Issue link: https://www.e-digitaleditions.com/i/56065
Assessment Investment A five-point strategy helps schools overcome faculty resistance to assurance of learning programs and encourages professors to invest in the assessment process. by Carol W. DeMoranville M 24 ention assessment to most faculty, and they sud- denly become too busy to have even a three- minute chat. Their file cabinets need cleaning out, their class notes from 1999 need updating, they're on their way to an off-campus appointment. Assessment is an anathema to many professors, who consider it just another way for administrators to interfere with teaching. And yet, BizEd MARCH/APRIL 2010 business faculty must get on board with assessment practices, because AACSB International requires accredited schools to maintain faculty-driven assurance of learning programs. I've been involved in a number of assessment programs, and I've concluded that faculty usually have three reasons to resist. First, they're already so busy with research, teach- ing, and service requirements that they have little time for additional activities, particularly ones they perceive as busy- work. Second, they question the value of assurance of learn-