The Transition from Annual to Triennial Assessment and How Faculty Feels about it.

Abstract

Beginning in the 2014-2015 academic year, Christopher Newport University transitioned from annual assessment to the triennial assessment of academic programs. This shift was largely motivated by observed limitations to annual assessment such as ineffective use of student learning outcomes, a lack of time, and overutilized faculty. By making this shift to a triennial cycle, it was assumed that faculty would experience a reduction in assessment fatigue, that there would be more time to capture and utilize assessment data and more time to implement change. Using the meta-assessment scores generated by comprehensive reviews of triennial assessment reports conducted by CNU’s University Assessment Committee this paper will demonstrate how the assessment process at CNU shows continuous improvement. In order to address faculty perception relative to our assumptions, this paper will also share the results of a survey on faculty’s perceptions of triennial assessment.