01H - Engaging Students as Partners in the Assessment Processes
Students are often an untapped assessment resource. This workshop will focus on helping participants identify ways that they can engage students to support assessment efforts. The workshop presenters have years of experience both helping institutions develop student-faculty co-inquiry teams to engage in assessment work and working with students as co-inquirers on assessment activities. We will review ways of engaging students as co-inquirers that can benefit both students and institutions, and work with participants to explore how engaging students might strengthen assessment efforts at their institution.
Kathleen Wise and Charles Blaich, Wabash College; Lynn Murray-Chandler, Shawna Franzek, and Ryan Waterman, Southern New Hampshire University

01I - Unpacking the Power of Assignment Design
This workshop will explore existing faculty development models and frameworks in assignment design including the TILT, Charrettes, NILOA Tool Kit. New research on Cognitive Leaps and the Challenge of Balance will be presented. In conjunction with workshop participants, we will deconstruct existing models, engage in a healthy critique of each framework presented. This process will unpack the power of course-based assignments for enhancing student learning, transparency, equity, and breaking down learning barriers specifically for historically underserved and underrepresented populations.  Individual faculty and faculty development professionals will walk away with a tangible, customized plan for faculty development in assignment design.
Mark Nicholas, Framingham State University; and Bonnie Orcutt, Worcester State University 

01J - Increasing Equity Using Culturally Relevant Assessment
In this workshop, we engage participants in discussions about evidence-based methods of assessment that measure learning fairly in all students and introduce our model of culturally relevant assessment. We share innovative uses of data from our campus in which we disaggregated assignment grades to reveal areas in which specific forms of assessment appear to evoke false achievement gaps. Participants will leave the workshop with an understanding of how assessment choices may perpetuate achievement gaps, methods of identifying achievement gaps using campus data, and a set of best practices to increase equity in assessment.
Karen E. Singer-Freeman, Christine Robinson, and Harriet Hobbs, University of North Carolina at Charlotte   

01K - General Education Assessment from A to Z
This workshop will introduce participants to the steps needed to develop and implement a general education assessment plan. Participants will be introduced the basic elements and steps of a general education assessment plan. These elements include 1) consideration or creation of the mission and learning outcomes, 2) alignment with student experiences through curriculum mapping, 3) consideration of faculty participation, 4) developing an assessment plan/cycle, 5) gathering of appropriate evidence, 6) assessing the evidence and drawing conclusions, and 7) closing the loop by making evidence based changes. Information will be shared on education, training, and how to give continuous feedback to faculty on the assessment process. Strategies on how to work with and educate faculty will also be discussed. 
Lindsey R Guinn, Washington & Jefferson College; and Philip Dunwoody, Juniata College

01L - Meaningful Assessment Amid Chaos: Staying the Course During Institutional Change
Internally valued assessment is essential to sustain continuous efforts to enhance the quality of student learning and the overall effectiveness of institutions. Guided by the “learning organization” literature of Schön, and Senge, we will share our work to create an institutional environment where administrators, faculty, and staff value assessment, an essential contributor to learning organizations, as a formative process that can meaningfully inform the work of programs, units, and individuals, even during significant institutional change. Active learning strategies will help participants develop plans and potential strategies to foster learning organizations on their campuses, where assessment is meaningful and valued.
Teresa L. Flateby and Cynthia Groover, Georgia Southern University

01M - 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)

01N - Focusing on What Matters: Fostering Student-Faculty Partnerships to Improve Program-Level Assessment
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; Marquette University; and Robin Anderson, James Madison University