2024 Assessment Institute Handouts
Each year, the Assessment Institute provides handouts from presenters who opt to submit them electronically. The following 2024 Assessment Institute presenters have chosen to share their handouts on the Assessment Institute website. Please note that not all presenters submit their handouts, and additional handouts will be added as they become available. Also, some links below will continue to be populated or updated by presenters before or during the Institute.
Sunday, October 27, 2024
| Session | Session Title/Handout | Presenters |
| 02A | The Scholar’s Academy: From Evidence-Informed Inquiry to Knowledge Dissemination | Stephen P. Hundley, Indiana University Indianapolis (Organizers of the Assessment Institute and Editors from such publications as Assessment Update, Research & Practice in Assessment, the Journal of Assessment and Institutional Effectiveness, and the Journal of Student Affairs Inquiry, Improvement, and Impact |
| 02C | Designing a Comprehensive Assessment Plan for Student Success | Gavin Henning, New England College; and Anne E. Lundquist, The Hope Center at Temple University |
| 02F | Strategic Framework: Crafting a Comprehensive Faculty Development Program Aligned with Assessment and Accreditation Standards | Nehad El-Sawi and Amy N. Morris, Des Moines University |
| 02H | Introduction to High-Impact Practice | Jillian Kinzie, National Survey of Student Engagement (NSSE) and Center for Postsecondary Research, Indiana University Bloomington; and John Zilvinskis, Binghamton University, State University of New York |
| 02I | Scaling HIPs: Broadening Access While Preserving Quality | Jerry Daday, Indiana University Indianapolis |
| 02J | Tips and Tricks for Using AAC&U’s VALUE Rubrics: “Hacking” the Rubrics to Advance Teaching, Learning, and Assessment | Jessica Chittum, American Association of Colleges and Universities (AAC&U) |
| 03B | Adapting to a ChatGPT World in Ways that Support Equity and Accuracy in Measures of Student Learning | Karen Singer-Freeman, The George Washington University; and Christine Robinson, University of North Carolina at Charlotte |
| 03B | The Role of Assessment and IE/IR Professionals in Building Equity-Minded Decision Cultures | Michele J. Hansen, The Ohio State University; and Bethany Miller, Macalester College |
| 03E | Developing Implementation Plans for Meaningful Assessment: Connecting Theory to Practice | Joseph D. Levy, Excelsior University; and Natasha Jankowski, New England College |
| 03F | The Scholar’s Academy: A Framework for Designing, Implementing, and Publishing High-Impact Practices | Sara Evans, Kennesaw State University; and Jocelyn Evans, University of West Florida |
| 03G | Empowering Insights: Data Storytelling with Tableau - A Workshop on Organizing, Visualizing, and Crafting Compelling Narratives from Survey Data | Ryan Smith, Illinois State University |
| 03H | Creating and Implementing a Sustainable Assessment Process: Practical Approaches for Harmonizing Accountability and Improvement | Felix Wao, University of Oklahoma |
| 05H | Equity Action Makers’ Assessment Projects: What Have We Learned Thus Far? | Julene L. Jones and Mary K. Thompson, University of Wisconsin–Madison |
Monday, October 28, 2024
| Session | Session Title/Handout | Presenters |
| 06A | Toward a Common Assessment Language at a University Campus | Monica Desir, Laura Carroll, and Anneris Coria-Navia, Andrews University |
| 06C | Development of Medical Faculty Workload Model to Improve Productivity and Prevent Burnout | Rahul Garg and Lawrence LeClaire, Alabama College of Osteopathic Medicine |
| 06E | HIP Digital Badges: Building a Student Facing HIPs Structure | Raquel Adams, Southwest Tennessee Community College |
