2023 Assessment Institute Handouts

The following 2023 Assessment Institute presenters chose to share their handouts electronically on the Assessment Institute website. Handouts will continue to be added as they are received. 

Sunday, October 29, 2023

Session	Session Title/Handout	Presenters
01A	Assessment 101	Keston H. Fulcher and Sarah Alahmadi, James Madison University
02B	Assessment as a Profession, Field, and Discipline: Taking Action, Thinking Ahead	Ruth Slotnick, Bridgewater State University; Nicholas Curtis, University of Wisconsin-Madison; and Laura Gambino, New England Commission of Higher Education
02C	Program Review: Purposes, Perspectives, and Processes	Stephen P. Hundley and Associates, IUPUI
02G	Jump-Start Your Professional Program’s Assessment Process: Focus on Program Evaluation for Accreditation and Effective Data Communication Strategies	Mike Rudolph, Lincoln Memorial University School of Medical Sciences; Leslie Woltenberg, University of Kentucky College of Health Sciences; Justine S. Gortney, Wayne State University College of Pharmacy and Health Sciences; and Daniel Trujillo, Auburn University - Harrison College of Pharmacy
02H	Designing and Implementing a Sustainable Assessment Process: Practical Strategies for Balancing Accountability and Improvement	Felix Wao, University of Oklahoma
03G	Getting HIP to ePortfolios: Scaling Assignment-Level Reflective Pedagogies into Program-Based ePortfolios	Stephanie Roach, Jennifer Alvey, and Kazuko Hiramatsu, University of Michigan-Flint
04A	A Comparative Analysis Process to Maximize Insights and Leverage Actions across Programs	Dina Eagle and Stacy Sculthorp, Strayer University
04C	Calendar Prompts to Keep the Wheels of the Assessment Plan Moving Handouts Editable Calendar	Julie Saam and Chanda Deaton, Indiana University Kokomo
04F	Data-Driven Reflection on Assessment Practices of Program Learning Outcomes	Juliet K. Hurtig and Eunhee Kim, Ohio Northern University

Monday, October 30, 2023

Session	Session Title/Handout	Presenters
05A	Assessment Practices of General Education Outcomes by Embedding Contextually within Associate Degree Programs	Christie Hughes, Allison Price, Todd Butler, Curt Blankespoor, and Clevester Moten, Jackson College
05C	Reaching the 25%: Creating a Culture of Assessment through Equity-Based Practices	Danielle F. Fundora Hardesty, Lisa Mehlig, and Suzanne Miller, Rock Valley College
05G	Navigating the Complexities of Assessing Learning Outcomes in Multi-Campus Collaborative Online Programs	Allison K. Chatterjee, Indiana University Bloomington
05I	The Meta Assessment: Strategies and Tactics for Implementation	Bryan W. DePoy, Russell Sage College
05J	Shining New Light in Assessment through a New Center for Academic Excellence	Ute S. Lahaie and Amy J. Heston, Walsh University
05K	Thinking Critically About Critical Thinking Assessment	Jennifer Billman, HACC, Central Pennsylvania's Community College
05M	Whipping Up Assessment to a Tastier Outcome: Exploring Competency-Based Assessment through a Culinary Lens	Matthew Ruane and Cynthia Keller, Culinary Institute of America
05N	Nothing General About Assessment in General Education	Lauren Schlesselman, Pamela Bedore, and Jamie Kleinman, University of Connecticut
06B	Faculty-Engaged Assessment of a College Program for Marginalized Students	John Girdwood, University of Michigan-Flint
06C	Pursuing Carnegie Community Engagement Classification Elective as a Small Institution: Capturing Robust Community Engagement Initiatives and Practices	Sandra Stone and Jan Melnik, University of South Florida Sarasota-Manatee
06G	Using Faculty Learning Communities to Build Institutional Capacity and Knowledge for Assessment	Layne Bryant and Jeff Gibson, Middle Tennessee State University
