Date of this Version
Published in Journal of the National Collegiate Honors Council, Fall/Winter 2014, Volume 15, Number 2.
Faculty new to higher education have entered a world already circumscribed by assessment practices that may seem normal and transparent, but the increasing impacts of these practices have redefined the content as well as contours of teaching and learning in the three or more decades since they started to take hold. Administrations, boards of trustees, accrediting agencies, and legislatures have insisted on accountability without necessarily having experience in what is being accounted for and have fostered a distrust of faculty members as the authorities on their own practices. As a result, higher education has been undergoing the kind of cultural upheaval that took place in elementary and secondary education more than fifty years ago.