San Antonio, Texas
June 10, 2012
June 10, 2012
June 13, 2012
Liberal Education/Engineering & Society
25.17.1 - 25.17.18
“We’re All in the Same Boat” Achieving an Institutional Culture of AssessmentThis paper is the second of two that explores the application of principles of organizationalchange theory to the problem of achieving valid and sustainable assessment processes in a privateuniversity. In this paper, the results of a pilot effort to achieve systematic assessment activities ina subset of key courses in the University of XXX’s liberal arts core curriculum will be presented,along with the ﬁndings from building on these successes.Building on a mandate from the institution’s regional accreditation body, University of XXX is inthe process of implementing a new general education core, consisting of student learningoutcomes that are based on the cognitive levels in Bloom’s taxonomy, rather than a cafeteria-styleassortment of courses. The courses that are being designed or adapted to satisfy these outcomesmust include an assessment component that will enable the institution to evaluate theeffectiveness of this core curriculum.What is remarkable about this effort is that it has been an entirely faculty-driven process, anddemonstrates successful collaboration across academic units with very different cultures, all withnegligible staff support from institutional administration. As such, the approach could serve as amodel for smaller institutions whose size does not allow for the appointment of full-timeassessment professionals to replicate the successes described here.For the engineering programs at University of XXX, this new core curriculum will provideopportunities for more substantive direct assessment of student outcomes (a), (f), (g), (h), and (j),as described in ABET’s Criterion 3.
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