06I	House on Fire to Culture of Improvement: How a SACSCOC Finding Helped Move Assessment Forward at One Community College	Amy N. Tankersley, Spencer Christensen, and Jesse Cragwall, Pellissippi State Community College
06J	The University of Wyoming (UW) Assessment Matrix: Using Technologies to Advance Assessment for Student Learning	Heather E. Webb Springer, Jake Hayden, and Francois Jacobs, University of Wyoming
06L	Flexible Learning: The Context of a New State College in Northern Mindanao	Maria Theresa B. Markines, Jovelyn G. Delosa, and Daniel S. Lerongan, Northern Bukidnon State College
06M	Using Data Visualization to Align Course Learning Outcomes and Program Learning Outcomes	Jessica Cataldo, Western Michigan University
06O	Students as Assessment Pioneers in STEM Education: Strategies for Successful Partnerships	Amy J. Heston, Walsh University
08B	Humanizing High-Impact Practices through Assessment	Heather Haeger, The University of Arizona
08D	You Are More Powerful Than You Know: Equity-Centered Collaboration in an Assessment Context	Ellen Peters, University of Puget Sound; and Bethany Miller, Macalester College
09A	Leveling Up Your Assessment Skills	Keston Fulcher, Sara Finney, and John Hathcoat, James Madison University
09E	Assessment in University Housing: Using Data to Improve the Residential Experience	Daniel E. Becton, University of Wisconsin–Madison
09G	Steps to Reaffirmation: A SACSCOC Journey to No Recommendations	Bridget Dewees, Claflin University
09J	Grades and Learning	David Eubanks, Furman University
09K	General Education Assessment: The Basics	Sandy Vandercook and Michael Wang, New Orleans Baptist Theological Seminary
09L	All Together Now: Synchronizing Institutional Assessment and Planning	Mary Ellen M. Scofield, Chemeketa Community College
09O	Cultivating Graduate-Level Assessment Skills through an A+ Inquiry Thesis Alternative	Nathan C. Anderson and Daniel Conn, Minot State University; and Kaydra Weigel, Noridian Healthcare Solutions
09R	Effective Practices and Challenges in Succession Planning in Health Sciences Education through Academic Leaders’ Perspectives	David Fuentes, University of Portland
09S	Assessment Institute Resources: Disseminations and Invitations for Professional Development	Stephen P. Hundley, Jerry Daday, and Shirley Yorger, IUPUI; and Katie Busby, The University of Mississippi
10A	From Data to Wisdom: Using Evaluation for Learning Improvement	Gloria J. Rogers and Robyn Hall, ABET, Inc.
10L	Utilizing Authentic Leadership to Impact Student Success in Gateway Courses	Amber R. Ruszkowski, Ivy Tech Community College; and Karen White-Goyzueta, C4REL Consulting, LLC
10M	Leading from the Sandbox: Applying Play, Inquiry, and Theory of Change to Cultivate Program-Level Learning Outcomes Assessment	Sharon L. Comstock and Ben Schaap, University of Illinois Urbana-Champaign
10Q	Student Voice in Assessment: Collaborating with Student Assessment Scholars to Gain Feedback and Change How NSSE Data are Shared	Robyne Elder and Aaron Shilling, Lindenwood University
10R	Using Data to Design Effective Supplemental Instruction for Developmental Math Courses	Carrie Hutton, Amanda Copeland, and Colleen O'Connor, Calumet College of St. Joseph
11B	Assessing Diversity, Equity, and Inclusion (DEI) in Written Communication: Antiracist Frameworks for Program-Wide Assessment	Stephanie Hedge, University of Illinois Springfield
11E	Creating Storied Learning Experiences through Project-Based Learning and ePortfolios (Scroll down to see presentation information)	Debbie Oesch-Minor and Sophie Carrison, IUPUI
11F	Building Self-Efficacy and Capacity in the Assessment, Evaluation, and Research Competency: Studying the Impact of a Learning Community Model	Justin M. Sipes and Amanda M. Kulp, University of North Florida
