2421 Assessment and Learning Outcomes Consultant

POSITION IDENTIFICATION

TITLE Assessment and Learning Outcomes Consultant

CLASSIFICATION NUMBER 2421

GRADE 43

CLASSIFICATION Exempt

IMMEDIATE SUPERVISOR Director, Assessment

MAJOR ADMINISTRATOR Associate Provost for Student Development and Public Affairs

GENERAL FUNCTION

The Assessment and Learning Outcomes Consultant works with the Director, Assessment to support faculty, departments, colleges, administrative units, and the University to oversee student learning outcomes and assessment to improve student learning for a cycle of continuous improvement. Under the direction of the Director, Assessment, the Assessment and Learning Outcomes Consultant assesses learning outcomes and student engagement by working in a consultative role with faculty and administrators to support the development of assessment plans and reports of continuous improvement of curriculum. The Assessment and Learning Outcomes Consultant uses and interprets qualitative and quantitative information gathered using internal and external assessments. The Assessment and Learning Outcomes Consultant develops, administers, and oversees University efforts to assess student learning outcomes, such as, but not limited to the Quality Initiative Project, supporting faculty and departments with assessment, reporting, and utilizing data on student learning within majors, programs, colleges, and administrative units. The Assessment and Learning Outcomes Consultant provides leadership to engage faculty in initiating and supporting communities of practice in assessment and student learning, to participate in national initiatives as appropriate, and to support and develop programs that utilize and support assessment for improvement at Missouri State University.

MINIMUM ACCEPTABLE QUALIFICATIONS

Education: At least thirty post-baccalaureate credit hours are required.

Experience: At least three years of work experience in project management in an educational setting, teaching, or similar activities is required. Experience in data collection, management, and analysis is required. Experience in implementation of current assessment practices in teaching and learning or implementation of data-based change is preferred. Experience in the development of training materials and activities, especially related to outcomes assessment or assessment for improvement, is preferred.

Skills: Knowledge of assessment practices is required. Technical writing and business communication skills are required. The ability to use Excel, Word, and Powerpoint is required. Attention to detail, strong organizational skills, excellent communication skills, including the ability to communicate technical information in verbal, written, and graphic forms to individuals of varying backgrounds are required. The ability to reason analytically, demonstrated success in managing multiple short- and long-term projects, and the ability to work both independently and as part of a team are required. The ability to develop knowledge of, respect for, and skills to engage with those of other cultures or backgrounds is required. The ability to use data management and analysis software is preferred.

Other: Occasional out-of-town travel may be required to engage in professional development. The scope of the job may require some evening and weekend work to complete projects and to participate in workshops, seminars, training, and professional development.

ESSENTIAL DUTIES AND RESPONSIBILITIES

1. Assists the Director, Assessment in establishing, managing, and coordinating comprehensive data gathering and sharing systems to improve the quality of instruction and student learning.

2. Analyzes a variety of internal data sources in conjunction with faculty and staff, such as, but not limited to, departmental assessments, exams, portfolios, surveys, employment information, and external data sources, such as, but not limited, to the Beginning College Survey of Student Engagement (BCSSE) and the National Survey of Student Engagement (NSSE) and disseminates the information among the instructional community, staff, administrators, and other University constituents with a goal of improving student learning.

3. Communicates the purpose and importance of student outcomes assessment and academic program evaluation as supporting the continual and systematic improvement of instruction and student outcomes.

4. Supports departments and colleges in the development of assessment plans to streamline and support quality improvement.

5. Works with faculty and various University departments, such as, but not limited to, Residence Life, Housing and Dining Services, Citizenship and Service Learning (CASL), Student Success, First Year Programs, and public affairs staff to develop assessment projects and programs in order to provide data and analysis that can subsequently be used to improve courses, learning environments, student success, and public affairs programs.

6. Supports faculty and staff to develop pathways to publish and meet research requirements through assessment of student learning.

