Catherine M. Wehlburg, Ph.D. Texas Christian University Richard Laramy The Expert Knowledge Network TAIR Annual Meeting 2009

 Assessment used for punishment  Role of regional accreditors  Used for external reasons only  “Top Down” requirement  Mechanistic and technical approach to gathering information  Assessment that is “added onto” already operating programs

 Goal is to enhance student learning  Not an end in itself  Must be cyclical  Should be integrated into the regular cycle of the department/unit  Should contribute to ongoing dialogue  Should align with institutional mission and goals  Should be collaborative within a department/college/institution  Should be  Consistent  Systematic  Appropriate and realistic  Meaningful  Sustainable  Often embedded

“Assessment per se guarantees nothing by way of improvement; no more than a thermometer cures a fever” Ted Marchese “You can’t fatten a big by weighing it” Old Saying “E=MC 2 ” Gloria Rogers

 Those doing the assessment must create it  Must be based on an agreed upon and important mission statement  Trust concerning how assessment data will be used must be established  Assessment should be seen as a continuous and ongoing process  May become “messy”  Must result in enhanced learning

 Leadership  Strategic Planning  Customer/Patient/Student and Market Focus  Measurement, Analysis, and Knowledge Management  Workforce Focus  Process Management  Results

 Build shared trust  Have open discussions with all involved regarding the use of assessment data  Invite those who disagree to be a part of the discussions  Get buy-in from the Provost and faculty levels  Be completely honest and admit mistakes early  Acknowledge the spotty past of assessment  Don’t use accreditation as the “big stick” unless absolutely necessary

 Build shared motivation  Develop a campus-wide assessment committee or quality enhancement council  Discuss the need to use assessment to enhance student learning  Celebrate and widely share positive assessment results  Link assessment results that do not meet expectations with possible funding increases  Encourage the use of assessment data in institutional level decision making

 Build a shared language  Consider sending regular and informative s/newsletters  Use a template or other guidelines for reporting assessment data  Get administration to use the specific language needed  Encourage participation in developing a glossary of terms  Acknowledge the differences in what terms mean (“assessment” “action plan”)

 Build shared guidelines  Develop an image of what “assessment” means on your campus  Consider how assessment can work at the various levels (class, department, college, institution)  Working across campus, have ongoing discussions regarding enhancing student learning  Involve both academic and student affairs  Discuss the need to embed assessment into already existing activities

 What will you take from this workshop back to your campus?  What can you begin to work on first?  What is a longer term goal for you and your office at your institution?