Director of Assessment & Continuous Improveme

SUMMARY

The Director of Assessment and Continuous Improvement (DACI) has primary oversight for the assessment of  academic programs and particular responsibility for the assessment of student learning outcomes at the institutional, program and course level for both on-campus and off-campus programs. The DACI reviews academic program goals to confirm they articulate with overall institutional goals and the mission of the University. The DACI works in concert with the academic deans, the Director of Institutional Research, and the University’s Institutional Outcomes Assessment Committee (IOAC). The DACI has responsibility for ensuring that the University’s assessment policies and procedures meet the requirements of external agencies and that the assessment process continues through a prescribed cycle, with appropriate documentation of changes resulting from assessment. This position will work collaboratively with Institutional Research and the academic programs to ensure data collection and assessment practices align and connect with data activities within the department and across campus.

SPECIFIC DUTIES AND RESPONSIBILITIES

The Director of Assessment and Continuous Improvement has primary responsibility for:

• Coordinating and serving as point person for all academic assessment activities for the university, including the assessment of academic programs, student and program learning outcomes,
• Supporting continuous improvement in assessing activities for co-curricular activities, student life, and other non-academic units of the University;
• Overseeing the student evaluation system (IDEA);
• Ensuring that assessment procedures and reporting in all areas of the University conform to the requirements of external agencies;
• Working closely with the academic deans to monitor the assessment of student learning for all academic programs, on-campus and off, at the institutional, program, and course level, and ensuring that faculty adhere to the assessment practice and timetable prescribed by the University’s assessment policy; 
• Assist with assembling, annually and at the end of each semester, the documentation necessary to demonstrate that learning assessment has occurred, and the ways in which the schools have used assessment results. This activity includes the data collection and analysis necessary for reports to accrediting bodies;
• Reviewing internal assessment policies and procedures; serving as resource person with knowledge of current assessment requirements of external agencies; and initiating changes suggested by best practices of other institutions;
• Serving as a member of the Institutional Outcomes Assessment Committee and as liaison between that committee and the Provost/VPAA, the deans, and key administrators;
• Arranging for any in-service training necessary to acquaint faculty or staff with assessment procedures;
• Collaborating with Institutional Research to ensure assessment results, outcomes, and other relevant data is stored and disseminated for university use as required.
• Providing some data analysis as needed for academic programs and student outcomes.
• Assisting the VP for Mission, Planning and Effectiveness on the assessment of institutional effectiveness of the University;
• Supporting the Program Directors/Coordinators and Director of Institutional Research with program level accreditation activities;
• Performing other related duties as needed.

QUALIFICATIONS

To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

Education/Experience

Doctoral degree preferred; Master’s degree with significant experience related to the duties described;

Understanding of, and acquaintance with, the overarching policies relating to assessment of student learning outcomes, the requirements of governmental and accrediting agencies, and specific and effective assessment practices; Significant administrative experience in higher education preferred, particularly in the area of academic assessment. 

Technical Skills

Demonstrated competence with electronic systems is essential.

Language Skills

Excellent communication skills, both written and verbal; Ability to read, analyze and interpret professional journals, statistical reports and government regulations. Ability to effectively present information and respond to questions. 

Interpersonal Skills

Ability to work cooperatively with diverse student and faculty populations and with administrative colleagues

Reasoning Ability

Ability to apply principles of logic and scientific thinking to a wide range of intellectual and practical problems.

PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. 

While performing the duties of this job, the employee is regularly required to stand; walk; sit; use hands to handle or feel; and reach with hands and arms. The employee must regularly lift and/or move up to 10 pounds. Specific vision abilities required by this job include close v