Abstract
University faculty are increasingly assuming responsibility for program assessment, with results being used in part to determine program quality. In some cases, results are being used to rationalize allocation of shrinking university resources. As a result, many faculty members are seeking simple and meaningful ways to prepare for and collect data for assessment purposes. Fashion Merchandising faculty at a medium‐sized, southern university decided to experiment with concept mapping, a creative tool based on constructive learning theory, to plan for program assessment. The purpose of this paper is to explain the use of concept mapping in this context. Results show that concept maps have much to offer in assessment planning. Additional benefits of concept mapping are also discussed.
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