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Deb also announced that she would set a date for an open forum in consultation with Art and Art History representatives for sometime in November. CEPP welcomed the VPAA, Susan Kress, and the Registrar and the Director of Institutional Research (is this the correct title?), Ann Henderson, to discuss assessment for the remainder of the meeting. The VPAA stated that assessment is not new and gave a brief history of the assessment movement from the early 1900s to the present. She stressed that it is important to separate out assessment from accountability and that we should strive to develop a culture of evidence through assessment. The Registrar and the Director of Institutional Research then outlined several assessment projects that the institution is undertaking at different levels. At present ТщЖЙЦЦНтАц is concerned with three levels of assessment: “Big picture” - specifically how to translate the goals of the strategic plan into learning goals. Mid-level - department/program level learning goals Course level learning goals Through these discussions the VPAA outlined a ‘standard definition’ of assessment that includes three parts. 1. What do we want our students to learn? 2. Are they learning it and how do we know? 3. If not, what can we do to support teaching/learning to realize our goals. The focus of the ensuing discussion was that assessment is the cyclical process by which we generate information to understand what we are doing and the methods by which we address the results. Without it, we do not have a consistent way to determine: which practices are good, which ones we could replicate, how we could coordinate efforts, and how we change based on data. CEPP asked the VPAA if there was an external pressure to develop a comprehensive assessment plan. The VPAA stated that for Middle States accreditation, ТщЖЙЦЦНтАц needs to go beyond discussion of assessment and needs to implement assessment practices at a variety of levels. Furthermore, we are at the stage where we can be proactive and define what and how we want to assess our institution. Discussion then moved to the implementation of assessment. Specifically, CEPP discussed how to proceed with a formal assessment structure. Would there be a Director of Assessment (or some other title) and if not, how would we best address assessment? Would assessment be housed in, or be separate from, a Center for teaching and learning (CTL)? The VPAA gave a “plea to have some direction from CEPP.” CEPP suggested holding an open forum. After some discussion, the VPAA stated that an open forum would give the impression that the need for assessment was debatable, which it is not. At this point the meeting was already running 15 minutes late and we adjourned at 6:45. 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