Faculty Engagement in Student Learning Outcome Assessment

Faculty engagement in assessment processes is critical but remains limited, especially in public doctoral research universities. In this article, we propose an engaged assessment model that emerged from our work at a leading doctoral university. Through the engaged assessment process, faculty members are involved throughout, centering on student learning. Using the assessment process of the institution's quality enhancement plan as an example, we detail how the engaged assessment model can be implemented through faculty learning communities. We also elaborate on core activities where faculty members explored assessment design, examined assessment data, and celebrated assessment as scholarship.