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CUNY Hunter College College Portrait

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CUNY Hunter College Learning Outcomes

Within the last few years, we have achieved great progress and significantly strengthened academic assessment infrastructure at Hunter College. Our faculty-driven assessment focuses on three models of assessment practices across schools, departments, and programs – those that have developed department-wide assessment capabilities (Model 1), those that have established a strong competency in the assessment of course-level student learning outcomes (Model 2), and those that have used assessment to evaluate students at various stages of their intellectual development (Model 3). Many departments and educational programs have gone beyond articulating student learning outcomes. Relying on assessment data to make course- and program-level decisions is now a common practice. On the course level, examples of such evidence-based decision making is most noticeable among high-enrollment courses in Psychology, Political Science, English, and Mathematics/Statistics, among others. Departments/programs such as Chemistry, Sociology, Political Science, Psychology, History, and English have also relied on assessment strategies to make program-level changes, revise curriculum, develop curriculum maps, articulate capstone courses and implement graduate/alumni surveys. It is also worth noting that a number of departments and programs, including Hunter Library, Mathematics/Statistics, Chemistry, and English have presented their assessment works locally and nationally, published papers, and received recognition for their assessment work.

Departments/programs conduct self-study every seven years and report on their assessment activities at the end of each academic year. Furthermore, the Office of Assessment facilitates project-based assessment practices via competitive funding and post all final reports on the assessment website. Faculty development is a key component of our assessment strategy at Hunter College. Recognizing the symbiotic relationship between pedagogy, assessment, and technology, the Office of Assessment, in collaboration with ACERT (Academic Excellence in Research & Teaching), offers assessment-related seminars frequently.

Hunter College, as part of a CUNY-wide initiative, began implementing CLA (Collegiate Learning Assessment) during the academic year 2012-13. CLA offers a value-added, constructed-response approach to the assessment of higher-order skills, such as critical thinking and written communication. The Freshmen cohort ranked in the 95th and 96th percentile in analytic writing and performance task, respectively. Data analysis of the senior cohort sample put Hunter among the highest-ranking institutions among CUNY campuses.

Further academic learning assessment activities at Hunter College can be seen at http://www.hunter.cuny.edu/academicassessment/Welcome.