Handout | Session Recording Link

Academic Program Review (APR): Meeting the Needs of our Institution and Our Academic Units
The University of New Mexico has recently transformed our APR process with institutional input that includes an internal assessment plan of our processes and services, an external survey with our constituents, steering committee oversight, and academic affairs initiatives. We would like to share and discuss the successes and lessons learned as we have navigated these changes. This includes logistical coordination, data centric reviews, campus involvement, impact of  PR’s, messaging, feedback, and meeting HLC requirements.
Samuel Hatch and Julie Sanchez, University of New Mexico
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Assessment Methods (AM)

Session Recording Link

Putting the AIR-EDUCAUSE-NACUBO Joint Statement on Analytics into Practice
Three higher education associations (AIR, EDUCAUSE, and NACUBO) crafted a Joint Statement on Analytics, a call-to-action to higher education leaders that describes the urgency of a collaborative analytics approach and outlines guiding principles for heightening analytics’ role in an institution’s strategic efforts. This session will present the Statement and help participants develop ideas for collaboratively moving analytics forward at their own institutions.
Christine Keller, Association for Institutional Research (AIR); Keith McIntosh, University of Richmond; Jason Simon, University of North Texas; and Orkun Toros, University of Texas at Dallas
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Advanced
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

An Assessment Story: The Common Liberal Arts Experience, Debunking a Misconception
The common liberal arts experience, in the form of general education programs, is an essential feature of American universities. While most educators value general education, many students do not. Students view general education requirements as interfering with their major requirements. We aim to set the story straight using assessment records — is there a disconnect between general education and academic programs? We examined the learning outcomes of the general education program at a liberal arts university and cross-examined them with the learning outcomes of all undergraduate programs. Results will be presented, debunking the misconception, in a compelling assessment story.
Daigo Blanco-Murakoshi, Brian Leventhal, and Yelisey A. Shapovalov, James Madison University
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: General Education (GE)

Handout | Session Recording Link

An Institutional Model to Advance Use of Existing Student Data: A Review of the Student Data Insights Strategy Team
Assessment professionals often face challenges of information siloes and lack of purposeful use of existing data. An innovative Student Data Insights Strategy Team was used to leverage existing research and data across departments and develop tailored, action-oriented recommendations to improve student outcomes. Organized on the theme of supporting low-income students and COVID-19’s disruptions, the multi-department strategy team utilized institutional data and follow-up focus group insights to host equity-minded discussions with faculty, staff, and administrators.  This session shares methods and best practices for implementing multi-departmental strategy teams to improve data use and equity-minded approaches that reduce siloes and support student success.
Lucas Schalewski and Kendra Thompson-Dyck, University of Arizona
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

An Integrative, Multi-Method Approach to Curriculum Redesign
Presenters will outline a comprehensive model for intensive program and course curriculum redesign. A multi-method process used to integrate program and institutional assessment outcomes into revised undergraduate curricula are highlighted. Approaches to ensure alignment between a traditional, face-to-face format and an accelerated, online format throughout the redesign process and beyond are also provided. This documented procedure helps ensure that improvement occurs without compromising quality of curriculum or consistency between delivery formats. The curriculum produced as a result of this approach is fresh, rigorous, and aligned between traditional and online formats. Curriculum and development managers will benefit from learning these strategies.
Dana Hirn Mueller and Julie M. Luker, Concordia University, Saint Paul
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

Applying Learning Science and Machine Learning to Close Equity Gaps and Improve Career Readiness
In this interactive presentation, we explain how equity gaps can be closed and career-readiness improved by applying learning science to the design, delivery, and assessment of low-cost, easy-to-administer micro-interventions that can be embedded into existing in- and out-of-class online and face-to-face offerings. We will share machine learning analytic as well as some other assessment methodology successes and failures from two different HSIs. In these examples, participants will be able to critique applied learning science theory as it relates to selected assessments, as well as the methodology used to connect this work to institutional performance indicators. Additional educators contributing to this presentation are Lisa Nagy, Ashley Perguson, Catherine Robert, and Mitchell Strahlman from the University of Texas Arlington, as well as Sandy Kahn, Lisa Gates, and Robyn Saiki from San Diego State University.
Henry Anderson, Marilee Bresciani Ludvik, Kimshi Hickman, Danielle Klein, Amanda Olsen, Catherine Roberts, Pete Smith, University of Texas Arlington; Nina Potter and Stephen Schellenberg, San Diego State University; and Shiming Zhang, University of Texas Houston Medical School
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Advanced
Primary Track: Emerging Trends in Assessment (ET)

Session Recording Link

ArgoNurse Peer Mentoring Program HIP
The ArgoNurse Peer Mentoring Program is a near-peer mentoring program. Senior nursing students are paired with incoming junior nursing students (dyads). Mentor/Mentee dyads are also assigned to a faculty mentor (triad) for support and trouble shooting. The mentoring program aims to provide the mentoring dyad with a mentoring toolkit; mentor/mentee training, and faculty mentors to support a positive transition to nursing school and to foster meaningful connections between junior and senior ArgoNurses. This program is designed to enhance an overall positive collegiate experience through engagement in diverse activities that foster cognitive and psychosocial development.
Angela C. Blackburn, Brandy Strahan, Tina Taylor, and Karen White Trevino, University of West Florida
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: General Education (GE)

Handout | Session Recording Link

Assessing Affective Learning Outcomes in Online Environments
The Griffith University Affective Learning Scale (GUALS) developed by Rogers et al. (2018) was used to assess online course data. This session will incorporate assessment data from two online cohorts of doctoral students and a professional certification MOOC. As recent politically-charged events have demonstrated, higher education institutions cannot afford to continue graduating and certifying valueless leaders. This presentation responds to research calls from Hansen, 2019; Hundley et al. 2019; Norris and Weiss, 2019; and Zahl et al. 2019 to respectively: assess growth mindsets, and to integrate affective learning outcomes based on reflection and introspection, transdisciplinary learning and assessment, and measurements of attitudes, skills and values unique to professional roles.
Joseph D. Levy, National Louis University; and Vince Nix, Lamar University; Misty Song, Abilene Christian University; and Muzhen Zhang, Northwestern University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs (AO)

Handout | Session Recording Link

Assessment for Data Geeks: Applying Business Intelligence, Relational Databases, and Dashboard Reporting to Assessment
This session will examine learning outcomes assessment in academic programs from the perspective of a data analyst and business intelligence engineer. How are the alignments between course assignments and learning outcomes - whether internal or accreditation standards - documented in a database-friendly format? How can these relationships be combined with performance from learning management systems to describe results? How can dashboard software assist in putting the pieces together to make reports that are interactive, automated, and manageable? These questions will be explored in a practical session focused on the intersections between assessment and business intelligence.
Nate Flint, National Louis University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment (UT)

Handout | Session Recording Link

Weaving A Web: Building A Culture of Assessment
This interactive session will share the case of a private, urban, religiously affiliated institution and our efforts to develop a culture of assessment. This grassroots effort by leaders of various academic and co-curricular units has cultivated a web-like network that connects seemingly disparate units through discussing best practices, sharing findings, and taking action collaboratively. Presenters will share challenges and tools for engaging in this work to build or enhance a culture of assessment at your institution. Participants will have the opportunity to reflect and discuss specific experiences from their campuses as the presenters share examples from their case study.
Betsi Burns, Shannon Howes, Jessica Mansbach, Rachel Shefner, Stacy Wenzel, and Hilary Zimmerman, Loyola University Chicago
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment (LA)

