Faculty Buy In

It has to be a topic for me as I have recently skimmed the top of what I proclaim to be icing on the cake. Not everyone like icing of course; who needs it if the cake is moist and scrumptious? What happens if you take the lead on a project and nobody wants to play?

The other day I sat down with an employee of my institution who can probably be 98% responsible for insuring my work place was accredited. He stayed up late into the wee hours of the morning and taught himself everything there was to know about assessment and wrote a plan that once implemented would successfully provide the data necessary to keep the HLC off the colleges back for years to come...but what happens if it doesn't get implemented?

I found it interesting to talk to some of my colleagues and peers to learn that not all faculty "have" to buy in to assessment. There isn't anything in their contract that mandates volunteering data for classroom or program assessment. And all this time, I thought faculty didn't buy in because they were too worried they were going to be evaluated on the results they obtained. If this is the case, their smart, play with the numbers. It doesn't take a statistician to make numbers look good...does it? The point not being to play with numbers, but is the fact there are people out their working for us, our students that is, and don't feel they need to contribute to the betterment of the institution, which would probably be a successful assessment plan. After all, what good is an assessment plan if there is nobody to implement the assessment?

I thought the following was a nice way to start an assessment plan. Taken from the University of Central Florida's "Guidelines for planning and implementing an Assessment Plan". I wished I would have found this a week ago!

oeas.ucf.edu/doc/acad_assess_handbook.pd


MOST COMMON MISCONCEPTIONS ABOUT
PROGRAM ASSESSMENT

Misconception 1: The results of assessment will be used to evaluate faculty
performance.

Nothing could be further from the truth. Faculty awareness, participation, and ownership
are essential for successful program assessment, but assessment results should never
be used to evaluate or judge individual faculty performance. The results of program
assessment are used to improve programs.

Misconception 2: Our program is working well, our students are learning; we don’t
need to bother with assessment.

The primary purpose of program assessment is to improve the quality of educational
programs by improving student learning. Even if you feel that the quality of your
program is good, there is always room for improvement. In addition, various accrediting
bodies mandate conducting student outcomes assessment. For example, the Southern
Association of Colleges and Schools (SACS) requires that every program assess its
student outcomes and uses the results to improve programs. Not to conduct
assessment is not an option.

Misconception 3: We will assign a single faculty member to conduct the
assessment. Too many opinions would only delay and hinder the process.

While it is a good idea to have one or two faculty members head the assessment
process for the department, it is really important and beneficial to have all faculty
members involved. Each person brings to the table different perspectives and ideas for
improving the academic program. Also it is important that all faculty members
understand and agree to the mission (i.e., purpose) and goals of the academic program.

Misconception 4: The administration might use the results to eliminate some of
the department’s programs.
There are two types of evaluation processes: summative and formative. The purpose of
summative program evaluation is to judge the quality and worth of a program. On the
other hand, the purpose of formative program evaluation is to provide feedback to help
improve and modify a program. Program assessment is intended as a formative
evaluation and not a summative evaluation. The results of program assessment will not
be used to eliminate programs.

Misconception 5: Assessment is a waste of time and does not benefit the
students.

The primary purpose of assessment is to identify the important objectives and learning
outcomes for your program with the purpose of improving student learning. Anything
that enhances and improves the learning, knowledge and growth of your students
cannot be considered a waste of time.


©2005 University of Central Florida
UCF Academic Program Assessment Handbook February 2008