Pre-Institute Workshop: 01A

01A – Assessment 101
Assessment. Where to start? It’s here in Assessment 101. Participants will interact with each other and engage in hands-on activities throughout this full-day workshop. You will grapple with questions fundamental to higher education such as: What should students know, think, and be able to do when they graduate? And, how would someone know if students succeeded? Fortunately, assessment can help us address these questions. Specifically, by the end of this workshop, you will be able to do the following: (1) explain the basic steps in the assessment process, (2) distinguish among beginning, developing, good, and advanced assessment reporting, (3) develop an assessment plan for one student learning outcome (SLO), and (4) discuss the fundamentals of applying interventions [e.g. pedagogy and curriculum] at the program level to improve student learning.
Keston H. Fulcher and Sarah Alahmadi, James Madison University
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 9:00 a.m.–4:30 p.m.
Room: Marriott 10

Pre-Institute Workshops: 02A–02H

02A – Increasing Equity in the Assessment of Student Learning
The Grand Challenges in Assessment project is working to increase the equity of assessments in higher education. A key part of this work is finding more accurate and fair ways to measure learning. Assignment features can support or prevent equity in higher education. Students' work on assignments influences the extent to which they learn important concepts. Grades and feedback influence their success and feelings about the extent to which they belong in institutions or majors. In this workshop, we will discuss features of assignments that perpetuate equity gaps and interfere with students' ability to demonstrate proficiency. We will provide a range of simple ways that assessments can be improved to increase equity and support student success. We will conclude with a discussion of ways to engage others in working to improve the equity of their measures of student learning.
Karen E. Singer-Freeman, Wake Forest University; and Christine Robinson, University of North Carolina at Charlotte
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Track: Diversity, Equity, and Inclusion
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 1

02B – Assessment as a Profession, Field, and Discipline: Taking Action, Thinking Ahead
This workshop is a unique opportunity for assessment leaders to come together and define the essence of our professional roles, responsibilities, and career growth. By engaging in individual and group activities, participants will gain a deeper understanding of themselves and the field and develop personalized action plans that help advance their professional growth, scholarly pursuits, and impact on the assessment community. This workshop is ideal for early-career practitioners seeking to clarify their career goals and expectations; mid- and senior-level practitioners looking to enhance their skills, knowledge, and reputation; and senior-level researchers seeking to make a lasting impact and shape the future of the field.
Ruth Slotnick, Bridgewater State University; Nicholas Curtis, University of Wisconsin–Madison; and Laura Gambino, New England Commission of Higher Education
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment
Time: 9:00 a.m.–12:00 p.m. 
Room: Marriott 2

02C – Program Review: Purposes, Perspectives, and Processes
Program review is a widely acknowledged approach to improving quality in higher education. This workshop identifies the purposes of program review and examines its evolution and impact in helping colleges and universities improve student learning outcomes as well as co-curricular programs, research activities, and administrative services. Perspectives of faculty, chairs, academic unit leaders, student affairs and co-curricular professionals, research administrators, and other leaders will be shared, along with the important role of peer reviewers in serving as consultants and critical friends. Processes of planning for, conducting, and using results from program review will be highlighted.
Stephen P. Hundley and Associates, IUPUI
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 3 & 4

02D – The Role of Assessment and IE/IR Professionals in Building Equity-Minded Decision Cultures
Data-informed decision cultures committed to diversity, equity, and inclusion (DEI) require commitment and collaboration across the institution. Each administrative and academic unit provides unique expertise essential to the pursuit of environments supportive of student success. In this workshop we will explore the intersection of DEI and the institution’s data function, including assessment, institutional effectiveness, and institutional research; develop common understanding of relevant concepts and terms; explore what it means to frame our work with an equity lens; and identify the ways in which we can contribute to efforts to diversify our field. Join us for a safe space to learn together.
Leah Ross, Association for Institutional Research (AIR); Michele J. Hansen, The Ohio State University; and Bethany Miller, Macalester College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Diversity, Equity, and Inclusion
Time: 9:00 a.m.–12:00 p.m.
Room: Santa Fe

02E – Maximizing Learning Within Your General Education Curriculum
At the heart of most general education programs is what takes place in individual courses and individual classrooms across campus. A well-designed general education curriculum is ultimately only as good as the teaching and learning practice that takes place within the courses that comprise the general education curriculum. This workshop focuses on this reality by considering general education learning from multiple perspectives. It will begin by highlighting programmatic opportunities provided by different models of general education along with the learning outcomes that each model is designed to foster. The session will then investigate what we empirically know about how students learn and consider practical pedagogical strategies that leverage that foundation. Assignment design and leveraging high-impact practices will be included within the scope of this pedagogical discussion. Attendees will also consider data-driven sources for course improvement efforts, including end of semester evaluations and the results of learning outcomes assessment activities, as well as how to best utilize that information. Attendees are encouraged to come to this workshop with course syllabi and assignments as time will be provided to engage in course revision activities. Those who attend this interactive presentation will leave with concrete, evidence-based strategies they can employ in their general education curriculum and courses.
C. Edward Watson, American Association of Colleges and Universities (AAC&U)
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Track: General Education
Time: 9:00 a.m.–12:00 p.m.
Room: Lincoln

02F – High-Impact Practices: What, Why, and, Most Importantly, How?
Learn about the research practices that are providing equitable results for students, invigorating faculty, and creating a much more engaged learning experience across the higher education world. This session will be rooted in discussing scaling, access, and assessment of high-impact practices (HIPs). We will also share, and ask you to share, ideas for practical campus-wide applications of HIPs. We will share our tracking ideas, student surveys, tools for public demonstration of competence, and other online resources that support faculty. If you are looking for a high energy solution to some of the disconnectedness that has been plaguing our campuses since 2020, this is the workshop for you. You will walk away with real ideas that can be implemented at your college or university right away.
Jo Ellen Becco, Pikes Peak State College; and Robin Schofield, Community College of Aurora
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 9

02G – Jump-Start Your Professional Program’s Assessment Process: Focus on Program Evaluation for Accreditation and Effective Data Communication Strategies
This interactive workshop will help participants develop or fine-tune their program’s evaluation plan in order to satisfy institutional and specialized accreditation requirements for continuous quality improvement. Key elements of an evaluation plan will be addressed, including the identification of program goals and accreditation standards to be evaluated, development and selection of appropriate measures and metrics, and establishment of benchmarks. Participants will engage in discussions centered on identifying key stakeholders to involve and establishing cycles and timelines for each stage of the process. Challenges and recommendations for locating metrics and data related to areas common to specialized accreditors, such as faculty and staff, finances, student success, and admissions, will also be examined. Additionally, the presenters will provide an overview of basic statistical approaches that can be applied to analysis of assessment data as well as best practices in visualization and communication of assessment results. Session participants will receive examples from the presenters’ institutions, analyze case studies, and conclude the session with a brief period of guided working time to identify action steps for building or improving their program’s evaluation plan.
Mike Rudolph, Lincoln Memorial University School of Medical Sciences; Leslie Woltenberg, University of Kentucky College of Health Sciences; Justine S. Gortney, Wayne State University College of Pharmacy and Health Sciences; and Daniel Trujillo, Auburn University - Harrison College of Pharmacy
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Accreditation
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 7

02H – 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 and outcomes 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 simple byproducts of the assessment process. This workshop will provide practical strategies for developing, implementing, and sustaining a systematic institutional assessment process aimed, primarily, at cultivating a culture of continuous improvement of student learning, while also addressing accountability needs in response to the COVID-19 pandemic.
Felix Wao, University of Oklahoma
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 8

Pre-Institute Workshops: 03A–03H

03A – Jumpstarting General Education Program Review: A Systems Thinking Approach to the Self-Study
Often overlooked in the discussion of general education program development and assessment is the issue of program review. The Association for General and Liberal Studies (AGLS) offers a “Guide to Assessment and Program Review” intended to stimulate a collaborative discussion for the improvement of a general education program. At the heart of the “Guide” is a set of twenty systems-analysis questions aimed at improving program quality. This workshop will focus on the initial stage of the self-study and provides attendees an opportunity to “test-drive” the tool and practice basic general education program evaluation steps.
Jody Dekorte, Purdue University Global; and Christine Robinson, University of North Carolina at Charlotte
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Track: General Education
Time: 1:30–4:30 p.m.
Room: Marriott 1

03B – Student Partnership in Assessment: Ideas for Meaningful Student Engagement
In more than three decades of work, we are yet to regularly evidence a return on the investment of student outcomes assessment. Many adjustments to the process have been made (e.g., outcomes design, motivation, instrument design, faculty buy-in). Nevertheless, the key stakeholders, students, are rarely included in the process. Instead, we must—often incorrectly—assume the student experience and build our processes accordingly. To address this issue, participants will engage in a guided redesign of a specific assessment process at their own institution; intentionally planning for student partnership.
Nicholas Curtis, University of Wisconsin–Madison; and Robin Anderson, James Madison University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Student Partnership and Engagement in Assessment
Time: 1:30–4:30 p.m.
Room: Marriott 2

03C – Using Equity-Centered Assessment Approaches to Challenge the Status Quo
Challenging the status quo means not only interrogating and revising our own assessment practices but also ensuring that information is used to improve learning environments for all our students, faculty, and staff. Two questions that drive our assessment purposes and strategies at Macalester are: (1) How do we engage in meaningful, equity-centered assessment inquiry that creates a more nuanced data picture and compels action? and (2) How do we empower agency and engagement in assessment while also respecting power dynamics between and among students; and between and among faculty and students? In this interactive workshop, participants will learn how to apply elements of Participatory Action Inquiry to engage in equity-centered assessment. We’ll use case studies to illustrate specific reflective and group activities we’ve designed to engage students and faculty in context-specific inquiry for the purpose of improving learning and learning environments. Bring your assessment challenges and questions, and together we’ll brainstorm about how these (and/or other) approaches can be adapted to keep students at the center.
Bethany Miller and Nancy Bostrom, Macalester College
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Track: Diversity, Equity, and Inclusion
Time: 1:30–4:30 p.m.
Room: Santa Fe

03D – Elevating the Importance of Leadership in Assessment and Accreditation
Anyone taking on the mantle of assessment automatically becomes a continuous improvement leader. While it is important to know the “how to” of engaging in sound assessment and accreditation practices, less emphasis has been placed on all the soft skills or rather “essential skills” needed to be effective in our roles as leaders. We often feel we are limited in our title/role, authority, and where we live within our institutions to impact meaningful change. Attend this workshop to learn and practice six essential skills/areas that will serve you in being impactful and effective as a true assessment leader.
Joseph D. Levy, Excelsior University; and Divya Bheda, Educational Consultant
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 1:30–4:30 p.m.
Room: Marriott 8

03E – A Simple Framework for Assessing Student Services and Administrative Units
This presentation will focus on a simple, stress-free framework to assess non-academic units to achieve continuous improvement. Participants will learn how to use commonly available data to improve their departments’ value-added functions. This presentation will center around a lecture of the simplified process, demonstration of the elements of the process (for a variety of student services and administrative functions), and hands-on work in defining each step of the process (with presenter feedback). Participants will also be provided with an editable version of an assessment manual, complete with templates for assessment planning and reporting.
Edward Hummingbird, Southwestern Indian Polytechnic Institute
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 1:30–4:30 p.m.
Room: Marriott 9

03F – Exploring a Practical Application of Program Theory and Implementation Fidelity with Assessment
Assessment for student learning can be enhanced by collaboratively integrating curriculum, instruction, and assessment. This workshop will explore cultivating integrated processes by practically applying key components of Program Theory (PT) and Implementation Fidelity (IF) to assessment practices. After briefly describing and discussing PT and IF as typically presented in journal articles, the workshop will focus on specific essential components of PT and IF, which emerged organically in an institution-wide initiative to foster critical thinking and effective writing. Attendees will apply these essential components to scenarios in different contexts for enabling component application and integrated processes at their own institutions.
Teresa Flateby, Higher Education and Assessment Consultant
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 1:30–4:30 p.m.
Room: Denver

03G – Getting HIP to ePortfolios: Scaling Assignment-Level Reflective Pedagogies into Program-Based ePortfolios
A multi-disciplinary faculty group from a Michigan urban regional comprehensive university will share milestones of their multi-year plan to turn an intentional focus on high-impact activities in assignment design into the high-impact practice (HIP) of ePortfolios anchored within General Education. We will share findings from our study of signature assignments, strategies from scaling into an ePortfolio, and principles upheld in the design, including materials related to our HIP and ways we employed the guiding principle of equity-mindedness. We will model reflective practices central to our program and guide participants through reflective exercises to consider presentation themes, values, and implications for their own campuses. This interactive workshop is designed to offer practical tools and opportunities for planning in local contexts.
Stephanie Roach, Jennifer Alvey, and Kazuko Hiramatsu, University of Michigan-Flint
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Track: HIPs in the States (High-Impact Practices)
Time: 1:30–4:30 p.m.
Room: Lincoln

03H – Academic Program Assessment: The Nuts and Bolts
This workshop strategically focuses on the “nuts and bolts” to create an academic program-level assessment plan that is faculty-led and sustainable. The workshop will offer participants with best practices, tips and tricks, and structures to create elements of an assessment plan, including: (a) a mission statement, (b) program learning objectives, (c) curriculum mapping/learning opportunities, (d) means and methods for assessment, and (e) logistics for assessment (when, what, where, what, who, and how). This approach offers a scalable system for program-level assessment that can also help meet requirements for institutional and national accrediting agencies. It is intended to serve as a practical guide for program chairs, individual faculty members, or assessment professionals charged with implementing assessment for individual programs or at the campus level. Participants will walk away from the workshop with a clear rationale and charge for doing program-level assessment and with a feeling that program assessment is manageable and feasible.
Mark Nicholas, Framingham State University
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 1:30–4:30 p.m.
Room: Marriott 7

Poster Sessions: 04A–04M

04A – A Comparative Analysis Process to Maximize Insights and Leverage Actions across Programs
The use of comparative analysis across Strayer University has enabled the academic leaders to share insights and actions that can be leveraged between programs. The measures of success of this process are to both improve student learning by implementing ideas and actions that have shown success, as well as further engage academic leaders and stakeholders in academic assessment conversations driven by data to further support students in the learning process. The internally designed process provides an alternative solution to the use of objective assessment to compare student learning across degree programs, particularly when students are accustomed to project based or rubric based assessment.
Dina Eagle and Stacy Sculthorp, Strayer University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses & Programs
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 1