Session Recording Link

Assessment in the Time of COVID-19: Leveraging Technology and Faculty Engagement for Successful Assessment Practice During Remote Learning
General Education Assessment programs balance the collection of extensive data with limited resources.  During the COVID-19 pivot to remote learning, assessment continued, but new approaches to existing technology resources were necessary. With support and engagement from faculty, student work was collected directly from the Learning Management System and shared through cloud-based document storage. Electronic data collection greatly reduced the time necessary to analyze data. Outcomes attainment information was available to faculty within weeks promoting near real-time feedback to inform course-level intervention plans. Participants will learn about this step-wise approach to streamlining assessment.
Karen Beck, Glenda Breaux, and Elizabeth A. Shrader, Community College of Baltimore County
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment (UT)

Handout | Session Recording Link

Assessment of Preclinical Courses in Preparing International Dentists for Clinical Trainings in the U.S. Dental School
Historically, candidates were accepted into the International Dentist Program based significantly on performances on the bench test. Then, Summer Intensive course was another 6-week intensive course to train the students. With COVID-19 pandemics, the bench test was not feasible in 2020. Concerns in readiness were raised. The course proactively started in Spring to allow more time and smooth transitioning into clinics.  Feedback through CourseEval in the past 3 years will be used to compare the effectiveness of the courses to prepare them for all clinical competencies. Data will be collected for future enhancement of course effectiveness.
Sopanis Cho, Ashok Das, and Sean Stone, Indiana University School of Dentistry
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Competency-Based Education and Assessment (CB)

Handout | Session Recording Link

Better Data for Better Decisions with the Postsecondary Data Partnerhips
The National Student Clearinghouse has a long tradition of being higher ed’s trusted data partner.  This session, will take an engaging look into the “future is now” direction of the Clearinghouse’s innovative services designed to support Higher Education through this era of digital transformation.  In particular, we’ll explore the Postsecondary Data Partnership, or PDP, a nationwide effort to help colleges and universities gain a fuller picture of student progress, meet various accreditation requirements, and help students progress and complete.  This session will explore the PDP dashboards through cases that explore identification of equity gaps, and assess the impact of reforms.
Ken McVearry and Lisa Stich, National Student Clearinghouse
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Diversity, Equity, & Inclusion (DV) 

Session Recording Link

Broadening the Lens: Capturing Co-Curricular Learning Experiences
Co-curricular experiences reinforce the institution’s mission and values, while helping students gain applicable knowledge outside of a formal classroom setting. For online learners, engagement in co-curricular campus experiences can be limited by geographic access and time constraints. As more students are attending classes virtually, an opportunity exists to engage students in online co-curricular activities and assess the learning. This session identifies challenges,  opportunities, and measures addressed to assess learning in online and on-campus activities that occur outside of a classroom setting.
Alisa V. Fleming and Sam Rodriguez-Flores, University of Phoenix
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Handout 1 | Handout 2 | Session Recording Link

Build it Right the First Time: Modeling Survey Data for Business Intelligence (BI) Tools
Over the past decade, business intelligence (BI) applications have emerged as powerful tools for sharing and visualizing assessment results. There are countless data visualization resources, but there are few guides for the structuring of survey data for use in for BI tools. Analysts accustomed to building visualizations based on “flat files” often struggle when asked to visualize or present data using BI software. This session will guide participants through the data modeling process for a typical survey using Microsoft Power BI. Interactive knowledge checks will allow participants to test their understanding and resolve misconceptions.
Betty J. Harper, Shannon Lee, and Carly Sunseri, The Pennsylvania State University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

Building a Better Exam: Using Educational Theory to Standardize Assessment Construction and Review Processes
Assessments should be valid and reliable. This is challenging when there are multiple authors with various levels of expertise creating assessment items. We created a pilot to operationalize established best practices into a workflow to streamline assessment creation and bring uniformity to the process utilizing past student performance. Job aids and additional supports were provided to faculty. Data were collected on creation time, blueprint consistency, performance, and post-assessment item adjustments before and after initiation.  By placing emphasis on an educationally sound approach to assessment creation and review, faculty can confidently build assessments based on past-item performance and intentional proactive review.
Sarah E. Raake, Benjamin C. Stephens, and Kimberly K. Daugherty, Sullivan University College of Pharmacy and Health Sciences
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Beginners
Primary Track: Use of Technologies in Assessment (UT)

Handout | Session Recording Link

Using Student Self-Assessment as a First-Year Transition and Retention Tool
In the restructure of a first-year seminar course, a new tool was implemented for students to conduct a self-assessment of their transition to college. The TIGA (Tiger Intrusive Group Advising) assessment was created as a way for intervention strategies to be implemented and students to be connected to resources based on their own self-assessment in their transition experience. Strengths and weakness of this approach will be discussed, and an example survey template and communication timeline will be shared.  Participants will engage in a discussion on developing strategies to bring students into assessment and retention practices on their own campuses.
Amanda L. Martin, Louisiana State University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Session Recording Link

Cathartic Assessment: Discussion-Based Planning and Reporting during a Pandemic
In an era of budget cuts, heightened faculty fears over the future of programs, and more enrollment questions than normal, Jacksonville University decided to design and implement a discussion-based approach to assessment for the 2020-2021 academic year. This decision—which was made to minimize the bureaucratic feeling of sending out templates and providing deadlines—has led to enhanced faculty and staff understanding of assessment without the stress of prolonged back and forth reviews and evaluations. Moreover, and, in this case, more importantly, the discussion-based approach has led to expressions of cathartic relief.
William Miller, Jacksonville University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Handout | Session Recording Link

Community College Students Deriving Value from a First-Year Seminar
In a case study aimed to better understand how community college students perceived a first-year seminar curriculum designed with the following four steps: reflect, visualize, write, and plan, students recorded instances of perceived personal growth and skill application through writing assignments.  Students also incorporated visual mediums in response to photo prompts specific to this study.  Assignments of 16 student volunteers were collected and analyzed from two virtually delivered sections for which I was the instructor. Of the 16 participants, nine took part in a voluntary interview about their experience at the end of the term.
Claire Maxson, Ivy Tech Community College
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Community Colleges (CC)

Handout | Session Recording Link

Competency-Based Theological Education: Key Transferable Principles Emerging from a Single Case Study
Competency-based education (CBE) continues to gain interest among the academy and policyholders, with a hope that CBE will respond successfully to many challenges faced by postsecondary educational institutions. Theological institutions are finding their niche, referring to the educational philosophy as Competency-Based Theological Education (CBTE). Little research has been conducted on CBTE. This session will share transferable principles that were discovered through a single-case study exploring the perception of and experience with CBTE among selected senior administrators, faculty, and students of a Masters of Divinity program at a Christian, faith-based seminary located in North America.
Karla L. McGehee, New Orleans Baptist Theological Seminary
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Competency-Based Education and Assessment (CB)

Handout | Session Recording Link

Course Snapshot Tool: A Curriculum Review Process
This session will describe Course Snapshot, a tool that regularly tracks course trends and modifications, with the goal of maintaining and improving curricular content and adapting to student learning needs. The process involves instructors completing an online survey following each term identifying course content updates, topic overlaps, gaps, and learning activities. Course strengths and assessment activity trends are explained. Course evaluation themes and use of student feedback are recorded. A committee reviews reports to identify program trends and recommend changes to appropriate stakeholder groups. This session will facilitate discussion on ways to adapt and improve this process in other programs.
Beth Janetski, Beth Martin, Emily Tarter, and Denise L. Walbrandt Pigarelli, University of Wisconsin-Madison School of Pharmacy
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment (ET)

