Harnessing Faculty Power with Better Outcomes Assessment

Harnessing Faculty Power with Better Outcomes Assessment

In today’s higher education environment, faculty regularly find themselves being pulled in more directions than ever. No longer debating whether they should be a sage on the stage or a guide by their students’ side, faculty now are asked to think about their roles in admissions, retention, graduation rates, and student success. Beyond the long-standing faculty triad of teaching, research, and service, the all-hands-on-deck approach to finding students, keeping them enrolled, and then assuring they become productive graduates all occupy faculty time. Thus, any additional request from an administrator has the potential to be met with skepticism.

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Empowering Faculty through Meaningful Assessment

Empowering Faculty through Meaningful Assessment

Without faculty providing it, assessment data does not exist on campus. Given their importance to the assessment process, it is essential that faculty not only understand why we choose to assess student learning, but also how they can benefit from their own assessment efforts. With stronger faculty buy-in, assessment efforts are more meaningful and powerful.

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