More than a Mandate: Helping Faculty Respect and Value Assessment

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

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More than a Mandate: Helping Faculty Respect and Value Assessment

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

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