Session Recording Link

Creating, Implementing, and Assessing a Community College General Education Curriculum
Community College of Beaver County (CCBC), a small, rural community college, spent three years developing and implementing a comprehensive general education curriculum. This session presents the process CCBC used to achieve this goal through a step-by-step approach that emphasizes three phases: creation, implementation, and assessment. This step-by-step approach makes CCBC’s plan easily adaptable to any institution of higher education that is exploring how to update, embed, and assess general education competencies across courses and programs—even in the middle of a global pandemic!
Katie Thomas, Community College of Beaver County
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: General Education (GE)

Handout | Session Recording Link

Dashboards: A Means to Discovering and Reporting Vital Insight into the Student Learning Experience
Mastering data is one of the great challenges in Higher Education. Indiana Wesleyan University has been on a journey to provide program leaders with clean, clear, and accessible data to inform the program review process. After spending a year evaluating procedures and practices, the program review process has been recrafted. Gone are the countless hours sifting through spreadsheets and reports created from the university survey system.  Dashboards are at the center of the new process. Program leaders no longer have to request special reports or wait on data to be analyzed. Time can now be spent on understanding the student learning experience and measuring student’s success in meeting outcomes.  Participants will discover the steps Indiana Wesleyan University has taken to streamline processes and improve the ability of faculty to gain insight into the student learning experience.
Connie Crump, Becky Hartley, and Aaron Metzcar, Indiana Wesleyan University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment (UT)

Handout | Session Recording Link

Data Pathways: Innovative Strategies for Visualizing and Interpreting Assessment Results
Georgia Southern University has a wealth of meta-assessment data collected through the annual peer-review of academic program and core course assessment documents. Over the past two years, the Office of Institutional Assessment and Accreditation has progressed from rudimentary tracking of peer-review scores and trends to more nuanced and sophisticated analyses of distributions. Unique and innovative data visualizations highlight progress and opportunities for growth supporting targeted decision making for resource development and allocation. This model can be adapted to academic or administrative assessment data at the course, program, or institutional level.
Delena Gatch, Jaime O'Connor, and Brad Sturz, Georgia Southern University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

Designing Adaptable Classroom Assessments
How can we design classroom assignments that accurately assess learning and are flexible in times of emergency? Adaptable assessment design accomplishes this by allowing students to demonstrate learning utilizing their strengths. This separation of assessment of content from assignment structure lowers external barriers, minimizes confounding variables, and is particularly important for marginalized students.  Adaptable assessments also provide flexibility in times of crisis, because they are focused directly on learning outcomes and can, therefore, take different forms based on the current circumstances. This session demonstrate how adaptable assessment design can be used to design effective and engaging learning activities and assessments.
Suzanne Wakim, Butte Community College
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Assessment in Online Courses and Programs (AO)

Handout | Session Recording Link

Designing Collaborative Assessment that is Inclusive and Actionable
In this session, attendees will discuss how relationship building is critical to assessment efforts in higher education. This interactive session will introduce and discuss our guiding framework, the Collaborative Assessment Model (CAM). CAM emphasizes the interpersonal and situational contexts where data are envisioned, collected, analyzed, and applied. Leaning on realist evaluation frameworks and situational management theories, CAM is positioned to assure assessments meet four central standards. Namely that assessment is 1) Aligned, 2) Actionable, 3) Inclusive, and 4) Sustainable. Attendees will discuss examples of CAM practices at Yale, and then examine and identify next steps in their own work.
Meghan Bathgate and Jennifer Claydon, Yale University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Emerging Trends in Assessment (ET)

Handout | Session Recording Link

Weekly Learning Outcomes: Transforming Student Experience
Weekly Learning Outcomes.  We as educators take them seriously.  We consider student learning targets, think about Bloom’s Taxonomy, map to the weekly assessments, draft language that is measurable, clear and concise, yet often, Weekly Learning Outcomes are overlooked by students as meaningless high browed blathering.  No more!  We have cracked the code!  Learn how we have built a weekly “Target” that not only upholds our institution’s Weekly Learning Outcomes standards, but is actually considered a crucial part of weekly learning by students who now use them to guide their own learning paths.  It’s a win/win for the learning community!
Tracy Marshall, Walsh College
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs (AO)

Session Recording Link

Early Alert: From Black Box to Collective Understanding
Early Alert is a referral practice to help support students experiencing academic struggles in their courses. We have been utilizing the practice for over a decade and yet faculty and staff never knew how it works, why we do it, and if it is really helping. Through the use of tableau dashboards and inter-institutional collaboration, we are finally able to take a critical look at outcomes. Join us to learn how the wide use of data enabled discussions around the equity and efficacy of Early Alert and how collectively we found areas for improvement to better support students.
Erika Larson, Laura Perrigo, and Ian Whitman, University of Colorado Denver
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use (ID)

Session Recording Link

Using Program Reviews to Plan Strategic Improvements for an Office of Assessment and Accreditation
Program Review is an important mechanism toward continuous improvement. However, at many institutions, program reviews are only completed by academic departments. In this session, we describe our process for units that do not provide direct instruction to students and share a case study of how the process informed improvements for the Office of Assessment and Accreditation. Participants will leave with a model for adopting a program review process to non-teaching units and ideas of ways to incorporate feedback from external evaluators to improve the functioning of offices of assessment and accreditation.
Karen E. Singer-Freeman and Christine Robinson, University of North Carolina at Charlotte
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Accreditation (AC)

Session Recording Link

When One Assessor’s “Great” is Another Assessor’s “Okay”: The Value of Building an LMS-based Assessor Calibration System
“I know exceptional work when I see it,” is a mentality that often runs afoul of efforts toward calibration.  Defining what specifically denotes exceptionalism from mediocrity is a challenge, especially for student learning outcomes with numerous assessors. Creating online training courses for assessors allows for explicit transmission of student learning outcome definitions, communication of the common indicators of proficiency, practice of calibration activities, and promotion of social moderation among the assessment community. While exploring the use of Canvas (or another LMS) for calibration purposes, this presentation will explain how to recognize calibration concerns, support well-defined solutions, and create effective calibration activities.
Colleen J. Karnas-Haines, University of North Carolina at Charlotte
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment (UT)

Handout | Session Recording Link

Engaging in Outcomes-Based Program Review that Connects to Institutional Performance Indicators
Outcomes-based program review (OBPR) is important, and when done well, it can inform meaningful decisions and prioritize limited resource re-allocations during economic downturns. The COVID-19 pandemic and resulting economic downturn has upended much of how we work within higher education. As such, what does OBPR look like now? How can it be leveraged to inform improvements needed to change the direction of your institutional performance indicators, close equity gaps, and inform reallocation of resources? This session presents several OBPR models that participants will explore and critique, thus creating an opportunity for them to refine or affirm their own institutional practices.
Marilee Bresciani Ludvik, University of Texas Arlington
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Advanced
Primary Track: Assessment in Online Courses and Programs (AO)

Handout | Session Recording Link

Establishing a More Robust and Equitable Process for Peer Reviews of Teaching
As research continues to support rampant bias in standard end-of-course evaluations (SETs), institutions are struggling on how to respond.  One response is to reduce the emphasis on SETs for reappointment, promotion, and tenure decisions and rely more heavily on peer reviews of teaching. However, many peer review programs lack the rigor and consistency necessary to be meaningful and reliable.  This presentation reviews the literature on bias in SETs and describes a process for establishing more effective peer review of teaching programs.
Michelle Bartlett and Diane D. Chapman, North Carolina State University
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Faculty Development (FD)