04B – Advancing Diversity, Equity, Inclusion, and Belonging (DEIB) Means What Exactly? A Pragmatic Approach to DEIB Assessment
If an organization says it values Diversity, Equity, Inclusion, and Belonging, then it needs to measure Diversity, Equity, Inclusion, and Belonging (DEIB). However, understanding what to measure and then successfully doing so across a multifaceted organization is not an easy feat. This session will highlight an approach toward establishing baseline DEIB reporting, examples of institutional complexities surrounding DEIB evaluation, the creation and utilization of multiple data sources, and how resulting data were shared with institutional partners.
Steve Chichester and Rachel Heverly, Penn State University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Diversity, Equity, and Inclusion
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 2

04C – Calendar Prompts to Keep the Wheels of the Assessment Plan Moving
Assessment processes have a lot of moving parts that unfortunately do not move on their own. Assessment leadership, usually coordinators on most campuses, do what their title suggests and coordinate the assessment processes by helping to move the parts or directing others to move the parts. We decided that a task calendar would help our coordinators organize the many pieces and parts. We will share our task calendar and explain the pieces that keep the assessment plans moving along.
Julie Saam and Chanda Deaton, Indiana University Kokomo
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 3

04D – Competency-Based Coach Curriculum and Assessing for Medical Student Utility
Academic coaching curriculum aims to support students' self-regulation, boost academic and clinical competencies, and leverage a life-long learning mindset. Despite curricular popularity, less is understood about initial launching efforts that inform curricular changes from undergraduate student experiences to the exposure of coaching and building individualized learning plans. To minimize this gap, a mixed methodological data analysis was performed pre- and post-program to unveil changes within student experiences to the program. Potential impact is determined in the data results and informs the importance of flexibility to adjust the curriculum to align institutional goals with student pace.
Rebecca Lustfield, University of South Dakota Sanford School of Medicine
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Competency-Based Education and Assessment
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 4

04E – Creating a Culture for the Advancement of Transformative Teaching and Learning through the Faculty Development Program
Teachers play a crucial role in teaching and learning. According to McKinsey (2007), the quality of education cannot exceed the quality of teachers. Teachers are important agents in transformative education. One major support given by an institution is its faculty development program where teachers are ushered to the profession. Northern Bukidnon State College as a new converted state college from a community college implemented the C²AST²LE (Creating a Culture for the Advancement of the Art and Science of Transformative Teaching and Learning). The program encompasses the timeline from onboarding of teachers to instructional leadership training.
Jovelyn G. Delosa, Daniel S. Lerongan, and Maria Theresa B. Markines, Northern Bukidnon State College
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 5

04F – Data-Driven Reflection on Assessment Practices of Program Learning Outcomes
To promote the culture of faculty-driven assessment and provide faculty development opportunities, we have developed and implemented a peer-evaluation program of assessment practice in the past years. Its implementation strategies consist of valid and reliable evaluation procedures of assessment reports, effective feedback communication, and peer mentoring. As a follow-up strategy for continuous improvement, we have practiced a data-driven reflection process at the closing of each assessment reporting cycle. This session will present the institutional process of using the peer-evaluation results to improve assessment practices in program learning outcomes. Sample evaluation tools and adjustments made in recent years will be shared.
Juliet K. Hurtig and Eunhee Kim, Ohio Northern University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 6

04G – Demystifying Data: Using Effective Visualizations to Support Assessment and Evaluation Endeavors
Data visualizations and dashboards help stakeholders realize data trends, identify relationships, and derive meaning so they can make efficient and informed programmatic decisions. While the use of visualizations to translate data are not new, developments in software and techniques have made these initiatives far more prolific. This session will explore best practices for presenting data in innovative and effective ways, share examples of dashboards created at our institution, and provide lessons learned from our data visualization projects.
Kelly E. McCarthy, USF Health Morsani College of Medicine
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Use of Technologies in Assessment
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 7

04H – Fit Camp: A Community Outreach and Its Impact on Students
Childhood obesity is an epidemic. This assessment provides an opportunity for students to engage children in the community focusing on health promotion and its impact on the health disparity of obesity. Principles of health education, health maintenance, and health promotion are integrated into this experiential learning. This unique camp provides an interdisciplinary approach and is designed for children to learn about fitness and starting a healthy lifestyle. While in its development, a student self-reflection and survey will be administered regarding the student’s perceptions of future roles in health promotion and health disparity of obesity.
Samantha J. Fouts and Naomi Jones, Indiana University Kokomo
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: HIPs in the States (High-Impact Practices)
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 8

04I – Launching a Character-Based Education and Assessment Program at Your Campus
Despite its popularity, strengths-based education has failed to help campuses improve student outcomes and has several flaws. In this session, presenters make a case for campuses to replace a strengths-based education with character-based education, which provides students with a nuance and contextual understanding of who they are and how they fit in the campus community. The presenters will introduce a new tool to measure Character Skills for campuses interested in launching a character-based education program.
Shalin J. Shah, Character Arc
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 9

04J – Maximizing Student Performance with Fewer Exams
This session will describe a restructured assessment model applied to the Clinical Medicine for the Physician Assistant (PA) course series. This change resulted in fewer students failing their exams and increased faculty satisfaction. We will also evaluate for changes in standardized exams including the PACKRAT 1 and EOR 1 exams.
Lauren Gilliam, Raymond Contreras, and Kelly Fisher, Indiana University Bloomington
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Graduate/Professional Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 10

04K – Minor Cost, Major Impact: Improving Survey Response Rates Creatively
Surveys, questionnaires, and evaluation forms seem ubiquitous on today’s college campuses. Student surveys are often used as assessment tools in higher education; however, low response rates can limit their usefulness, and many survey administrations result in a low response rate. This session will outline the steps one college took to boost survey response rates. Efforts resulted in a 20% increased response rate compared year-to-year, and a participation rate that was 50% above the national average for the most recent administration of the National Survey of Student Engagement (NSSE).
Tara Webb and Brian T. Dietz, Kalamazoo College
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 11

04L – Moving Online: Accounting for Assessment Results to Transition and Improve a Professional Development Workshop
Many campuses turn to online modules to increase the availability and access of important knowledge necessary in the workplace. At the IU School of Medicine, faculty developers recently utilized assessment information to improve a popular faculty development initiative. The Upstander Intervention program hosted more than 28 cohorts of faculty, staff, and students through developing skills to address learner mistreatment in the moment. This session will highlight how assessment and evaluation processes informed the transition of the Upstander Intervention program to an online module and how early results from the online module are used to improve the quality of the module.
Emily Braught, Amy Ribera, Constance Skinner, and Alvaro Tori, Indiana University School of Medicine
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Assessment in Online Courses and Programs
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 12

04M – Using a Common Rubric to Assess General Education Competencies
We all know we need to assess general education competencies. That we need to assess is not the issue. How we need to assess it is the issue. One way to streamline general education assessment is to create a common rubric to assess that competency. In this session, the presenter will explain how her school developed a common rubric to assess its written communication competency. The rubric shows the discrete writing skills valued by the institution, and attendees will see how the rubric can be used for any writing assignment in any general education course.
Sandy Vandercook, New Orleans Baptist Theological Seminary
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: General Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 13

ABET
Exhibitor
Phone: (410) 347-7700
Email: education@abet.org
https://assessment.abet.org
Contact: Robyn Hall, Director of Professional Programs, rhall@abet.org  
Exhibit Booth: 15

American Association of Colleges & Universities (AAC&U)
Exhibitor
Phone: (202) 387-3760
Email: information@aacu.org
https://www.aacu.org/
Exhibit Booth: 16

Anthology
Gold Sponsor and Exhibitor
Providing Support for the Faculty Development Track
Phone: (561) 923-2500
Email: contact@anthology.com
https://www.anthology.com 
Exhibit Booth: 3

Center for Assessment and Research Studies (CARS)
James Madison University
Diamond Sponsor and Exhibitor
Providing Support for Two Institute-Wide Functions and the Institute Podcast
Phone: (540) 568- 6706
Email: fulchekh@jmu.edu
https://www.jmu.edu/assessment/
Exhibit Booth: 12

CourseNetworking (CN)
Special Contributor and Exhibitor
Phone: (317) 274-3463
Email: info@coursenetworking.com
https://www.thecn.com
Contact: Jue Wang, Assoc. Director of Business and Entrepreneurship, jue@coursenetworking.com   
Exhibit Booth: 13

EdVeu
Gold Sponsor and Exhibitor
Providing Support for the Global Learning Track
Phone: (561) 306-5791
https://www.edveu.com
Contact: Walid AboShanab, Product Officer and Co-Founder, walid@edveu.com
Exhibit Booth: 7

eLumen
Gold Sponsor and Exhibitor
Providing Support for the HIPS in the States (High-Impact Practices) Track
Phone: (612) 244-2700
Email: insights@elumenconnect.com
https://www.elumenconnect.com/insights
Contact: Shelby Johnson, Director of Customer Development, shelby@elumenconnect.com
Exhibit Booth: 6

HelioCampus
Gold Sponsor and Exhibitor
Providing Support for the Learning Improvement Track
Phone: (844) 994-3546
Email: info@heliocampus.com
https://www.heliocampus.com
Contact: Lars Kontz, SVP of Institutional Partnerships, lars.kontz@heliocampus.com 
Exhibit Booth: 5

Knack Technologies, Inc.
Exhibitor
Phone: (813) 330-0287
Email: info@joinknack.com
https://www.joinknack.com
Contact: Samyr Qureshi, Co-Founder & CEO, samyr@joinknack.com 
Exhibit Booth: 2

National Survey of Student Engagement (NSSE)
Exhibitor
Phone: (812) 856-5824
Email: nsse@indiana.edu
https://nsse.indiana.edu
Exhibit Booth: 1

Remark Software – Gravic, Inc.
Exhibitor
Phone: (800) 858-0860
Email: sales@gravic.com
https://remarksoftware.com
Contact: Alan Parkerson, Marketing Specialist, aparkerson@gravic.com
Exhibit Booth: 8

SegoEd
Exhibitor
Phone: (801) 690-1321
Email: Brittney@segoed.com
https://segoed.com   
Contact: Brittney Hayes, President, Brittney@segoed.com
Exhibit Booth: 14

Suitable
Gold Sponsor and Exhibitor
Providing Support for the Student Affairs and Co-Curricular Programs and Services Track
Phone: (610) 608-7661
https://www.suitable.co 
Contact: Michael Miclette, Director of University Partnerships, michael@suitable.co  
Exhibit Booth: 4 

Watermark
Platinum Sponsor and Exhibitor
Providing Support for the Assessment Institute Break Service
Phone: (800) 311-5656
Email: info@watermarkinsights.com
https://www.watermarkinsights.com
Contact: Rachel Claffey, Marketing Events Manager, rclaffey@watermarkinsights.com
Exhibit Booth: 11

Weave
Platinum Sponsor and Exhibitor
Providing Support for the Assessment Institute Lanyards
Phone: (314) 396-8684
https://www.weaveeducation.com
Sheri Popp, Director of Professional Development, sheri@weaveeducation.com
Exhibit Booth: 10

Xitracs™ by Concord USA, Inc.
Platinum Sponsor and Exhibitor
Providing Support for the Assessment Institute Free Webinar Series
Phone: (770) 200-7465
https://www.xitracs.com
Contact: Cheryl Frangipane, Account Administration, cfrangipane@concord-usa.com
Exhibit Booth: 9

Rise-and-Shine 20-Minute Sessions: 14A–14M

14A – Coaching and Diversity Climate Surveys: Leading Departments through an Equity-Minded Administration
Assessment strategies are only as valuable as the conversations they create. Faculty developers at the IU School of Medicine understood that to see transformative change; organizational climate surveys could not occur without meaningful engagement with the results. This session will overview how the presenters utilized a coaching model, critical quantitative review strategies, and organizational change theory to coach departments through the survey administration, analysis, and results sharing processes of localized administrations of the Diversity Engagement Survey. Presenters will share lessons learned and evidence of action that other leaders in assessment can utilize in their own climate survey administrations.
Amy Ribera, Emily Braught, and Megan Palmer, Indiana University School of Medicine; and Christen Priddie, Indiana University Bloomington
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Diversity, Equity, and Inclusion
Time: 7:00–7:20 a.m.
Room: Indiana Ballroom F 

14B – SLANG: Simplifying Language for Assessment with Nervous Groups
Assessment for two-year colleges is uniquely challenging. Many faculty are subject matter experts by training, learning pedagogy, and institutional assessment on the job. Assessment personnel are often existing faculty on contract and have little formal training in assessment, creating a steep learning curve. Administration and assessment staff can increase faculty participation and reduce hesitancy or outright avoidance by developing tools to create accessibility in assessment concepts and language. This session will address challenging terminology, create connections between existing faculty practice and assessment tasks, and develop assessment communication for laypersons through the program-level assessment revision experience of Northeastern Oklahoma A&M College.
Jordan M. Adams, Northeastern Oklahoma A&M College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Faculty Development
Time: 7:00–7:20 a.m.
Room: Indiana Ballroom G 

14C – "When Done Well": Tools to Determine What Rises to the Level of HIPs
“When done well” is a common refrain in the research on high-impact practices (HIPs). In this session, a HIPs specialist will share tools grounded in research to determine when courses rise to the level of HIP. The easy-to-use benchmarks define each practice, provide a list of essential elements, and have a rubric to assess each element in course design. They allow the institution to determine which courses will be tagged and assessed as “HIPs done well,” and they inform faculty professional development. They have also been used to map where HIPs occur in the Academic Program Review process.
Tim Hathaway, Bristol Community College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 7:00–7:20 a.m.
Room: Florida & Illinois 

14D – Acquisition Advocates: Supporting the Student Experience through Times of Change
Since COVID-19, institutions are under increased pressure to lower tuition while receiving less state funding and recruiting from a shrinking high school graduate pool. With declining enrollments and other increased pressures, institutions are faced with closures, mergers, or acquisitions (Seltzer, 2018). This session will outline the acquisition of Wesley College by Delaware State University and its impact on the student experience. Presenters will outline student advocacy before, during, and after the acquisition. The audience will participate in brainstorming exercises, helping to prepare them to be student advocates in the event of a merger or acquisition of their own institutions.
Danielle L. Archambault and Christine McDermott, Delaware State University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: HIPs in the States (High-Impact Practices)
Time: 7:00–7:20 a.m.
Room: Michigan & Texas  

