All Pre-Institute Workshops will be held on Sunday, October 13, 2019. 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 13, 2019
Full-Day Workshops | 9:00 a.m. - 4:30 p.m. ($160.00 ea.)
01A - Assessment 101
What things should students know/be able to do when they graduate? How do you know if they know/can do them? What data should you collect to improve student learning and inform planning and decision making? Assessment 101 methods help undergraduate, graduate, and professional programs at large and small schools answer these questions. Participants use a workbook to design an assessment plan with data collection and follow-up activities for one academic program. Designed to help new or experienced assessment practitioners or faculty with their own assessment or to support their colleagues. Supports general education assessment and accreditation efforts.
Wanda K. Baker, Council Oak Assessment
01B - Embodied Curriculum Mapping: Activating Faculty Collaboration for Student Success
How can faculty collaborate to scaffold student learning, align learning opportunities, and measure and improve that learning? Our focus on mapping the curriculum to build common ground will leverage your faculty development skills in these areas. Our gamified approach to curriculum mapping implements best practices for cultivating faculty assessment leadership. Curriculum mapping builds collaboration, continuity, and connection across learning opportunities, fostering more cohesive student learning. However, programs at many institutions struggle to form shared curricular visions. Our kinesthetic, hands-on mapping challenge will expand your cognitive, affective, and psychomotor curricular competencies and empower you to inspire deliberative dialogue at your campus.
Jennifer M. Harrison and Vickie Williams, University of Maryland, Baltimore County
Half-Day Workshops | 9:00 a.m. - Noon ($80.00 ea.)
01C - 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for General and Liberal Studies (AGLS) offers a “Guide to Assessment and Program Review” intended to shake up an outdated program and help the self-study hum with collaborative discussion.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, Central Piedmont Community College; Christine Robinson and Harriet Hobbs, University of North Carolina at Charlotte; and Jody Dekorte, Purdue University Global
01D - A Simple Framework for Assessing Student Service and Administrative Departments
This workshop will focus on a simplified framework for assessing administrative and student service departments. Participants will learn how to use performance data to improve their departments’ value-added functions. The presentation will include lecture of the simplified process, demonstration of elements of the process (for a variety of departments), and hands-on work on defining elements of the process (with presenter review and feedback). A manual and thematic outline will be provided to all attendees.
Edward Hummingbird, Southwestern Indian Polytechnic Institute
01E - Supporting the Interpretations and Uses of Assessment Scores: What Reliability and Validity Mean and Why They Are Necessary
Proper development or selection of an assessment instrument requires a thorough iterative analysis of the reliability of the scores and the body of evidence needed to make valid inferences. Establishing the appropriate reliability and validity evidence is critical to making evidence-based decisions. During this activity-based workshop, participants will learn how validity and reliability evidence support the intended interpretations and uses of scores from their assessment instruments. Throughout this Measurement 101-esque session, attendees will have the opportunity to work through the body of evidence needed to support intended uses and interpretations for one of their own assessment instruments.
Brian C. Leventhal and John D. Hathcoat, James Madison University
01F - 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, primarily, at cultivating a culture of continuous improvement of student learning, while at the same time, addressing accountability needs.
Felix Wao, University of Oklahoma
01G - Context Matters: Assessment in Large Research Institutions
This session focuses on the challenges that assessment personnel face in large, complex research institutions of higher education. The workshop is in two parts. During the first part of the workshop, participants will review some basics of assessment in higher education and be introduced to the University of Florida Assessment System, followed by a discussion of how the elements of the UF system might be deployed at their institutions. During the second part of the workshop, participants will review validity, reliability, and fairness in the assessment of student learning, discuss assessment cycles and data management strategies, review and analyze examples of multiple years of program assessment data, and develop strategies for informing faculty when reports need modification.
Timothy S. Brophy, University of Florida
Half-Day Workshops | 1:30 - 4:30 p.m. ($80.00 ea.)
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