Document Type
Occasional Paper
Publication Date
5-1-2002
Abstract
Assessment, with a capital “A”, has become in the academy a politically loaded buzzword that closes many more doors than it opens. Assessment, with a small “a”, however, is a necessary part of any attempt to find the best path forward in environments that change. At meetings this spring, Members of NERCHE’s Departments Chairs Think Tank and Associate Academic Deans Think Tank discussed this controversial issue, focusing on ways to foster climates in which faculty and administrators are collaborative partners in assessment with the intention of strengthening teaching and learning.
Recommended Citation
New England Resource Center for Higher Education, University of Massachusetts Boston, "Brief 13: The Critical Connection: Department Chairs' and Associate Deans' Strategies for Involving Faculty in Outcomes Assessment" (2002). New England Resource Center for Higher Education Publications. 37.
https://scholarworks.umb.edu/nerche_pubs/37
Included in
Educational Assessment, Evaluation, and Research Commons, Higher Education Administration Commons
Comments
The following Brief from the New England Resource Center for Higher Education (NERCHE) is a distillation of the work by members of NERCHE's think tanks and projects from a wide range of institutions. NERCHE Briefs emphasize policy implications and action agendas from the point of view of the people who tackle the most compelling issues in higher education in their daily work lives. With support from the Ford Foundation, NERCHE disseminates these pieces to a targeted audience of higher education leaders and media contacts. The Briefs are designed to add critical information and essential voices to the development of higher education policies and the improvement of practice at colleges and universities.