• The director is responsible for supporting regional and professional accreditation; program reviews; learning outcomes assessments; and course evaluations.
• Focuses on institutional effectiveness initiatives and activities for the University by compiling and analyzing institutional and programmatic performance data, and designing and integrating assessment processes within units, programs, and services.
• Supports the integration of academic planning and assessment activities through coordination with the Academic Affairs Office on learning outcomes assessment and program review. Works with Staff, Program Directors, Academic Deans, and Faculty to implement a continuous cycle of assessment and evaluation activities to improve student learning outcomes.
• In collaboration with the Director of Institutional Research and the Academic Affairs Office, the Director of Institutional Effectiveness will facilitate new data processes, regular report-generation and dissemination for a calendar of standard reports including key retention and persistence data needed for responsive departmental planning.
• In collaboration with the Project Director for the Title III Grant, the Director of Institutional Effectiveness will develop appropriate strategies to collect and analyze data and develop reports relevant to the strategies implemented as part of the University’s Department of Education Title III Grant activities to improve retention and persistence.
• Facilitate the preparation, writing and presentation of reports, analyses and summary tables to a wide range of constituents effectively supporting data-based decision-making.
• Partner with the Director of Institutional Research on projects and assignments.
• Other duties as assigned.
• Strong organizational skills.
• Knowledge of quantitative and qualitative methods and practices to assess student learning in academic programs in higher education, including assessment of general education learning outcomes.
• Ability to work in a consultative role with a broad range of constituents, including academic departments, interdisciplinary faculty committees and university staff and leadership.
• Ability to present complex data in ways that facilitate effective discussion of key results
• Strong oral and written communication skills; possess strong interpersonal skills to effectively communicate as part of a team with diverse constituencies
• Master’s degree required, Ph.D. degree preferred. Degree should be in educational psychology, social research methods, behavioral science, applied statistics or a related field.
• Strong computer skills and statistical software skills required, experience managing and analyzing large, complex data sets and business analytics software experience preferred.
• Three to five years of research, assessment or institutional effectiveness experience preferred.
• Experience studying critical issues in higher education.
Sedentary work. Exerting up to 10 lbs. of force occasionally and/or negligible amount of force frequently or constantly to lift, carry, push, pull or otherwise move objects, including the human body. Sedentary work involves sitting most of the time. Jobs are sedentary if walking and standing are required only occasionally and all other sedentary criteria are met.
Other Physical Demands:
Primarily exposed to Indoor elements