| 06K | An Investigation of Discrepancies of Faculty and Undergraduate Students’ Beliefs Versus Evidence of Student Engagement in Online Courses | Melanie A. DiLoreto, University of West Florida |
| 06I | Using Project Management Methodologies to Align General Education Assessment, Program Review, and Accreditation Simultaneously | Jeremy Hughes and Sterling Richards, Chicago State University; and David Fuentes, University of Portland |
| 06N | Assessment and Program Review at the Heart of a Successful Institutional Accreditation | Ute S. Lahaie and Amy J. Heston, Walsh University |
| 07B | Becoming an Antiracist Campus: The Case of IUI Antiracist Reading Groups | A. Sonia Ninon and Jamie Royce, Indiana University Indianapolis |
| 07F | Characterizing Students’ Choices: Examining the Interplay of New Student Characteristics, Campus Involvement, and First-Year Retention | Rachel Siefring and Yiyun Jie, Virginia Commonwealth University |
| 07G | Assessment Components Revision: A Collaborative Procedure for Re-Articulating and Aligning Program Curricula to Inform Effective and Efficient Assessment | Jeremy P. Reich, New Jersey Institute of Technology |
| 07J | Academic Program Assessment Strategies: Themes and Variations | Jes Caron, Sophia Jagannathan, Maureen O’Shea, and Meegan Willi, Northeastern University |
| 07N | How Assessment is Changing DEI Work – A Longitudinal Cohort Study | Alexandria Najduch, Dartmouth College |
| 07P | Elevating Assessment Excellence: Student-Driven Strategies in Assessment Design | Jodi Robison, Brigham Young University - Idaho |
| 09B | Strategies that Promote Inclusive Environments in Higher Education | LeRoy Jones II, National Science Foundation |
| 09D | A Portrait of the Assessment Professional in the United States A Decade Later - Results from a 2024 National Survey | Mark Nicholas, New England Commission of Higher Education (NECHE); and Ruth Slotnick, Bridgewater State University |
| 09E | The Student Success Landscape: A Conversation and Call to Action | Shaun Boren, University of Florida; Renée Delgado-Riley, University of Oregon; Paul Holliday-Millard, University of North Carolina at Charlotte; Kimberly Kruchen, University of Colorado Boulder; Joseph D. Levy (Moderator), Excelsior University; and Tori Rehr, The Ohio State University |
| 10B | Looking in the Mirror: The Impact of Paradigms and Positionality on Assessment Practice | Gavin Henning, New England College; and Anne E. Lundquist, The Hope Center at Temple University |
| 10D | LevelUP Student Learning and Success with ePortfolios: Making the Most of What You Have | Julie M. Estis and David Williams |
| 10E | HIPs Research Speed Dating | Sara Evans, Kennesaw State University; and Jocelyn Evans, University of West Florida |
| 10F | Helper of Helpers: Sharing Data Results Across a Complex Division of Student Affairs | Robert W. Aaron, Qile Chen, and Amy Huntington, Northwestern University |
| 10J | Strategies for Building an Assessment Community Across Campus and Across Your State | Jennifer Nailos, The University of Texas at Austin; Rosalind Ong, San Antonio College; Dan Stroud, West Texas A&M University; and Jennifer Hughes, Texas Tech University |
| 10M | From EdTech Chaos to Student Success: A Roadmap for Sustainable Learning Technology Management | Suzanne Carbonaro, 1EdTech; and Andi M. Strackeljahn, Indiana University Bloomington |
| 10S | Using the Four Frames Model to Improve Student Learning Assessment Processes and Products | Anita K. McCauley, Amanda Griffith, Anne Hardcastle, Wake Forest University; and Karen E. Singer-Freeman, The George Washington University |
| 11A | From Chaos to Clarity: Leveraging Power BI for Effective Reporting | Kelly McCarthy, Ashley B. Metelus, and Sarah Tanner, University of South Florida Health Morsani College of Medicine |
| 11E | Faculty Support for High-Impact Study Abroad Experiences: A Community of Practice Model | Amy Cicchino, Aaron Clevenger, and Sue Macchiarella, Embry-Riddle Aeronautical University, Daytona Beach, Florida |
