Open AccessThe Impact of Comprehensive Institutional Assessment on Faculty
Author(s) -
Sutherland Tracey,
Guffey James
Publication year - 1997
Publication title -
to improve the academy
Language(s) - English
Resource type - Journals
ISSN - 2334-4822
DOI - 10.1002/j.2334-4822.1997.tb00325.x
Subject(s) - accountability , faculty development , medical education , professional development , political science , psychology , pedagogy , engineering ethics , medicine , engineering , law
In this age of accountability, colleges and universities are being called on to provide evidence of their effectiveness. As a result, comprehensive assessment initiatives are being implemented on most campuses, requiring increasing numbers of faculty to become involved Beginning with an overview of a faculty‐driven assessment model, this article describes specific roles faculty play and the results of a study in which faculty describe how their involvement influences their teaching and professional development. The primary purpose of faculty development is to improve the learning environment. Faculty participation in institutional assessment efforts enhances that environment. The results of the study provide compelling evidence of the benefits of faculty involvement in institutional assessment initiatives.