14E – COVID-19 Pandemic Impact: Comparing Undergraduate Student-Athlete Mental Wellness to Non-Athlete Peers
This study investigates whether student-athletes reported significantly different levels of increase in mental health concerns as compared to non-athletes. Using data from the 2021 National Survey of Student Engagement’s “Coping with COVID” module, the sample includes athlete and non-athlete responses from 7,274 first-years and 5,414 seniors attending 34 National Collegiate Athletic Association (NCAA) member institutions. Using Ordinary Least Squares regression analyses, the relationship between student and institutional characteristics, athlete status, and mental health was explored. Findings reveal athlete status to be a significant negative predictor of increases in mental health issues, even after controlling for other student identities, experiences, and institutional characteristics.
Angela Miller and Chandler Hawkins, Indiana University Bloomington; and Lydia Bell, National Collegiate Athletic Association (NCAA)
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 7:00–7:20 a.m.
Room: Marriott 2 

14F – Assessment as Storytelling
In this session, we will consider and apply the skills of good storytelling to the assessment process. Assessment is informed by data, but data must be placed into a context. This context is the story we tell – a story of our students, faculty, and the social/cultural arrangements that bring them together. By letting data serve rather than obscure the story, we arrive at an engaging and more equitable assessment process.
Larry Frazier, University of North Texas at Dallas
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 7:00–7:20 a.m.
Room: Marriott 3 

14G – Engaging Students in Assessment and Achievement of Learning Objectives in Semi-Synchronous Courses
Online teaching is challenged by verification of actual skills, even with high grades achievement. While learning objectives are clearly communicated at the beginning of the class and demonstrated in each lesson, it is challenging to equate the grades obtained in the assignments and attainment of learning objectives in an online environment. To assist this realization, we are proposing to conduct a pre- and post-survey of students’ learning outcomes awareness creation, assignment preparation, and skills verification. We foresee engaging the students in the learning objectives monitoring will improve their motivation to gain the skills designed per each course.
Zeyana Hamid and Saptarshi Purkayastha, IUPUI
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Assessment in Online Courses and Programs
Time: 7:00–7:20 a.m.
Room: Marriott 4 

14H – Fostering a Culture of Evidence through a Community of Practice
Using an inquiry-based assessment framework, the Office of Institutional Effectiveness at the University of North Florida launched a Community of Practice (CoP) to support assessment and continuous improvement for academic- and student-service units through a consistent, yet flexible, structure and centralized support. In this session, we will discuss the strengths and weaknesses of the assessment framework used, evaluate the structural components of the CoP, and provide data on how the initiative has shaped a culture of evidence. Additionally, we will provide participants an opportunity to discuss alternative structures and evaluate the feasibility of a CoP at their institutions.
Amanda M. Kulp, Samantha Feaster, Jasmine Graham, Jennifer Perkins, and Justin M. Sipes, University of North Florida
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 7:00–7:20 a.m.
Room: Marriott 7 

14I – The Role of Performance-Based Assessment in the New Normal Classroom
The study answered the question on how students perceived the characteristics of a performance task. The study utilized the structural equation modeling which produced a model indicating that characteristics of a performance task are a strong predictor of students’ performance. It explored how these criteria can be utilized in the new normal setting. Results showed that a performance task must fulfill these characteristics: congruence to class activities, authenticity, and clarity of rubrics. Teachers have to decide on the frequency of performance tasks, weights, rigor, and accommodations given to students who are affected by issues of access to resources.
Jovelyn G. Delosa and Janneth Ong, Northern Bukidnon State College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 7:00–7:20 a.m.
Room: Marriott 8 

14J – Rethinking Learning: A Holistic View of the Student's Learning Landscape
Building on earlier research in the co-curricular space, this presentation will report back on findings from a national survey informing practices in higher education institutions in managing and assessing co-curricular learning. The presenters will outline a proposed definition of co-curricular learning and engage the participants in a discussion around activities at their institutions that are considered co-curricular, where they are housed, and how they are assessed. The intent is to get the participants’ input in shaping the co-curricular landscape and to initiate the discussion around effective assessment practices in these spaces.
Chadia N. Abras and Bri Lauka, Johns Hopkins University; Suzanne Carbonaro, HelioCampus; Colin Suchland, Lincoln Land Community College; and Jessica Taylor, University of Tennessee-Chattanooga
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Emerging Trends in Assessment
Time: 7:00–7:20 a.m.
Room: Marriott 9 

14K – An Alternative Model for Program Assessment in Community Colleges: Monitoring Students’ Annual Progress
The success of an academic program in community colleges is commonly defined by its graduation rate, transfer rate, or job placement rate. Because of the transient nature of community college students, the presenter emphasizes the importance of monitoring the academic progress of a panel instead of a cohort when assessing a program. Sharing three years’ enrollment data of an academic program, the presenter proposes to monitor students’ progress by a set percentage of courses in general education and the program core completed each academic year. The session ends with suggestions to prevent attrition and help raise the program’s graduation rate.
Julia W. So, The University of New Mexico-Valencia Campus
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 7:00–7:20 a.m.
Room: Lincoln 

14L – CANCELLED – Using Culminating Experience Courses as Part of a Well-Rounded Assessment of a General Education Program
In 2019, Central Washington University rolled out a new general education program. It consists of multiple elements and concludes with a Culminating Experience course that is taken toward the end of the student’s major. This course challenges students to draw connections between their own disciplinary studies and their general education experiences and learning. To ensure that the Culminating Experience course is achieving its outcomes, it is being assessed annually. This presentation covers the process of assessing relevant artifacts for each Culminating Experience outcome and providing useful information that the programs can use for improvement.
Kurt Kirstein and Kara Gabriel, Central Washington University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: General Education
Time: 7:00–7:20 a.m.
Room: Santa Fe 

14M – The Quality Assurance Academy for Student Reviewers: Lessons Learned from Two Years in Practice
Stemming from three iterations of an initiative to prepare students to serve as reviewers of academic programs, this session will outline how “Students-as-Partners” scholarship helped inform the development and transformation of a dedicated Quality Assurance (QA) Academy. The parameters of the Academy will be shared, the outcomes, and lessons learned will be discussed.
Jovan Groen, Western University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Student Partnership and Engagement in Assessment
Time: 7:00–7:20 a.m.
Room: Tennessee 

Rise-and-Shine 20-Minute Sessions: 15A–15M

15A – Becoming an Anti-Racist Campus: The Case of IUPUI Anti-Racist Reading Groups
In response to the death of George Floyd and the subsequent protests against police brutality and the deaths of Black people at the height of the COVID-19 pandemic in 2020, the IUPUI campus leadership implemented a set of anti-racist initiatives. Among them, the anti-racist reading group professional development program for faculty and staff. During this session, the presenters will provide a roadmap to establish an anti-racist reading group program and develop an assessment plan to evaluate this program.
A. Sonia  Ninon and Jamie Royce, IUPUI
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Diversity, Equity, and Inclusion
Time: 7:30–7:50 a.m.
Room: Indiana Ballroom F  

15B – Credit for Prior Learning as a High-Impact Practice
Credit for Prior Learning (CPL) and High-Impact Practices (HIPs) have been emerging trends in higher education in recent decades. Overlooked in their respective literatures are the intersecting methodologies and aligned focus on supporting priority student populations, especially returning adult learners. This session will provide lessons learned from the presenter’s efforts at strengthening CPL at two different Wisconsin Technical Colleges using key elements from HIPs to ensure CPL is ‘done well.’ This session will be beneficial for practitioners seeking practical ways to address systemic barriers to student access or to address the phenomenon of ‘lost credits’ in higher education.
Beau B. James, Madison College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 7:30–7:50 a.m.
Room: Florida & Illinois 

15C – Assessing the Efficacy of Communication-Intensive Courses as a High-Impact Practice
At Louisiana State University, faculty across the disciplines are expanding students’ access to communication-intensive (C-I) courses. The C-I course certification criteria includes all eight key elements of High-Impact Practices (HIPs), and could be considered a “mega HIP.” By embedding C-I within the classroom, we transcend the many equity challenges co-curricular HIPs traditionally face. In this session we share our straight-forward replicable model for assessing the relationship between C-I courses and graduation outcomes, and our future plans to expand this study to better understand the efficacy of this HIP at scale.
Ashley B. Clayton, Rebecca Burdette, and Victoria Lloyd, Louisiana State University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 7:30–7:50 a.m.
Room: Michigan & Texas  

15D – The Opportunity of Accreditation: Motivation for Meaningful General Education Revision
With the Comprehensive Accreditation Evaluation on the horizon, Emmanuel College leveraged the opportunity to create meaningful revision of the General Education Program. Starting with a distribution model that was more than 20 years old, the College embarked on a three-year process to define new Institutional Learning Goals and develop a new General Education Program with intentionality and accountability. More than 150 courses have been reviewed and approved under the new Program, which includes embedded communication and critical thinking skills and diversity, multiculturalism, and social justice values. Course review included articulation of how the proposed course aligned with the learning outcomes of the General Education Program and through which assignment students would demonstrate their achievement of the outcome.
Bill Leonard and Cindy O'Callaghan, Emmanuel College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Accreditation
Time: 7:30–7:50 a.m.
Room: Marriott 3 

15E – Qualitative Findings from the First Equity-Centered Landscape Assessment
Models and theories for equity-centered assessment abound while the extent to which practitioners engage in ECA is under-explored and discussed. In July 2021, we sent survey invitations via a web-based survey platform to listservs for higher education assessment professionals examining how, and to what extent, they centered equity in their assessment practice. Altogether, 568 people participated in the anonymous survey. This presentation shares the qualitative findings from two open-ended questions: what support do you need to engage in ECA and what are the challenges you face in engaging in ECA?
Ciji A. Heiser, Developing Capacity Coaching, LLC; Janelle Coleman, University of Tennessee; Kellie Dixon, Baylor University; and Katherine Yngve, Purdue University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment
Time: 7:30–7:50 a.m.
Room: Marriott 4 

15F – Archetypes and Assumptions: How Academic Leaders Can Maximize Personality Assessments for Faculty Professional Development
Academic assessment departments often integrate various personality assessments to help them increase employee engagement, promote leadership development, and help faculty and staff members grow toward greater self-awareness. The impact of these assessments varies toward these ends, and their successful use is often limited by a lack of time dedicated to effective discussion, inability to engage in a full debriefing, and challenges with potentially misusing the results in ways that create more harm than good. This session aims to provide useful practices on how to integrate these personality assessments to augment employee development, organizational health, and succession planning processes for assessment professionals.
David Fuentes, University of Portland; Paul Fina and Jeremy Hughes, Chicago State University; and David Weldon, William Carey University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 7:30–7:50 a.m.
Room: Marriott 7 

15G – Leveraging Change: Promoting a Culture of Effectiveness
Change is inevitable, so the saying goes. However, people do not talk about what to do when there is a lot of change in a short amount of time. This presentation will discuss how an institution is building a culture of effectiveness after their mission, vision, brand, location, leadership, and strategic plan changed in a short period of time. The presenters will detail how communication and technology were leveraged to help stakeholders adopt the changes and embrace a culture of institutional evaluation and improvement.
Paula B. Blue, Colgate Rochester Crozer Divinity School; and Tisha M. Paredes, Weave
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 7:30–7:50 a.m.
Room: Marriott 8 

15H – Designing and Maintaining a Well-Functioning Academic Program Advisory Board
The purpose of an academic advisory board is to create a mechanism through which academic program representatives, typically faculty and program coordinators, and/or department chairs, maintain consistent connection with representatives within the business field(s) associated with the academic program. The primary focus of an academic program advisory board is one of assessment. It provides feedback and direction to college representatives and assists in ensuring students within the identified program(s) are best prepared to successfully enter and succeed in their chosen career field. This presentation addresses how to create and utilize such a group of community professionals.
Penny Quinn, Saint Mary-of-the-Woods College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Community Colleges
Time: 7:30–7:50 a.m.
Room: Marriott 9 

15I – Assessing Global Learning at the Undergraduate Level: An Interdisciplinary, Campus-Wide Approach
Although different assessment instruments exist for intercultural learning, how can these be applied to assess specific campus-level global learning objectives across various courses on campus? This presentation seeks to address this question through discussing a process that was used to develop a survey instrument that instructors across disciplines can use with students who have participated in various global learning experiences. This survey specifically assesses two campus-level global learning objectives. Building on previous work, this presentation will discuss the process used to develop and implement the survey, including preliminary results, and “how-to” practical advice related to research design and institutional review board protocols that will facilitate faculty of various disciplinary backgrounds to replicate at their own institutions.
Audrey Ricke, Lamia Scherzinger, Frank Wadsworth, Lin Zheng, and Leslie Bozeman, IUPUI
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Global Learning
Time: 7:30–7:50 a.m.
Room: Lincoln 

15J – Professional Identity Development in Dental Students
This presentation compares the professional identity development (PID) of dental students to the existing knowledge of PID among dental students while providing dental educators with knowledge about the ways in which prospective dentists come to see themselves as part of the profession – particularly differences among groups currently under represented in dentistry. Currently, very few studies have investigated the relationship between demographic characteristics and professional identity in dental students. This knowledge is critical for meeting American Dental Association (ADA goals for diversifying the profession and providing better oral health care for all. Institutional programmatic applications and student engagement in this research will be discussed.
John V. Moore III, National Board of Medical Examiners; and Brad Kovaleski, Community College of Philadelphia
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 7:30–7:50 a.m.
Room: Santa Fe 

15K – Does Personality Type Influence How Campus Involvement Contributes to Students’ Sense of Belonging?
While a large body of research suggests that students’ level of involvement on campus is positively associated with their sense of belonging, very little research has explored the potential role that extraversion could play in this relationship. This presentation will describe how students’ levels of extraversion associate with their involvement on campus and sense of belonging. More specifically, this presentation will also consider whether involvement in campus activities mediates the relationship between extraversion and sense of belonging.
Rachel L. Siefring, Virginia Commonwealth University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 7:30–7:50 a.m.
Room: Kentucky 

15L – Toward an Equitable Bachelor of Music Assessment Process: Including Students in Student Learning Outcome (SLO) Creation
In the fall of 2022, we began the process of restructuring the assessment process for the Bachelor of Music degree. The goals are to make the process more efficient, meaningful, and equitable. In the spring of 2023, we used focus groups and surveys to collect input from current and past students about the development of new outcomes. In this session, we describe our process of using focus groups to enhance student voice in the development of learning outcomes and explain how student engagement in the assessment process can make outcomes that are more meaningful for all stakeholders.
Judith Ofcarcik, John D. Hathcoat, and Riley Herr, James Madison University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Student Partnership and Engagement in Assessment
Time: 7:30–7:50 a.m.
Room: Tennessee