| 11H | Evaluating Institutional Performance through a Comprehensive Framework for Excellence | Bridget P. Dewees, Claflin University |
| 11M | Shared Values, Diverse Expressions: Assessing Student Appropriation of Institutional Mission | Michelle N. Blohm, Saint Francis University |
| 11P | Advising Alchemy: Transmuting Graduate Success through Stakeholder-Centered Assessment | Kayla Kruse and Mitsu Narui, The Ohio State University |
| 11S | Charting the Course: Navigating Collaborative Assessment Strategies for K-20 STEM Pathway Programs | Amanda Milliken and Eric Aiken, University of Michigan |
| 12A | Ideas, Research, and Writing: Understanding Composition on a Human Level | Sara E. Wink and Robert Musante, Purdue Global |
| 12B | Ungrading Unleashed: Encouraging Alternative Assessment through Faculty Development | Sarah Summers, Dan Alsop, Emily Banks, Anna James, and Andrea Mescall, Franklin College |
| 12C | Prioritizing Student Safety in Experiential Learning: A Proactive Approach | Amy Garrigan and Kaila Bingen, University of Wisconsin-Parkside |
| 12D | But What Do They Call It?: Communicating the Value of Engaged Learning to Students | Lorrie A. Brown, Indiana University Indianapolis |
| 12H | Making a Grand Contribution - How to Address Grand Challenges in Assessment on Your Campus | Karen Singer-Freeman, The George Washington University; Kelly McCarthy, University of South Florida; Glenn Allen Phillips, Watermark; Christine Robinson, University of North Carolina at Charlotte; and Jessica N. Taylor, University of Tennessee at Chatanooga |
| 12O | Assessment of General Education Learning Outcomes at a Community College | Eric Wiesenauer and Casey Armour, Delta College |
| 12P | Piloting a VALUE Rubric Reform Process: Lessons Learned From Quantitative Literacy | Steven K. Jones, United States Airforce Academy; Beth Perkins and Jessica Chittum, American Association of Colleges and Universities (AAC&U); and Luke Tunstall, Trinity University |
| 12R | From Application to Graduation: Cross-Campus Collaboration to Define, Identify, and Serve First-Generation College Students | Katie Busby, Lauren Jones, and Ashleen Williams, The University of Mississippi |
| 13K | AI: Your Assessment Assistant | Gavin Henning and Natasha Jankowski, New England College; and Ruth Slotnick, Bridgewater State University |
| 13L | You Don’t Need to be a Statistician to Conduct Assessment: From Data to Decision-Making | Mitsu Narui and Kayla Kruse, The Ohio State University |
| 13M | Accreditation Monitoring Report: How an R1 Institution Is Working Its Way Back to Compliance with Student Learning Outcomes | Melanie S. Jenkins-Simpson and Misty McFadden, The University of Alabama in Huntsville |
| 13R | Transformative Approaches to Data-Informed Academic Program Review: Strategies for Transparency, Accountability, and Collaboration | Jennifer Wies and Bethany Miller, Eastern Kentucky University |
| 14D | Assessment of an Undergraduate Social Work Program with a Focus on Anti-Black Racism Education and Metacognition | DuWayne Battle and Kerry Hennessy, Rutgers School of Social Work |
| 14O | Remodel, Rebuild, Redesign: Rewriting Our Story for Co-Curricular Assessment | Julie Saam and Chanda Deaton, Indiana University Kokomo |
Tuesday, October 29, 2024
| Session | Session Title/Handout | Presenters |
| 15A | Faculty Take the Lead: Shared Governance for Effective Outcomes Assessment | Mary Ellen M. Scofield, Chemeketa Community College |
| 15D | Measuring What Matters: Stories from the Revision of Student Teaching Evaluations | Aye M. Htut-Rosales and Yi Luo, Harvey Mudd College |
| 15E | Empowering Accreditation: Exploring Innovative Strategies and Dynamic Tools for Continuous Improvement | Melisa H. Pierce, Whiddon College of Medicine |
