Educational Programs

For each of its educational programs, including undergraduate, graduate, professional, and certificate programs, Emory University is responsible for:

  • Identifying expected student learning outcomes
  • Assessing the extent to which students achieve these learning outcomes
  • Providing evidence of ongoing program improvement based on analysis of assessment results

Each educational program is responsible for submitting an assessment report to the Office of Planning and Budgeting every two years.

Next Steps and Due Dates

Review these two documents (PDF):

Allow time to collect data, evaluate results, and complete the report. We suggest that you schedule periodic faculty meetings to review progress. Need help? Book a consultation with our staff. Schedules fill up close to the deadline, so please contact us early with requests for assistance.

The 2015 - 2017 reports are due Monday, October 2, 2017. Submit completed assessment reports by email to: David Jordan | Director of Institutional Effectiveness

For information about assessment reports for Laney Graduate School programs, please email: Rosemary Hynes | Assistant Dean, Program Planning and Strategic Initiatives

Best Practices

While allowing for differences in specific assessment strategies among the disciplines, the University Assessment Committee expects each educational program to conduct assessment procedures according to the following best practices:

  • Program faculty members identify student learning outcomes, develop assessment measures, analyze results, determine appropriate improvements, and write assessment reports.
  • Programs establish clearly defined, measurable student learning outcomes that focus on knowledge, skills, behaviors, or values.
  • Programs use direct assessment methods (e.g., examinations, research essays, theses, oral presentations, capstone projects, portfolios, performances, etc.) as their primary means of assessing student learning outcomes.
  • Programs use indirect assessment methods (surveys, questionnaires, focus groups, interviews, etc.) as secondary means of assessing student learning outcomes.
  • Assessment measures clearly address the degree to which students attain defined learning outcomes.
  • Assessment measures are distinct from course grades and teaching evaluations (but they may involve graded materials).
  • Data and information are collected over time and analyzed longitudinally.
  • Improvements in programs and student learning are planned and enacted in response to assessment findings.
  • All program-level student learning outcomes are assessed within three- to five-year cycles.
  • Assessment reports are completed every two years, evaluated by appropriate faculty committees, and collected by the Office of Planning and Budgeting.

Samples

Here are some recent reports recognized by Emory's Learning Outcomes Assessment Committee for implementing best practices in outcomes assessment.

Program Topic Year
BA Art History 2014-15
BA English 2011-12
BA Italian Studies 2013-14
BS Neuroscience and Behavioral Biology 2010-11
AA Oxford College 2010-11
MPH Environmental Health 2011-12
PhD Psychology 2011-12