Director of Assessment
Application Procedure:
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• Go to https://cuny.jobs
• Search for Job Opening ID number: 31861
• Click on the "Apply Now" button and follow the instructions.
Applications, including the following must be uploaded to the CUNYFirst job application website:
• Cover Letter
• Resume
CLOSING DATE
Open until filled with review of applications to begin March 19, 2026.
JOB SEARCH CATEGORY
CUNY Job Posting: Managerial/Professional
Job Duties
The Director of Assessment is responsible for overseeing the ongoing development and implementation of assessment programs, projects, and activities across the college. The Director collaborates with administrative departments and academic programs to plan and conduct assessments of student learning and document that assessment results are regularly reviewed and acted upon. The Director plays a leadership role in fostering a culture of assessment by communicating assessment results to the community by producing regular reports or assessment findings, publishing a periodic newsletter, leading professional development activities, and mentoring faculty and staff. The Director also provides information and analytic support to the College's administrative decision makers in order to facilitate strategic planning, re-accreditation, and institutional effectiveness.
Specific tasks and duties include:
- Coordinates all assessment and institutional effectiveness activities needed for Middle States Commission on Higher Education (MSCHE) accreditation and other specialized-program accreditations.
- Supports continuous academic program assessment (curricular and co-curricular activities) and improvement of student learning through consultation, mentoring and hands-on training.
- Coordinates on-going efforts to improve data gathering, reporting, and the wider use of college assessment results and data tools to support college planning, assessment, and institutional effectiveness.
- Develops, coordinates and maintains an annual calendar of institutional assessment activities, including workshops and other developmental activities for faculty, chairs and unit managers.
- Coordinates the College’s annual Assessment Day event.
- Promotes internal and external communication of assessment results.
- Recommends and participates in the development of assessment guidelines and procedures.
- Co-chairs the College Academic Assessment Council and participates on other college committees as requested.
- Participates in the CUNY Assessment Council.
- Assists the Dean in assessment, planning, research, and accreditation efforts.
- Supports administrative units in their assessment activities.
- Other duties as assigned by the Dean or their designee(s).
- Lead faculty development initiatives on assessment.
Job Qualifications
QUALIFICATIONS
Bachelor's Degree and eight years' relevant experience required.
Preferred Qualifications:
- Ph.D. preferred.
- Strong quantitative and qualitative skills.
- Strong written and oral communication skills a must.
- Strong organizational and project management skills and the ability to work independently and attend to multiple projects simultaneously required.
- Outstanding oral, written and presentation skills
- Experience in research methods and measurement a plus.
- Experience teaching at the higher education level a plus.
- Knowledge of institutional and specialized accreditation requirements.
- Strong ability to collect, analyze, and present data in a cohesive manner.
- Proficient with Microsoft 365 (i.e. Excel, Word, PowerPoint, Outlook) required, Tableau knowledge a plus
Institution Description
BCC serves more than 7,300 credit-bearing students who are enrolled in more than 40 academic credit-bearing programs, including 11 programs that can be completed fully online. The most popular programs are in Nursing and Allied Health, Business and Information
Systems, and Liberal Arts and Sciences. Collectively, they account for nearly two-thirds of the College’s total enrollment. Our student body reflects the surrounding community’s demographics, from which the College draws nearly all its students. Most students are underrepresented minorities; 49% are Hispanic, and 39% are Black. A majority are women (56%) and half attend part-time. Approximately two-thirds have non-U.S. ancestry (65%) and are non-native English speakers (39%). The majority of students are
from economically disadvantaged backgrounds; 57% are Pell grant recipients, including more than 80% of first-time freshmen.
Benefits
Search for openings in IR, effectiveness, assessment, planning, and related fields at higher education institutions in the U.S. and abroad.
