ABSTRACT
In this chapter the authors describe their institutional context and their student demographic to give readers a sense of their work in assessing student learning and career readiness. They historical context about their assessment practices and frameworks, strides they have made with the guidance of their institutional assessors, and areas they would still like to grow. The authors discuss how the development of their guided pathways framework allows them to leverage technology and data to gauge students’ progress consistently and intervene as needed, as well as gauge their own progress. They also discuss how they measure effectiveness of programs and career readiness preparations. Higher education in the United States has long been “cafeteria-style”, with an endless array of offerings for those who can successfully navigate the complicated application, admissions, financial aid, academic, and career readiness processes. Assessment of student learning has been a priority of Bay Path University academic program evaluation for nearly a decade.
