While recognizing the benefits of assessment of student success, the assessment initiative also recognizes the significant work necessary to accomplish these activities. To develop a meaningful, feasible, and sustainable process, in Spring 2021 an assessment task force was formed within UConn. Learning from institutional history, the assessment task force developed guidance for the establishment of the assessment initiative, including a 5-year implementation plan.

The task force identified the priority to create a culture of assessment that views assessment activities as a means for continuous self-improvement. While recognizing that there is significant work involved, the task force stressed the need to minimize administrative burdens where possible to make the process meaningful and manageable.

The task force defined the following structure and needs:

• Create an ongoing cycle in which at least one learning objective is assessed
• Allow for flexibility so that programs can tailor learning outcomes and methods of assessment to their programmatic needs. Programs will have the ability to follow best practices in their specific field, to innovate where appropriate, and will not have to follow a prescriptive model
• Focus on student success
• Provide direct support to the programs and training opportunities for faculty through the Office of Academic Program Assessment
• Create a standing University Student Learning Assessment Committee (USLAC) to ensure faculty involvement in the assessment initiative
• Eliminate the need for programs with specialized accreditations to participate in this process given that accreditors already require similar evidence from the programs

During the 5-year roll-in of academic programs into assessment activities, in their first year the faculty within the academic program define program-level learning objective, map courses and assessment measures to the objective, identify key performance indicators of student success, and develop an annual assessment to measure at least one objective per year and key performance indicator.

After the objectives are defined, courses and assessments are mapped, key performance indicators are identified, and the assessment plan is developed, academic programs participate in an annual assessment reporting process. The reporting is intended as a reflective process. Reports are submitted to the University Student Learning Assessment Committee which provides collegial feedback and suggestions.

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Office of academic program assessment

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Assessment process

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