Handout | Session Recording Link

Evaluating Essential Chemistry Laboratory Skills Utilizing Shimadzu Instruments:  A Novel Partnership Driving Student Success at Walsh University
Walsh University’s new collaboration with Shimadzu and the utilization of new instruments in the integrated laboratory course enhanced student learning and achievement in chemistry. Assessments were designed to evaluate students’ competency in discipline specific skills, particularly focusing on program learning outcomes for demonstrating knowledge of the structure of materials. The assessment data showed that students exceeded the standard in the utilization of the analytical instruments for the structural, material, or trace element analysis through Pyrolysis GC-MS, DSC, FTIR, and ICP. This evaluation is critical to our 5-year assessment plan and results indicate student growth and success in chemistry.
Amy J. Heston and Timothy J. Smith, Walsh University
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: STEM Education (SE)

Handout | Session Recording Link

Excavating Assessment Data: Digging into Student Artifacts
Assessing student learning is an important element of institution-wide assessment. One approach is to conduct double-blind reviews of student artifacts to assess mission critical competencies. This session will provide institutions with a framework for conducting similar assessments regardless of student levels, modalities, and programs of study. First, we will explore the value of assessing students in this way, then we will explain how to select valid and relevant assignments. In the interactive portion of our session, we will walk through how we approach the vetting assignments and then wrap up with the next steps in  our process.
Sonya Berges and Sarah Parker, Grand Canyon University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

Seven Ways to Get Your Assess in Gear: Engaging Your Institution in Assessment
Need new ways to get your community to feel positive about assessment? At Glendale Community College in Arizona, we “Get Our Assess In Gear” to create strategies to engage our community in assessment. Drop in on a conversation with GCC's assessment leaders about our successful implementation of seven of these strategies. Be prepared to asynchronously engage in the conversation and with other attendees by posting to our shared Padlet your plans to adapt our strategies or your recommended engagement practices. Access the slide deck, which includes the Padlet link, here: https://tinyurl.com/21gccai.
Caryn Bird, Julie Morrison, Pam Nelson, and Krysten Pampel, Glendale Community College, AZ
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment (LA)

Handout | Session Recording Link

Extended Assessment Cycle as a Catalyst for Connecting Assessment Results with Curricular Improvements
Pursuing better connections between assessment results and curricular improvements, Clemson University’s College of Agriculture, Forestry, and Life Sciences piloted an extended 3-year assessment cycle that gave faculty more time to identify trends, share results with relevant groups, and implement strategies to improve. This session will (a) describe how the new approach was implemented; (b) share initial impacts on relationships among assessment coordinators, teaching faculty, and curriculum committees, and; (c) discuss lessons learned along the way.
Kayla Steele Payne, Clemson University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment (ET)

Handout | Session Recording Link

From Emergency Innovations to a New Possibility: Comparing In-Person and Online Assessment Training for New Assessment Practitioners
When a pandemic hits, one must be creative when facilitating programs, including facilitation of professional development opportunities. In this session, we discuss the transition from facilitating an in person to a completely online weeklong assessment workshop. We then provide a brief overview of pre and post-test assessment results, comparing effectiveness of the in-person and online workshops. We end with lessons learned and ideas for the future of a specific assessment training offered by James Madison University, Assessment 101. Participants will engage in conversation about strengths and benefits of in-person vs. online assessment training.
Keston Fulcher, Jemma King, Chris Patterson, and Yelisey Shapovalov, James Madison University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs (AO)

Handout | Session Recording Link

Grading, Evaluating, Assessing Academic Writing: Know the Distinctions
Grading, evaluating, and assessing writing each call for a unique and specific set of skills to perform these tasks competently. Whether one teaches or works in administration, gaining better appreciation for the art and science of these tasks can deepen appreciation for their unifying role in contributing to institutional effectiveness. Additionally, better understanding about the distinctions in these tasks can inform more meaningful professional development initiatives.
Robert McTyre, Spring Arbor University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Session Recording Link

HIPs and COVID-19 Across The Texas A&M University System
This session offers participants a glimpse into HIPs across The Texas A&M University System, as well as approaches to addressing common challenges and barriers related to delivery and assessment of HIPs in online and/or hybrid modalities.
David Allen, Texas Christian University; John Gardner, Prairie View A&M University; Shonda A. Gibson, The Texas A&M University System; Elizabeth Patterson, Texas A&M University - Texarkana; and Laurie Sharp, Tarleton State University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment (LA)

Handout | Session Recording Link

How Leaders May Drive or Crash Assessment
Leaders often manage assessment practices through the monitoring of data collection rather than the monitoring of completed assessment cycles. The common misstep can lead to data fatigue, data dumping, and the inability to move strategic initiatives forward using true data informed practices.  Through this presentation, participants will better understand how to lead their team toward identifying and explaining what data is important, inventory and prioritize data based on strategic initiatives, and understand and implement monitoring of completed assessment cycles.
Kimberly Paddock-O'Reilly and Lee Van Dusen, Logan University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment (LA)

Handout | Session Recording Link

When Student Learning Outcomes Aren’t Enough: A Case Study about Staff Learning
During this session, a case study will be presented to demonstrate how one department built staff learning outcomes and a survey instrument to assist leadership in addressing gaps in staff learning. The learning outcomes were built on CAS Standards, ACPA/NASPA competencies, transformational leadership theory, and student development theory (Chickering’s Seven Vectors). The information garnered from the survey allowed departmental leadership to pinpoint in which areas staff need additional training and which factors contribute to staff satisfaction or dissatisfaction.
Bema Kyeadea-Amponsah, Pennsylvania State University; Janel Esparza, Long Beach State University; and Jacquelynn Thomas, University of California, Berkeley
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Session Recording Link

Ideation, Creation, and Implementation: Using Excel to Visualize Institutional Data and Inform Improvement
Student data is abundantly available to university administrators, and many have vested interests in understanding the insights derived from institutional data. However, too often, the data collected from extensive administrative effort goes underutilized. To understand the dynamics of student learning and success, we walk through, from inception to rollout, how we created an interactive Excel dashboard that visualizes and connects student learning with student experiences and success at multiple institutional levels (e.g., college, department, major, cohorts). Specifically, we elaborate on our rationale for creating the dashboard and discuss why and how we used the Microsoft Excel platform.
Joshua Acosta, Katie Boyd, and Ana Kriletic, Auburn University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use (ID)

Session Recording Link

Impact of DHFYE on Student Retention, Persistence, and Graduation at CSU, Dominguez Hills
First-Year Experiences for students provide access to a network of numerous support systems that work collaboratively with their advising home to provide a foundation of support. Our Dominguez Hills First-Year Experience has been scaled up for the past 3 years. Our evaluation of key components and activities for first-year programs provides an overview of our successful implementation, some with varying degrees of challenges. Retention data shows that year-to-year retention was higher for first-year student participants, compared to other freshmen group cohorts.
Maria Grandone and Alma Melena, California State University, Dominguez Hills
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

Increasing Graduate Recruitment in a Virtual Landscape
To increase graduate recruitment at the IU Richard M. Fairbanks School of Public Health, the marketing team developed and implemented a cross-functional marketing strategy that utilized the strengths of a fully virtual academic experience. The strategy included email, virtual information sessions, paid social media advertising, web updates, and paid search engine marketing. While the pandemic has shed light on and piqued interest in the field of public health, increasing the visibility of our academic programs and the public health careers they can lead to ultimately makes the discovery process easier for potential students.  As a result of these efforts, FSPH graduate headcount has grown 18% within the past year.
Amanda Briggs and Adrianne Robertson, IU Richard M. Fairbanks School of Public Health (at IUPUI)
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Session Recording Link

