The purpose of this paper is to describe the way(s) in which the introduction of systematic outcomes assessment throughout a university has begun to transform its academic culture.
The college is incrementally introducing system‐supported evaluation of student work. It began with general education, working with interdisciplinary faculty committees to define common learning outcomes with shared rubrics, and using these in all courses designated as general education. The use of this approach is now expanding into the majors and specific programs.
The paper finds that the process by which general education and program outcomes and rubrics have been defined has already led to a change of focus – with more clear emphasis on what students should demonstrate – and a shared sense of ownership in the learning outcomes and rubrics.
Concordia University (Saint Paul) is one of the first colleges to methodically introduce this system‐supported approach across the institution.
