ABSTRACT
The collaborative review of student work showed faculty that alignment among learning outcomes, learning activities, and assessment activities must be intentional and cannot be taken for granted. In the learning-centered institution, student learning confirms what kinds of teaching activities work; lack of learning informs areas of instruction that need to be improved. The collaborative review of student work was interesting with respect to how this process influenced faculty perception of outcomes-based education (OBE). The impact of the collaborative review of student work on faculty attitudes toward OBE for our campus are remarkable. Several faculty members indicated that initially they were worried that the work would end up being just one more burden but came away from the work feeling very positive. The assessment process engaged faculty deeply on issues that they cared about and were relevant to their professional interests.
