The main areas of focus for CLEAR and the director of University Assessment are in assisting in:
- Program Reviews. This involves working with the Vice Provost for Undergraduate Education in assisting faculty, departments, and chairs as they plan and complete reviews of their programs.
- General Education Assessment. This involves working with the G.E. Council, the Vice Provost for Undergraduate Education and various faculty and departments in review of our GE curriculum in areas such as assessment of student learning, diversity, and writing competency.
- E-Portfolios and other Online Assessments. This involves working with the Director of Instructional Development, the I.T. department and interested faculty in assisting faculty and departments as they incorporate electronic portfolios and other online assessments into both traditional and online courses.
- Faculty Development in Assessment. This involves working with the Director of Instructional Development and the Director of Instructional Service in planning, coordinating and leading workshops, seminars and retreats on assessment of importance to faculty, such as effective student learning assessment, course design, using direct and indirect measures of learning, etc.
- Institutional, Departmental, Faculty, Student & Alumni Assessment. Coordinating our institutional assessment efforts, warehousing and distribution of findings, overseeing assessment issues (such as over-surveying, duplication of efforts, getting results to proper people and departments, etc.). Recent surveys include the Faculty Development Survey, alumni survey, SSI, and HERI survey of faculty.
- Updating and Maintaining the Assessment Guide/Manual
- The Spiritual Development Research Project. This involves working with the faculty responsible for assessing the spiritual development project, as well as other assessment endeavors in this area.
- Coordinating with the office of Institutional Research. This involves working with the Registrar’s office in matters pertaining to institutional research, such as in using the data from various reports (credit hours, enrollment reports, etc.) and institutional assessments (CAP. CIRP, SSI, etc.).