Out-of-class Learning and Accountability in Higher Education

Abstract

Abstract Massive student debt, poor performance by college graduates, and an overall questioning of the value of a four or more year commitment to an academic endeavour fuels societal and political demands for accountability in higher education. Drawing on a review of governmental studies, scholarly publications, professional association position papers, and popular works, the issue of addressing accountability through the development of universal learning outcomes and maximizing out-of-class learning experiences in colleges and universities is explored. Examples of holistic learning as well as sources for developing student learning outcomes for both in and out of class are provided. A case study of Ohio University brings to life a real world approach to developing an institutional commitment to holistic student learning. The power of all-inclusive learning is identified in the institution's foundational documents and accreditation. The development and implementation of projects associated with the University's accreditation process, through the Higher Learning Commission's Academic Quality Improvement Program (AQIP) and the results of data from three elements of a study on learning through student employment are provided for review. Finally, the institution's commitment to make its efforts operational is manifested through on-going and developing efforts and practices within the institution's Division of Student Affairs.