FOUNDATIONAL SKILLS SOLUTIONS FOR YOUR CAMPUS-WIDE NEEDS
Build foundational skills throughout all learning experiences – inside and outside the classroom – get consistent feedback on your progress, and learn how to employ your skills to be career ready.
FACULTY & STAFF
Align your course and program assessments with foundational skills and embed within a streamlined platform connected to your LMS – all while utilizing data in the near term to optimize instruction.
ASSESSMENT & ACADEMIC LEADERS
Measure student performance on foundational skills by course, program, or campus-wide. Map to learning outcomes to support the requirements of accreditation.
PRESIDENTS & CHIEF ACADEMIC OFFICERS
Attain institutional goals to consistently deliver foundational skills via successful campus-wide coordination.
CONTINUOUS INSTRUCTIONAL IMPROVEMENT IS THE KEY
Successfully equipping graduates with strong foundational skills requires engagement by the various areas of campus which impact instruction. The key to effective learning is true closed loop assessment; a process which is accomplished by constantly cycling through skill measurement to support data-driven instructional strategy, which is then carried out by faculty who more effectively assist students with improving their foundational skills. Credo Education has enabled institutions nationwide to successfully and effectively execute continuous instructional improvement strategies.
Consistent Measurement and Reporting
Capture and measure student learning through automated assessment workflows, deploy and review course specific and common assessments, and automatically report results all in one place.
Instructional Strategy Adjustment
Link assessment and reporting on student foundational skills directly to faculty’s instructional strategies and support same and next-term adjustments to course delivery to deepen student skill achievement.
Faculty Professional Development
Support faculty in continuous instructional improvement by linking learning outcome assessment to Credo’s regional faculty workshops, best practice webinars, and peer and expert insights on instructional and assessment strategies.
FIND THE RIGHT SOLUTION SET FOR YOUR CAMPUS
Blog and News
A recent study by the Wall Street Journal found that among the bottom quintile of US colleges and universities, enrollment is declining for the first time in decades—and a big part of that decline is an inability to place graduates in good jobs once they leave. In many ways, this is to be expected. A Read more about When Graduate Employability Suffers, Enrollment Shrinks[…]
In this series, we highlight exceptional responses we’ve seen on the part of higher education institutions to the many challenges endemic to America’s foundational skills crisis. We’ve interviewed dozens of provosts and chief academic officers as part of our research into this area, and these are some of the most noteworthy practices we’ve come across. Read more about Foundational Skills Innovation Spotlight: Nash Community College[…]
A recent article in the New York Times Sunday Review questioned “The Misguided Drive to Measure ‘Learning Outcomes’”. UNC Professor Molly Worthen raised many of the concerns one often hears in debates about the necessity of assessment in higher education: Bureaucratic number-crunching is a waste of everyone’s time The purpose of higher ed isn’t to mass produce Read more about The Difference Between Good and Bad Assessment[…]
In this series, we will highlight exceptional responses we’ve seen on the part of higher education institutions to the many challenges endemic to America’s foundational skills crisis. We’ve interviewed dozens of provosts and chief academic officers as part of our research into this area, and these are some of the most noteworthy practices we’ve come Read more about Foundational Skills Innovation Spotlight: Davidson County Community College[…]
According to a recent Strada-Gallup report, 86% of college students view getting a better job as a critical factor in their decision to pursue a degree—however polling from a number of sources show that they (and prospective employers) are less confident than ever that these graduates will succeed in the workforce. Why is this disconnect Read more about A Question of Confidence: Do Students Feel Prepared for the Workforce[…]
On Thursday the Federal Communications Commission (FCC) will vote on whether to repeal a set of standards better known to the public as net neutrality. Net neutrality means that internet service providers (ISPs) are regulated as public utilities providers, and as such must provide a level playing field for internet traffic. For example, because the Read more about Does Net Neutrality Help or Hinder Critical Thinking?[…]
“Fake News” is Collins Dictionary’s word of the year for 2017. From Russian spies, to Balkan troll farms, to Facebook, the creation of purposefully untruthful articles has dominated our discussions this year. One would hope that recognition of the threat would stymie its effectiveness, however there’s every reason to believe the fake news crisis is about to Read more about When AI Meets Fake News[…]
A recent Washington Post analyzed data from one of the country’s largest websites that helps students hone writing and critical thinking skills. After looking at billions of answers provided by over 200,000 students, the results were… underwhelming. A few highlights from the story: Fewer than half of students are able to identify when a claim Read more about The State of Critical Thinking among 6th to 12th Graders[…]
In a recent article for Chief Learning Officer, CEO Lee Maxey sidestepped the usual finger pointing when it comes to who is responsible for the skills gap. It’s true, he argued, that higher ed should invest in teaching the core competencies that business leaders complain are in short supply. Critical thinking and communication are highly Read more about Bridging the Skills Gap from Both Sides[…]
Webinar Recap: Using Rubrics in the Implementation of 21st Century Learning Outcomes Across the Curriculum
When Winston-Salem State University evaluated their Gen Ed curriculum in 2009, they discovered that their goals of improving skills like critical thinking and communicating were hindered by several factors that would need to be addressed. Interim Provost, Dr. Lynn Berry recently joined us to share how her campus worked with Credo Education to implement rubrics Read more about Webinar Recap: Using Rubrics in the Implementation of 21st Century Learning Outcomes Across the Curriculum[…]