The increased interest in program- and university-level assessment over the past few decades has led to increased faculty involvement in developing program learning outcomes and performing program assessment activities. Depending on the level of support and encouragement faculty receive from administration and other entities, they may support or resist these activities. Faculty resistance may stem from fear of losing control of their course content, discouragement over previous failed assessment attempts, or confusion from inconsistent leadership. The School of Food Science, a joint program between the Washington State University and the University of Idaho, recently completed a curriculum mapping and assessment exercise that was conducted entirely by faculty. Faculty members teaching undergraduate courses were surveyed about their opinions of the mapping and assessment process both before and after the process was conducted. The goal of the surveys was to evaluate faculty opinion of these processes and how that opinion changed after completing the processes. Faculty members were generally supportive of the mapping and assessment processes, and willing to participate, and this opinion did not change after the processes were complete. The results of the mapping and assessment activities surprised most of the faculty, and they stated that they had ideas to address the issues found during the exercises. Overall, these results are encouraging in terms of faculty support of the mapping and assessment processes. Provided that administrative support of these processes continues and there is consistent leadership, faculty should continue to be supportive of program level assessment.

中文翻译：

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课程映射：前后对教师对其课程和映射过程的看法

在过去的几十年中，人们对计划级和大学级评估的兴趣日益浓厚，导致教师越来越多地参与制定计划学习成果和开展计划评估活动。根据教师从行政部门和其他实体获得的支持和鼓励水平，他们可能会支持或抵制这些活动。教师的抵制可能源于对课程内容失去控制的恐惧，对先前失败的评估尝试的灰心或对领导能力不一致的困惑。华盛顿州立大学与爱达荷大学之间的一项联合计划食品科学学院最近完成了一项课程绘制和评估工作，该工作完全由教师进行。在进行该过程之前和之后，对教授本科课程的教职员工进行了调查，以了解他们对制图和评估过程的看法。调查的目的是评估教师对这些过程的意见，以及完成这些过程后该意见如何发生变化。教职员工通常都支持地图绘制和评估过程，并愿意参与其中，并且在过程完成后，这种观点并没有改变。测绘和评估活动的结果使大多数教师感到惊讶，他们表示他们有想法来解决在练习中发现的问题。总体而言，这些结果在教师对制图和评估过程的支持方面令人鼓舞。