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Program Evaluation and Assessment: Integrating Methods, Process, and Culture
Unformatted Document Text:  essential scholarly activity, there is an increased chance for productive faculty efforts. A particularly successful strategy for leaders from department chairs and faculty entrepreneurs to provosts and presidents is one of patient persistence. Applaud honest efforts, support ongoing engagement in the assessment process, and encourage successive improvements to the assessment system. If campus leaders do this they will enhance the likelihood of productive response. (Cartwright and Young 2000) Type of Institution There are noticeable differences in the assessment efforts of research universities when compared with campuses where teaching has a higher priority. When I was working with a land- grant research university, a faculty member argued that as a research university it would be folly to spend time on assessment as the university already spent too much time on undergraduates to the disadvantage of their overall academic reputation. While several agreed with this judgment, accreditation demands and administrative pressure contributed to the development of a student research conference that included external examiners. At least some faculty found the process useful and continued it past the accreditation visit. At another land-grant university, assessment was assigned to staff, and compliance was the only motivation. Nationally, Elaine El-Khawas found in her periodic Campus Trends study that doctoral institutions were more likely to question the adequacy of available assessment instruments and to fear potential misuse of the findings. (El-Khawas 1986, 1996) In another, more recent study of political science programs, research universities were less likely to have capstone courses than master’s level and baccalaureate universities. (Ishiyama, Parker, Quinn, and Young 2007) Conditions that Enhance the Chances of Effective Assessment 24

Authors: Young, Candace.
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essential scholarly activity, there is an increased chance for productive faculty efforts. A
particularly successful strategy for leaders from department chairs and faculty entrepreneurs to
provosts and presidents is one of patient persistence. Applaud honest efforts, support ongoing
engagement in the assessment process, and encourage successive improvements to the
assessment system. If campus leaders do this they will enhance the likelihood of productive
response. (Cartwright and Young 2000)
Type of Institution
There are noticeable differences in the assessment efforts of research universities when
compared with campuses where teaching has a higher priority. When I was working with a land-
grant research university, a faculty member argued that as a research university it would be folly
to spend time on assessment as the university already spent too much time on undergraduates to
the disadvantage of their overall academic reputation. While several agreed with this judgment,
accreditation demands and administrative pressure contributed to the development of a student
research conference that included external examiners. At least some faculty found the process
useful and continued it past the accreditation visit. At another land-grant university, assessment
was assigned to staff, and compliance was the only motivation. Nationally, Elaine El-Khawas
found in her periodic Campus Trends study that doctoral institutions were more likely to
question the adequacy of available assessment instruments and to fear potential misuse of the
findings. (El-Khawas 1986, 1996) In another, more recent study of political science programs,
research universities were less likely to have capstone courses than master’s level and
baccalaureate universities. (Ishiyama, Parker, Quinn, and Young 2007)
Conditions that Enhance the Chances of Effective Assessment
24


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