| 15F | Developing Degree Program Assessment Plans: A Toolkit for a Scalable Campus-wide Faculty Cohort Model | Jennifer McKanry and Keeta Holmes, University of Missouri-St. Louis |
| 15I | Beyond the Swipe: The Evolution of Direct Evidence of Card Swipe Engagement | Sheila Bustillos, Jason Simon, and Samuel Williamson, University of North Texas |
| 16A | Ivy Tech's Rubric Detail Report | Robert K. Morse, Ivy Tech Community College |
| 16B | HIPs Faculty Development Tracks: Scaling HIPs with Professional Development | Raquel Adams, Southwest Tennessee Community College |
| 16D | Developing a Foundation, Framework, and Future Directions to Demonstrate the Educational Value of Co-Curricular Experiences at the University of North Dakota | Karina Knutson, University of North Dakota |
| 16E | Academic Success Courses: Comparing Proactive and Reactive Interventions | Kellie Schmidt and Sarah Summers, Franklin College |
| 16H | AI-Assisted Assessment of Expected Competency Outcomes in Education Programs | Miriam Celia Bergue Alves, Naval Postgraduate School |
| 16I | The Hand-Off: Transitioning to a New (Gen Ed) Assessment Coordinator | Cathy Barrette, Wayne State University |
| 16K | Analyzing Actions for Improvement in Program Assessment | Mary Rosene and Gray Scott, Texas Woman's University |
| 16J | Survey Recruitment and Incentive Strategies to Boost Response Rates | Tori Rehr, The Ohio State University |
| 17B | Creating and Assessing Inclusive Learning Environments through Data-Informed Liberatory Design | Gavin Henning, New England College; Anne E. Lundquist, The Hope Center at Temple University; and Erick Montenegro, Council for Opportunity in Education |
| 18A | Adaptable Analytics: Improving Technical Literacy For All | Thomas Pike and Melissa LaDuke, National Intelligence University |
| 18C | Using the 2023 Assessment Institute to Initiate Department Culture Change | Christine Knapp, Wayne State University |
| 18D | Developing a Small-Scale Study of Student Perspectives on ePortfolio Development | Stephanie Roach, Jennifer Alvey, and Kazuko Hiramatsu, University of Michigan-Flint |
| 18E | Integrated Assessment of a Cross-Divisional First-Year Experience: Institutional Commitment, a Culture of Assessment, and Scaling HIPs at California State University, Dominguez Hills | Michele Dunbar, Marisol Cardenas, and Rui Sun, California State University, Dominguez Hills |
| 18K | Mind the Gap: Taking an Assessment “Gap Year” to Rethink, Rewrite, and Reinvest in Our General Education Learning Outcomes | Jennifer Daines, Maggy Carmack, Max Fassnacht, and Jennifer Palmer, Colorado Technical University |
| 18O | Cambridge Assessment: Accessing Learner Opportunities Across the World Resources |
Pamela Kerouac and Adina Chapman, Cambridge International |
| 18P | Leveraging MSCHE Standards for a Culture of Assessment: The Guide to Curriculum Maps | Amber Ward and Christine McDermott, Delaware State University |
| 18R | Continuing the Narrative of the University of Wyoming (UW) Assessment Matrix Pilot Program | Heather E. Webb Springer and Francois Jacobs, University of Wyoming |
| 18U | How to Build an Assessment Culture and Normalize Cross-Campus Collaboration | John Girdwood, Beth Green, and Stephanie Hare, University of Michigan-Flint |
| 18V | A Systemic View of the Quality Assurance Systems for Higher Education in Latin America | Ivan F. Pacheco, Qualipliance |
| 19A | High-Impact Practices and the Scholarship of Teaching and Learning (SoTL) | Jerry Daday, Indiana University Indianapolis; Jillian Kinzie, National Survey of Student Engagement (NSSE) and Center for Postsecondary Research, Indiana University Bloomington; Sara Evans, Kennesaw State University; and Jocelyn Evans, University of West Florida |
