How Do I Use FLCs to Strengthen Institutional Assessment?

How Do I Use FLCs to Strengthen Institutional Assessment?

Assessment efforts are expanding at colleges and
universities across the country

Assessment efforts are expanding at colleges and universities across the country, and every indication is that this emphasis on accountability, evidence, and demonstrating achievement of institutional goals and objectives will only intensify.

Yet despite the interest in assessment at the institutional level, faculty and staff tend to be most familiar with assessment in their disciplines.

How will you be able to give accreditors, professional associations, funders, donors, alumni, and prospective students the information they are looking for?

The good news is that there’s an untapped resource available to help you meet this challenge—faculty learning communities, or FLCs.

With their emphasis on deep learning experiences, FLCs are able to explore assessment in a comprehensive manner, addressing the concerns of both administrators focusing on accreditation and of instructors concentrating on student learning.

Find out how you can use an FLC to improve assessment on your campus with How Do I Use FLCs to Strengthen Institutional Assessment? The program presenter draws on his extensive experience to show you how working with an FLC can help your college or university do far more than receive accreditation.

Topics Covered

It can help you transform your campus into a learning institution.

You’ll explore two approaches to working with FLCs in How Do I Use FLCs to Strengthen Institutional Assessment? The first focuses on working with FLCs on institution wide assessment, and the second is a two-tiered approach to using FLCs on departmental assessments. The presenter provides plentiful examples, drawn from his experience with similar practices at Miami University, Ohio. You’ll learn about:

  • The three special strengths of FLCs and how you can use them to improve your assessment program
  • The 14 decision points you need to address to establish a successful collaboration with an FLC
  • What to look for in a facilitator

You’ll also discover plenty of practical tips, such as:

  • How to work with your teaching and learning center (TLC) to engage with an FLC
  • Potential sources for financial support for your assessment project
  • Optimal frequency and length of FLC meetings
  • The best size for departmental team representation on an FLC

Learning goals

The presenter designed this informative program to guide you through two levels of Bloom’s Taxonomy, moving from comprehension to analysis. After participating in this session, you’ll be able to:

  • Describe how you can work with FLCs to initiate or strengthen assessment programs
  • Analyze how a TLC can partner with administrators, faculty, and other campus units to build assessment on your campus

Audience

If your campus is concerned about assessment issues—and no campus today can afford to ignore them—this seminar will give you information you can use in a format that fits even the busiest schedule. The program is just 20 minutes long.

With its overview of assessment projects at Miami University, it will be particularly helpful for upper-level professionals interested in the big-picture ramifications of assessment. It is appropriate for audiences drawn from all different types of higher education institutions and at all levels of experience with FLCs and assessment. It will be particularly useful for:

  • Department chairs
  • Deans
  • Provosts
  • Teaching and learning center directors and staff
  • Faculty members

Purchase

Make this program available for ongoing training. Order the Campus Access License and load the CD content onto your institution’s internal web site for unlimited, convenient, on-demand access for all members of your campus community.

Product Code: PM13HA