All Pre-Institute Workshops will be held on Sunday, October 21st. You may sign up and pay for any of the Pre-Institute Workshops when completing the on-line registration form (available in June). Fees for workshops are in addition to Institute registration fees.
October 21, 2018
Full-Day Workshops - 9:00 a.m. - 4:30 p.m. ($160.00 ea.)
01A - Assessment 101
This practical hands-on workshop is useful for large or small institutions, community colleges, undergraduate, graduate, or professional programs. The workshop has been updated to reflect recent developments in assessment and continuous improvement. Participants will use the Assessment 101 workbook to develop an assessment plan for one academic program, plan data collection and analysis, and anticipate ways to use results to improve student learning and drive budget/planning decisions. The workshop is designed to help new or experienced assessment practitioners or faculty to conduct their own program assessment or to train colleagues at their institutions. Supports institutional/general education assessment and accreditation efforts.
Wanda K. Baker, Council Oak Assessment; and Jared Runck, Urshan College
01B - Transforming Assessment Practice through the Lens of Democratic Engagement
Is your assessment practice value-laden, value-free or value-neutral? What role do your own value commitments play when you design learning assessments or program evaluation metrics? What impact do values have on outcomes? This session introduces an emerging framework, Democratically Engaged Assessment (DEA) that attends to these questions. DEA reimagines assessment as a cultural practice through which we can transform our universities, our communities, and ourselves. Participants will use the model to surface values inherent in our assessments and explore implications of using the framework to inform how we assess and what becomes the focus of assessment with students, faculty, staff, community partners, and institutions.
Mary F. Price, IUPUI; Joe Bandy; Vanderbilt University; Patti H. Clayton, Independent Consultant; Sylvia Gale, University of Richmond; and Julia Metzker, Stetson University
Half-Day Workshops - 9:00 a.m. - Noon ($80.00 ea.)
01C - Meta-Assessment: Evaluating and Improving Academic Program Assessment to Better Inform Improvement Efforts
Assessment is increasingly practiced in higher education. Less common are high expectations for the quality of assessment work. By quality, we mean assessment that answers important questions, produces results that are trustworthy, and leads to logical interventions to improve programs. From this perspective, James Madison University developed a meta-assessment process to evaluate program-level assessment reports and provide specific feedback to academic programs. These reports are evaluated using a behaviorally anchored rubric. Participants will be introduced to this rubric, which is perhaps the most comprehensive in higher education, and learn to apply these skills to assessment reports at their own institutions.
Nicolas A. Curtis and Andrea Pope, James Madison University
01D - Lessons Learned: Making Sense of Assessment Data for Global Learning
Are you gathering your global learning assessment data and getting results that seem…Dare we say it?...Inconclusive? Are the ‘best’ practices giving you migraines? Are your favorite faculty advocates getting disillusioned, and your students, Associate Deans and or assessment team becoming frustrated with your muddled results? Listen and gain from the experience of campus teams that have done this for years and learned to re-evaluate their assessment practice. Please join us for this informative and interactive half day session where we will address and work with you to re-think what to do with your global assessment data.
Chris T. Cartwright, Intercultural Communication Institute; Iris Berdrow, Bentley University; Donna Evans and Martha Petrone, Miami University; and Chris Hightower, Texas Christian Iniversity
01E - Designing and Implementing a Sustainable Assessment Process: Practical Strategies for Balancing Accountability and Improvement
The principal purpose of assessment is continuous improvement of student learning. However, in most institutions, the design and implementation of assessment process, as well as outcome of the process are often linked primarily to compliance with external requirements such as accreditation and/or state mandates. This approach renders systematic enhancement of student learning and programmatic improvement as simply a byproduct of the assessment process. This presentation provides practical strategies for developing, implementing and sustaining a systematic institutional assessment processes aimed at cultivating a culture of continuous improvement of student learning, while at the same time, addressing accountability needs.
Felix Wao, University of Oklahoma
01F - Academic Program Assessment – The Nuts and Bolts
This workshop strategically focuses on the nuts and bolts to create an academic program assessment plan that is faculty led and sustainable. An assessment plan template will be shared with participants offering best practices, tips and tricks, and adaptable structures to create a mission statement, program learning objectives, curriculum mapping/learning opportunities, means and methods for assessment, logistics for assessment (when, what, where, how, and who).
This approach offers a scalable “system” for program assessment that can also help meet requirements for regional or national accrediting agencies. It is intended to serve as a practical guide for program chairs, individual faculty or assessment professionals charged with implementing program assessment for individual programs or at the campus level. Participants should walk away from the session with a clear rationale and charge for doing program assessment and with a feeling that program assessment is manageable and doable.
Mark Nicholas, Framingham State University
01G - Jumpstarting General Education Program Review: A Systems Thinking Approach to the Self-Study
Often overlooked in the discussion of a general education program development and assessment is the issue of general education program review. The Association for General and Liberal Studies (AGLS) offers a “Guide to Assessment and Program Review” intended to shake up an outdated program and help the self-study hum with collaborative discussion. At the heart of the “Guide” is a set of twenty systems analysis questions aimed at improving program quality and learning, whether the review goal is program renewal or program refresher. This workshop focuses on the initial stage of the self-study and will give participants an opportunity to “test-drive” the tool and practice some basic general education program evaluation steps.