11J	Leveraging New Partnerships in Continuous Improvement: Assessment Leaders, Faculty, and Instructional Designers as Joint Collaborators	Terrance Cao, Sohee Lee, Jennifer Miyake-Trapp, and Elias Saade, Pepperdine University
11K	Ensuring Program Health through Data-Driven, Collaborative Academic Program Review (APR) Processes	Veena Dhankher and Kris Ricker Choleva, Holyoke Community College
11M	Liberal Arts Curriculum Assessment: A Meaningful Approach	Robert E. Beasley and Justin Gash, Franklin College
11N	Assessment With Soul: A People-Centered Approach	Allie Michael and Amanda Wornhoff, Austin Peay State University
11O	Using Data-Informed Decision-Making to Improve Faculty Experience with Assessment Reporting	Carrie Zack, Tawanda Paul, and Ursula Sullivan, Northern Illinois University
11R	Students as Partners and Bridges in Assessment: Interdepartmental Collaboration for Improvement and Impact	Nicole Nash, Harvard Graduate School of Education
12C	Triangulating Culture Change: Assessment of Active Learning Initiatives at the University of Georgia	Katherine Burr and Wynonna Brewer, University of Georgia
12D	Self-Directed Learning in Relationship with High-Impact Practices	Rebecca Aslinger and Angie Wood, Chattanooga State Community College
12E	Using Comprehensive Learning Records to Enhance Equity in Student Learning	Thomas W. Hahn, Heather Bowman, Jerry Daday, and Patricia Turley, IUPUI
12F	Using CAS Standards as a Framework for Continuous Improvement and Program Review	Daniel A. Bureau, Louisiana State University; and Robert Aaron, Northwestern University
12G	Work Smarter, Not Harder: Selecting an Assessment Approach to Tell Your Story	Liz Morehouse, Alpha Gamma Delta; and Delaney Parker, Sigma Kappa
12I	From the Bottom Up: Grounding Assessment Practice in Workforce-Relevant Skills	Laura M. Williams and Samantha Coen, Western Governors University
12S	Lessons Learned: Adjustments, Changes, and New Beginnings - 15 Years into Assessment	Gioconda Quesada, Shawn Morrison, and Karen Smail, College of Charleston
12U	Lifelong CN ePortfolio: A Powerful Tool for Assessment and Personal Branding	Ali Jafari, Alice Zhao, and Jue Wang, CourseNetworking
13E	Expanding Access to and Awareness of Institution- and Program-Level Data to Address Equitable Outcomes	Lauren Schlesselman and Diego Valente, University of Connecticut
13H	Microcredentialing the Faculty Professional Learning Journey	Dawn Macaulay and Ranya Khan, Humber Institute of Teaching and Advanced Learning

Tuesday, October 31, 2023

Session	Session Title/Handout	Presenters
14B	SLANG: Simplifying Language for Assessment with Nervous Groups	Jordan M. Adams, Northeastern Oklahoma A&M College
14C	"When Done Well": Tools to Determine What Rises to the Level of HIPs	Tim Hathaway, Bristol Community College
14E	COVID-19 Pandemic Impact: Comparing Undergraduate Student-Athlete Mental Wellness to Non-Athlete Peers	Angela Miller and Chandler Hawkins, Indiana University Bloomington; and Lydia Bell, National Collegiate Athletic Association (NCAA)
14G	Engaging Students in Assessment and Achievement of Learning Objectives in Semi-Synchronous Courses	Zeyana Hamid and Saptarshi Purkayastha, IUPUI
14H	Fostering a Culture of Evidence through a Community of Practice	Amanda M. Kulp, Samantha Feaster, Jasmine Graham, Jennifer Perkins, and Justin M. Sipes, University of North Florida
14I	The Role of Performance-Based Assessment in the New Normal Classroom	Jovelyn G. Delosa and Janneth Ong, Northern Bukidnon State College
14K	An Alternative Model for Program Assessment in Community Colleges: Monitoring Students’ Annual Progress	Julia W. So, The University of New Mexico-Valencia Campus
