Another Essential Role? Building Practitioner Capacity for AI and Assessment Leadership Using a Community of Practice

Stephanie Foster, Chad Bebee, Todd Laugen, Carla M. Strickland-Hughes, & Stephen P. Riley   |    Volume 21 Issue 3  |   

Generative AI is reshaping higher education faster than most institutions can respond, providing assessment practitioners a new opportunity to lead change from their areas. This paper follows five assessment practitioners at five Colorado institutions who formed a community of practice in 2024 to build shared AI expertise and support one another’s leadership on their home campuses. Using Jankowski and Slotnick’s (2015) framework of assessment practitioner roles alongside communities of practice scholarship, the authors offer a narrative account of two years of collaboration: how the group organized, what they read and questioned together, and the AI-related projects each member led. The authors question whether the framework needs to accommodate a sixth role for AI or if AI intensifies and compresses the existing five. The paper offers this community as one way that assessment practitioners can build their own expertise and confidence to lead from their areas in a time of AI.

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