VALUE rubrics provide needed tools to assess students’ own authentic work, produced across students’ diverse learning pathways, fields of study and institutions, to determine whether and how well students are meeting graduation level achievement in learning outcomes that both employers and faculty consider essential.

challenge that calls for undergraduate liberal education today to prepare students to solve unscripted problems—these are problems where the “right answer” is still unknown and where any answer may be actively contested (LEAP Challenge: Education for a World of Unstructured Problems).

The STIRS framework consists of four components designed to fit together as part of an integrative bachelor’s degree. The four components are Evidence—What It Is and How It Is Used: Defining and using evidence across the disciplines Research Methods: Obtaining and ensuring the quality of evidence Evidence-Based Problem Solving: Using evidence to define and solve problems Evidence-Based Decision Making: Using evidence to define options and make decisions.

In the spreadsheet below, you can see (and download) the latest data describing TrumpWorld. Each row represents a connection between a person and an organization (e.g., The Trump Organization Inc. and Donald J. Trump), a person and another person (e.g., Donald J. Trump and Linda McMahon), or two organizations (e.g., Bedford Hills Corp. and Seven Springs LLC).Now we are asking the public to use our data to find connections we may have missed, and to give us context we don’t currently understand. We hope you will help us — and the public — learn more about TrumpWorld and how this unprecedented array of businesses might affect public policy.

We need to create learner-centered learning environments to help our students develop agency. That means we are helping them engage with what interests them and apply it in their life. We need to help our students build learning networks. These begin in the classroom with social pedagogies and build outward beyond the course and campus to connect locally and globally. We need to help our students develop the ability to integrate their own education, to connect their disparate learning experiences and apply it in their daily lives. This is all the more important in the context of the new majority of students who are non-traditional and learn both from formal institutions and from many informal sources online. We cannot rely on the traditional four-year college experience to promote integration and, frankly, we can’t do it for our students—integration is something students must do for themselves.  Instead we can provide the conditions. Finally, we need to be adaptive—keeping up with new learning data and applying it to improve our learning environments, whether the new innovation is automated adaptive learning modules for basic knowledge or eportfolios for evidence of integrative and applied learning.