<?xml version="1.0" encoding="UTF-8"?>
<!--Generated by Squarespace Site Server v5.11.81 (http://www.squarespace.com/) on Mon, 13 Feb 2012 10:55:00 GMT--><feed xmlns="http://www.w3.org/2005/Atom" xmlns:dc="http://purl.org/dc/elements/1.1/"><title>Higher Ed Briefing</title><subtitle>Higher Ed Briefing</subtitle><id>http://www.intered.com/higheredbriefing/</id><link rel="alternate" type="application/xhtml+xml" href="http://www.intered.com/higheredbriefing/"/><link rel="self" type="application/atom+xml" href="http://www.intered.com/higheredbriefing/atom.xml"/><updated>2011-03-07T11:17:04Z</updated><generator uri="http://www.squarespace.com/" version="Squarespace Site Server v5.11.81 (http://www.squarespace.com/)">Squarespace</generator><entry><title>Assessing Student Goal Attainment</title><category term="Assessment"/><category term="Enrollment"/><category term="Retention"/><id>http://www.intered.com/higheredbriefing/2011/1/17/assessing-student-goal-attainment.html</id><link rel="alternate" type="text/html" href="http://www.intered.com/higheredbriefing/2011/1/17/assessing-student-goal-attainment.html"/><author><name>Robert W Tucker</name></author><published>2011-01-18T01:43:46Z</published><updated>2011-01-18T01:43:46Z</updated><summary type="html" xml:lang="en-US"><![CDATA[Working adult and professional students enroll in your program for specific reasons. These reasons are tied to concrete personal and professional goals. Whether we would agree with the judgments of a particular student, their legal and social status as adults confers a sense of finality on these judgments and an equal sense in which they are removed from our purview. How important are students’ goals to those who provide education services to them? Judging by our behavior, they are not at all important.We seldom capture them and, if we do, we fail to do so in a way that is measurable or plays a material role in the services we deliver to them.]]></summary></entry></feed>
