COMMENTS

• I do feel that assessment has significantly been encultured to our campus. Every full-time instructor is aware and for the most part reacting. The problem is in adjunct faculty. And the biggest problem is us tooting our horn; we don't do it well!
• It seems more important that it "looks like" we are doing assessment than that we are "really" assessing.
• I'm not sure about institutional decision and their correllation to assessment and I definitelly need help understanding Gen Ed and Course assessment differences and what I need to do to keep my assessments current and effective.

27 responded to the survey and there were 3 non-trivial comments.

These data, by themselves, show that faculty generally understand and value assessment. However, many do not see at is a possible teaching tool or even as a significant source of self-evaluation for improving one's own teaching. As a group, the faculty do not seem to think that assessment is an institutional priority; this perspective is especially highlighted by the dramatically distinct result of the last two questions, especially the last. The results of the last question - "Institutional decisions are tied to assessment findings" - strongly indicate that few faculty see any real decision making resulting from assessment. This perception can only change by the reality changing to one where tangible changes in funding, staffing, equipment, and plant are directly tied to assessment results.