7. Organizes and coordinates professional development programming for assessment of student learning.

8. Assists the Director, Assessment in working with administrators, the Assessment Council, departments, colleges, and other University constituents to determine assessment and reporting needs as well as to integrate assessment and evaluation efforts across campus with accreditation processes.

9. Maintains assessment and research-related databases as required and participates in professional organizations, conferences, and workshops to keep informed of current ideas, research, and practices in the field.

10. Contributes to a work environment that encourages knowledge of, respect for, and the development of skills to engage with those of other cultures or backgrounds.

11. Remains competent and current through self-directed professional reading, developing professional contacts with colleagues, attending professional development courses, and attending training and/or courses required by the Director, Assessment.

12. Supports the overall effectiveness of the unit by performing all other duties as assigned by the Director, Assessment.

SUPERVISION

The Assessment Research Coordinator is supervised by the Director, Assessment and may provide some supervision to Graduate Assistants.

OFFICE OF HUMAN RESOURCES

REVISED OCTOBER 2014

JOB FAMILY 4

Factor 1: Professional Knowledge, Skill, and Technical Mastery

Level 4 - 2300 Points: Knowledge of the principles, concepts, practices, methods and techniques of an administrative, managerial, or professional field such as accounting or auditing, financial management, business administration, human resources, engineering, social sciences, communications, education, law, or medicine. Knowledge permits the employee to complete assignments by applying established methods to recurring types of projects/problems susceptible to well-documented precedents or to schedule, plan, and carry out precedented projects. Alternatively, knowledge at this level might also permit the employee to carry out precedented projects requiring considerable experience in specific areas within higher education. Knowledge at this level is typically acquired through a combination of formal education and/or training and experience that includes a requirement for a college degree in a specific technical or professional specialty along with significant related work experience. Alternatively, equivalent knowledge requirements at this level include a non-technical or general Bachelor's degree requirement with substantial work experience or a non-specific Master's degree requirement with substantial work experience. Knowledge requirements generally also include a significant amount of related work experience and may include administrative or supervisory experience.

Factor 2: Supervisory Responsibility

Level 1 - 50 Points: Typically, little, if any, supervision of others is required. The job may require irregular but occasional responsibility to direct the work of student workers and/or temporary or part-time workers. The nature of supervision is largely confined to assigning tasks to others and does not include a full range of supervisory responsibilities. The amount of time spent on directing the work of others is normally a small portion of total work time.

Factor 3: Interactions with Others

Level 3 - 250 Points: The purpose of interactions is to advise or counsel others to solve recurring and structured problems, and/or to plan or coordinate work efforts with other employees who are working toward common goals in situations where relationships are generally cooperative. Interactions are moderately structured and routine and may involve employees in different functions, students, and/or the general public. These types of interactions require normal interpersonal skills.

Factor 4: Job Controls and Guidelines

Level 2 - 250 Points: The employee carries out a group of procedures using the general methods and desired results indicated by the supervisor. Typically, standard operating procedures, handbooks, and/or reference manuals exist for most procedures, but the employee must select from the most appropriate of several guidelines and make minor adjustments to methods. Unforeseen situations are normally referred to others for resolution. Assignments are related in function and objective, but processes, procedures, or software varies from one assignment to another. Based on the assignment, the employee uses diverse, but conventional, methods, techniques, or approaches. Employees in jobs at this level may perform work that is moderately complex, but normally performed within a fairly narrow and specific functional area.

Factor 5: Managerial Responsibility

Level 3 - 850 Points: Work involves providing significant support services to others both within and outside of the department that substantially influences decision-making processes. Work activities are complex and others rely on the accuracy and reliability of the information, analysis, or advice to make decisions. Work activities have a direct, but shared, impact on further processes or services, affect the overall efficiency and image of the department, and may have material impact on costs or service quality within the cost center. Incumbents may be responsible for identifying areas of need and for developing proposals that request funding to fulfill those needs.