It will enable us to compare the experiences and evaluations of our graduates to those being graduated from peer institutions. The survey will also collect information about post-baccalaureate education, career choices, and demographic details. These are the major elements of curricular assessment currently in place. Others may be more appropriate, however, and a procedure for considering future development in this area is discussed below. Making sure that assessment has an impact on curricular planning There is good evidence that what assessment we currently do is incorporated into local decisions about the curriculum.
Most faculty are very attentive to what they learn from SET forms.
Departments and programs are likewise attentive to what they learn through aggregate SET forms. This emerges also in the input of departments and programs into personnel cases. They are also carefully responsive to the reports of outside reviews. Departments who pursue statistics about student outcomes after graduation make what they learn the provocation for curricular and pedagogical review. In both its roles of making personnel decisions at the third year review and approving courses and programs, the Dean's Advisory Council shows itself to use the results of curricular and pedagogical assessment to make decisions about the resources allocated to various parts of the curriculum and about the increase, reduction, or addition of its various parts.