Inquiry-Based Assessment Practices for Academic Programs
This session will describe how academic programs can use inquiry-based research projects for program assessment. The session will build on the work of "data labs" from the Bonner Center for Civic Engagement and the Center for Inquiry at the University of Rochester and Wabash College to demonstrate how programs can evaluate student learning through open-ended inquiry. This session will provide strategies and examples of inquiry-based assessment that can be used in your academic program.
Lirim Neziroski, Prairie State College
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment (ET)

Session Recording Link

Investigating Longitudinal Growth of Students' Information Literacy Skills
First-year students traversing our general education program must satisfy an information literacy requirement by completing a high-stakes assessment. By randomly sampling first-year students to complete a version of the exam and re-assessing the same group their sophomore year, we track student learning over time throughout their general education experience. During this session, we present the results of a study in which we determine if students' information literacy skills improve over time to show long-term learning gains. Furthermore, we discuss the benefits of a longitudinal assessment design and how to calculate and interpret question-level statistics to assess instructional sensitivity.
Riley K. Herr and Brian Leventhal, James Madison University
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Competency-Based Education and Assessment (CB)

Handout | Session Recording Link

Leadership and Collaboration: Key Ingredients for Successful Program Assessment
COVID-19 only delayed the implementation of a year-long program assessment process within one College of Education. One goal of our recommended annual cycle was to develop sufficient capacity for assessment and improvement. We will share findings and how we used these data to improve student learning. We will also share how we attempted to reward, recognize, and promote assessment in our college.
Colleen S. Mulholland and Stephanie L. Schmitz, University of Northern Iowa
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Leadership for Assessment (LA)

Handout | Session Recording Link

Leadership in Assessment on Your Campus
Assessment involves all programs, all departments, everything that goes on at the institution. And the assessment department is usually a small number of individuals who gather all the information needed to document the assessments. So are those individuals the “leaders” of assessment on campus? By default, yes they are. But how can leadership skills be used by these individuals to enhance the value of the assessment systems? Join us as we discuss specific actions and activities that can be used by assessment leaders to engage more of the faculty, staff, and students for a fuller, more enriched assessment program.
Patricia Butterbrodt, Lincoln Memorial University - College of Veterinary Medicine
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment (LA)

Handout | Session Recording Link

Lessons Learned from 5 Years of General Education Assessment at a Community College
Assessment of the General Education program at Delta College has undergone significant transformation in the past five years. Delta College is a community college serving 10,000 students annually, in academic transfer and career programs. Delta College has developed an integrated general education model that is embedded in all degrees, instead of the traditional distributed model.  This session will address common problems and share solutions that have been implemented to create a sustainable faculty led college-wide assessment plan. We will share our outcomes, assessment methods, results, and lessons learned from a completed assessment cycle and recent re-accreditation by the Higher Learning Commission.
Maureen Donegan, Micheal Faleski, and Natascha Rivet, Delta College
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: General Education (GE)

Session Recording Link

Lessons Learned through Revising Institutional and General Education Outcomes, Assessment Rubrics, and Software Simultaneously
The presentation will describe one university’s general education change journey, the decision making process, change management strategies, and insights gained focusing on improvements in institution-wide assessment methods and tools.
Glynis Bradfield, Laura Carroll, and Anneris Coria-Navia, Andrews University
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: General Education (GE)

Handout | Session Recording Link

Lessons Learned: Curriculum Map as an Assessment Tool
During this session, participants will learn about the steps taken to use curriculum mapping as an assessment tool--what worked well, challenges encountered, and recommendations going forward at the graduate and undergraduate level. The program will demonstrate how the program curriculum map can be linked to the general educational outcomes and aligned with intuitional outcomes (Banta, 2014; Hundley & Kahn, 2019). Curriculum mapping will reveal program strengths and weaknesses before beginning the assessment process, avoiding costly mistakes in the assessment process. The mapping process will assist in determining which outcomes are assessed, when the outcome is assessed, and in which course the outcome will be assessed, creating a comprehensive cycle for assessment.
Paul J. Antonellis, Jr. and Laura Douglass, Endicott College
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Handout | Session Recording Link

Leveraging Existing Technologies and Faculty Expertise to Build Learning Outcomes Assessment Momentum and Culture
The University of Utah’s Office of Learning Outcomes Assessment (LOA) has developed a learning outcomes assessment workshop series that features four different faculty members every semester. At the same time, we have built, in collaboration with our office of Teaching and Learning Technologies, an assessment system leveraging application programming interfaces (API’s) in our curriculum and course management systems that helps make the work of assessment easier for faculty. The presentation will focus on how these two efforts over the past 4 years have begun to create a culture of assessment ownership on our campus.
Mark E. St. Andre, University of Utah
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Leadership for Assessment (LA)

Session Recording Link

Low Cost but High Impact:  Data Visualizations and Analytics on a Budget
SUNY Oswego launched a new data visualization initiative in 2020 to help monitor the graduate enrollment process and measure the impact of digital marketing expenditures. This initiative produced cost-effective data connectors to multiple data sources and interactive visualizations/dashboards, which led to valuable discoveries and an increase in professional staff productivity. We'll share strategies, tactics, and lessons learned from this initiative as well as a roadmap for where our journey is going next.
Rick Buck, Pranay Chapagain, and Christine Clay, State University of New York at Oswego
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

Making Major Decisions: Effect of a First-Year Seminar for Exploratory Students on Major Declaration
Exploratory students enter college without a declared major but are actively searching for one that best fits their values, interests, and skills. A first-year seminar (FYS) was created for exploratory students that provided them with guided support in their major exploration process. This session investigates the effect of a FYS for exploratory students on major declaration in the first year via their change in major certainty over the course. Factors influencing their major declaration were examined using multiple logistic regression. Findings show that change in major certainty is a significant predictor for major declaration within the first  year.
Cassandra R. Kepple, Dawn Y. Matthews, and Juanita Washington, Florida State University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Session Recording Link

Miscommunication in Healthcare: A Policy Analysis
Accreditation agencies refer to undergraduate students within medical education as medical students, and accreditation agencies for graduate medical education refer to graduate students as residents, and both have varying communication competencies for the students. Both agencies have added communication competencies due to research in communication, yet with the competencies being added, no direct assessment of outcomes are defined.
Ramona Dorough, UT Southwestern Medical Center and University of Texas at Arlington
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: General Education (GE)

Handout | Session Recording Link

Newly Improved: Transitioning Assessment Reporting to the Nuventive Improvement Platform
In 2019, A&M-Commerce underwent an exploratory process of collaborating with campus assessment partners to research and select an online assessment tool for use in collection of annual outcomes assessment reporting. After selecting the Nuventive Improvement Platform, the IER team worked closely with Nuventive to configure their assessment solution into a platform that would increase the efficiency of annual reporting while also introducing an enhanced element of quality review. After one cycle of implementation, immediate gains in efficiency were noted at A&M-Commerce, and additional opportunities to use the platform to address quality improvement can be identified.
Mary Rosene, Alison Soeder, and Tracy Stewart, Texas A&M University-Commerce
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

