Engaging Faculty as a Strategic Choice in Assessment

Abstract

This chapter introduces methods that can be used to engage faculty in the assessment process, working within a shared governance structure in institutions of higher education. It begins by identifying assumptions about including faculty in the assessment process, placing special emphasis on social capital and networking theories often used in communication and sociological research. The chapter then proceeds to identify six methods that might be used to engage faculty strategically in the assessment process, and then used three case studies to help explain these methods. The author hopes that an understanding of these assumptions and methods will empower assessment professionals wishing to develop and sustain assessment on their own campuses, and will lead to further discussion about how to include faculty in the assessment process.