Why Do Students Fail? Academic Leaders’ Perspectives
Abour H. Cherif, Gerald E. Adams and Farahnaz Movahedzadeh

Graceland University

Evolution of Program Review and Integration of Strategic Planning
Kathleen Clauson Bash

Kankakee Community College

The Benefits of Generative Leadership in Community Colleges
Jill Channing

Little Priest Tribal College

Native Earth Leaders: An Academy for Student Success and Leadership
Johnny D. Jones and Jerrick L. Hornbeak

McKendree University

Ten Engaging Strategies for Assessment and Faculty Development Activities
Tami J. Eggleston and Christine M. Bahr

Missouri State University

Quality Initiative Project in Action: Assessing Learning in Public Affairs
Keri Franklin

Mount St. Joseph University

Improving Course-Embedded Assessment through Faculty Development
Mary Kay Jordan-Fleming and James H. Bodle 

National American University

Rogues and Curmudgeons: Special Challenges to Community College Leaders
Terry O’Banion

North Central State College

Facing our Worst Fear-Assessment, Success Funding, and Selling Out
Gina Kamwithi

North Dakota State University in Fargo

“Assessment’s Not My Job!” Engaging Staff in Co-curricular Assessment
Erika Beseler and Jeremy Penn 

Northern Illinois University

Toward an Aligned Accreditation and Program Review Process: Institutional Case Study
Ritu Subramony, Stephen Wallace and Carrie Zackt

Rasmussen College

Online Teaching Presence: Integrating The Seven Principles for Undergraduate Education
Carrie Daninhirsch, Joy Henrich, Karen Meyer, and Ann Morgan

Southwestern Oklahoma State University

Employing Academic Analytics: Strategies for Student Success in Gateway Courses
David Underwood,  Monica Varner and Drew K. Koch (John N. Gardner Institute for Excellence in Undergraduate Education)

University of Central Oklahoma

A Non-Traditional Remediation Model: Becoming the Gateway to Student Success
John Barthel, Jesse Byrne, Alana McAnally, and Myron Pope

Accelerating Faculty Identity: Achieving Staying Power in Academic Leadership Programs
Ed Cunliff and Jeanetta D. Sims

University of North Dakota

Aligning Assessment: Developing Performance Tasks to Assess GE Outcomes
Joan Hawthorne, Melissa Gjellstad, and Ryan Zerr 

Wayne State College

Demystifying Persistence and Retention Data
Charles Parker, Joe Blankenau, and Suzanne Sydow

Copyright © 2017 - Higher Learning Commission

NOTE: The papers included in this collection offer the viewpoints of their authors. HLC recommends them for study and for the advice they contain, but they do not represent official HLC directions, rules or policies.


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