Outcomes-Oriented Goal Writing for the Assessment of Administrative and Academic Support Services
Assessment professionals often work with university staff to assess the work of administrative and academic support services, but it can be challenging to write goals which truly reflect quality improvements rather than simply tasks completed. Facilitators in this workshop will share a taxonomy of goals developed to suggest a range of categories of possible quality improvements. They will discuss a method for writing outcomes-oriented goals for annual assessment that focus on the desired impact or quality improvement a unit would like to see as a result of its actions rather than merely describing the work that they do.
Mary Rosene, Alison Soeder and Tracy Stewart, Texas A&M University-Commerce
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use (ID)

Session Recording Link

Photovoice as an Innovative Assessment Tool: Giving Voice to Students During the Pandemic
In Spring 2020, COVID-19 required universities to pivot and adopt alternative methods of instruction and delivery of student services and programming. By necessity, decisions were often made swiftly and with little input from students. To understand the diversity in students’ experiences, the California State University, Long Beach launched a Photovoice project in which over 600 students documented through photographs and narratives how the pandemic, campus services, and altered instruction are affecting them. This presentation not only outlines findings from our project, but also provides instructions for using Photovoice as an assessment tool to give voice to students.
Stevie De La Fuente, Beth Manke, and Grace Ocular, Brian Trimble, California State University, Long Beach
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment (UT)

Handout | Session Recording Link

Planning for Automating Outcomes in Canvas
The year our university switched to Canvas as our LMS, the College of Arts and Sciences piloted converting outcomes collection from a manual process to an automated process through Canvas. In the year-long process, we partnered with stakeholders across campus and learned how to transform our outcomes. In addition to the collection and collation process, we were able to work toward consistency in assessment across formative and summative levels, as well as across disciplines. In this session, we will discuss who we needed to talk to, which questions we needed to ask, and what materials we needed to develop.
Katherine B. Cottle, Gabrielle Gaul, and Lucia Nemeth, Wilmington University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs (AO)

Handout | Session Recording Link

Playing the Long Game: Using Communication Skills and Strategies to Create a Culture Which Embraces and Celebrates Assessment
Often campus-wide assessment initiatives and plans can seem authoritarian and prescriptive in nature, leading to resistance from stakeholders and an overall negative campus culture. This organizational leadership approach can hinder the overall goal of improving student learning. However, there can be other leadership styles, skills, and strategies applied to transform negative campus cultures into ones that actively embrace and engage assessment goals. This session will present organizational and strategic communication skills that can be implemented to further the goals of assessment programs and assessment leaders.
Sheri Barrett and Ashley Vasquez, Johnson County Community College
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment (LA)

Handout | Session Recording Link

Practice What We Preach - Assessment Mindset and Accreditation Visits
Ferris State University’s accreditation by the Higher Learning Commission was successfully reaffirmed in 2020-21. Implementing strategies within an assessment cycle framework, Ferris utilized a process grounded in transparency, collaboration, and continuous improvement to execute the reaffirmation process. This session will describe the process developed, including campus mobilization, evidence identification and evaluation, communication strategies, and more. Participants will examine how their institutional culture and technologies can be leveraged to develop successful reaffirmation processes.  Lessons learned through an assessment mindset will highlight how participants can positively impact continuous improvement on their campus while meeting HLC criteria...and having fun along the way!
Jeff Ek, Jennifer Hegenauer, and Mandy R. Seiferlein, Ferris State University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Accreditation (AC)

Handout | Session Recording Link

Silo Busting: Equity and Inclusion as Drivers -- An Interdisciplinary Assessment Approach Using Transparency in Teaching and Learning (TILT)
When considered within an institutional framework of faculty development, the assessment of student learning with inclusion and equity as drivers position the TILT framework as an effective and sustainable method that optimizes both faculty engagement with semester assessment projects and improved student outcomes at the course and program level. 

The two cornerstones of TILT are: 1) promoting students' conscious understanding of how they learn; and 2) enabling faculty to gather, share, and promptly benefit from current data about students' learning by coordinating their efforts across disciplines.
Kimberly Hamilton Bobrow, Chaitanya (CK) Pai, and Michael Pence, Manchester Community College
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Diversity, Equity, & Inclusion (DV)

Session Recording Link

Pushing Pedagogy into Practice: A Course Design that Delivers
How does pedagogy and theory impact your course delivery? Or does it? In all actuality, pedagogy and teaching/learning theories should be the foundation of both the teaching and learning environment.  Recognizing these important functions aides in creating a quality classroom with impactful learning outcomes. While using this approach, faculty and students alike have a clear description of course layout and flow. Incorporating pedagogy and learning theories in a meaningful way provides an avenue to link teaching strategies, course activities, and assessments back to course/program learning outcomes.  Incorporating these key principles will create and enrich the teaching and learning environment, improve satisfaction with course delivery, and improve student learning.
Stephanie Pratt, Indiana University Kokomo School of Nursing
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Handout | Session Recording Link

Reflecting on Assessment Amidst a National Pandemic
Mercy College requires academic programs to submit annual assessment plans and findings reports with evidence of student learning. In the context of the COVID-19 pandemic, questions arose regarding the College’s expectations for student learning assessment and annual findings reporting. The College modified expectations for AY19-20 program-level student learning assessment. This session will focus on modifications made, the faculty’s response, and how the results will aid in future improvement.
Victoria M. Ferrara and Susan Waddington, Mercy College
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs (AO)

Handout | Session Recording Link

Re-Thinking Relations Among Writing Centers and Offices for Research and Sponsored Programs: Assessing the Effectiveness of Writing Center Methods to Integrate High-Impact Practices
This session will engage participants in a conversation about combining high-impact practices. A Director of a Center for Writing Excellence and an Executive Director of Research and Sponsored Programs will share their joint effort to integrate the teaching and mentoring of writing with advocacy for student research and professional development. The co-presenters will discuss how their offices have worked together to support the writing of scholarship applications, conference proposals, and cover letters for high-impact learning experiences (including internships and study abroad).
Jonathan J. Rylander and Catherine Chan, University of Wisconsin-Eau Claire
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment (LA)

Session Recording Link

Retrospective Analysis of Summative Assessment through Item Analysis for Improved Student Outcomes and Recruitment
Several assessment software applications have been developed that are increasingly adapted as remote testing tools and allow extensive data acquisition. The objective of this study is to investigate the data as tool to understand and improve student and institutional success. As a case in discussion, the focus will be on using item analysis techniques to provide some reflections for both faculty and administration about the quality of summative assessment. The potential value of such data analytics of assessment for improved student recruiting and better student outcomes will be discussed.
Mythily Srinivasan, Indiana University School of Dentistry, IUPUI
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education (GR)

Handout | Session Recording Link

SAILing Forth! Faculty-Led Assessment of Institutional Learning Outcomes
Institutional learning outcomes (ILOs) are created to inspire and articulate a shared vision of knowledge, skills, and abilities students are expected to develop. To align student learning with the university’s institutional learning outcomes, twelve faculty representing seven disciplines (tourism management, social work, education, communication, sociology, human services, and cooperative education) came together to investigate whether an institutional rubric can be used to assess students’ achievement of Critical Thinking and Investigation, Citizenship, and Lifelong Learning. As part of the Strategic Assessment of Institutional Learning (SAIL) pilot project, faculty collaboratively developed rubrics and assessed students’ assignments to understand students’ experiences with the ILO’s.
Lorry-Ann Austin, Catharine Dishke Hondzel, Evangelia (Lian) Dumouchel, Alana Hoare, Carolyn Hoessler, Oleksandr (Sasha) Kondrashov, Blair McDonald, Jamie Noakes, and Robin Reid, Thompson Rivers University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: General Education (GE)

