• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
More than a Mandate: Helping Faculty Respect and Value  Assessment
 

More than a Mandate: Helping Faculty Respect and Value Assessment

on

  • 718 views

Presentation for the Ohio Student Success Assessment Summit. Presentation done by Gigi Escoe.

Presentation for the Ohio Student Success Assessment Summit. Presentation done by Gigi Escoe.

Statistics

Views

Total Views
718
Views on SlideShare
700
Embed Views
18

Actions

Likes
0
Downloads
1
Comments
0

2 Embeds 18

http://www.iwebfolio.com 14
https://www.iwebfolio.com 4

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

© All Rights Reserved

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    More than a Mandate: Helping Faculty Respect and Value  Assessment More than a Mandate: Helping Faculty Respect and Value Assessment Presentation Transcript

      • Gigi Escoe
      • Vice Provost, Assessment and Student Learning
      • More than a Mandate: Helping Faculty Respect and Value Assessment
    • Examples of UC’s Assessment-Inspired Outcomes
      • 1 st to 2 nd year retention increased by 10% in less than 10 years
      • Student engagement dramatically increased
      • Interesting VSA data
      • Continuous fine tuning of General Education Core
      • Spring 2009: HLC re-accreditation without any follow-up requirements
      • Today:
      • Provide a quick context
      • Jump right into some thoughts; your examples welcome
    • Focus on ways assessment can help faculty do their jobs
        • Work within your institutional context
    • Focus on ways assessment can help faculty do their jobs
        • Work within your institutional context
        • Help faculty develop “data driven” practices
    • Focus on ways assessment can help faculty do their jobs
        • Work within your institutional context
        • Help faculty develop “data driven” practices
        • Talk about teaching, learning, and educational experiences do not put your emphasis on accountability mandates
    • Focus on ways assessment can help faculty do their jobs
        • Work within your institutional context
        • Help faculty develop “data driven” practices
        • Talk about teaching, learning, and educational experiences do not put your emphasis on accountability mandates
        • Volunteer your expertise
    • Focus on ways assessment can help faculty do their jobs
        • Work within your institutional context
        • Help faculty develop “data driven” practices
        • Talk about teaching, learning, and educational experiences do not put your emphasis on accountability mandates
        • Volunteer your expertise
        • Embed assessment into faculty development opportunities
    • Focus on ways assessment can help faculty do their jobs
        • Work within your institutional context
        • Help faculty develop “data driven” practices
        • Talk about teaching, learning, and educational experiences do not put your emphasis on accountability mandates
        • Volunteer your expertise
        • Embed assessment into faculty development opportunities
        • Take advantage of institutional transitions ( semesters anyone? )
    • Be Efficient and Effective
      • College meetings, not reports ( minutes should identify best practices, concerns, action items)
    • Be Efficient and Effective
      • College meetings, not reports ( minutes should identify best practices, concerns, action items)
      • Use available data to create an integrated picture (over sample IR reports, external feedback to students, graduation surveys, etc)
    • Be Efficient and Effective
      • College meetings, not reports ( minutes should identify best practices, concerns, action items)
      • Use available data to create an integrated picture (over sample IR reports, external feedback to students, graduation surveys, etc)
      • Utilize appropriate tools, avoid paper and pencil , Make data accessible
    • Considerations
      • Institutional assessment committees?
      • How should we recognize and reward good assessment?