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Sarah Goodwin provided background on her work as former Associate Dean of the Faculty during the last accreditation review by the Middle States Commission on Higher Education. She distributed Standard 14: Assessment of Student Learning from the Middle States document Characteristics of Excellence in Higher Education (2006). Sarah defined assessment as a set of interrelated questions: 1) what do we want students to learn? 2) are they learning it? 3) how do we respond when we find students are not learning what we want them to learn? Sarah reported that the Middle States reviewers looked favorably on the official descriptions of assessment activity at ТщЖЙЦЦНтАц but expressed concern about hearing faculty resistance. At their next visit they are likely to look for improvement in the culture of assessment as well as new types of activity. In the latter category, Sarah noted in particular that the college needs to do more to assess general education goals beyond the purview of individual departments, e.g., all- college requirements (including the new writing requirement) and the goals set forth in the Strategic Plan. Ensuing discussion also identified the third of Sarah’s three questions (see paragraph above) as an area of shortcoming, an area that a Center for Teaching and Learning might address. The role of a Director of Assessment was discussed. Sarah described Ray Rodrigues’s former position as “an impossible task” in the face of resistance to assessment, but observed that assessment will not take place without oversight. The title “Coordinator” rather than “Director” of Assessment was discussed as both more accurate and more palatable. In the course of discussion some reasons for resistance to assessment were identified: 1) it seems to be imposed from outside the college: 2) it implies an analogy with industrial process that some faculty reject, denying that college education is a measurable “product.” Assessment of general learning objectives beyond the level of departments or programs goes against the centrifugal trend evident in faculty commitment to specific disciplines rather than the broader concept of liberal arts. In conclusion, Sarah emphasized her conviction that assessment properly belongs to the faculty as part of their mission as educators, and that conversations conducted in the spirit of that mission can help the college fulfill the expectations of external constituencies such as Middle States. Meeting was adjourned at 6:30. 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