From Silos to Synergy: Integrating Assessment and Educational Development for Institutional Effectiveness

Abstract

Higher education institutions strive to enhance student learning and success. Traditionally, the roles of educational developers who support faculty and assessment professionals who evaluate student outcomes have operated in separate spheres. However, a growing body of literature suggests that the boundaries between these domains are blurring, with integrated approaches gaining traction. This paper chronicles a firsthand faculty journey over 13 years at a Hispanic-serving community college, highlighting the pivotal interplay between the Center for Teaching and Learning, the Office of Institutional Research and Assessment, and faculty members. It traces the evolution in perspectives regarding assessment, moving from an administrative burden to a meaningful process that improves practices. The reflection details how synergistic partnerships, especially during accreditation, solidify frameworks like institutional effectiveness that embed collaborative efforts. Thus, the fusion of educational development and assessment underscores that these realms are "better together" in nurturing cultures of continuous improvement and furthering student success. This firsthand account offers insights for institutional leaders and policymakers seeking to foster such integrative paradigms within their unique contexts.