After 26 years with an entrenched distribution requirement, American University approved a core curriculum emphasizing metacognition and habits of mind. Last year, as full implementation of the curriculum was achieved, attention turned wearily to how assessment would be conducted. Like at many other institutions, faculty attitudes about assessment at American range from indifferent to hostile, with few rising in defense of its value. This session describes a replicable approach to ease work and build up goodwill for traditionally unpopular tasks, like assessment of student learning, by situating faculty development in committees (as opposed to volunteer attendance).
Shared Session Notes
