Welcome to the student learning assessment web site for Wake Forest College, the undergraduate liberal arts college of Wake Forest University. Our commitment to student-faculty engagement and to teaching excellence requires a commitment to excellence in student learning. In the buildup to our SACSCOC Reaffirmation visit in March 2016, this website has been revised to include current information on our progress towards ensuring that The College is meeting and exceeding expectations for program-specific student learning outcomes, and the attainment of core educational competencies by all Wake Forest University graduates. Our instructional goals and processes must be linked to what students are actually learning. Through this process, we will evaluate educational program success and use those results to improve our curriculum and academic programs.
On this web site, you will find program-specific documents, guidelines, and suggestions for department chairs and faculty, program directors and all faculty members who are actively engaged in this process at the departmental level. Specifically, yearly Academic Program Evaluation Reports (APERs), will be available and published on a yearly basis for all programs within departments that lead to degrees (BA and/or BS). In addition, information on core educational competencies will also be located on this site, as well as related rubrics and information to guide this overarching process to ensure the fidelity of a Wake Forest undergraduate degree, regardless of major. Finally, additional web links and other resources that provide guidance and background reading in the area of assessing student learning will be made available here.
I am enthusiastic about this process and I am extremely grateful to the department chairs, faculty and staff in the College, as well as the Phil Handwerk and the Office of Institutional Research. Assessment of student learning outcomes requires us to link teaching strategy with student learning, as well as an acknowledgement that this is a long-term process where continuous improvement, for both student learning and the pedagogy used to attain it, is the actual goal. This deliberate and intentional process for exploring student learning outcomes should encourage College faculty members to think carefully about what they teach, how they teach it, and why they teach it the way they do. Ultimately, assessment of student learning will promote a collective responsibility for teaching excellence and student success and strengthen our core mission to undergraduate teaching.
Associate Dean, Wake Forest College