Intentional Connections: How One Center’s Educational Development and Assessment Work Complement Each Other

Abstract

The Center for Teaching and Assessment of Learning (CTAL) at the University of Delaware (UD) is an ongoing, intensive collaboration between educational developers and educational assessment professionals. The three examples described in this article – Foundational Course Initiative, General Education assessment, and the Winter Institute on Learning – show three instances where this collaboration has been particularly productive. Although these examples occurred in the context of a merged unit where assessment and educational development routinely occur side-by-side and seamlessly, collaborations between assessment professionals and educational developers can occur in other contexts, as recommended in this article.