The Institutional Research and Assessment Advisory Committee (IRAAC) provides both leadership and oversight for the development and implementation of an assessment plan for the College. The committee is working strategically with the Office of Institutional Research  and Assessment to craft an institutional assessment plan to enhance student learning and institutional effectiveness. Through its work, the committee addresses issues of internal improvement and external accountability.

Committee Members, 2014-15

Bethany Miller Assistant Director of Institutional Research and Assessment
Becki Elkins Registrar and Director of Institutional Research  and Assessment
Joe Dieker VP for Academic Affairs and Dean of the College
Colleen Murphy VP for Enrollment Management and Dean of Admission
Gwen Schimek Assistant Dean of Students, Director of Student Life
Paul Waelchli College Librarian
Trevor Hazen Student
Ross Sowell Faculty
Alice Ganzel Faculty
Hans Hassell Faculty

Meetings, 2014-15

We meet on the second Wednesday of each block. All meetings are held 11:30 a.m. - 12:30 p.m. in 310 Cole Library.

September 10 December 3 March 25
October 8 January 21 April 22
November 5 February 18

Current Work

For the 2014-15 academic year, the Committee will focus on working with the Writing Program Committee to analyze student writing samples for growth from first year to senior year. In addition, the Committee will plan for collection of critical thinking data (using CAPP) in 2015-16. Finally, the Committee will continue to plan how to adjust the assessment cycle for the new Educational Priorities

Past Work

2013-14

The Committee focused on assisting OIRA to disseminate results of the Global Perspectives Inventory.  In addition, the Committee began to develop a plan to assess two educational priorities: citizenship and ethical behavior (formerly Educational Objective #5).  Finally, the Committee began planning how to adjust the assessment cycle for the new Educational Priorities

2012-13
The Committee disseminated results regarding assessment of Educational Objective One.  The group also assessed Learning Objective Three by administering the Global Perspectives Inventory to all students during Block 5.  An overview of the College's progress in assessing its educational objectives is available here (from October 2012). 

2011-12
The Committee assessed Educational Objective One (specifically examining critical thinking and writing skills) through the CAAP Exam.

2010-11
The Committee developed an assessment strategy for looking at the College's progress on Educational Objective One (specifically examining critical thinking and writing skills).

2009-10
The Committee focused on ensuring that the College's assessment plan was underway. Once that work was completed, the Committee set about helping the Director identify a plan for assessing the College's general educational objectives.

2008-09
The Committee focused on three main issues: (1) collaborating with the Reaccreditation 2012 Committee to create an assessment plan and cycle for the College; (2) identifying new, and strengthening existing, means to close the feedback loop for faculty, administrators, and students; and (3) reviewing the current slate of surveys being administered with students.

2007-08
In the 2007-08 year, the committee focused on three primary topics: (1) our consultative visit with the Higher Learning Commission, which took place in December, (2) how to connect data with decisions being made across campus, and (3) how best to assess the College's educational objectives.

2006-07
The Cornell graduate document was reviewed and revised by the College community during the 2006-07 academic year. Over the course of this process, the document was revised by the faculty Committee on Academic Affairs and, following that, presented to the Faculty for approval. The faculty voted to approve the document, Cornell College Educational Objectives, in early spring 2007.

2005-06
During the 2005-06 academic year, the committee worked on articulating the College's general educational outcomes. The document, What Does It Mean to Be a Cornell Graduate?, resulted from this work.