15M – Scholars and Leaders Program (SLP): Preliminary Analyses of Effects of Leadership Interventions on Underrepresented STEM Students’ Academic Motivation, Self-Efficacy in Major, and Leadership Self-Efficacy
Effects of leadership interventions on scholars’ academic motivation, self-efficacy in the major, and leadership self-efficacy in STEM are compared with the same measures for comparable non-scholars. Two cohorts are being followed from matriculation through graduation. All completed a pre-test. Annual surveys assess ongoing involvement in leadership activities. As expected, scholars and non-scholars did not differ on the pre-test background variables, nor on the target outcome variables of academic motivation, self-efficacy in the major, and leadership self-efficacy. Scholars reported more leadership activities and held more leadership roles during the previous year than did non-Scholars. Post-test results will be reported.
Peggy Fitch, Central College; Lisa Hedrick, Ben Whitlock, and Jacqueline Wittke-Thompson, University of St. Francis
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: STEM Education
Time: 7:30–7:50 a.m.
Room: California

Keynote Sessions: 16A–16E

16A – Four Considerations for the Future of Student-Focused Assessment
As institutions strive to provide the most timely, relevant, and responsive resources to address students’ needs, many professionals are advancing from using data to predict student outcomes to using it to prescribe specific interventions. This offers several opportunities for institutions to also ensure that data-informed strategies are thoughtful, efficient, flexible, and sustainable. This session will address current trends in assessment with a focus on four things that professionals should consider when using data to deliver student-centered instruction, programs, and services.
Amelia Parnell, NASPA - Student Affairs Administrators in Higher Education
Presentation Type: Keynote Session - Sponsored by Suitable
Audience Level: Intermediate
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 8:15–9:15 a.m.
Room: Indiana Ballroom E 

16B – We Asked, You Answered, and Now, We Present—Rose Squared
Institutions of higher education are facing a myriad of unprecedented challenges. The competition to curate the right-size incoming class (enrollment pipeline) of high-caliber students continues to be daunting for many academic institutions. As we race toward the upcoming “enrollment cliff” and endure the lingering academic disruptions of the pandemic, Rose-Hulman continues to seek ways to improve our undergraduate engineering value proposition. In this session, the presenter will share how assessment has played a central role in designing a new academic program that maximizes the academic credentialing of high-achieving high school students during their four years at Rose-Hulman. In addition, the conversation will highlight how the principles of Quality Function Deployment (QFD) and comprehensive academic assessment were used to develop one of our most active initiatives to build robust academic programming for our students, the Rose Squared (R2) program.
Craig Downing, Rose-Hulman Institute of Technology
Presentation Type: Keynote Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 8:15–9:15 a.m.
Room: Indiana Ballroom A-D 

16C – Making Assessment Useful, or: How We Learned to Stop Worrying and Love Learning Improvement
Faculty understandably bristle when administrators and accreditors require proof that students are learning, especially when that proof seems costly and doesn’t clearly benefit their teaching. Learning improvement changes that equation. This presentation will describe how faculty successfully collaborated with assessment and development experts to implement a learning improvement initiative that enhances curriculum and instruction while generating useful evidence of student learning. The presentation will offer practical strategies for adapting this model to other contexts, emphasizing ways to empower and motivate faculty to lead, rather than avoid, assessment.
Kurt Schick, James Madison University
Presentation Type: Keynote Session - Sponsored by HelioCampus
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 8:15–9:15 a.m.
Room: Marriott 5 

16D – The Way Forward: Reimagining Assessment, Innovation, and Equity-Centric Approaches in Global Higher Education
The purpose of this presentation is to highlight the state of education in a "post-pandemic" context. This keynote address will share findings on student mental health and well-being, and academic performance in global higher education. Dr. Jackson-Weaver will discuss high-impact practices and faculty development initiatives that she has spearheaded and oversees as the Senior Associate Vice President of Global Faculty Engagement and Innovation Advancement at New York University (NYU). What does the data show us about our current student populations? How do we normalize synergistic ways to leverage assessment, curricular innovation, and equity-centric approaches which lead to greater student success, belonging and authentic faculty engagement? The keynote address will conclude with reflective exercises and resources to develop a personalized action plan.
Karen Jackson-Weaver, New York University (NYU)
Presentation Type: Keynote Session - Sponsored by eLumen
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 8:15–9:15 a.m.
Room: Marriott 6 

16E – Thinking Big: Scaling Up Assessment Effectively
Whether at the course, program, department/unit, or institutional level, your assessment practices might benefit from thinking bigger. Scaling up, in different contexts, could mean combining or comparing multiple cohorts over time, coordinating with teammates and/or external colleagues, gaining institution-wide support for assessment initiatives, or sharing your results with a larger audience. Regardless, achieving success when thinking big requires planning, relationship building, and other key strategies. We’ll examine case studies from Purdue University’s efforts to assess intercultural competence development and global learning in order to extract practical lessons and guiding principles for scaling up assessment.
Kris Acheson-Clair, Purdue University
Presentation Type: Keynote Session - Sponsored by EdVeu
Audience Level: Intermediate
Primary Track: Global Learning
Time: 8:15–9:15 a.m.
Room: Marriott 10

Concurrent 60-Minute Sessions: 17A–17T

17A – Humanizing Assessment Reports: What More Do We Need to Show or Tell?
By themselves, quantitative assessment results identify students’ performance patterns; however, they do not guide us toward identifying efficacious teaching and learning practices that improve students’ performance across our demographics, students’ contexts for learning, or modes of delivery. This session calls for accompanying quantitatively-represented program- and institution-level assessment results with relevant other internally accessible evidence that: (1) humanizes the realities, complexities, and challenges of the dynamic processes of teaching and learning and (2) deepens and broadens the processes of interrogating assessment results and recommending efficacious improvement practices in teaching and learning.
Peggy L. Maki, Independent Consultant
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Track: Learning Improvement
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom E 

17B – Gathering and Using Student Basic Needs Data to Center Equity and Student Success
Basic needs security (food, housing, transportation, mental health, safety, digital access, childcare, and more) is central to learning and is critical for student success, persistence and degree completion, and advancing equity. The Hope Center for College, Community, and Justice at Temple University will share how institutions address basic needs insecurity through application of research-based interventions, thoughtful practice, and social justice. This session will review a summary of findings from the most recent national survey on student basic needs security and share examples of how colleges are taking action with their data to transform campus policies and programs.
Anne E. Lundquist, The Hope Center, Temple University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Diversity, Equity, and Inclusion
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom F 

17C – Leadership in Academic Medicine: Estimating Program Effectiveness Using Quasi-Experimental Methods
The Leadership in Academic Medicine Program (LAMP) is a year-long program offered by the Indiana University School of Medicine to assist junior faculty in developing successful careers and becoming effective leaders in academic medicine. Participants are led through a monthly curriculum-based professional development seminar. To date, more than 700 faculty have participated since its inception in 2003. To estimate the program's effect on faculty likelihood of achieving promotion and tenure, we used quasi-experimental design methods (propensity score matching, matched samples). This session will focus on outcomes of the assessment and the implementation of quasi-experimental techniques as an assessment tool.
Kevin Wenger, Bruck Mulat, Megan Palmer, and Amy Ribera, Indiana University School of Medicine
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom G 

17D – Leading by Committee: Fostering Programmatic Ownership of Assessment
Active engagement by programmatic leadership is essential to effective assessment. However, how do institutions foster engagement and ownership of assessment? The Artifact Review Subcommittee of Colorado Technical University’s Assessment Committee fosters greater understanding and ownership of assessment across university leadership. Simply requiring a touchpoint for assessment artifact selection enhanced the culture of assessment at the University. This presentation will examine this Subcommittee. Attendees will be able to: (1) understand the importance of artifact selection in the validity and actionability of assessment, (2) identify key elements for selection of viable artifacts for assessment, (3) enhance ownership of assessment across institution, and (4) develop artifact selection process.
Maggy Carmack, Jenna Obee, and Jeff Pizek, Colorado Technical University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom A-D 

17E – Using ePortfolios to Teach ePortfolios: Justifying, Simplifying, Streamlining, Modeling, and Supporting Students as They Build ePortfolios
Transforming our ePortfolio teaching tools is a vital part of reimagining and engaging students as they create and curate ePortfolios that bridge disciplines and reach authentic audiences. Faculty can model ePortfolio best practices through Instructional ePortfolio websites. Instructional ePortfolios can help students better visualize and understand the what, why, and how of ePortfolios. Learn simple strategies and practical tools that help students (and faculty) strategically design and build amazing ePortfolios.
Debbie Oesch-Minor, Sophie Carrison, Olivia Bradford, and Rachel Swinford, IUPUI
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 9:30–10:30 a.m.
Room: Florida & Illinois 

17F – Creating Co-Curricular and Extracurricular Engagement Pathways for Timely Degree Completion
This study investigates which co-curricular, extracurricular, pre-college, and demographic factors contribute to timely degree completion at a large, public university in the southeastern United States. In response to a new state-wide performance-based funding model, the university is focused on improving four-year graduation rates. Analyses include a deep-dive into engagement trends and measures of success for Pell Grant recipients, Black and African American, and Hispanic students, as the four-year graduation rates for these subgroups lag behind their peers. The results will help institutions understand what engagements they should emphasize with different subpopulations that are nuanced based on a variety of factors.
Rebecca Croxton and Anne Moore, University of North Carolina at Charlotte
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 9:30–10:30 a.m.
Room: Michigan & Texas 

17G – Artifacts, Rubrics, Tracking… oh my! How do I Capture Evidence of Learning?
We know students gain knowledge and skills in co-curricular spaces, though capturing evidence of that learning requires intentional planning and design. Artifacts (the tangible ways students display their learning) and rubrics (an evaluation tool designed to measure said learning) go hand-in-hand in assessing, documenting, and sharing data on student learning in the context of organizations and fraternity and sorority life. In this experiential session, participants will practice designing a comprehensive assessment approach by identifying (or developing) learning artifacts, discussing appropriate evaluation tools, and considering ways to help students track and articulate their learning.
Brenton Wimmer, University of Central Oklahoma; and Katherine Burr, University of Georgia
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Fraternity and Sorority Life
Time: 9:30–10:30 a.m.
Room: Marriott 1 

17H – Who Are Our HBCU Assessment Professionals?
Assessment practitioners fulfill a wide range of responsibilities. This requires understanding the institution, accreditation standards, objective data collection methods, and communicating results and solutions to demonstrate institutional effectiveness. This study compares and contrasts the assessment professionals at Historically Black Colleges and Universities (HBCUs) with the 2018 national survey of assessment professionals conducted by Nicholas and Slotnik (2018). Data was gathered across six themes: demographic information, assessment experience, the current balance of responsibilities, scholarship involvement, service activities, professional development, and motivation. The findings are valuable for institutional leadership, assessment professionals, the field of assessment, and new entrants into the profession.
Nadia Barnett and Ereka Williams, Mercer University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Leadership for Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 2 

17I – New Methodology for Academic Program Reviews
This presentation overviews the revamped academic program review (APR) approach taken by faculty and administrators at the University of Southern Indiana. In particular, we discuss the APR challenges that existed with the previous APR process, the implementation of the new process, and the institutional benefits that result from the change. Attendees will gain insights on the benefits of an internally streamlined, faculty-centric APR process that is contextualized in data provided by a third-party vendor.
Wesley T. Durham, Shelly Blunt, Kyle Mara, and Zane Mitchell, University of Southern Indiana
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 3 

17J – Keeping the “A” Word Out of General (Education) Circulation: Reframing Assessment as One of Interrogation, Discovery, and Improvement
Many of our colleagues have an allergy to the word “assessment.” At the same time, and as we know from our own scholarly lives, it’s critical that we methodically inquire about the ways our work can be improved. In that spirit, we established an ethos of assessment that asks, rather simply, “What was learned?” As a question, we can use this to interrogate our core curriculum, from the outcomes, to the courses offered, and ultimately to student learning. This session reflects on the most (in)effective ways and places this process has played out and what that can teach us all.
Brad G. Knight and Martyn Oliver, American University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: General Education
Time: 9:30–10:30 a.m.
Room: Marriott 4 

17K – From Small Private to Large Public System: The Acquisition of Martin Methodist College by the University of Tennessee System
This panel explores the process by which the public University of Tennessee System acquired Martin Methodist College, a 150+-year-old Methodist-related institution, which is now the University of Tennessee Southern. The process has covered pretty much the full range of higher education and assessment issues: politics, public and alumni relations, communication, finances, curriculum, faculty and staffing, institutional effectiveness, and accreditation. The panel will review the process from its origin through the development of support from state and local governments, the development of support internally at both institutions and with alumni, the review and approval by state and regional (SACSCOC) accrediting agencies, and the adjustments required to curricular, financial, and other operational procedures.
Judy Cheatham, Linda Martin, Robby Shelton, and George Cheatham, University of Tennessee Southern
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Campus Business Operations and Services
Time: 9:30–10:30 a.m.
Room: Marriott 5 

17L – An Assessment Committee “Reboot:” Finding a New Path Toward Meaningful Assessment
A crucial role of a college-wide general education assessment committee is to bring order and guidance to an otherwise vast process. The faculty and administration from one small urban community college managed to “reboot” their process from one that was bogged down in details to one that is motivated and committed to collaborative and meaningful assessment practices. This session will share the steps through which this committee renewed their focus and found a new path toward assessment.
Brandie Windham, Celeste Sonnier, and Ryan Tomchek, Morton College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Community Colleges
Time: 9:30–10:30 a.m.
Room: Marriott 6 

17M – Are You New to Assessment Planning? Let’s Design an Assessment Plan Together
Are you new to assessment planning in your unit? Are you responsible for conducting assessment and want to make your assessment more meaningful and effective? Do you wish to design an assessment plan that can help faculty assess student achievement of program learning outcomes? If you have answered yes to any of these questions, then this session is for you. In this session we introduce you to what you need to know about assessment, questions you need to ask about assessment, how to prepare for assessment in a course, and how to design an assessment plan for an academic program.
Zeinab Amin, The American University in Cairo
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 9:30–10:30 a.m.
Room: Marriott 7 

17N – Defining High-Impact: A Qualitative Analysis from the Student Perspective
When do peak learning moments happen and how do different students experience them? In this follow-up qualitative study, peak learning moment data will be analyzed to compare brief student reflections from two distinct fields (the Built Environment and Human Sciences), furthering efforts to find practical applications of student self-reported learning experiences. NVivo software will support the thematic analysis of data collected from recent degree earners. Researchers will specifically compare how peak learning moments are discussed and reflected upon by graduates from the two fields, perhaps allowing for specialized definitions, and more importantly the development, of high-impact learning experiences. 2022 Research & Practice in Assessment (RPA)'s Best Scholarly Presentation Award Winner.
Kendall McGoey, Katie Boyd, C. Ben Farrow, Tom Leathem, and Eric Wetzel, Auburn University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginners
Primary Track: Institution-Wide Data Collection/Use/HIPs in the States (High-Impact Practices)
Time: 9:30–10:30 a.m.
Room: Marriott 9 