| 19B | From Training to Transformation: A Longitudinal Analysis of the Impact of the Equity Champions Program at Washington University in Saint Louis Utilizing Self-Efficacy Assessment | Joel T. Dalton and Chayla Vazquez, Washington University School of Medicine in Saint Louis |
| 19D | Coach Advise Resource Educate (CARE): Using Coaching as a Vehicle for Assessment of Student Success and Wellness | Sarah Getch, Esperanza Anaya, Julie Fountain, and Erinne Kennedy, Kansas City University |
| 19H | Using Data for Reflection, Growth, and Story Telling | Michael Self Sr., Wilberforce University |
| 19J | Promoting Institutional Culture through Assessment Policies and Maximizing Stakeholder Engagement through Organizational Learning | Sterling Richards and Jeremy Hughes, Chicago State University; David Fuentes, University of Portland |
| 19K | A Change Model for Equity-Centered Assessment | Gavin Henning, New England College; Ciji Heiser, Co-Creating Action and Developing Capacity Coaching, LLC; and Anne E. Lundquist, The Hope Center at Temple University |
| 19L | Benchmarking Assessment Course Syllabi in Graduate Higher Education and Student Affairs Programs: Implications for Practitioners | Tori Rehr, The Ohio State University; Paul Holliday-Millard, University of North Carolina Charlotte; Shaun Boren, University of Florida; Natasha Jankowski, New England College; and Joseph D. Levy, Excelsior University |
| 19M | Strategic Applications and Directions for Financial Technology (FinTech) in Institutional Data Collection and Compliance | Douglas R. Allen II, Independent Scholar; and Beverly Schneller, Governors State University |
| 19N | Strategically Planning Assignments In an AI Era: Using Assessment Objectives to Mitigate or Encourage AI Use | Cara J. Gomez, Delaware State University |
| 19O | Societal Impact and Assessment: How to Gauge Impact and Success | Kent Seaver, University of Texas at Dallas-Naveen Jindal School of Management |
| 19P | Lessons Learned During the Preparation of an HLC Assurance Argument | Michelle C. Maus and Diego Hernandez, Tiffin University |
| 19Q | Using Logic Models to Organize and Track Student Learning | Sheila Bustillos, Shafayat Islam, and Samuel Williamson, University of North Texas |
| 19R | Telling Your Core or General Education Story in an Academic Program Review | Debbie Finocchio, Carole Huston, and Margaret Leary, University of San Diego |
| 19S | Institutional Learning Outcomes: Zero to Sixty: How Northeastern Completed Five Rubrics in Five Months | Veronica L. Koehn, Sam Soliman, Leslie Weinsheim, and Stephanie Weatherill, Northeastern Junior College |
| 19U | Creating and Implementing a Data Ecosystem for Assessing Sexual Violence Campus Climate | Sarah Socorro Hurtado and Caitlyn Glaser, University of Denver |
| 20A | Lost in Learning Assessment Lingo? Let’s Talk Strategies for Promoting Learning Improvement through Shared Understanding | David S. Williams and Julie M. Estis, University of South Alabama; and Cecelia Martin, Clark College |
| 20B | Data Equity Scorecard | Jennifer Wilson and Janette Isaacson, Oregon Institute of Technology |
| 20H | Fulfilling Your Mission through Effective Planning | Michael Self Sr., Wilberforce University |
| 20J | Embedded Assessment: Composing a Strategy at Northeastern University | Maureen O'Shea, Jes Caron, Sophie Jagannathan, and Meegan Willi, Northeastern University |
| 20K | Bottoms Up – Making Assessment Fun and Engaging | Amy Nicely, Wendy Brown, Stephanie Loveless, Jen Slavik, and Ryan Wyckoff, Danville Area Community College |
| 20L | Storytelling as Assessment and Assessment as Storytelling: Reading and Writing Equity | Glenn Allen Phillips, Watermark; Ciji Heiser, Co-Creating Action and Developing Capacity Coaching, LLC; Mary K. Thompson, University of Wisconsin–Madison; and Julene L. Jones, University of Kentucky |