Session Recording Link

Save the Baby!: How COVID-19 Admission Trends in Higher Ed May Compromise the Success of International Students
In response to COVID-19, institutions of higher education have changed long-held admission policies to remove barriers for applicants. In light of test optional policies, admission professionals will need to rely even more on evidence of language proficiency to determine whether an international student applicant has the needed level of language to be successful in a given program. However, this may be complicated by recent trends to expand how applicants can prove English proficiency. This session provides insights into the role English proficiency plays in student success and the potential negative consequences of enrolling unprepared English language learners.
Tony Clark, Cambridge Assessment English; and Misty E. Wilson, IELTS USA
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: General Education (GE)

Handout 1 | Handout 2 | Session Recording Link

Showcasing Assessment Excellence Online: Strategies for Organizing a Successful Online Poster Exhibit
In this presentation, we share with fellow assessment practitioners how we organized an online assessment poster exhibit at a large public research-intensive university. We will present the strategies used to recruit and support presenters in producing high quality posters, and strategies used to publicize and promote the event to attract attendees. Participants will leave with resources and templates to support assessment poster development for faculty and concrete tips to organize an assessment showcase poster event that provides a positive learning experience for both presenters and attendees.
Adrian Alarilla, Yao Zhang Hill, and Maura Stephens-Chu, University of Hawai‘i at Mānoa
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Handout | Session Recording Link

Starting Over:  Reinventing Your General Education Assessment Process
In developing a comprehensive assessment process for their general education programs, those responsible for assessment must ask and answer several questions related to how their general education competencies support and meet their institutional mission and satisfy their regional accreditors.  In answering these questions, our faculty determined that we needed to overhaul our general education assessment process. In this session, we will share Leavell College's journey to develop from scratch a new assessment process that would work in our setting. The principles we learned can help other institutions seeking to develop or revise a general education assessment process.
Karla McGehee and Sandra F. Vandercook, Leavell College of New Orleans Baptist Theological Seminary
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: General Education (GE)

Handout | Session Recording Link

Stepping into Assessment
To facilitate the transition to a new assessment management system, a stepwise approach to implementation was developed. Key information was pre-uploaded for each unit/program and users were initially allowed “view only” access. Workshops and training materials were developed for introductory (viewing/downloading) and advanced (adding/editing content) use. A survey was used to collect assessment plan and assessment report information from each unit/program and then uploaded to the new platform for the users. This transition also provided an opportunity to re-invigorate the assessment committees and incorporate their voices in the customization of the assessment process at the institution.
Nancy Smith and Nathan Reese, Lincoln University
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

Strategic Gap Analysis and Risk Assessment for Continuous Improvement of Student Learning Outcomes within the Context of COVID-19
This presentation will discuss strategic gap analysis and risk assessment processes for the continuous improvement of student learning outcomes within the context of COVID-19. Unlike gap analysis that focuses on lagging (past/present gaps), strategic gap analysis, while addressing present gaps, focuses on future gaps anticipating future problems and trends. Analysis of the strategic gaps allows for the assessment of the risk of the current and future gaps. Using Strategic Gap Analysis that mirrors Criteria for Accreditation, the institution can determine risk factors beyond accreditation requirements, including the impact of COVID-19 on student learning outcomes.
Lisa Bunu-Ncube and Sumie Song, North Park University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Accreditation (AC)

Handout | Session Recording Link

Strategies for Digitally Launching a Presence on a Second Campus
In 2020, the IU Richard M. Fairbanks School of Public Health expanded from one campus (IUPUI) to a second campus (IU Fort Wayne). The strategy, tactics, and assets needed to launch and support a presence on a second campus were created digitally. Working from home, the team developed a marketing strategy, web content for two websites, digital collateral, email and social media campaigns, and a communications plan for collaborating with the IU Fort Wayne marketing team. This presentation explains how small teams can expand to multiple campuses during a crisis.
Amanda Briggs and Adrianne Robertson, Indiana University Richard M. Fairbanks School of Public Health
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)

Handout | Session Recording Link

Teaching for Justice And Assessing for Mastery
Teaching for justice includes what we teach, how we teach, and how we assess. In this session, participants will explore how mastery-based learning, project-based assessment tasks, and advancing racial, gender, and intersectional justice complement one another in a higher education course. We will discuss the mindset shifts necessary for designing, teaching, and assessing for justice and how leader support can facilitate widespread practice of these strategies. Participants will experience equitable assessment in action throughout the presentation, and will have an opportunity to share challenges and ask questions.
Lindsay Lyons, Education Consultant
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Competency-Based Education and Assessment (CB)

Handout | Session Recording Link

The Impact of Course Delivery Mode on Student Evaluations of Teaching
Issues of bias have caused researchers to express concerns about using student evaluations of teaching for faculty evaluation in higher education. This mixed-methods study examined whether there is a significant difference in student evaluation of teaching ratings between online and face-to-face courses and explored faculty perceptions of their use. Findings indicated that course delivery mode can significantly impact student evaluations of teaching, and that faculty perceive student evaluations of teaching to be useful for collecting student feedback but not an accurate means of assessing teaching effectiveness for online courses. This study illuminates several important considerations for implementing faculty evaluation processes.
Jeanette G. Dias, University of Colorado, Colorado Springs
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Assessment in Online Courses and Programs (AO)

Handout | Session Recording Link

The Power of the Pivot: Using Pivot Tables and Charts to Simplify Data Analysis
Requiring no special pre-existing knowledge, this webinar exemplifies the power of Excel for data analysis. Participants who attend this webinar will learn how to start their analysis process using Pivot Tables and Charts in Excel. Presenters will use examples from the University of New Mexico “Faculty Experience with COVID-19” Survey as well as a live survey of attendees to illustrate the simplicity and accessibility of these tools. To end, presenters will highlight basic visualization principles to help simplify graphics and clarify data stories.
Charla E. Orozco and Samuel Hatch, University of New Mexico
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

The Role of Feedback and Holistic Scoring in Building a Growth Mindset and Improving Learning
This session will present a set of principles and strategies identified based on the qualitative results of a case study exploring program changes designed to influence student mindset, self-efficacy and persistence. The role of targeted feedback and holistic scoring strategies will be highlighted for use across any discipline. Participants will engage in example activities. Participants will leave the session with a set of principles for developing a growth mindset culture in their setting and practical feedback strategies and holistic scoring methods for immediate implementation. Tips for building these across courses will be shared for a broader application.
Kim Chappell, Fort Hays State University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs (AO)

Handout | Session Recording Link

The Role of Teamwork and Reflection in the Development of Criteria-Based Rubrics to Assess Course Outcomes in Online Undergraduate General Education Courses
At Purdue University Global, School of General Education, we recently undertook a project to create consistent, criteria-based assessment rubrics for all courses. This presentation will include the goals, process, and lessons learned from this project that will ultimately lead to improved learning from assignments and consistency in scoring for our courses. Rubrics were produced as a tool to measure student learning outcomes in our courses. The use of standardized rubrics with detailed criteria assessed across various levels of student performance is an important step in improving inter-rater reliability in scoring while also providing a road-map to success for student learners.
Tyra Hall-Pogar, Kate Scarpena, and Amy Smith, Purdue University Global
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs (AO)