17O – Assessing Experiential Global Learning: A Work in Progress – Phase I
UConn has launched an assessment plan focusing on proximal and distal impacts on students of participation in Experiential Global Learning (EGL) programing. The plan calls for the administration of an Intercultural Competency Scale to a sample of students who have not participated in EGL as a comparison group, and to all EGL participants as a pre- and post-test. The UConn Intercultural Competency Scale (UICS) is in beta testing and is designed to collect demographics and student responses to subscales focusing on Knowledge, Attitudes, and Behaviors/skills related to cultural competencies related to the UConn General Education Requirements.
Scott W. Brown, Dylan Boczar, Faeze Safari, Ngozi Taffe, and Daniel Weiner, University of Connecticut
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Global Learning
Time: 9:30–10:30 a.m.
Room: Lincoln 

17P – Visualizing Data to Improve Student Learning in a Predoctoral Dental Education Program
The goal of Indiana University School of Dentistry’s (IUSD) curriculum assessment process is to improve student learning across the entire program, with a primary focus on vertical alignment. A triangulation approach is used to integrate several sources of outcomes data, including end-of-course evaluations, to identify areas of curricular improvement. Course evaluations not only have several inherent limitations documented in the literature, but also present challenges when the assessment goal is programmatic improvement. To address these challenges, IUSD created a dashboard to visualize its course evaluation data, which facilitates identification of programmatic trends and internal benchmarking.
Laura M. Romito, Jeremy Fry, and David Zahl, Indiana University School of Dentistry
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Graduate/Professional Education
Time: 9:30–10:30 a.m.
Room: Santa Fe 

17Q – Leveraging Assessment to Create Educational and Career Pathways for the Early Childhood Education Workforce in Illinois
Illinois is successfully leveraging a statewide competency-based assessment system for Prior Learning Assessment (PLA), awarding up to 12 credit hours toward an entry-level Early Childhood Education credential. Through this statewide initiative, Illinois is assessing and mapping competencies to college courses and credit hours, opening new pathways to college; especially for students with full lives that cannot access traditional academic programs - the majority of whom are women, low-income, and Black and/or Latino. Session participants will learn how a statewide virtual reality assessment platform is creating pathways and gain insights into the critical role of competencies and assessment to ensure equitable education outcomes.
Tiffany Freeze, Competency-Based Education Network (C-BEN); and Johnna Darragh Ernst, Heartland Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Track: Competency-Based Education and Assessment
Time: 9:30–10:30 a.m.
Room: Kentucky 

17R – Trends in Student Partnership and Engagement in Assessment: A Dialogue
Formally, student partnership and engagement in higher education assessment work is still in its infancy. However, many examples of gold-standard practices already exist both in the U.S. and around the world. Join the track leaders of the IUPUI student partnership and engagement track for a conversation around the history, the current trends, and the future of student partnership and engagement in assessment.
Nicholas Curtis, University of Wisconsin–Madison; and Robin Anderson, James Madison University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Student Partnership and Engagement in Assessment
Time: 9:30–10:30 a.m.
Room: Tennessee 

17S – ‘I Failed’: Student Meaning-Making of STEM Assessment Practice
Student voice in classroom assessment continues to produce promising outcomes in research and practice. In the context of STEM education and equity gaps that persist for Underrepresented Minority (URM) students: how can incorporating student voice cater to the needs of various student populations? More specifically, how do students make meaning of assessments in STEM classrooms? And how might these perceptions affect students’ motivation and STEM identity in a class? This proposed session aims to engage participants in discussion of the value of research that attempts to explore this topic, as well as consider tangible suggestions for understanding “meaning-making” in one’s own context.
Manisha Kaur Chase, California State University Northridge
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: STEM Education
Time: 9:30–10:30 a.m.
Room: California 

17T – Xitracs™: Flexible and Focused on YOUR Data-Driven Future
Xitracs™ allows you to perform your institution’s assessment activities in a more streamlined and cost-effective manner. This presentation will give an overview of how Xitracs™ can help you and your institution's assessment and planning teams manage processes that promote institutional improvement, faculty engagement, and student success.
Stephanie Allen, Concord USA, Inc.
Presentation Type: Concurrent 60-Minute Sponsor Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use
Time: 9:30–10:30 a.m.
Room: Denver
Sponsor: Xitracs™ by Concord USA, Inc.

Concurrent 60-Minute Sessions: 18A–18V

18A – CANCELLED – Systems that Support the Achievement of Learning Outcomes
Today’s assessment systems, practices, and standards for evaluation by accreditors reflect the implicit biases of stakeholders who draw upon different traditions and hold diverse, sometimes conflicting expectations. Peter Ewell described the main categories underlying assessment: student learning in college, retention and student behavior, evaluation and “scientific” management, and mastery learning (Ewell 2017). While accreditation standards seek to codify criteria for mastery learning, they overwhelmingly promote the demonstration of such mastery learning using the positivist epistemology of evaluation and “scientific” management. In doing so, they unwittingly undermine their cause. In this session we will propose an alternative that supports mastery learning.
Eileen Eckert McFall, Southern Oregon University; and David Chase, WASC-Senior College and University Commission
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Learning Improvement

18B – We Have Something in Common!: Diversity, Equity, Inclusion, and Belonging (DEIB), Curriculum, & Assessment
This panel will discuss the commonalities between various institutions (HBCUs, Community Colleges, & Small Private Liberal Arts Colleges) as they tackle diversity, equity, inclusion, and belonging in the curriculum and ultimately assessment. Recognizing that conversations around DEIB are not without issue, the panelists will address challenges in doing this work as Anti-DEIB legislation rolls out across the country.
Bethany Miller, Macalester College; Leeshawn Cradoc Moore, Pitzer College; Tramaine Anderson; Odessa Community College; Shontell Stanford, Morehouse School of Medicine; and Marjorie Trueblood, Rollins College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Diversity, Equity, and Inclusion
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom F 

18C – Continued Collaboration: Advancing Student Success through Faculty Development and Assessment Practices
The work of faculty development and assessment informs and enhances the goals and programming of each area. Collaboration between these two areas is essential for student success. During this session, presenters will discuss the benefits of collaboration between offices of faculty development and assessment. They will review ways they work together toward achieving strategic goals. There will be time for active engagement from participants related to potential collaborations between faculty development and assessment practices.
Jessica M. Turos, Holly Barber, Chelsea Chandler, Kristen Hidinger, and Sally Thelen, Bowling Green State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom G 

18D – Evaluating ePortfolio Technologies Based on Your Institutional Goals and Values
ePortfolios are a high-impact practice and support students as reflective practitioners who have unique stories to tell about their learning journey while capturing assessment data. One barrier to beginning ePortfolio implementation is choosing an ePortfolio technology that is right for your students and context. This presentation will review the issues and questions that need to be considered when selecting ePortfolio technologies. With the guidance of facilitators, attendees will identify their local assessment and ePortfolio implementation goals and then apply a heuristic to ePortfolio technologies. At the end of the session, a collective list of ePortfolio technology assessments will be shared.
Amy Cicchino and Lindsey Ives, Embry-Riddle Aeronautical University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: HIPs in the States (High-Impact Practices)
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom A-D 

18E – Digging Deeper into the Quality of High-Impact Practices
High-Impact Practices (HIPs) are widely accepted as a beneficial learning experience. Yet, in the rush to expand implementation, we should expect benefits only “when done well.” This means addressing questions of access, quality, assessment, and equity. This session presents results from the NSSE HIP Quality Topical Module, launched in 2022, to gain a more nuanced understanding of quality. Findings about eight essential quality measures specific to three HIPs - internships, service-learning, and research with faculty - including differences by race-ethnicity and by major, new information about reasons students did not do a HIP, as well as implications for practice will be discussed.
Jillian Kinzie, Brendan Dugan, Robert Gonyea, and Tien Ling Hu, Indiana University Bloomington
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Track: HIPs in the States (High-Impact Practices)
Time: 10:45–11:45 a.m.
Room: Florida & Illinois 

18F – The Case for a Co-Curricular Record: Advancing Student Learning Outcomes Assessment
Does your institution have considerable goals regarding co-curricular student learning outcomes assessment? Have you encountered barriers and challenges that are affecting progress? Exploring the possibilities for accomplishing your objectives through the creation of a co-curricular or experiential record could be very impactful, and also support additional institutional priorities. The Spartan Experience Record has created both short-term and longitudinal assessment capabilities for Michigan State University, holding value for students, faculty/staff, and the institution. This session will explore the what, why, and how of a co-curricular record, with narrative by Michigan State University regarding their process and implementation.
Sarah Schultz and Korine Wawrzynski, Michigan State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 10:45–11:45 a.m.
Room: Michigan & Texas 

18G – How to Translate Not Only Your Greek Letters, but Also Your Data
Do you love data but find it hard to share it with others? Do others find it difficult to understand the impact of your numbers? Do people have trouble grasping what the numbers mean? This session will review the translation practices found in the book "Making Numbers Count: The Art and Science of Communicating Numbers and How to Use Them to Your Advantage." In fraternity/sorority life, we have many stakeholders within and outside of the university. Having the best data is only as meaningful as far as someone can understand and act upon it.
Becky Gleason, Zeta Tau Alpha; and Noah Borton, Delta Upsilon
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Fraternity and Sorority Life
Time: 10:45–11:45 a.m.
Room: Marriott 1 

18H – Taking Stock and Building Rapport: Key Ingredients in Strengthening the Culture for Meaningful Assessment of Student Learning
Assessment professionals come from a variety of backgrounds and are essentially charged with the responsibility of building/strengthening an infrastructure that produces documented evidence of student learning. While there are varying perspectives associated with the work that happens in this space (i.e., hard work, extra work, does not work…) “taking stock” and “building rapport” are important first steps in building/strengthening and operationalizing a framework for assessment that produces actionable insights that lead to improvements in student learning. Come journey with the presenter as he shares his experiences navigating what some describe as an uphill accountability-driven battle.
Franz Reneau, Georgia Tech
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Assessment Methods/Learning Improvements
Time: 10:45–11:45 a.m.
Room: Marriott 2 

18I – Grand Challenges in Assessment: Approaches to Authentically Measuring Student Learning in Settings across Campus
This session will be focused on demonstrating the use, creation, and evaluation of tactics that participants can use in the space of their own campus, classroom, or campus office. We intend to engage the audience in a discussion of the process of developing assessments across different contexts: formative assessment, multiple-choice exam questions, co-curricular learning, and experiential learning. Presenters will then share examples of how learning is measured in each context and will guide the participants in a discussion of evaluating the example provided to highlight the assessment design process for ensuring a strong approach to authentically measuring student learning.
Jessica Taylor, University of Tennessee at Chattanooga; Chadia N. Abras and Bri Lauka, Johns Hopkins University; Suzanne Carbonaro, HelioCampus; and Rene' Schmauder, Clemson University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 10:45–11:45 a.m.
Room: Marriott 3 

18J – Exploring Power BI Visualizations for General Education Curriculum Assessment
This presentation provides an overview of the redesigned General Education Curriculum assessment process at Florida State University. It is focused on the pivotal technologies used to develop and implement the centralized and automated data collection and reporting process. At the forefront of the new approach is the use of Power BI to aggregate and visualize student performance on learning outcomes at different levels of detail. These visualizations allow faculty and other stakeholders to direct their efforts on the analysis and use of the reported student performance data to identify potential areas for improvement and effectively target solutions.
Galiya Tabulda and Caitlyn Jessee, Florida State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: General Education
Time: 10:45–11:45 a.m.
Room: Marriott 4 

18K – Initial Validation of the Remote Learning Best Practices Inventory: A New Assessment of Online Course Quality
This presentation will review the initial validation work of the Remote Learning Best Practices Inventory (RLBP). This includes results from an exploratory principal components analysis using a sample of 495 community college students enrolled in general education courses. It also comprises the pattern of correlations between RLBP total scores and measures of course/academic success: overall GPA, course final grade, and course satisfaction. Findings are supportive of the RLBP’s construct validity as a unique assessment of online course quality. Results of a current analysis examining the relationships between RLBP and Quality Matters Rubric, 6th edition, scores will also be presented.
Heather P. Hatchett, Cincinnati State Technical and Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs
Time: 10:45–11:45 a.m.
Room: Marriott 5 

18L – The Importance of Shared Governance in Institutional Culture and Success of Outcomes Assessment
This session examines the significance of establishing and maintaining shared governance in higher education institutions. As demonstrated through the experience of one community college, shared governance can directly impact institutional culture and the success of outcomes assessment practices. An overview of how the college implemented effective assessment processes, faculty-driven committee structures, and positively influenced the culture will be shared. This session will present practical tips for faculty, outcomes assessment staff, and administrative leadership.
Ashley Becker, Stephanie Klie, Melissa Rossi, and Michelle Wessel, Southwestern Illinois College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Community Colleges
Time: 10:45–11:45 a.m.
Room: Marriott 6 

18M – Necessary Alignments: Integrating and Assessing a New Set of Institution-Level and General Education Learning Outcomes
For the first time in Indiana Wesleyan’s history, both traditional and adult education academic units now share a common set of institution-level and general education learning outcomes. Insights will be shared on the tasks and timelines involved in creating, vetting, integrating, and assessing both new sets. Attendees will consider the importance of fully utilizing a university’s shared governance structure as a key part of the process. Presenters will describe the challenges and opportunities associated with designing and verifying the “necessary alignments” at all levels, in both program capstone courses as well as general education courses. The annual assessment process will be covered, including IWU’s online rater calibration training course, their assessment report forms, and data visualization approaches.
Frank Ponce, Jim Vermilya, and Bart Breuhler, Indiana Wesleyan University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: General Education
Time: 10:45–11:45 a.m.
Room: Marriott 7 

18N – Examining the Impacts of Assessment Peer Review Participation on Instructional Practices 
A key component of our institution’s Program Assessment Reporting (PAR) process is the use of peer reviewers. Faculty participate in training and norming, review each submitted PAR using a shared rubric, and provide formative feedback. One goal of this approach is for reviewers to gain knowledge and skills they can apply in their own work. In this session we will share results of focus group interviews of PAR reviewers, examining if and how the experience impacted their instructional practices. Session participants will be invited to reflect on how they could incorporate faculty development into assessment and examine outcomes for participants.
Shari Ellertson and Teresa Focarile, Boise State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 10:45–11:45 a.m.
Room: Marriott 8 

