Gigi EscoeVice Provost, Assessment and

Student Learning

More than a

Mandate:

Helping

Faculty

Respect and

Value

Assessment

Examples of UC’s Assessment-Inspired Outcomes

• 1st to 2nd 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?