Paul Quinn College’s Plan to Revolutionize Colleges Everywhere


Paul Quinn College became the nation’s first federal work college where every student is employed while enrolled at the institution. The reason for this is that the college saw the needs of its students who are mostly low-SES and see a college degree as the means to better themselves and their families. In addition, Paul Quinn College is revamping its curriculum toward a “reality-based education” model where students will learn through real-world examples applicable to their backgrounds.
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New Publication about ACRL’s Assessment in Action Project


The Association of College and Research Libraries (ACRL) released its latest publication, “Shaping the Campus Conversation on Student Learning and Experience: Activating the Results of Assessment in Action”, for those interested in learning and possibly replicating such efforts on their own campus. In November 2017, NILOA co-released with ACRL Occasional Paper 31, Creating Sustainable Assessment through Collaboration: A National Program Reveals Effective Practice, on lessons learned from the Assessment in Action (AiA) Program.
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AALHE/Watermark Report on Professional Development Needs of Assessment Practitioners


Addressing the Varied Professional Development Needs of Practitioners, a report co-sponsored by AAHLE and Watermark, is now out for review. Co-authored by Laura Ariovich, Conna Bral, Patricia Gregg, Matthew Gulliford, and Jennifer Ann Morrow, the report discussions perceptions, roles and activities, and professional development needs of assessment practitioners.
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Book Review of “Degrees that Matter”


Read a book review of Degrees that Matter: Moving Higher Education to a Learning Systems Paradigm written by NILOA director, Natasha Jankowski and NILOA senior scholar, David Marshall. The review was written by Virginia Montero Hernandez in the Teachers College Record.
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A Hidden Strength of Minority-Serving Colleges: Meeting Students Where They Are


This article interviews one of the co-authors, Lorelle L. Espinosa of the American Council for Education, on its recent brief, Minority Serving Institutions as Engines of Upward Mobility, which uses evidence from its Equality of Opportunity Project to highlight the value of MSIs, specifically their impact on financially disadvantaged students.
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