Building Clarity, Connection, and Continuity Through Program Assessment (Anthropology)
Effective program-level assessment is grounded in clear learning outcomes, aligned measures, and intentional use of results to support student learning. Recent work in the Department of Anthropology offers a strong example of how faculty-led assessment can drive meaningful improvements in curriculum design, instructional practice, and student engagement. Five practices in particular stand out: revising student learning outcomes (SLOs) for clarity, aligning direct and indirect measures with those outcomes, adopting a simple tech solution to support multi-campus assessment, connecting curriculum to career paths, and integrating assessment and curriculum leadership.
In 2024, Anthropology faculty undertook a revision of their program-level SLOs to make them more accessible to both students and instructors. The department’s Curriculum Committee led this effort, simplifying language while preserving disciplinary rigor. This revision supports clearer communication of expectations and more consistent application of assessment rubrics across courses and campuses. It also laid the groundwork for a refreshed curriculum map, which shows how each course contributes to the development of program-level outcomes and helps faculty identify opportunities for scaffolding and alignment.
Assessment in the program is anchored in two required, majors-only courses: ANTH 390 (typically taken in the junior year) and ANTH 490 (the senior capstone). These courses serve as structured points for both direct and indirect assessment on each campus, intentionally aligned with the program’s five student learning outcomes. Faculty use a shared rubric to evaluate final projects in each course, assessing every student on outcomes such as critical reasoning, communication, and intercultural understanding. Students also complete surveys and participate in discussions that invite reflection on their learning experiences and the curriculum. This consistent, multi-campus approach enables the department to track student development over time, compare cohorts, and gather actionable feedback that informs curricular decisions.
To streamline data collection and improve visibility across campuses, the department transitioned its assessment tools to Microsoft Forms. This shift responded directly to faculty feedback about the limitations of paper and PDF-based processes, which made it difficult to standardize and analyze results. The new digital format allows instructors to upload student work and complete evaluations using a shared rubric, with real-time tracking and centralized access for the Faculty Assessment Coordinator. This has enabled more efficient longitudinal analysis of student learning from ANTH 390 to ANTH 490 and improved consistency across Pullman, Vancouver, and Global campuses. The change has also reduced administrative burden and made it easier for students to complete surveys, enhancing both participation and the quality of feedback.
In response to student feedback about career preparation, the department also developed shared materials to help faculty integrate career content into their courses. These include a slide deck on anthropology-related career paths and another on co-curricular opportunities such as research, volunteering, and internships. By embedding these resources into coursework, faculty are helping students make clearer connections between their academic work and professional futures.
Finally, the department’s structure supports strong integration between assessment and curriculum oversight. Three faculty members serve on both the Undergraduate Assessment Committee and the Curriculum Committee, creating a feedback loop that ensures assessment results inform curricular decisions. This model fosters shared ownership of student learning and helps sustain a culture of continuous improvement.
Together, these practices reflect a thoughtful, faculty-driven approach to program assessment that is both practical and adaptable. While not every element may translate directly to other programs, Anthropology’s work offers useful examples for departments seeking to clarify outcomes, align measures, or strengthen assessment across campuses. It’s a reminder that small, intentional changes—especially when grounded in faculty collaboration—can lead to meaningful progress.
For additional examples highlighting successful stories of program assessment at WSU, see ACE’s assessment spotlights. ACE is also available to consult with undergraduate degree programs to tailor program assessment approaches to best meet the needs of the program; contact us for additional information.