The Institutional Research and Assessment Advisory Committee (IRAAC) provides both leadership and oversight for the development and implementation of an assessment plan for the College. The committee is working strategically with the Office of Institutional Research and Assessment to craft an institutional assessment plan to enhance student learning and institutional effectiveness. Through its work, the committee addresses issues of internal improvement and external accountability.
Committee Members, 2016-17
Bethany Miller - Director of Institutional Research and Assessment
Greg Cotton - College Librarian
Alic Ganzel - Associate Professor of Psychology
Brian Johns - Assistant Professor of Engineering
Gwen Schimek - Dean of Students
Amy Gullen - Faculty
We meet on the second Wednesday of each block. All meetings are held 11:30 a.m. - 12:30 p.m. in 310 Cole Library.
|September 14||December 7||March 29|
|October 12||January 25||April 26|
|November 9||February 22|
For the 2016-17 academic year, the Committee will focus on disseminating data from the critical thinking assessment. In addition, the Committee will plan for collection of data around intercultural literacy and civic and ethical behavior. Finally, the Committee will continue to plan how to adjust the assessment cycle for the new Educational Priorities. The Committee will also plan for a quantitative reasoning assessment.
- Wrapped up Global Perspectives Inventory
- Conducted writing assessment (summer 2015 with fall 2015 dissemination)
- Planning for oral communications assessment (2015-16 academic year)
- Planning for critical thinking assessment using the Collegiate Assessment of Academic Proficiency (CAAP) exam (2015-16 academic year)
The Committee focused on assisting OIRA to disseminate results of the Global Perspectives Inventory. In addition, the Committee began to develop a plan to assess two educational priorities: citizenship and ethical behavior (formerly Educational Objective #5). Finally, the Committee began planning how to adjust the assessment cycle for the new Educational Priorities.
The Committee disseminated results regarding assessment of Educational Objective One. The group also assessed Learning Objective Three by administering the Global Perspectives Inventory to all students during Block 5. An overview of the College's progress in assessing its educational objectives is available here (from October 2012).
The Committee assessed Educational Objective One (specifically examining critical thinking and writing skills) through the CAAP Exam.
The Committee developed an assessment strategy for looking at the College's progress on Educational Objective One (specifically examining critical thinking and writing skills).
The Committee focused on ensuring that the College's assessment plan was underway. Once that work was completed, the Committee set about helping the Director identify a plan for assessing the College's general educational objectives.
The Committee focused on three main issues: (1) collaborating with the Reaccreditation 2012 Committee to create an assessment plan and cycle for the College; (2) identifying new, and strengthening existing, means to close the feedback loop for faculty, administrators, and students; and (3) reviewing the current slate of surveys being administered with students.
In the 2007-08 year, the committee focused on three primary topics: (1) our consultative visit with the Higher Learning Commission, which took place in December, (2) how to connect data with decisions being made across campus, and (3) how best to assess the College's educational objectives.
The Cornell graduate document was reviewed and revised by the College community during the 2006-07 academic year. Over the course of this process, the document was revised by the faculty Committee on Academic Affairs and, following that, presented to the Faculty for approval. The faculty voted to approve the document, Cornell College Educational Objectives, in early spring 2007.
During the 2005-06 academic year, the committee worked on articulating the College's general educational outcomes. The document, What Does It Mean to Be a Cornell Graduate?, resulted from this work.