A Word from Provost Pearson
For at least two decades, universities have been challenged to document that students achieve both in the classroom and outside what institutions promise in their catalogues and recruitment material. The initial pressure for student outcomes assessment came from state legislators who wanted to assure themselves and their constituents that public funds were being used effectively at state universities. Regional accrediting agencies joined the movement, as well, in their continuing efforts to measure and assure quality in the institutions they accredit. The accreditors moved the focus of outcomes assessment from effective use of funding to academic program improvement. Profession-specific accrediting bodies demanded similar evidence that program goals were being met by students earning certification or the degree.
The expectation that institutions prove they have achieved their educational goals has accelerated during the past two decades so that it is now one of the most critical parts of an accreditation review, be it regional or specialized. The downside of this focus by accreditors is that many faculty see the development of a student outcomes assessment initiative as necessary only to retain regional accreditation.
While renewed accreditation may have been the original motive for many of us to accept the need for an outcomes assessment plan and program, many Duquesne faculty colleagues and I understand it now as a critical part of improving the university’s learning environment. It provides information that makes us more effective in the classroom and guides us in revising programs. We will not know if our current students and graduates have achieved the university’s educational goals unless we assess their intellectual, social and spiritual growth from matriculation at the university through their departure as graduates. And even then, the full impact of their Duquesne education may not be felt until they have been in the ranks of alumni for several years.
As scholars, we are accustomed to investigating phenomena to understand their nature and determine the effects of various approaches. Most of us have less experience in looking at what students have learned as a result of our teaching and curricula. However, the intellectual processes involved are similar. By applying our research skills to the assessment of student learning outcomes, we can make Duquesne a better university… and that makes it worth our time and effort.