18O – Accelerated Assessment of Sustainability Practices
A short timeline for implementing sustainability initiatives and assessments was ambitious but necessary. Navigating the communications with data-keepers and amending documentation led to an evolution of campus-wide assessment practices. What began as a small, quiet process of data collection, evidence-building, and documentation became a transformative change for the entire institution. This session will discuss emerging trends in university social responsibility, provide an approach to integrating the assessment of sustainability across the diverse units of an institution, explore the sustainability Culture, Literacy, Actions, Interpretation, and Responsibility (CLAIR) questionnaire, and provide an opportunity to discover innovative assessment practices while engaging an entire community in sustainability certification.
Amanda Karls and Nick Karls, University of South Carolina Upstate
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use
Time: 10:45–11:45 a.m.
Room: Marriott 9 

18P – Time and Data are Money: Maximizing Systems Data and Minimizing Time for Accreditation Preparation
Preparation for accreditation processes or program review can be time and data intensive, leaving faculty and administrators feeling stressed. Our goal is to provide solutions and describe how to effectively use existing data sources and systems platforms in an efficient manner to reduce workload and incorporate both short and long-term planning to meet accreditation or program review deadlines. With training and support, faculty can harness data from existing learning management systems, exam software, experiential and competency management systems, faculty data warehouses, and surveys in an organized manner to maximize reporting for stakeholders to evaluate and minimize cost to their program.
Justine S. Gortney and Sarah Agnihotri, Wayne State University-Eugene Applebaum College of Pharmacy and Health Sciences
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Accreditation
Time: 10:45–11:45 a.m.
Room: Marriott 10 

18Q – Designing and Evaluating a Certificate-First Bachelor's Degree for a Worldwide Audience
Ensign College and partner BYU-Pathway Worldwide specialize in applied, certificate-first degrees for students living in 180+ countries. These programs are based on a data-driven program and course development and improvement model. This presentation will focus on the impact of the applied, certificate-first online program design for student outcomes as well as the effectiveness of its data-driven review and improvement model.
Alan L. Young, Andrew Gibbons, Benjamin Malczyk, and Jon Nichols, Ensign College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Global Learning
Time: 10:45–11:45 a.m.
Room: Lincoln 

18R – Incorporating Students in Graduate and Professional Programs’ Continuous Improvement Model
This interactive presentation will discuss the incorporation of student and stakeholder data into existing programmatic evaluation continuous improvement models. The model presented is currently utilized by graduate professional programs including Nursing, Public Health, and Occupational Therapy. Participants will learn about the model’s components, data collection, analysis, review, and dissemination processes, and the impact upon programmatic effectiveness within the following three domains: Recruitment and Retention, Candidate Competence, and Completer Impact. Participants will be provided with actionable tools to incorporate student and stakeholder data into existing program evaluation continuous improvement models or adapt the model presented to meet their specific evaluation needs.
Marclyn D. Porter, University of Tennessee-Chattanooga
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 10:45–11:45 a.m.
Room: Santa Fe 

18S – Leverage the Learning Management System (LMS) to Report Assessment
Increased focus on assessment at Idaho State University has revealed a need for additional reporting and analysis tools at our institution. To address accreditation needs, we worked collaboratively with faculty and programs to develop Moodle competency frameworks and attach them to signature assessments within courses. We will discuss strengths of the current systems and our efforts to augment the reporting and analysis to improve program efficiency, course evaluation, and student self-assessment. Further, we will showcase our custom configurable reports and participants will use open-source tools to create visualizations from simulated data.
Sacha Johnson, Max Maccluer, Ryan Randall, Michael Spall, Randy Stamm, and Kimberly Tomkinson, Idaho State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Competency-Based Education and Assessment
Time: 10:45–11:45 a.m.
Room: Kentucky 

18T – Using Focus Groups to Enhance Student Voice in Assessment
There have been numerous efforts in recent years to increase student involvement in the traditional assessment cycle. Enhancing student voice involves a shared and mutual process in which students become co-constructors of the development, implementation, and interpretation of assessments. Focus groups provide one tool that practitioners can use to enhance student voice in assessment. Within this session, we provide participants with an overview of the purpose of focus groups, question development, moderator considerations, and the analysis and reporting of results. We then address techniques for enhancing student voice in student outcomes, curriculum alignment, instrument development, analysis, and use of results.
John D. Hathcoat and Riley Herr, James Madison University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Student Partnership and Engagement in Assessment
Time: 10:45–11:45 a.m.
Room: Tennessee 

18U – Updates in STEM Assessment: Conversations with Leaders of the STEM Track
Join this interactive session to discuss, debate, and deliberation on the most important trends in STEM assessment. Leaders of the STEM track will facilitate attendees in discussing current assessment projects unfolding in various campus contexts, debating which assessment ideas, experiences and/or practices must be maintained, improved, or discontinued in the future, and the large group will deliberate on how to utilize this platform to educate and inform the future of STEM assessment practices. Attendees will also have the opportunity to engage in a unique discussion with the authors of the updated chapter covering this topic in the text, Trends in Assessment.
Darrell Nickolson, IUPUI, Wayne Hilson, Nazareth University; and Anne Weiss, Purdue University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: STEM Education
Time: 10:45–11:45 a.m.
Room: California 

18V – Implementing A Campus-Wide Four-Year Career Action Plan with Carthage College
Please join us as we discuss how The Aspire Program at Carthage is improving career readiness with the implementation of My Aspire Plan (MAP). MAP utilizes Suitable's web and mobile platform to assist students in developing skills in entrepreneurship, leadership, creativity, and career development. MAP is an integrated 4-year career and life navigation tool. MAP tracks student progress through The Aspire Program and articulates the meaning of on- and off-campus experiences. This session will provide: (1) an overview of MAP and its nine competencies; (2) a look at how MAP embeds career readiness into the Carthage student experience; (3) a year-by-year review of how students complete MAP; (4) a quick walkthrough of key Suitable capabilities; and (5) a live Q&A with presenters.
Laura Naylor, Suitable; Mandy Long and Stephanie Stover, Carthage College
Presentation Type: Concurrent 60-Minute Sponsor Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 10:45–11:45 a.m.
Room: Denver
Sponsor: Suitable

Concurrent 60-Minute Sessions: 19A–19U

19A – Outcomes, Objectives, and Goals, Oh My! Negotiation as a Communication Strategy to Promote Learning Improvement
Even though the assessment of student learning has been a part of the higher education landscape for multiple decades, it continues to be a source of consternation and confusion within the higher education community. In our efforts to overcome the numerous barriers to quality assessment practices and learning improvement, assessment professionals negotiate, often shifting their language in an effort to clarify concepts to promote quality assessment practices. In this case study, we discuss some of the lessons we have learned in our efforts to move beyond assessment as an “accreditation-only activity” to creating a culture of learning improvement.
Cecelia G. Martin, University of Western States; and David Williams, University of South Alabama
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom E 

19B – Diversity Statements: Prompt and Rubric Revision for Faculty and Staff Recruitment
With the goal of recruiting stronger equity-minded employees more reliably, Bellevue College is revising the rubric and prompt for commitment to diversity statements submitted with employment applications to the college. After reviewing prompts and rubrics from other institutions, we identified four criteria for evaluating the quality of the statements, then created a rubric to measure those criteria and a prompt designed to communicate the criteria to applicants. The rubric and prompt are being piloted to test ease of understanding and reliability of measurement, which will inform their final revision and adoption.
Zachary Morgan, Elizabeth Harazim, Abner Pagunuran, and Jennifer Pang, Bellevue College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Diversity, Equity, and Inclusion
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom F 

19C – Shooting from Perimeter and in the Paint: Assessment Faculty Development from All Angles
Developing a strong culture of assessment has been a strong priority in our institution in recent years. To that end, an infrastructure has been created in our institution with the goal of developing faculty knowledge, skills, and attitudes toward assessment. This was accomplished through a systematic process of faculty development offers at the department, program, course, and individual levels, including but not limited to an annual assessment institute, program-level and course-level workshops, and group book clubs. Planning for faculty development activities was guided by a survey of the faculty to determine baseline knowledge and skills.
Lauren Schlesselman, Diego Valente, and Jessica Palliardi, University of Connecticut
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Faculty Development
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom G 

19D – High-Impact Practices in Online Education
High-Impact Practices (HIPs) are associated with a number of desirable outcomes for students, including greater retention, more engagement, and gains in critical thinking. Undergraduate research (UGR) is a hallmark HIP, and research generally finds that when UGR experiences include most of the essential elements, they are more successful and students report better satisfaction. This workshop will describe and review the eight essential elements of HIPs and present a framework for conducting undergraduate research online that incorporates these eight elements. Participants will have time to brainstorm ideas specific to their discipline and teaching context.
Sara Z. Evans, Kennesaw State University; and Jocelyn Evans, University of West Florida
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom A-D 

19E – Introduction and Evidence of the High-Impact Practices (HIPs) Spectrum
Join us to learn about our new expanded taxonomy of high-impact practices called the HIPs Spectrum that builds upon the foundation established by Kuh (2008). This new taxonomy has the potential to be paradigm shifting in the way we classify, measure, and study high-impact practices. The HIPs Spectrum expands beyond the traditional binary classification of HIP or non-HIP courses to a more comprehensive range along a continuum, which introduces High-Engagement Experiences (HEEs). Data results will be shared for outcomes across the HIPs Spectrum for underrepresented racial or ethnic minority, low socioeconomic, first generation, and transfer students.
Dianne D. Murphy, Heather Kaminski, and Kathryn Marten, University of Wisconsin - Green Bay
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 1:15–2:15 p.m.
Room: Florida & Illinois 

19F – Journey to Assessment: Adventures in Student Affairs at a Small College
This session explores how one small college expanded and advanced their culture of assessment related to co-curricular learning. Presenters will discuss how student affairs aligned its work with institutional efforts, infused elements from assessment literature, supported staff growth, and addressed facets unique to student affairs work on a small campus. Although these efforts are still a work in progress, presenters will discuss the journey from an atmosphere of uncertainty and hesitation to one in which student affairs staff understand how assessment supports their work, improve student learning, and seek opportunities to further a culture of evidence on campus.
Brian T. Dietz and Tara Webb, Kalamazoo College
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 1:15–2:15 p.m.
Room: Michigan & Texas 

19G – Who’s the Author?: Considering the Use of ChatGPT in Accreditation Self-Studies
Institutional accreditation is a crucial component of ensuring quality education and maintaining compliance with established standards. However, the process of accreditation can be time-consuming and complex, involving the compilation and analysis of data, drafting reports, and communication with accreditation bodies. This presentation explores the potential use of ChatGPT, a natural language processing tool, to streamline the accreditation process. Specifically, we will discuss how ChatGPT can be used to assist with data analytics, report writing, and communication with accreditation bodies. We will provide examples of how ChatGPT can generate natural language summaries of data, identify areas for improvement, and provide accurate and concise responses to accreditation inquiries. We will also explore potential challenges and ethical considerations associated with the use of ChatGPT in accreditation. Overall, this presentation aims to demonstrate how ChatGPT can enhance the accreditation process, increase efficiency, and ultimately improve the quality of higher education.
Glenn Phillips, Watermark Insights
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Accreditation
Time: 1:15–2:15 p.m.
Room: Marriott 1  

19H – Beyond Demographics: Incorporating Equitable and Inclusive Language about Student Identities in Surveys
A new workgroup within the National Survey of Student Engagement (NSSE) focuses on Equity in Survey Design, Administration, Analysis, and Reporting (ESDAR). The workgroup has made changes to survey items for the 2023 administration. These revisions were aimed at more inclusive and equitable language, particularly related to items asking about student identities such as gender identity, sexual orientation, race/ethnicity, first-generation status, and Greek life participation. Attendees will learn about the rationale behind these revisions, and be asked to reflect on whether their own institutional assessments use equitable and inclusive language.
Angela Miller, Allison BrckaLorenz, Cindy Ann Kilgo, Christen Priddie, Kevin Wenger, and Yihan Zhu, Indiana University Bloomington
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 3 

19I – If You Build It, They Will Come: Faculty Engagement in High-Quality, Programmatic Assessment of a General Education Program
Indiana State University’s assessment plan for its Foundational Studies Program provides a model for comprehensive assessment of general education that engages faculty in the process and program in meaningful and collaborative ways. Workshops and Assessment Day prepare faculty for participation, include them in artifact assessment, and provide them opportunities to engage with analysis of results. These activities, and a culture of communities of practice, bring faculty from across the university together, creating significant opportunities for engagement and input into program refreshment. This session will share insights from our approach that participants may use to enrich faculty engagement at their institution.
Ann Rider, Liz Brown, Linda Maule, Ellie Rippy, and Kelley Woods-Johnson, Indiana State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: General Education
Time: 1:15–2:15 p.m.
Room: Marriott 4 

19J – Revamping, Blueprinting, and Assessing 'Anatomy and Physiology I' in Adult Education
At Galen College of Nursing, the COVID-19 pandemic forced all Arts & Science courses into the online modality. Post-pandemic, Galen decided the Arts & Science courses would remain predominantly online. We have spent the last year revamping our Anatomy & Physiology I course to ensure course consistency via multiple modalities (online, virtual, and on-ground). We began using formative assessments to assist students with retaining information, and we use summative assessment data to drive further modifications to enhance learning improvements and to evaluate mastery of Unit Student Learning Outcomes (USLOs).
Ellen B. Krumme, Ashley Davis-Anthony, and Shiloh Graham, Galen College of Nursing
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs
Time: 1:15–2:15 p.m.
Room: Marriott 5 

19K – Assessment of General Education Learning Outcomes at a Community College
Delta College has developed an integrated general education model which is embedded in all degrees, instead of the traditional distributed model. We use embedded assignments to collect data and a common rubric for scoring. We will focus this presentation on sharing details of our assessment methods including student and course selection, types of assignments, and methods for scoring artifacts. We will share results and lessons learned related to some of our six general education outcomes. Lastly, this session will address common problems and share solutions that have been implemented to create a sustainable faculty-led college-wide assessment plan.
Eric Wiesenauer, Casey Armour, Mark Balawender, and Carla Murphy, Delta College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Community Colleges
Time: 1:15–2:15 p.m.
Room: Marriott 6 

