Assessment is expected as part of my institution's continuous improvement process. Frequency Percent Valid Percent

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1 2015 Faculty Survey of Assessment Culture Frequency Tables Pellissippi State Community College 61 Respondents out of 321 invited = 19.00% response rate Scale: =6; =5; Only Slightly =4; =3; =2; Strongly =1. Empty response categories have been omitted. Assessment is expected as part of my institution's continuous improvement process. Only Slightly Frequency Assessment is an exercise primarily for compliance purposes. Only Slightly Strongly Frequency The purpose of assessment depends largely on who is asking for assessment results. Only Slightly Strongly Frequency Page 1

2 The purpose of assessment is clearly understood at my institution. Only Slightly Strongly Frequency If assessment was not required I would not be doing it. Only Slightly Strongly Frequency Assessments of programs are typically connected back to student learning. Only Slightly Strongly Frequency Page 2

3 Assessment efforts do not have a clear focus. Only Slightly Strongly Frequency Assessment is a "necessary evil" in higher education. Only Slightly Strongly Frequency Assessment is conducted based on the whims of the people in charge. Only Slightly Strongly Frequency Page 3

4 Discussions about student learning are at the heart of my institution's assessment effort. Only Slightly Strongly Frequency Assessment processes yield evidence of my institution's effectiveness. Only Slightly Strongly Frequency Please complete the following sentence with the single most appropriate response. " is the primary reason assessment is conducted at my institution." Other Access to financial resources Tradition Improving student learning Compliance with governmental mandates Accreditation Accountability Frequency Page 4

5 It is clear who is ultimately in charge of assessment. Only Slightly Strongly Frequency Faculty are in charge of assessment at my institution. Only Slightly Strongly Frequency Senior leaders (i.e. President or Provost) have made clear their expectations regarding assessment. Only Slightly Strongly Frequency Page 5

6 I can name the office at my institution that leads student assessment efforts for accreditation purposes. Only Slightly Strongly Frequency I can name the office at my institution that leads assessment efforts for student learning. Only Slightly Strongly Frequency Assessment is emphasized as part of the organizational culture. Only Slightly Strongly Frequency Page 6

7 There is no systematic approach to assessment at my institution. Only Slightly Strongly Frequency Assessment is primarily the responsibility of faculty members. Only Slightly Strongly Frequency Assessment is primarily the responsibility of administrators. Only Slightly Strongly Frequency Page 7

8 My institution is structured in a way that facilitates assessment practices focused on improved student learning. Only Slightly Strongly Frequency Assessment for accreditation purposes is prioritized above other assessment efforts. Only Slightly Strongly Frequency There are sufficient financial resources to make changes at my institution. Only Slightly Strongly Frequency Page 8

9 A recommended change is more likely to be enacted if it is supported by assessment data. Only Slightly Strongly Frequency Assessment is an organized, coherent effort at my institution Only Slightly Strongly Frequency Assessment results have no impact on resource allocations. Only Slightly Strongly Frequency Page 9

10 Assessment results are regularly shared throughout my institution. Only Slightly Strongly Frequency Official institutional communications encourage assessment of student learning Only Slightly Strongly Frequency Assessment results are NOT intended for distribution. Only Slightly Strongly Frequency Page 10

11 Student assessment results are NOT regularly shared. Only Slightly Strongly Frequency Assessment success stories are shared throughout my institution. Only Slightly Strongly Frequency Faculty consistently receive assessment data from administrators. Only Slightly Strongly Frequency Page 11

12 Assessment results are available from administrators by request. Only Slightly Strongly Frequency Assessment results are regularly requested by colleagues at my institution. Only Slightly Strongly Frequency Communication of assessment results has been effective. Only Slightly Strongly Frequency Page 12

13 Decisions are made using assessment data. Only Slightly Strongly Frequency Assessment results are used to scare faculty into compliance with what the administration wants. Only Slightly Strongly Frequency Assessment data are regularly used in official institutional communications (e.g., speeches, publications, etc.). Only Slightly Frequency Page 13

14 Assessment data are used to identify the extent to which student learning outcomes are met. Only Slightly Strongly Frequency Assessment results are used for improvement. Only Slightly Frequency Administrators use assessment to punish faculty members. Only Slightly Strongly Frequency Page 14

15 Assessment results are criticized for going nowhere (i.e., not leading to change). Only Slightly Strongly Frequency There is pressure to reveal only positive results from assessment efforts. Only Slightly Strongly Frequency Senior leaders (i.e. president, provost, vice presidents) use assessment results in public ways (i.e., speeches, marketing efforts, media stories, etc). Only Slightly Frequency Page 15

16 Change occurs more readily when supported by assessment results. Only Slightly Strongly Frequency The majority of colleagues at my institution see assessment as focused on compliance requirements. Only Slightly Frequency The majority of my colleagues at my institution are afraid of assessment. Only Slightly Frequency Page 16

17 The majority of colleagues at my institution see assessment as improving student learning Only Slightly Strongly Frequency I am not convinced that assessment is necessary. Only Slightly Strongly Frequency The majority of administrators genuinely believe assessment supports student learning at my institution. Only Slightly Frequency Page 17

18 It is difficult to get the majority of administrators to support assessment-based improvement efforts. Only Slightly Strongly Frequency I engage in assessment because I am afraid of what will happen if I do not. Only Slightly Strongly Frequency Assessment is perceived as a punishment (i.e., something I regret being assigned) Only Slightly Strongly Frequency Page 18

19 Assessment is a threat to academic freedom. Only Slightly Strongly Frequency Assessment processes are clearly understood by a majority of administrators at my institution. Only Slightly Strongly Frequency The majority of administrators are eager to work with faculty. Only Slightly Strongly Frequency Page 19

20 The majority of administrators do not care about assessment. Only Slightly Strongly Frequency Assessment is a "good thing" for my institution to do. Only Slightly Strongly Frequency Page 20