Handout | Session Recording Link

Tightening the Interdependent Structure Between the University-Level Offices, College-Level Offices, and Faculty
The presenters will share the organizational structure change in assessment practices from loosely to more tightly coupled at a large public institution. This model helps "connect the dots" both vertically and horizontally. Vertically, the methods of establishing expectations and interactions between university and college professionals and faculty to support assessment practices will be presented. Horizontal collaborations among assessment professionals and between these professionals and faculty will be discussed. The background, rationale, and value of this structure will be addressed. Audiences may adapt this interdependent model to enhance the effectiveness of their structure or duplicate it to build a new structure.
Christine Robinson, University of North Carolina at Charlotte; and Rong Wang, Xi'an Jiaotong-Liverpool University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment (LA)

Handout | Session Recording Link

True or False: Exams are a Waste of Time?
For many classes, a midterm and final with a mixture of multiple choice, true/false, and matching questions are just par for the course. However, with the increase in online courses, cheating technologies, and limited ways to ensure students aren't using their text/notes, are they really the right way to assess our students? In this session, we will discuss why traditional testing doesn't always work, review some raw and real feedback from students on how they view exams, and provide other ways to assess your students' learning, especially for large class sizes.
Lamia N. Scherzinger and Lisa Angermeier, IUPUI
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs (AO)

Handout | Session Recording Link

Understanding Covid Consequences through Surveys
Preparation for Covid-19 restrictions was done in a vacuum of data. After the restrictions and flexibility were put into place, the university needed to find out from its students, faculty, and staff how they were impacted by "this unprecedented event." A series of surveys were deployed and this presentation looks at the data across these main constituent areas for "common ground" of needs, frustrations, and consequences of such an abrupt change to business as usual, especially as it impacted student learning and student support services.
Janet Thiel and Kathleen Marino, Georgian Court University
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use (ID)

Handout | Session Recording Link

Using Appreciative Inquiry to Build Collaborative Leadership Among Assessment and Accreditation Leaders in a Public University System
Appreciative Inquiry (AI) is a strengths-based, positive approach that is effective at breaking down barriers, operational silos, and promoting cross-disciplinary and inter-institutional teamwork – a common challenge in higher education. An example of using AI to improve collaborative leadership is reflected in the work of the Councils of Assessment and Accreditation within the University of North Carolina System (UNC). The leadership team of these two Councils used principles of AI to facilitate conversations and connections between institutional effectiveness leaders at the 17 institutions within the UNC System.
Krissi Hewitt, North Carolina School of Science and Mathematics; Christine Robinson, University of North Carolina at Charlotte; and Amy Strickland, Western Carolina University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment (LA)

Session Recording Link

Using Assessment Data to Improve Curriculum Mapping and Assessment Practices
Establishing a comprehensive curriculum map is a key component of creating a highly effective curriculum. Evaluating student performance based on each component of the curriculum map is an essential element of assessing curriculum effectiveness and facilitating continuous curriculum improvement. This session will share how a pharmacy program leveraged data available from assessment technologies (ExamSoft, Canvas, Enflux) to create a comprehensive course assessment report for faculty to evaluate the effectiveness and assessment alignment for each of their courses.  Presenter will also share how aggregate course data were presented to faculty to facilitate a review of the effectiveness of a newly implemented curriculum.
Michelle Kibiger, Manchester University
Presentation Type: 30-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment (UT)

Handout | Session Recording Link

Using Embedded Course Assessments to Assess General Education Outcomes
“Assessment,” when said out loud, may cause eye-rolling and grumbling amongst faculty. Those who have had the pleasure to work on assessment may find it tedious work that produces little reward.  Faculty who are new to assessment may find the entire concept confusing and unsure where to begin. How do you get faculty buy-in? Make it easy to do! Today, we will demonstrate how we developed strategies for implementing a general education, institutional-wide data collection process; how a learning management system can be leveraged for collecting embedded course assessments; and how to evaluate data for informed decision-making.
Patricia Davis, Chanda Deaton, Yan He, and Julie Saam, Indiana University Kokomo
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: General Education (GE)

Session Recording Link

Using Meta-Assessment to Improve Assessment Practices
Moving assessment practices away from merely an act of compliance to something more meaningful and actionable is a challenge for many institutions. This can hamper completion of important work as well as closing of the loop to better support student success. This presentation will walk attendees through the collaborative steps taken at a completely online institution to conduct meta-assessment of its assessment activities, the opportunities identified, changes implemented, and the impacts of those changes.
Heather Hussey and Elaine Willerton, Northcentral University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs (AO)

Session Recording Link

Effective Assessment that Supports Teaching and Learning
Do they remember it? Do they understand it? Can they demonstrate it? Can they explain it? Can they apply it? Can they solve it? Can they expand on it? By clarifying the role of assessment in our courses and developing and communicating a transparent assessment plan, we can offer opportunities for students to demonstrate their learning while gaining insights into their progress toward mastery and how to offer responsive teaching. This session will focus on native Canvas assessment tools as well as proprietary tools for integration.
Karen D. Harris, Rutgers University
Presentation Type: 60-Minute Pre-recorded Concurrent Session
Audience Level: Beginner
Primary Track: Leadership for Assessment (LA)

Handout | Session Recording Link 

Incorporating Diversity Into Course Content and Assessing Results Using Multiple Viewpoints
Diversity in course content includes historic and contemporary definitions of terms; brief biographies of authors with a variety of ages/races/gender/locations; and exposure to global and local sites. Student learning elements include exposure to practices involving critical thinking intellectual traits; positive psychology; engagement; and dialogue. These teaching and learning processes set the stage for student writing and oral presentations on an ethical judgment issue (Capstone HORT 4090) or an essay on a sustainable landscape issue (HORT 3080) that include identifying multiple viewpoints embedded within a topic or issue. Results from these assignments are used to assess demonstration of diversity.
Ellen Vincent and Kayla Payne, Clemson University
Presentation Type: Pre-recorded Concurrent Session
Audience Level: Intermediate
Primary Track: Global Learning (GL)

Session Recording Link

Integrating Authentic Assessment Processes for Enhanced Results in Faculty RPT, Program Evaluation, and Accreditation
Faculty and administrators in all settings face the ongoing dilemma of balancing the professional emphasis on student learning with the administrative task of documenting student performance related to reappointment, promotion, and tenure. Add in the additional escalating requirement for accountability and accreditation, and both faculty and administrators are placed in a “no win” situation. However, as academics, we need to work toward solutions and seek effective processes across all areas of higher education. One such potential solution to this issue of #messydata is the use of student generated authentic assessments for RPT, program evaluation, and accreditation. This solution, combined with an effective implementation of process improvement guidelines and personal reflective practice, has a great potential to enhance faculty self-assessment, promote program evaluation, and enhance the accreditation process.    
Ray Francis, Central Michigan University; and Mark Deschaine, The University of Mississippi
Presentation Type: 60-Minute Prerecorded Concurrent Session
Audience Level: Intermediate
Primary Track: Accreditation (AC)

Session Recording Link

Implementing a Summative Competency-Based Assessment to Measure Physical Examination Skills in Medical Students
Due to safety concerns during the COVID-19 pandemic, the NBME (MD licensing) and NBOME (DO licensing) eliminated the licensure exam that measures physical examination skills for medical students. These licensing agencies have now suspended these assessments indefinitely, leaving this type of assessment up to medical schools. In this presentation, we describe the creation of a high stakes summative competency-based assessment that measures patient care skills. We will also share our longitudinal process for collecting student performance data in clinical skills assessments, as this data was aligned with the competency assessment data to provide comprehensive targeted feedback for students.
Michael Summers and Sarah Zahl, Marian University College of Osetopathic Medicine
Presentation Type: 30-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Graduate/Professional Education (GR)