19L – Applying Indigenous Knowledge Systems for Equity-Centered Assessment
Equity-centered assessment practices is a popular topic today. To center equity in assessment practice, Indigenous knowledge systems (IKS) can be integrated to ground assessment in an ethos of equality and liberation. In this session, presenters will articulate the tenets and characteristics of IKS, describe the benefits of using IKS for assessment, and lead a discussion regarding ways to apply IKS to the assessment cycle. Participants will leave with concrete knowledge and applicable strategies and considerations non-Indigenous scholars must make to use in their own work.
Gavin Henning, New England College; and Anne E. Lundquist, The Hope Center, Temple University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 1:15–2:15 p.m.
Room: Marriott 7 

19M – Utilizing Information from Assessment to Address Critical Institutional Vision and Mission Objectives: Teaching Excellence and Student Success
As educational institutions increasingly emphasize learning outcomes assessment, we need to understand and evaluate our critical institutional vision and mission objectives: improvements in student performance, teaching excellence, program quality, and accreditation requirements. Educational technology tools facilitate analyses of student performance data. These data can be used longitudinally to measure and reduce the gap with the intended results/goals set by the institutional vision and mission. This session will describe methods of developing systematic assessment plans, aligned with objectives at various levels of the institution, common emerging assessment technologies, and finally “closing the loop” by using assessment findings to achieve institutional goals with examples from a school of pharmacy.
Minakshi Lahiri and Carol Goldin, Ernest Mario School of Pharmacy, Rutgers University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 8 

19N – A Journey through Institutional Change via Iterative Assessment
This presentation outlines 18 months of transformation for meaningful, equity-minded assessment praxis across career and technical education, Associate's, Bachelor's, English as a Second Language (ESL), and concurrent programs at a Dual Mission, Hispanic-Serving Institution. In 2021 we began the process of shifting assessment from box-checking and solely quantitative student data to iterative, culturally-responsive improvements in teaching and learning via a versatile open-ended five-question short form that focused on faculty’s learning and plans for improvement. This culture shift turned the spotlight of assessment away from deficit-based student data to asset-based opportunities for faculty reflection and improvement through the assessment cycle.
Abigail Crew and Karla Hardesty, Colorado Mountain College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use
Time: 1:15–2:15 p.m.
Room: Marriott 9 

19O – CANCELLED – Building a Participatory Culture of Assessment through Everyday Accreditation
Institutional accreditation is meant to support a process of continuous quality improvement across the learning enterprise; but without careful planning, awareness of standards may be limited to a few offices or administrators, and the process of assessment against standards may be compressed into the months before a report comes due. Through interactive activities and sharing of the College of the Marshall Islands’ journey to make accreditation an everyday concern, this workshop will equip attendees with strategies to make accreditation standards part of a campus-wide assessment culture.
Elizabeth Kate Switaj, College of the Marshall Islands
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Accreditation 

19P – Hitting Pause: What We Learned During a Year of Assessment Reflection and Planning
During the 2022-2023 academic year, Washington & Jefferson College embedded a reflection and planning period into our assessment process. Instead of conducting and reporting on departmental, unit, and general education assessment, we spent a year examining what assessment means across all areas of the college, how we have conducted assessment in the past, what is working well, and what could be reimagined. The goals were to advance an inclusive assessment plan consistent with the college’s mission and culture of teaching and learning and to innovate and improve assessment in efficient, collaborative, and meaningful ways with available time, expertise, and resources.
Rebecca L. McDonald, Ronalee Ciocco, and Theresa Ford, Washington & Jefferson College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 1:15–2:15 p.m.
Room: Lincoln 

19Q – Indiana CARES (Creating Accountability and Building Relationships to Eradicate Sex Harassment): Assessing Daily Supportive and Nonsupportive Experiences in the Lab
Indiana CARES (Creating Accountability and Building Relationships to Eradicate Sex Harassment) uses power-approach and moral licensing theories examining how power mobilizes harassing and racist mistreatment of trainees. Our rigorous experience sampling research captures the prevalence of mentee mistreatments and the relationship to their mentors’ power embodiment. This presentation examines our methods in finding that approximately 32% of graduate students and post-doctoral fellows in NIH-funded laboratories experience or observe these mistreatments, examines the role of mentor power incidence rates and mistreatment impact, and designs an evidence-based intervention for faculty mentors focusing on power, empathy, bystander intervention, and authentic allyship.
Peggy S. Stockdale, Tuyen Dinh, Ann Kimble-Hill, Amanda Mosier, Randall Roper, Darius Washington, and Wei Wu, IUPUI
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Track: Graduate/Professional Education
Time: 1:15–2:15 p.m.
Room: Santa Fe 

19R – You Can Do It: Building a Low-Cost, No-Code Custom Assessment Data System
The complexity of assessment and accreditation requirements necessitate a systematic approach for collecting, storing, analyzing, and reporting student learning data. Although vendor-provided assessment management platforms are available, many programs and institutions cannot afford them, while also lacking the technical capacity to create their own assessment management system. In this session, participants will learn the basics of building a custom assessment management system using a user-friendly, low-cost, no-code platform. Although some technical acumen is helpful, this presentation is not limited to technology experts. Participants will leave this presentation with practical advice and ideas for designing a system of their own.
Andrew Palmer, Kent State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment
Time: 1:15–2:15 p.m.
Room: Kentucky 

19S – Cogito, Ergo Sum: An Interdisciplinary Approach to Implementing Student-Centered Assessments
During this session, we will share how we actively involve students in the assessment process to help them take ownership of their learning in Communication, Education, Environmental Science, Political Science, and Public Health courses, and provide examples of assignments that participants can use in their classes regardless of content. We will share our philosophy on assessment and what assessment strategies we use to engage our students in equitable assessment practices. We will engage participants in discussion on their current practices and how they could apply what they learn from our session to their own courses.
Joanne Philhower, Kadi Bliss, Kakali Chakrabarti, and Christine Mathenge, Austin Peay State University; and Kevin Baron, Siena College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Student Partnership and Engagement in Assessment
Time: 1:15–2:15 p.m.
Room: Tennessee 

19T – Igniting a Positive Culture of Curricular Assessment
This presentation will showcase how Lincoln Land Community College created a simple, transparent, and user-friendly app titled CourseTalk+. Faculty are engaged in data-driven discussions about opportunities within student learning. Learning assessment narratives become the catalyst for curricular change while connecting to our strategic plan.
Matthew Shaver and Adam Watkins, Lincoln Land Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 1:15–2:15 p.m.
Room: California 

19U – Not a Game of Chance - Level Up Your Career through Thoughtful PD Choices
Webinars, conferences, workshops, retreats...oh my! Choose your own professional development adventure and learn how those choices impact your development and career. Presenters will also discuss the benefits and possible outcomes of each choice.
Tisha Paredes and Sheri Popp, Weave
Presentation Type: Concurrent 60-Minute Sponsor Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 1:15–2:15 p.m.
Room: Denver
Sponsor: Weave

Concurrent 60-Minute Sessions: 20A–20R

20A – Deployment Strategy for the Readiness for Learning Improvement Tool: A Case Study Approach
Assessment professionals have been assessing students for over 40 years, but that data has rarely been used to inform improvements to student learning. The Learning Improvement Community was created to promote learning improvement, and recently created the Readiness for Learning Improvement Process Tool to evaluate readiness of a program. In this interactive session, we will examine the tool and discuss strategies for use. A case study from James Madison University’s Integrated Science and Technology (ISAT) program will showcase one deployment strategy. Participants will be encouraged to consider how they might use the tool at their own institution.
Laura Lambert, James Madison University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom E 

20B – Providing "Voice" to Survey Development using Critical Race Theory (CRT)
As college campuses become more diverse, administrators are increasingly being challenged to find ways to meet the needs of these diverse groups. This is especially important for minoritized populations on predominantly white campuses, who often have a unique set of challenges, which could be addressed with appropriate institutional support. In this session, using the lens of Critical Race Theory, we will review ways in which administrators can design assessments that not only maintain the integrity of the assessment process, but also give an accurate representation of the experiences of minoritized populations.
Mitsu Narui, The Ohio State University - Office of Strategic and Competitive Intelligence
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Diversity, Equity, and Inclusion
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom F

20C – Living in Their Own Private Idaho: Motivating Faculty Development
My institution lacked a Director of Institutional Research for three years. Data was collected but only nominally examined. One unintended consequence of this absence: many faculty gained an overly positive sense of their classroom success. I discuss my experience joining a program after a three-year Office of Institutional Research (OIR) drought and presenting 2.5 years of data regarding student satisfaction concerning professors, course content, and curricular coherence at our college. Finally, I ask participants to discuss sound assessment practices (authentic assessment, backward learning design, etc.) that may help me motivate faculty to more successful interactions with their educational materials and their students.
Linda Baughman, College of Information and Cyberspace
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom G 

20D – Using Data Visualization Analysis to Examine an Institution's Delivery on the Promise of HIPs
How can a campus determine the actual impact of educational activities believed to be high-impact practices (HIPs)? Researchers who identified the widely acknowledged list of HIPs later identified the essential elements of an educational practice that are likely to have high-impact, providing insight for exploring this question. In this session, one university will demonstrate how it is using the essential elements of HIPs as a framework to identify the range of its potentially HIP offerings, and, using data visualization analysis, examine the actual impact on student success outcomes and the variability of outcomes for student populations.
Pam Bowers, University of South Carolina; and Emma Morgan, HelioCampus
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Track: HIPs in the States (High-Impact Practices)
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom A-D 

20E – Critical Perspectives on ePortfolio Learning: Preliminary Findings from a Qualitative Study
Research and assessment of ePortfolio has largely used theoretical description and quantitative methodology to assess the efficacy of ePortfolio learning in accordance with institutional goals. Few have sought to understand ePortfolio learning from the perspectives of students of color, considering how ePortfolio pedagogy serves to challenge (or maintain) oppressive learning environments. In 2022, a team at Ohio State started a qualitative study, exploring how students experienced a new campus-wide ePortfolio initiative that was part of the university’s revised General Education curriculum. This session will provide an overview of the project, present preliminary findings, and discuss implications for practice.
Teresa Johnson, Laura Struve, Zachary Hooten, and Imani Reynolds, The Ohio State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 2:45–3:45 p.m.
Room: Florida & Illinois 

20F – Improving Assessment Practices and Promoting a Culture of Assessment through a Year-Long Working Group
Assessment of student learning and development is essential to a thriving Division of Student Affairs (SA). However, training and experience around assessment often varies among SA professionals. To address the immediate need for professional development, an assessment working group was launched where participants each develop an assessment project in a supportive manner that removes barriers and encourages collaboration. Facilitators will describe the working group purpose and process, discuss barriers and lessons learned, present results of the assessment of the working group, engage with participants to support initial steps in developing a working group, and share working group materials.
Susan P. Farruggia and Daniel Wilson, University of Illinois Chicago
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 2:45–3:45 p.m.
Room: Michigan & Texas 

20G – Collaboration for Success among Assessment and Institutional Effectiveness Professionals
Historically Black Colleges and Universities Collaborative for Excellence in Educational Quality Assurance (HBCU-CEEQA) is a collaborative that brings together assessment and institutional effectiveness professionals from HBCUs nationwide. The vision is to demonstrate the effectiveness of HBCUs by using best practices in assessment and evaluation by leveraging the collective expertise of assessment and institutional effectiveness professionals and other stakeholders. These collaboration efforts offer the opportunity to come together for networking, conducting educational research, and learning opportunities. This presentation will discuss some of the collaborative efforts HBCU-CEEQA has cultivated. Why are collaborative relationships essential? How can others build those collaborative relationships at other institutions?
Shontell Stanford, Morehouse School of Medicine
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 2:45–3:45 p.m.
Room: Marriott 2 

20H – Grand Challenges in Assessment: Leveraging Data Visualization to Support Data-Informed Decision-Making
How can you make sure decision-makers on your campus see and understand assessment data? A great first step is to encourage the use of data visualizations and dashboards that can allow decision-makers to rapidly grasp key assessment findings. Join Grand Challenges in Assessment - Data Visualization Subcommittee members for a demonstration of how data visualizations can support data-informed decision-making and a discussion of 2022-2023 survey results of higher education assessment professionals and their current data visualization practices, organizational contexts, and the professional development and resource needs as we consider ways to address current barriers related to implementing/using data visualization.
Rebecca A. Croxton, University of North Carolina at Charlotte; and Amy Svirsky, Rensselaer Polytechnic Institute
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment
Time: 2:45–3:45 p.m.
Room: Marriott 3 

20I – Creating an Inviting General Education Assessment Process that Engages Faculty
One of the greatest challenges to meaningful general education assessment is getting faculty buy-in. Faculty resistance to general education assessment due to fear, misunderstanding, distrust, and time constraints creates challenges for general education assessment leaders. This presentation showcases one community college’s strategy for increasing faculty engagement with general education assessment and the faculty response to the new process. Findings from four semesters of data collection on faculty engagement will be shared and participants will leave with practical action steps for increasing faculty engagement with general education assessment.
Jennifer Billman, HACC, Central Pennsylvania's Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: General Education
Time: 2:45–3:45 p.m.
Room: Marriott 4 

20J – X Marks the Spot: Leveraging Mapping for Curriculum and Assessment
Most programs (degree and co-curricular) have many moving parts. Academic programs have numerous courses. Co-curricular programs have many potential iterations. All bring value to the student learning experience. Mapping is an indispensable tool that ensures programs are structured efficiently, outcomes are addressed, and assessments align appropriately. In this presentation, the presenter(s) will provide an interactive and collaborative approach that can be used for curriculum mapping or assessment mapping. Mapping is a great exercise—but can uncover some surprises. Examples of and advice for potentially awkward conversations will be provided.
Erica Eckert, Kent State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 2:45–3:45 p.m.
Room: Marriott 7 

20K – Standardizing the Assessment Framework to Support Student Learning in Distance Education
This interactive session will present how Columbia Southern University (CSU), a 100% online university, has an assessment framework developed through an institution-wide process of standardization that directs the collaborative process among stakeholders in curriculum planning, course design, and assessment. Additionally, presenters demonstrate how this assessment framework leverages technology as its main infrastructure to collect, retrieve, and analyze student data within its distance learning format. Finally, presenters discuss how this approach, supported by CSU’s core values, proceeded with little disruption at the onset of and throughout the COVID-19 pandemic and maintained regular assessment practices during this time.
John T. Hope, Columbia Southern University; and Khalilah Burton, Bishop State Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs
Time: 2:45–3:45 p.m.
Room: Marriott 8 

