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Assessment Support Committee

Beginning in 2014, all institutions will be reviewed by WASC; by 2017, all institutions will have created a plan, identified standards of performance at the institutional and/or program level, and implemented assessment for all five competencies: written and oral communication, quantitative reasoning, information literacy, and the habit of critical analysis of data and argument. (CFR 2.2a)

The new Accreditation guidelines also state that “The new institutional review process calls upon institutions to ensure that, upon graduation, students have achieved a defined level of performance of these five core competencies” (2013 Handbook of Accreditation Except, p. 22) WASC also recognizes that “The institution’s student learning outcomes and standards of performance are developed by faculty and widely shared among faculty, students, staff, and (where appropriate) external stakeholders. The institution’s faculty take collective responsibility for establishing appropriate standards of performance and demonstrating through assessment the achievement of these standards” (2013 Handbook of Accreditation , p. 13)

To help UH meets these requirements, Congress will appoint a standing Assessment Support Committee, which will have two functioning bodies embedded within it: (1) a standing group of WASC-trained faculty experts to assist their peers develop assessment in their courses (for GE-certification) and within their programs (for Program Review); and (2) a working sub-committee of faculty from across the colleges to undertake a cycle of assessing the 5 core competencies required by WASC for Accreditation per the 2013 revision of the Standards, to be henceforth called the “Core Competency Working Sub-Committee.”

The Congress will also appoint/elect a faculty member, who has been or will be trained in WASC assessment requirements, to serve as Chair. The Chair will familiarize him- or herself with:

  1. WASC Assessment Approaches: http://wascsenior.org/redesign/assessmentapproaches
  2. The 2013 Handbook of Accreditation: http://wascsenior.org/content/draft-2013-handbook-accreditation
  3. The most current research on assessment methodologies 4. Other key initiatives such as the Lumina DQP, the AACU’s LEAP, etc.

Chair Responsibilities:

  1. Annually convening and maintaining training of the Peer-Support Committee on Assessment
  2. Bi-annually convening a group that will develop institution-wide data on Assessment Targeting WASC Core Competencies
  3. Providing routine information to Congress on the progress of these efforts.

Committee Responsibilities:

Per WASC CFR 4.1: 4.1 The institution employs a deliberate set of quality assurance processes in both academic and non-academic areas, including new curriculum and program approval processes, periodic program review, assessment of student learning, and other forms of ongoing evaluation. These processes include: collecting, analyzing, and interpreting data; tracking learning results over time; using comparative data from external sources; and improving structures, services, processes, curricula, pedagogy, and learning results” (2013 Handbook of Accreditation , p. 17)

  • promote a campus climate of assessment by working with peers in their departments, programs, divisions, and/or colleges
  • promote and provide for assessment training for their peers
  • serve as faculty (peer) resources for assessment
  • collect annual assessment reports from departments and colleges
  • review and provide input on annual assessment reports from departments and colleges
  • work with departments and programs to develop assessment of the 5 core competencies at time of graduation for majors
  • disseminate information/research on best assessment practices
  • maintain a website where assessment data is made available to the public

Core Competency Working Sub-Committee Responsibilities:

The Charge of the Core Competency Working Sub-Committee is to facilitate in 2-year cycles assessment of one of the competencies (Written Communication, Oral Communication, Information Literacy, Quantitative Fluency, and the Habit of Critical Analysis of Text and Information).

  • Develop and run an institution-wide assessment of one of the 5 core competencies in a bi-annual cycle
  • Routinely report to the Congress on campus assessment activities, results and costs, which will form the basis of periodic reports to accrediting commissions
  • Develop (with the General Education Committee and the Program Review Advisory Committee) annual campus-wide assessment initiatives, plans, and projects
  • Develop (with the General Education Committee and the Program Review Advisory Committee) long-range assessment plans to meet WASC requirements
  • Propose ways for “closing the loop” (improving student learning based on data results
  • In years when expenditures is needed, propose purchases (i.e. resource books) and other expenditures (i.e. WASC training)

The Committee works by gathering as much faculty input as possible—planning and the scope of all assessment activities is the responsibility of faculty, and as such, the role of the Assessment Support Committee is to integrate faculty directives (in terms of what they can do given their workloads) with an ongoing culture of assessment that can satisfy accreditation needs. Committee members, trained in assessment, can provide advice and assistance to their peers in their departments/programs/colleges. When necessary, the Committee can advocate for additional resources as needed by the faculty to undertake meaningful assessment.

Members shall serve for two-year staggered terms. In recognition of the duties and responsibilities associated with this office, the University shall grant the Chair a course reduction of not less than one course per semester. Terms of office will be overlapped so that each year half the membership shall be replaced to provide continuity from year to year.

Members, 2018-2019

TBA

Members, 2017-2018

  • Chair-Lari-Anne Au, Librarian
  • Members
    • Donna Ohora, CoP
    • Mary Louise Haraguchi, Library
    • Seri Luangphinith, CAS (English)
    • Kristen Mollegaard, CAS (English)
    • Alexander Nagurney, CAS (Psychology)
    • Susan Shirachi, Student Services
    • Lauri Sagle, CAS (English)
    • Bela Conley-Ramsay, CAS (English)
    • Karla Hayashi, Kilohana

Reports and Documents, 2018-2019

Reports and Documents, 2017-2018