The new Assessment Capability Fellows program, presented by ACC in collaboration with the Division of Academic Affairs Assessment Office, rolls out for the first time in the 2021-2022 academic year.
The Assessment Capability Fellows program provides an opportunity to propel the systems, procedures, and infrastructure that support growing assessment practices in Academic Programs and across campus. Assessment Capability Fellows engage in leadership, learning, and application of best practices in the assessment of teaching, learning and operations at the university.
Seven fellows have been selected to participate in the program. They are tenure-track/tenured faculty or lectures currently in a role such as assessment coordinator, program coordinator, or with a professional interest in assessment and continuous improvement in academic programs.
- Fellows will participate in the Summer Assessment Capability Leadership Institute (ACLI) in June 2021 and participate in the Fellows program in the academic year 2021-22 to propose and complete an assessment project. Assessment Capability Fellows’ projects incorporate leadership skills in the development of assessment and continuous improvement systems and procedures for units in the Division of Academic Affairs (e.g., schools; colleges; interdisciplinary programs; etc.), the Division of Student Affairs or divisions of non-academic units.
- Fellows will participate in a mentored group for support in the implementation of the project and participate as a member of Committee on Learning Assessment and Student Success (CLASS).
- In the 2022-2023 academic year, the Fellows will mentor participants in the 2022 Assessment Capability Leadership Institute.
The Assessment Capability Fellows program will foster leadership in creating novel assessment structures, processes and policies above the program assessment level as well as strengthening and extending the existing infrastructure. Their enriched competency along with the enhanced infrastructure will cultivate and distribute expertise within the institution and promote coherence in evolving assessment practices.