| 20N | Faculty-Centered Rubric Design: An Effective Approach for Large-Scale Online Program Assessment | Allison K. Chatterjee and Kristoffer Rees, Indiana University Bloomington |
| 20O | Three Tools for Institutional Assessment and Program-Health Planning | Lizbeth Nunez, Jeffrey Pizek, and Ada Uche, Colorado Technical University |
| 20R | Systems-Thinking and Relationship Building to Address Accreditation and Institutional Efficiency | David Fuentes, University of Portland; Jeremy Hughes and Sterling Richards, Chicago State University |
| 20S | “Everything Goes Up, But Nothing Comes Down”: Building Bridges Between Faculty and Institutional Assessment at Community College of Philadelphia | Amy A. Birge-Caracappa and Elizabeth Gordon, Community College of Philadelphia |
| 20U | Institutionalized Program Evaluation Change: An Annual Process | Jie He and Linh Dao, Capella University |
| 20W | An Assessment Practitioner’s Guide to Surviving Accreditation | Kerry L. Jones, Tiffin University; and Kristen Lindsay, University of Findlay |
| 21A | Intervention and Improvement: Leveraging Feedback-Driven Assessment through Technological Innovations and Other Best Practices | Dan Stroud, West Texas A & M University |
| 21B | Equity in Demographic Data: Why It Matters How We Ask | Joanna Z. Boeing, Bridgewater State University |
| 21C | Program Assessment and Institutional Performance: Is There an Empirical Connection? | Nicholas T. Christian, Wright State University |
| 21D | Transforming Curriculum through Faculty Development: High-Impact Pedagogy in Action | Irina Makarevitch, Sarah Greenman, Marcela Kostihova, and Alina Oxendine, Hamline University |
| 21E | Equity in Experiential Learning: Meeting Students’ Needs through Work-Based Learning | Kaila Bingen and Madhumita (Mita) Banerjee, University of Wisconsin-Parkside |
| 21F | Coordinating Divisional and Student Affairs Assessment: Strategies for Success | Gavin Henning, New England College; Erin Bentrim, Anthology; and Kim Yousey-Elsener, Binghamton University |
| 21K | Fostering Educational Excellence: The Role Stakeholders Play in Assessment Planning | Kathleen M. Williamson, Indiana University Fort Wayne; and Sharon F. Beasley, University of the District of Columbia |
| 21O | Practical Application of Program Theory and Implementation Fidelity in Academic Programs and Student Affairs Units | Teresa Flateby, Consultant, T.L. Flateby & Consultants |
| 21Q | Incorporating Student Leadership in Pursuit of Justice: Transformative Assessment Paradigms in a Co-Curricular Leadership Development Program | Jonathan D. Fuller and Gabriel Driver, Virginia Commonwealth University |
| 21R | Use of AI: From Artificial Intelligence to Human Intelligence in Program Assessment | Gloria Rogers, ABET, Inc. |
| 22A | Leveraging Student Voices to Center Career Self-Efficacy in STEM PhD Programs | Jennifer Claydon and Meghan E. Bathgate, Yale University |
| 22B | Research Intensive Student Experience (RISE): Raising Student and Faculty Engagement in Undergraduate Research | Kathryn Marten, University of Wisconsin–Green Bay |
| 22D | If You Build It, They Will Learn: Development, Delivery and Assessment of a Student-Centered Co-Curricular Program at a Small, Rural, Private College | Kelly Shields, Ohio Northern University |
| 22H | From Compliance to Culture: Building Meaningful Assessment Practices | Missy Nieveen Phegley and Eric Sentell, Southeast Missouri State University |
| 22I | Building "All Things Assessment" | Robert K. Morse, Ivy Tech Community College |
| 22J | How Can AI Be Used to Support Assessment Processes and Promote Equity? | Lisa Hansen and Josephine Rodriguez, Western New England University |
| 22K | Mapping Matters - Program Assessment, Faculty Engagement, and Student Outcomes | Kristyn MacInnis and Jennifer Hatfield, Indiana University South Bend |