John G. M. Frederick, Christine Robinson, and Harriet Hobbs, University of North Carolina at Charlotte; and Jody Dekorte, Purdue University Global
01H - Assessment as Leadership for Change
Using assessment for improving student learning requires more than gathering and working with evidence. It requires leaders who are change agents and willing to work collaboratively with colleagues to make sense of and develop responses to assessment evidence in our institutions’ messy, busy, and increasingly resource-constrained environments. Using assessment evidence to improve student learning also requires effective leadership skills to set goals, plan, and implement projects. This workshop will focus on helping participants understand and develop leadership skills and practices to mobilize assessment efforts to improve student learning.
Kathleen Wise and Charles Blaich, Wabash College; Cynthia Crimmins, York College of Pennsylvania; and Mandy Moore, Rogers State University
Half-Day Workshops - 1:30 - 4:30 p.m. ($80.00 ea.)
01I - Improving Improvement: Engaging Students as Partners in the Assessment Process
Too often institutions invest in the assessment of student learning with too little return on investment in relation to learning improvement. While improvement of learning has become a greater focus of the assessment process, key stakeholders such as students do not have a seat at the table. The purpose of this workshop is to assist participants in engaging students in the assessment process so as to enhance learning improvement efforts. Participants will learn how to recruit students as well as engage students in a way that brings new insights into students’ educational experience and elevates their voice in the learning improvement process. Participants will develop strategies for partnering with students to reduce resistance to assessment among other key stakeholders (e.g. faculty and administrators).
Nicholas A. Curtis; Chi Hang Au, and Robin Anderson, James Madison University
01J - An Introduction to Assessment and Navigating the Assessment Institute
New to the Assessment Institute and/or new to assessment? Want to make the most of your time here? Interested in learning some basics on assessment to help navigate the language, approaches, and information you will hear in the sessions? Join us for a Sunday afternoon workshop prior to the kick-off of the Institute. We’ll cover an introduction to assessment for beginners, outline how best to navigate the Institute and pick which sessions for folks to attend based on their needs, and provide opportunities for networking.
This introductory workshop is intended for individuals new to assessment and the Institute. Beginning with basic terms, concepts, and a brief history of assessment, we'll explore the core principles of effective assessment, emerging trends, and lessons learned. Designed to be interactive throughout, this will be an occasion to raise questions, hear from colleagues, learn about successful efforts on a wide range of campuses, and identify resources you can tap into when the need arises. We will share the resources available through the National Institute for Learning Outcomes Assessment (NILOA) to address the issues you are most likely to face as you begin your work. We will wrap up our time together planning out which sessions to attend during the Institute to best get your needs met.
Gianina Baker and Pat Hutchings, National Institute for Learning Outcomes Assessment (NILOA)
01K - Meaningful and Valued Assessment: Toward a Learning Organization
Promoting internally valued assessment, regardless of any external pressure, is essential for institutions to sustain continuous efforts to enhance the quality of student learning and their academic and student affairs programs and services. Guided by the “learning organization” literature of Garvin, Edmondson, and Gino (2008), Schön (1973), and Senge (1990), we will share our work to create an institutional environment where administrators, faculty, and staff value assessment as a formative process that can meaningfully inform the work of programs, units, and individuals. Participants will draft plans to foster a learning organization on their campuses, where assessment is meaningful and valued. Teresa L. Flateby and Cynthia Groover, Georgia Southern University
01L - Cultivating Collaborative Leaders with a Facilitative Approach to Assessment
We describe a model to cultivate collaborative assessment leaders who use facilitative approaches to the assessment process. The model consists of (a) multi-day assessment training for faculty/staff that includes building collaborative and facilitative skills, (b) long-term follow-up support, and (c) a campus showcase of projects. A key aspect is active learning techniques: faculty/staff learn and practice collaboration and facilitation skills. Participants will learn theoretical foundations, practice assessment facilitation activities, and adapt strategies for their own use. They will plan an assessment leadership development project for their campus that includes a facilitative approach to the assessment process. Sponsored by Association for the Assessment of Learning in Higher Education (AALHE).
Yao Hill, University of Hawai‘i at Mānoa; and Monica Stitt-Bergh, Association for the Assessment of Learning in Higher Education (AALHE)
01M - The Learning Landscape, Assessment, and ePortfolios
The assessment of learning landscape is changing, along with the larger landscape of higher education. By now, many, if not most, higher education institutions and programs have mastered the basics of assessment and are shifting their focus from compliance to improvement (Jankowski, Kinzie, Timmer, & Kuh, 2018). Some are also realizing that attention to student mastery of discrete competencies counts for little if it is not coupled with attention to integrative learning and personal/professional development. This workshop will introduce participants to ePortfolios as a high-impact practice for student learning and development and as an assessment strategy that resonates with these emergent ideas. Participants will learn how ePortfolios intersect with important assessment trends; how well-guided reflective narratives within ePortfolios can help students shape and articulate identity, integrate learning, and enhance their metacognitive fluency; and how ePortfolios can be used as an approach to assessing these important, but complex, outcomes. Join us and come away with ideas for getting started with ePortfolios or refining your current ePortfolio practices.
Susan Kahn, IUPUI; and Tracy Penny Light, Thompson Rivers University
01N - A Simple Framework for Assessing Administrative and Student Service Units
Non-academic assessment, or the assessment of administrative and student service departments is often overlooked by colleges, or improperly assessed using the academic program assessment model. This workshop will focus on a simplified model for assessing administrative performance for continuous process improvement. Examples will be provided for a variety of departments. Special emphasis will be placed on difference between academic and non-academic assessment, the kinds of data that are used for non-academic assessment, and how that data can be used to drive action plans for institutional resources.
Edward Hummingbird, Southwestern Indian Polytechnic Institute