Director of Academic Assessment & Program Review

Director of Academic Assessment & Program Review

Reporting to the Vice Provost for Academic Affairs, the Director of Academic Assessment and Program Review works to advance a campus-wide culture of continuous educational improvement. This role focuses on faculty professional development, mentoring, and providing substantive feedback on student learning outcomes and assessment methods, measures, and reports. Supported by an accreditation and compliance team and an APR coordinator, the Director serves as an institutional coach, helping faculty translate assessment data and 8‑year program reviews into actionable curricular enhancements.

In addition to leading institutional assessment strategy, the Director plays a key role in the curriculum design and approval process, collaborating with academic programs to develop or revise curriculum that aligns with program and institutional learning outcomes. This includes consulting with units on curriculum mapping, supporting alignment with general education outcomes, and reviewing and approving program learning outcomes, curriculum maps, and assessment plans for new program proposals and significant revisions within the university’s curriculum workflow.

The Director ensures that institutional assessment and curricular practices align with accreditation requirements and recognized best practices, supporting institutional accountability, improvement, and educational quality.

• Oversee student learning outcomes assessment across all undergraduate, graduate, certificate, and degree programs.
• Review annual academic assessment reports and provide expert, constructive feedback to improve data quality and curricular alignment.
• Design and deliver high‑impact workshops and one‑on‑one consultations. Elevate the campus dialogue from “compliance” to “meaningful improvement.”
• Lead the assessment of the university’s general education curriculum in partnership with the General Education Council. Manage and evaluate the general education assessment framework to ensure alignment.
• Partner with the Director of Institutional Effectiveness to provide evidence of student learning for institutional accreditation (e.g., SACSCOC) and assist departments with specialized programmatic accreditations (e.g., AACSB, ABET).
• Oversee the 8‑year APR cycle and the resulting annual action plans. Partner with the APR Coordinator to ensure reviews result in strategic, data‑informed planning.
• Manage the academic side of the university’s assessment software platform; synthesize annual academic assessment data into actionable institutional reports.
• Convene and lead the Assessment Council to foster an institutional culture of continuous improvement.
• Ensure assessment policies are current, compliant, and consistently implemented.
• Participate in relevant committees, work groups, accreditation task forces, and institutional initiatives and engage in regular professional development to remain current in assessment methodology, educational research, and accreditation compliance.
• Perform other related strategic projects, committee assignments, or institutional initiatives as directed to support the university's evolving mission.

• Master’s required with a strong background in educational research, curriculum design, psychometrics, or assessment.
• 5+ years in higher education, with a proven track record of facilitating high‑quality faculty workshops.
• Exceptional emotional intelligence and coaching skills. Must be viewed by faculty as a supportive collaborator, not an auditor.
• Experience with curricular mapping and outcomes assessment platforms.
• Excellent communication, presentation, and facilitation skills.
• Ability to lead collaborative initiatives across multiple departments.
• Exceptional planning and organizational skills.
• Ability to communicate effectively and appropriately with multiple populations.
• Ability to handle multiple tasks simultaneously.
  
  Ability to work under pressure, solve problems, and negotiate.
• Knowledge of accreditation requirements (e.g., SACSCOC) and educational regulatory standards.
• Advanced skills in educational research design, data analysis, and interpretation of…