Creating an Inclusive Space for Critical Dialogue and Campus Support for Sustainable Program Assessment Practices

Abstract

This article describes the interface between assessment and educational development in the context of faculty learning communities focused on faculty leadership for sustainable program assessment. Communities of practice included faculty, assessment staff, and educational development staff who shared the goals of creating or improving program assessment practices to further student learning and success. Through rich interdisciplinary dialogues, assessment leadership plans were developed and implemented. Throughout the process, data was collected by the researchers to examine the impact of the communities of practice on institutional program assessment and reporting.