Many of the discussions and assignments in this course ask you to apply what you are learning to a particular college or university situation. You have the option of focusing your work in this course on the institution where you are currently employed or on an institution of your choosing. You might choose an institution that you attended as an undergraduate, an institution where you would like to work sometime, or an institution in your area that has assessment information available through its website.
In preparation for your course project, you should also select a program, course, or lesson on which to focus. This could be an academic course you are teaching, a training course for employees, a student advising session, a degree program, or a one-hour leadership seminar you might offer to students or employees. As you move forward in this class, you will use this course or program as the basis for your Assessment of Learning Plan.
For this assignment, you will apply what you have learned so far in the course about the misunderstanding of—and resulting resistance to—assessment efforts. You will also propose known strategies for navigating the resistance to assessment, as presented in the literature we have read in this course. In this real-world, on-the-job, practical assignment, you will assume the role of a member of student services, an academic department, or another program that serves students. In this scenario, your colleagues have been asked to collaborate on implementing an assessment plan, but there has been some resistance. You will create two email messages:
Assuming the role of a member of a student services or an academic department or program, develop two email messages as described below. These messages are to be concise and professional. In both email messages, provide citations from the readings thus far in the course to support your position and provide a list of references from the readings that you use for this assignment. Be sure to apply the submission requirements described below.
Please Note: Throughout this course, you should use the assessment process provided in List 1.1, the Four-Step Teaching-Learning-Assessment Process (Suskie, 2018) to guide you.
1. Establish clear, observable expected goals for student learning
2. Ensure that students have sufficient opportunities to achieve those goals
3. Systematically gather, analyze, and interpret evidence of how well student learning meets those goals
4. Use the resulting information to understand and improve student learning
Your submission should meet the following requirements:
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