15C	Assessing the Efficacy of Communication-Intensive Courses as a High-Impact Practice	Ashley B. Clayton, Rebecca Burdette, and Victoria Lloyd, Louisiana State University
15D	The Opportunity of Accreditation: Motivation for Meaningful General Education Revision	Bill Leonard and Cindy O'Callaghan, Emmanuel College
15F	Archetypes and Assumptions: How Academic Leaders Can Maximize Personality Assessments for Faculty Professional Development	David Fuentes, University of Portland; Paul Fina and Jeremy Hughes, Chicago State University; and David Weldon, William Carey University
15G	Leveraging Change: Promoting a Culture of Effectiveness	Paula B. Blue, Colgate Rochester Crozer Divinity School; and Tisha M. Paredes, Weave
15K	Does Personality Type Influence How Campus Involvement Contributes to Students’ Sense of Belonging?	Rachel L. Siefring, Virginia Commonwealth University
15M	Scholars and Leaders Program (SLP): Preliminary Analyses of Effects of Leadership Interventions on Underrepresented STEM Students’ Academic Motivation, Self-Efficacy in Major, and Leadership Self-Efficacy	Peggy Fitch, Central College; Lisa Hedrick, Ben Whitlock, and Jacqueline Wittke-Thompson, University of St. Francis
16B	We Asked, You Answered, and Now, We Present—Rose Squared	Craig Downing, Rose-Hulman Institute of Technology
17A	Humanizing Assessment Reports: What More Do We Need to Show or Tell?	Peggy L. Maki, Independent Consultant
17D	Leading by Committee: Fostering Programmatic Ownership of Assessment	Maggy Carmack, Jenna Obee, and Jeff Pizek, Colorado Technical University
17E	Using ePortfolios to Teach ePortfolios: Justifying, Simplifying, Streamlining, Modeling, and Supporting Students as They Build ePortfolios (Scroll down to see presentation information)	Debbie Oesch-Minor, Sophie Carrison, and Rachel Swinford, IUPUI
17F	Creating Co-Curricular and Extracurricular Engagement Pathways for Timely Degree Completion	Rebecca Croxton and Anne Moore, University of North Carolina at Charlotte
17G	Artifacts, Rubrics, Tracking… oh my! How do I Capture Evidence of Learning?	Brenton Wimmer, University of Central Oklahoma; and Katherine Burr, University of Georgia
17H	Who Are Our HBCU Assessment Professionals?	Nadia Barnett and Ereka Williams, Mercer University
17M	Are You New to Assessment Planning? Let’s Design an Assessment Plan Together	Zeinab Amin, The American University in Cairo
17N	Defining High-Impact: A Qualitative Analysis from the Student Perspective	Kendall McGoey, Katie Boyd, C. Ben Farrow, Tom Leathem, and Eric Wetzel, Auburn University
17O	Assessing Experiential Global Learning: A Work in Progress – Phase I	Scott W. Brown, Dylan Boczar, Faeze Safari, Ngozi Taffe, and Daniel Weiner, University of Connecticut
17S	‘I Failed’: Student Meaning-Making of STEM Assessment Practice	Manisha Kaur Chase, California State University Northridge
18D	Evaluating ePortfolio Technologies Based on Your Institutional Goals and Values	Amy Cicchino and Lindsey Ives, Embry-Riddle Aeronautical University
18H	Taking Stock and Building Rapport: Key Ingredients in Strengthening the Culture for Meaningful Assessment of Student Learning	Franz Reneau, Georgia Tech
18I	Grand Challenges in Assessment: Approaches to Authentically Measuring Student Learning in Settings across Campus	Jessica Taylor, University of Tennessee at Chattanooga; Chadia N. Abras and Bri Lauka, Johns Hopkins University; Suzanne Carbonaro, HelioCampus; and Rene' Schmauder, Clemson University
18J	Exploring Power BI Visualizations for General Education Curriculum Assessment	Galiya Tabulda and Caitlyn Jessee, Florida State University
18L	The Importance of Shared Governance in Institutional Culture and Success of Outcomes Assessment	Ashley Becker, Stephanie Klie, Melissa Rossi, and Michelle Wessel, Southwestern Illinois Collegey
