As we wrap up another academic year defined by both ongoing and unpredictable challenges, the IAA team would like to express our gratitude and appreciation to some specific individuals and groups for their exemplary dedication to supporting student learning and success through a commitment to meaningful assessment.

This year, we were privileged to work with five faculty fellows who brought diverse skill sets, valuable insights, and unique perspectives to each project they were assigned. Their assistance and careful attention was essential for the initial quality review of 143 academic program and 91 core course assessment documents prior to peer-review. They have supported initiatives ranging from development of student services assessment resources to investigating models for presenting core assessment data at the core area level to a grassroots campaign to reach out to program and core assessment coordinators to offer targeted support for assessment efforts. Michelle Cawthorn, Suzy Carpenter, Geneva DeMars, Kymberly Harris, and Barb King have all made significant contributions to the goals of our office over the past year. Barb, who joined us as a full-time faculty fellow, has also become a valued leader of our accreditation and curriculum review efforts.

Every year, our office relies on the time and expertise of faculty who serve on two university-wide committees tasked with the peer-review of our academic program and core course student learning outcomes assessment documents. The General Education and Core Curriculum (GECC) committee's membership consists of 9 representatives appointed by the Faculty Senate SEC and 9 representatives elected from each college. In addition to reviewing curricular items, these 18 committee members review documents from 91 core courses. The Academic Assessment Steering Committee consists of representatives from all eight colleges appointed by their college dean with membership distributed proportionately to the number of academic programs in each college. This year, the membership of that committee was strategically expanded to 40 total faculty to accommodate the review of 143 documents.

Peer-reviewers on both committees participate in an orientation and peer-review training course in Folio modeled after the AAC&U Value Rubric training and calibration program. The training includes quizzes that give peer-reviewers an opportunity to practice applying the rubric criteria to sections from example assessment documents in preparation for peer-review. Each peer-reviewer is assigned between 7 and 10 documents to review, with some academic program documents exceeding 30 pages in length. The peer-reviewers score each document individually, and then meet with a partner who has scored the same document individually to discuss and reconcile any differences in scores and comments. This process demands a significant amount of time and attention in addition to all other faculty responsibilities. IAA takes great pride in the work of the GECC and the AASC and values their contribution to student learning improvement and success through maintaining a high standard for institutional assessment processes.

IAA also wants to recognize the leadership of our academic program and core course coordinators. These faculty coordinate the complex task of collecting assessment data from multiple courses, instructors, campuses, and semesters using a variety of assessment methods. They spearhead efforts to analyze and translate all of that information into a cohesive and meaningful document that can be used to inform decisions about curriculum and instruction to drive improvements in student learning. This requires exceptional organization, communication, and time management skills. Assessment coordinators must initiate conversations about teaching and learning and achieve consensus around action plans for next steps based on assessment data. We are fortunate for the 130 faculty who serve as academic program assessment coordinators and the 63 faculty who serve as core course coordinators to lead assessment processes and to document these activities on an annual basis.