Well, well, well... the HLC visit is over and we were successful in our endeavors! Full reaccreditation for the next 10 years. That said, assessment was not mentioned as a weakness- a victory- or as a strength. Essentially we are doing okay with assessment, as we have obviously improved in leaps and bounds over our previous visit. However, we have not achieved the holy grail- assessment as a strength. 


This means we need to persist in bringing the fight to the enemy! Our enemy at this point in regards to assessment is the status quo. It is also the lackadasical attitude that we have made it and can now relax for eight years!  Now is the time to continue to strike whilst the iron is hot and finish what we've started. Some of my newer readers may wonder, "What have we started?" Let's take a look at some assessment initiatives that are ongoing at this time: 

1. Assessment of our College Core Competencies: we've started; now we need to push through by mandating assessment for our graduating students. We also need to push through in locating or developing instruments to measure our other core competencies.
2. Assessment in LAS: We have a good start here also. The eFolio process is continuing to evolve and will continue to become a greater tool of assessment in LAS. In addition to this, there are pushes for alternative assessment methods in LAS, which means that relevant discussions regarding assessment are occurring and the creative juices are flowing.
3. Technical Assessment: This area of assessment has a long track record and continues to grow and evolve as well. Many programs are utilizing standardized assessment instruments from NOCTI and Skills USA. There have been some issues and some glitches, but we are moving onward and upward.
4. Assessment of Student Affairs: We have begun a new era with the push for varied assessments in student affairs. Dean Linda Beer is working diligently to increase assessment in her division in order to address accountability issues and to improve service to our most valued customers- the students.
5. Examination of our College Core Competencies: The Student Learning Committee will be re-examining our college core competencies this Spring to ensure their relevance and usefulness. For example, do we wish to have a core competency of Technological Literacy or one of Informational Literacy? What is better? What's the difference? Join the SLC and join the debate!

We absolutely cannot lose focus and drop the ball at this point! We've expended too much time, money, and energy to get to where we are to regress to where we used to be. Maintain your vigilance and continue to fight the fight to assess for both your and your student's sake. 

We are accredited! Celebrate your hard work. Now get up, dust yourself off, and lets march to achieve assessment perfection!

Wayne Whitmore

Assessment: Who Should Take the Lead? Who Wants to Take the Lead?

There are surely some things set in stone at a college, be it a two or four-year environment. Assessment is one of the foundational stones upon which a college is built. We can all agree with this, with few exceptions. Regardless of the department or area in a college that you may work, chances are that there are both internal and external expectations and standards that likely apply to you. Thus, you are assessed. Likewise, most areas of the college work for and with students, faculty, other staff and administration. You likely assess those you work with, whether you do so formally or informally.

Okay… we’ve reached agreement that assessment is important, and that we assess and are assessed. If assessment is truly important, and we do it, we need someone to lead the charge on assessment?

And now, the question of the ages… who should lead the charge on assessment? Should assessment be driven from the top down? The bottom up? Are there advantages either way? Any disadvantages?

Let’s look briefly at both scenarios. Assessment can be driven from the top down. Administration can dictate assessment; indeed they do dictate assessment. We are mandated to assess by our college. Assessment programs of one type or another are completed by all academic programs, and this trend is beginning to move into non-academic areas as well. The question? Is this the best method? Does this method work? Some buy into assessment, thoughtfully and diligently working to create the best process possible, and others do it because they have to do it. And some choose not to do it.

We’ll flip it now. Assessment can be faculty-driven. The faculty choose to take a leadership role in assessment college-wide. Assessment is still mandated, given its nature as one of the cornerstones of education. What would the end result be? Some will buy into assessment, thoughtfully and diligently working to create the best process possible, and others do it because they have to do it. And some will choose not to do it. A devilish conundrum indeed!

We need to drive a change from faculty reluctance to faculty engagement. The issue is how to do this. In the online journal Academic Leadership, Don Haviland writes that, “Assessment of student learning seems to have stalled as a vehicle for transforming higher education.”  He made this statement because assessment is not tied to our planning and budget processes, it is not a performance expectation of faculty, and overall, there is no true culture of assessment.

Some suggestions offered include leading assessment proactively. This means that assessment is more than just another activity to be undertaken. It should lead to a paradigm change within the organization, leading to a true culture of assessment.

Another suggestion is to articulate a relevant vision. This vision should be a clear vision, and one that is not driven by external accreditation. This may be a good place to start, but we as a college need to build upon it and own it both individually and as a collective. 

This is but a taste of what this article has to offer. For a complete viewing, please go to:

http://www.academicleadership.org/ideas_worth_merit/601.shtml

Have a great month!

Wayne Whitmore, Student Learning Coordinator