20L – Using Student Learning Outcome Data to Inform Multiple Levels of Institutional Decision-Making
Demands upon higher education to collect evidence of student learning are ever present. Accrediting bodies and other stakeholders rightfully require that institutions use collected data to inform institutional improvement. This session will describe how Davenport University developed an interconnected system of student learning outcomes data collection and analysis and how that data is used to drive decision-making toward improved institutional outcomes. Specifically, this session will explain how general education learning outcomes data is tied to annual and periodic comprehensive academic program review, as well as how Davenport has leveraged this data to develop a general education outcome certification system.
Wayne Sneath and Mathew Devereaux, Davenport University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use
Time: 2:45–3:45 p.m.
Room: Marriott 9 

20M – Leveraging EAC Blackboard's Assessment and Accreditation Solution for Computing Programs' Assessment and ABET Accreditation
As an Accreditation Board for Engineering and Technology, Inc. (ABET) Coordinator for my institution and an ABET Program Evaluator, I observed many institutions struggle to meet the requirement of the Criterion 4: Continuous Improvement and ensure that the assessment results are fed back to the continuous improvement process used to assess Student Outcomes (SO) and Program Criterion. The goal of this presentation is to share the best practice experience gained from adopting the use of the Educational Assessments Corporation (EAC) Blackboard's Assessment and Accreditation Solution, which helps us to streamline our four computing programs’ assessment to not only meet the ABET requirements of continuous improvement but also to ensure student success.
Mostafa El-Said and Samah S. Mansour, Grand Valley State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Accreditation
Time: 2:45–3:45 p.m.
Room: Marriott 10 

20N – HIPs: The Building Blocks of Successful Programming
What does it take to build a successful academic program? Vision, goals, strategy, management, challenges, teamwork, motivation, and leadership. We invite you to come listen to three notable leaders (program directors) detail the significance of incorporating HIPs into three highly successful, distinct programs at Middle Tennessee State University: The Experiential Learning Scholars Program, the interdisciplinary Master of Arts in Liberal Arts Program, and the Commercial Songwriting undergraduate program.
Janet McCormick, Carol Swayze, and Odie Blackmon, Middle Tennessee State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods/HIPs in the States (High-Impact Practices)
Time: 2:45–3:45 p.m.
Room: Lincoln 

20O – Integrating a Qualitative Analysis with Quantitative Assessments for the Evaluation of First-Year Experience (FYE) Course
This presentation will share the assessment methods, results, and lessons learned from the First-Year Experience (FYE) course at Yamagata University in Japan. We have continuously conducted direct assessments and indirect assessments to improve our course. In addition to these quantitative analyses, this presentation also analyzes students’ comments in the student surveys using the text mining method, which can extract essential concepts and patterns from large amounts of text data. We will show how this qualitative approach supplements and also substantiates the results of quantitative assessments, giving us a broader view of the educational effectiveness of the course.
Satoko Imaizumi, Takahiro Abe, Douglas Gloag, Naoto Kikuta, Katsumi Senyo, and Tetsuya Shiroishi, Yamagata University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: General Education
Time: 2:45–3:45 p.m.
Room: Santa Fe

20P – Wrangling Canvas Learning Management System (LMS) Outcomes Data - From 2 Weeks to 2 Minutes
The Office of Collaborative Academic Programs (OCAP) at Indiana University (IU) works with 48 collaborative online programs delivered across multiple IU campuses. OCAP uses the Canvas Outcomes tool to embed program learning outcome (PLO) rubrics directly into course assignments. PLO data is exported via the Canvas Outcomes Report. 

After attempting complex manual PLO analyses using Excel, OCAP partnered with the Office of Online Education Decision Support team to automate outcomes analysis for annual assessment reports. We combined Canvas Outcomes data with existing university data sources to enhance and automate the process, reducing analysis time from 2 weeks to 2 minutes.
Allison K. Chatterjee, Chelsie Deatrick, and Vicky Gavin, Indiana University Bloomington
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment
Time: 2:45–3:45 p.m.
Room: Kentucky 

20Q – Actively Engaging Undergraduates: The Importance of Student Voices in the Assessment Process
Students can be active partners in the assessment process. During this session, the presenter will review a program that intentionally engages undergraduate students in assessment where student employees design, implement, analyze, write up, and present assessment projects. The presenter also will discuss successes and challenges of the program. There will be time for active engagement from participants to discuss strategies for intentionally engaging students as partners in the assessment process, to identify assessment projects that could benefit from collaboration with undergraduate students, and to examine ways to adapt the assessment program to meet institutional needs.
Jessica M. Turos, Bowling Green State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Student Partnership and Engagement in Assessment
Time: 2:45–3:45 p.m.
Room: Tennessee 

20R – CANCELLED – Closing the Loop: The Intersection of Holistic Assessment Frameworks, Evidenced-Based Action, Theory-to-Practice, and Meaningful Storytelling
Walvoord (2010) asserts, “The end of assessment is action.” Too often, student affairs educators shy away from assessment due to anxiety, capacity, workload, or the ubiquitous ‘it isn’t my job.’ Yet, assessment, evaluation, research, and inquiry-driven practice are not going anywhere. We discuss it at conferences, in publications, during meetings and workshops, and at the end of the year when rushing to compile patchwork numbers to pass up our reporting structures. Still, student affairs educators struggle to incorporate assessment meaningfully into our daily work. By looking at assessment through a different lens, while also changing how we conceptualize our work (building holistic assessment frameworks, translating theory into practice, using easy, impactful assessment methods that work, and telling our story more effectively), we can close the assessment loop and effect positive change in our departments, at our institutions, and for our students.
Zachary N. Clark, ZNC Consulting
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods/Student Affairs and Co-Curricular Programs and Services
Time: 2:45–3:45 p.m.

Concurrent 60-Minute Sessions: 21A–21L

21A – Applying an Improvement Cycle to the Work of Assessment Offices
For several years, the Office of Assessment and Accreditation (OAA) at the University of North Carolina Charlotte has coordinated a summer scholarship program which provides faculty members with financial support and professional development that guides them to develop a research project to analyze learning improvement at the course level. This year, we turned the mirror on ourselves, examining the impact of our professional development efforts. We conducted a survey where scholarship participants were asked to provide qualitative feedback about the activities and structure of the program. In this session, we’ll share what worked and didn’t work and how the 2023 summer scholarship program evolved based on the incorporation of faculty feedback.
Myra J. George, Mitchel L. Cottenoir, and Christine Robinson, UNC Charlotte
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom E  

21B – Building Assessment Leadership in Faculty: Toward a Sustainable Culture and Practice of Assessment of Student Learning
This presentation describes the evolution of assessment leadership from teaching and learning support units to academic units in a private urban Jesuit institution. Literature suggests a distributed assessment leadership model has advantages for building positive assessment culture. Our journey moving from assessment coordination centered in teaching and learning support offices to coordination of assessment activities in academic affairs by investing in assessment supports in academic units may be informative to other institutions. Data from assessment reports, academic program review, and accreditation project evaluations track the impetus and impacts of this strategy.
Rachel Shefner, Jessica Mansbach, and Stacy Wenzel, Loyola University Chicago
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom G 

21C – Development, Delivery, and Assessment of Collective Impact at a Rural Liberal Arts College
This highly interactive session will review a collective impact team model that brought together staff, faculty, students, and community partners in an attempt to coordinate efforts around pressing needs in a rural community that benefit both the educational mission of the college and vitality of the community, with the Community Engagement center working as the backbone of support for this initiative. This panel of faculty, staff, and students will share and discuss the process used to create the impact teams, lessons learned, team assessment, and continued challenges. A logic model will be shared that participants can adapt at their own institution.
Lauren R. Paulson, Hannah Hinterleiter, Isabella James, Sydnie Patton-Johnson, Rebecca Pechmann, Lainee Swanson, and Michael Williams, Allegheny College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom A-D 

21D – A Multi-Year Mixed Methods Study of the Effects of the Tisch Scholars Program: Cultivating and Supporting Students’ Civic Leadership Skills for an Increasingly Multiracial Society
We will share an overview of one of the signature programs at the Tisch College of Civic Life at Tufts University, the Tisch Scholars program, to provide an example of how we utilize evaluation and assessment to collaborate with community partners and build sustainable community engagement practices. The workshop will include: 1) an overview of Tisch College’s mission and the different components that we offer to students and community partners, 2) an explanation of the Tisch Scholars program, 3) a summary of our assessment strategy, and 4) group workshop time for participants to think about their own assessment strategies.
Sunah Hyun, Brianda Hernandez, and Sherri Sklarwitz, Tufts University, Tisch College of Civic Life
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 4:00–5:00 p.m.
Room: Florida & Illinois 

21E – A Mutually-Beneficial Partnership Between a Student Affairs Division and an Assessment Office: How to Create It and Sustain It
Our division of student affairs and assessment office partnered to enhance the assessment capacity of student affairs educators. The goal: to develop sustainable assessment plans that provide information about student learning. We will discuss how this partnership was implemented via direct consultation, structured educational activities (synchronous and asynchronous, in-person and online, small doses and large doses), and the sharing of relevant scholarly work. This cross-disciplinary collaboration was mutually-beneficial because it elevated the status of assessment practice. In addition to providing different educational resources, we will share realistic expectations for this partnership and how it is impacted by institutional culture.
Katarina E. Schaefer and Sara Finney, James Madison University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 4:00–5:00 p.m.
Room: Michigan & Texas 

21F – Leading with Data: A Model for Data Use in the Assessment of Academic and Support Program Effectiveness
A focus on student success, as well as on the ongoing improvement of the related data-use systems that inform decision-makers are key to the vitality and effectiveness of Morehouse School of Medicine (MSM). This presentation will showcase how MSM leveraged Title III funding to implement new programmatic data elements and to enhance the data-use capabilities stakeholders in this regard. Topics discussed will include: 1) the establishment of the MSM Enterprise Data Warehouse; 2) strategies for data integration; 3) use of data analytic/visualization tools; and 4) staffing structure that MSM employed to effectively use data for continuous quality improvement of its programs and services.
Mark Howse, Morehouse School of Medicine
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Track: Institution-Wide Data Collection/Use
Time: 4:00–5:00 p.m.
Room: Marriott 2 

21G – Assessing Students for Inclusive Post-Secondary Education Programs: Perspectives on Best Practices
Today there are more than 300 Inclusive Post-Secondary Education programs across the country. These programs focus on individuals with intellectual and developmental disabilities, allowing them the opportunity to gain a college experience while simultaneously enhancing their academic skills, social interactions, and career development. One of the challenges of such programs is to effectively assess future success allowing for enhanced self-efficacy and self-awareness of the students as they progress through these academic programs. This brief workshop will discuss three years of collected data and trends used to identify successful program candidates and successful graduates.
Celia Scragg and Neil Duchac, Kennesaw State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 4:00–5:00 p.m.
Room: Marriott 3 

21H – Applying Mixed Methods to Campus Assessment and Program Evaluation
Professionals and scholars often engage mixed methods for conducting assessment, evaluations, and research for purposes of convergent discoveries or deeper explanations into phenomena. Yet many do not thoughtfully consider the underlying structures and philosophies between different methodologies and ways of constructing knowledge and how these affect their studies. This session will explore different approaches, designs, goals, and philosophies to conducting mixed methods research to strengthen participants' understanding of mixing methods to more effectively apply them to their work. Join us to discuss mixed methods and create a plan to incorporate them into your assessment and evaluation work.
Emily Braught, Indiana University School of Medicine; and Kevin Wenger, Indiana University Bloomington
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 4:00–5:00 p.m.
Room: Marriott 7 

21I – Tell Me What I Need to Hear: Applying a Leadership Communication Model to Increase Assessment Engagement
The assessment literature depicts the concomitant importance and difficulty of educator engagement in learning assessment efforts. While assessment scholars have articulated various effective strategies to promote faculty engagement with assessment at the micro, meso, and macro levels (Hutchings, 2010; Suskie, 2018; Ikenberry & Kuh, 2015), assessment professionals would benefit from communication models to guide them in actualizing these strategies with campus stakeholders. This session offers a leadership communication model, examples and evidence of the effectiveness of the model’s best-practice assessment communication strategies, and engages participants in creation and evaluation of communication approaches needed to reach diverse audience needs.
Kate Oswald Wilkins, Messiah University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 4:00–5:00 p.m.
Room: Marriott 8 

21J – Technical ​Code-Switching Can Be a Superpower: Converting Complex Assessment Data into Approachable (and/or Audience-Relevant) Executive Summaries
Code-switching has emerged within diversity, equity, and inclusion initiatives as the burden of changing one’s language, style, and presentation when interacting with different audiences. Being able to adapt and respond to organizational expectations are strengths that facilitate a greater organizational impact. Assessment professionals are fluent in data and statistical measures and must effectively translate their expertise into understandable, concise, and practical executive summaries for senior administrators. Knowing the audience and their needs is a superpower that assessment professionals at all levels should embrace as a means to demonstrate our strengths and value.
Paul Fina, Chicago State University; David Fuentes, University of Portland; Jeremy Hughes, Chicago State University; and David Weldon, William Carey University - Tradition Campus
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use
Time: 4:00–5:00 p.m.
Room: Marriott 9 

21K – Examining GPA and Praxis Outcomes for Elementary Education Majors
Aspiring elementary teachers must demonstrate their content knowledge through licensing exams and grade point average (GPA) to universities and licensing boards to pursue their dream. How well do these measures correlate with each other? Or, asked differently, can GPA predict success on a content-based licensing exam? This presentation examines how Praxis outcomes—which the Indiana Department of Education recently adopted as its standardized test of teacher content knowledge—relate to course grades in a regional, public university. The findings suggest that overall GPA is not well-aligned to exam outcomes, but grades in specific content areas may predict success on the exams.
Michael Flory, Purdue University Fort Wayne
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 4:00–5:00 p.m.
Room: Marriott 10

21L – Embracing a Culture of Assessment at an Arts Conservatory
The Cleveland Institute of Music (CIM)—an independent music conservatory with a 103-year history of training classical music performers and composers—recently underwent a massive shift in its institutional approach to assessment. Prompted by its institutional accreditor, CIM’s faculty, staff, administration, and trustees were unified in their efforts to not only meet minimum standards of accreditation but transform the school by establishing a culture of assessment to improve student learning. In this case study, we detail how CIM accomplished this, including how it engaged its faculty and embraced the challenges of quantifying subjective artistic evaluation.
Dean Southern, Sam Bivens, and Alex Cooke, Cleveland Institute of Music
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Track: Accreditation
Time: 4:00–5:00 p.m.
Room: Lincoln