Artificial intelligence is a tool that has expanded exponentially since it became available to the public. It will disrupt industry and higher education. While many faculty have concerns about the impact of AI, professional staff members are using AI at a higher rate than their faculty peers. In specific administrative areas, the use of AI will…

Meaningfully engaging faculty in assessment presents a continual challenge for general education administrators. Faculty perceptions of assessment--including that assessment serves no purpose other than "checking a box" for accreditation and that it conveys little benefit to the instructor--often hinder instructor engagement. A low-cost…

Recent advancements in generative artificial intelligence (AI) have disrupted assessment practices within the higher education sector. The efficacy of existing assessment approaches is under reexamination with the introduction of generative AI's ability to generate human-like text. Simultaneously, there are calls to integrate generative AI into…

Limitations of assessment reporting are analyzed in order to reorient practice toward improving the equity of student success. Reporting practice is contextualized by scholarship within assessment and accreditation organizations, and the implicit assumptions driving current practice are examined. Two novel findings are presented: an assessment of…

High quality student outcome measures provide the foundation for effective learning assessment. These outcomes can be organized into different categories, such as skills or habits of mind, and evidence types, such as direct or indirect. Prevailing models of assessment, however, focus only on the distinction between direct and indirect evidence…

The Culture of Assessment Matrix is a one-page rubric intended to provide institutions of higher education with a simplistic way to quickly gauge the status of their institution's assessment culture and the degree to which the culture is an integral part of the institution's operations, expectations, methods of accountability, and reward systems.…

We created a faculty-centric model to serve as a catalyst for faculty engagement that resulted in improved teaching and learning. We aligned the goals and objectives to improve teaching with faculty-centric guiding principles, creating policies and practices that are in the best interest of the faculty. Simple but effective philosophical guiding…