18M	Necessary Alignments: Integrating and Assessing a New Set of Institution-Level and General Education Learning Outcomes	Frank Ponce, Jim Vermilya, and Bart Breuhler, Indiana Wesleyan University
18N	Examining the Impacts of Assessment Peer Review Participation on Instructional Practices	Shari Ellertson and Teresa Focarile, Boise State University
18P	Time and Data are Money: Maximizing Systems Data and Minimizing Time for Accreditation Preparation	Justine S. Gortney and Sarah Agnihotri, Wayne State University-Eugene Applebaum College of Pharmacy and Health Sciences
18Q	Designing and Evaluating a Certificate-First Bachelor's Degree for a Worldwide Audience	Alan L. Young, Andrew Gibbons, Benjamin Malczyk, and Jon Nichols, Ensign College
18R	Incorporating Students in Graduate and Professional Programs’ Continuous Improvement Model	Marclyn D. Porter, University of Tennessee-Chattanooga
18S	Leverage the Learning Management System (LMS) to Report Assessment	Sacha Johnson, Max Maccluer, Ryan Randall, Michael Spall, Randy Stamm, and Kimberly Tomkinson, Idaho State University
19C	Shooting from Perimeter and in the Paint: Assessment Faculty Development from All Angles	Lauren Schlesselman, Diego Valente, and Jessica Palliardi, University of Connecticut
19J	Revamping, Blueprinting, and Assessing 'Anatomy and Physiology I' in Adult Education	Ellen B. Krumme, Ashley Davis-Anthony, and Shiloh Graham, Galen College of Nursing
19K	Assessment of General Education Learning Outcomes at a Community College	Eric Wiesenauer, Casey Armour, Mark Balawender, and Carla Murphy, Delta College
19M	Utilizing Information from Assessment to Address Critical Institutional Vision and Mission Objectives: Teaching Excellence and Student Success	Minakshi Lahiri and Carol Goldin, Ernest Mario School of Pharmacy, Rutgers University
19N	A Journey through Institutional Change via Iterative Assessment	Abigail Crew and Karla Hardesty, Colorado Mountain College
19P	Hitting Pause: What We Learned During a Year of Assessment Reflection and Planning	Rebecca L. McDonald, Ronalee Ciocco, and Theresa Ford, Washington & Jefferson College
20H	Grand Challenges in Assessment: Leveraging Data Visualization to Support Data-Informed Decision-Making	Rebecca A. Croxton, University of North Carolina at Charlotte; and Amy Svirsky, Rensselaer Polytechnic Institute
20I	Creating an Inviting General Education Assessment Process that Engages Faculty	Jennifer Billman, HACC, Central Pennsylvania's Community College
20M	Leveraging EAC Blackboard's Assessment and Accreditation Solution for Computing Programs' Assessment and ABET Accreditation	Mostafa El-Said and Samah S. Mansour, Grand Valley State University
20P	Wrangling Canvas Learning Management System (LMS) Outcomes Data - From 2 Weeks to 2 Minutes	Allison K. Chatterjee, Chelsie Deatrick, and Vicky Gavin, Indiana University Bloomington
21B	Building Assessment Leadership in Faculty: Toward a Sustainable Culture and Practice of Assessment of Student Learning	Rachel Shefner, Jessica Mansbach, and Stacy Wenzel, Loyola University Chicago
21C	Development, Delivery, and Assessment of Collective Impact at a Rural Liberal Arts College	Lauren R. Paulson, Hannah Hinterleiter, Isabella James, Sydnie Patton-Johnson, Rebecca Pechmann, Lainee Swanson, and Michael Williams, Allegheny College
21I	Tell Me What I Need to Hear: Applying a Leadership Communication Model to Increase Assessment Engagement	Kate Oswald Wilkins, Messiah University
21J	Technical ​Code-Switching Can Be a Superpower: Converting Complex Assessment Data into Approachable (and/or Audience-Relevant) Executive Summaries	Paul Fina, Chicago State University; David Fuentes, University of Portland; Jeremy Hughes, Chicago State University; and David Weldon, William Carey University - Tradition Campus