Conference Registration, Welcome Reception, and Poster Session #1
Location: Altitude (25th floor) | Time: 5:00–6:30 p.m.

Poster Board: 01
Afrofuturist Approaches to Social Innovation and Student Success"
This poster will explore how Afrofuturism—a cultural and philosophical framework that combines African diasporic heritage and history with visions of advanced, equitable futures—can inspire innovative strategies for student success in higher education. Drawing from the symbolism and ethos of Marvel’s Black Panther movies, we’ll investigate how themes of cultural empowerment, social innovation, and imagination can inform practices that resonate with students from underrepresented communities. The poster will outline ways students are leaning into Afrofuturism in the present, imagine further approaches to support these students, and consider different ways to evaluate these efforts.
Marjorie Trueblood, Rollins College; and Bethany Miller, Macalester College

Poster Board: 02
Assessing Engagement Differences in First-Generation vs. Non-First-Generation College Students: A Latent Profile Analysis
Latent Profile Analysis (LPA) is an underutilized statistical method in higher education that identifies distinct student subgroups based on survey response patterns. The purpose of this presentation is to highlight LPA’s potential for revealing nuanced student profiles in assessment data, offering actionable insights beyond traditional methods. This study utilized LPA to compare and predict profile membership of first-generation to non-first-generation students across ten engagement indicators outlined by the National Survey of Student Engagement (NSSE). Findings reveal unique profiles to help inform a more targeted understanding of different student learning needs and support data-driven strategies for enhancing educational support and resources.
Christina Smith and Felix Wao, University of Oklahoma

Poster Board: 03
Measuring What We VALUE: A Strategic Framework for Authentic Assessment in Higher Education
The VALUE (Valid Assessment of Learning in Undergraduate Education) rubrics are open education resources (OER) designed to support authentic assessment of sixteen Essential Learning Outcomes in higher education. This poster outlines a strategic five-phase process for implementing VALUE rubrics to enhance educational quality: 1) Articulating assessment goals that align with learning outcomes, 2) Selecting or designing assignments with strong alignment, 3) Collecting and scoring student work, 4) Analyzing, interpreting, and presenting VALUE data, and 5) Using results to drive continuous improvement. This framework provides a foundation for institutions to build intentional assessment practices that provide evidence-based insights into student learning.
Beth Perkins, American Association of Colleges and Universities (AAC&U)

Poster Board: 04
Bridging the Gap: Exploring the Career Shifts of Education Graduates Who Transitioned to Non-Teaching Professions
Assessing career shifts is pivotal in highlighting potential gaps in both career satisfaction and the application of skills across various sectors. Understanding why these educators are leaving the teaching profession can offer valuable insights into the evolving needs of the workforce and inform the development of policies that support educator retention and career transitions. Hence, it can reveal broader implications for how the education system might better support diverse career pathways for graduates, ensuring that they can apply their skills in meaningful ways outside traditional teaching roles.
Alia I. Pacasirang, Minerva-Saminah M. Naga, and Wardah D. Guimba, Mindanao State University, Marawi City, Lanao del Sur, Philippines

Panel Session #5
Location: Ballroom A (7th floor) | Time: 9:00–10:00 a.m.

Panelists:

• Julie Furst-Bowe (Moderator and Panel Convenor), Winona State University
• Will Miller, Embry-Riddle Aeronautical University
• Salisa Westrick, Auburn University

Panel Contents:

Assessment and Student Success: An Academy Model
In this presentation, the speaker will describe Winona State University's participation in the Higher Learning Commission's Student Success Academy. This two-year program is designed to improve student persistence, retention and completion through a number of strategies. The first year of the program focuses on assessment and requires participating institutions to analyze their demographic, assessment and student performance data and share those findings throughout their campuses. Then, through a series of listening sessions and facilitated meetings, specific success strategies are identified. These strategies include academic, curricular, co-curricular and financial initiatives. Some of the initiatives are designed for specific student populations who are currently experiencing success gaps.
Julie Furst-Bowe (Moderator and Panel Convenor), Winona State University

Beyond Compliance: Transforming Assessment into a Catalyst for Student Success
This presentation explores transforming assessment from a compliance exercise into a powerful driver of continuous improvement and student success. By shifting focus from merely “checking a box” for accreditors, meaningful assessment practices can become a tool that deeply engages faculty. Attendees will learn strategies to align assessment with genuine student outcomes, fostering faculty buy-in and ongoing investment. Real-world examples and practical approaches will illustrate how assessment can inspire reflective teaching, curricular improvements, and impactful student learning, ensuring faculty commitment by embedding relevance and purpose in every measure taken. Together, we can make assessment a catalyst for enduring academic excellence.
Will Miller, Embry-Riddle Aeronautical University

Implementing the PDSA Cycle for Quality Improvement in Graduate Education
Quality improvement (QI) processes are crucial for enhancing graduate programs. Adopting an intentional QI approach, Auburn University’s Health Outcomes Research and Policy Department uses the Plan-Do-Study-Act cycle as its assessment framework. After setting desired outcomes and goals, resources and faculty commitment are secured to support programmatic changes including increasing student stipends, restructuring the qualifying exam, introducing a plagiarism prevention program, and promoting cultural awareness. Results are evaluated through student performance reports, faculty feedback, bi-monthly meetings between the Department Head and students/faculty, and student surveys and focus groups. Intentional Department commitment is essential to sustain QI efforts in the graduate program.
Salisa Westrick, Auburn University

Panel Session #6
Location: Ballroom A (7th floor)| Time: 10:15–11:15 a.m.

Panelists:

• Teresa Sosa (Moderator and Panel Convenor), Indiana University Indianapolis
• Dimitria Harding, Wake Technical Community College
• Yao Hill, University of Hawaiʻi at Mānoa
• Amelia T. Buan, Mindanao State University - Iligan Institute of Technology

Panel Contents:

Building a Diverse Faculty: Lessons from Indiana University’s Presidential Hiring Initiative
This presentation examines outcomes from Indiana University’s $30 million Presidential Diversity Hiring Initiative at IU Indianapolis, which brought 31 new tenure-track faculty from underrepresented groups across 11 schools and one unit (University Library) between 2022 and 2024. I will explore the hiring outcomes, represented roles and disciplines, and retention strategies employed by deans to support these faculty members. Insights from hired faculty will shed light on whether these strategies meet their needs and align with data on retention and belonging, highlighting areas where further support and approaches may be needed.
Teresa Sosa (Moderator and Panel Convenor), Indiana University Indianapolis

The Collective Responsibilities of ALL-Employees in Retaining Senior CTE Leaders
The retention of skilled administrators is paramount for the stability and growth of higher education institutions. Administrators shape campus culture, foster supportive environments, and drive institutional success. However, retaining these leaders is not solely an HR or top-level responsibility. It is a shared obligation that involves all campus employees. This presentation explores how faculty, staff, and support personnel can contribute to retention efforts, promoting a culture of support and collaboration. By embracing shared responsibility, institutions can create environments conducive to professional growth and long-term commitment, ultimately enhancing overall institutional quality and success.
Dimitria Harding, Wake Technical Community College

Journey Together: Enhancing Assessment in Support of All Students Across Campus
The University of Hawaiʻi at Mānoa began requiring academic programs to report their Culturally responsive and Equity-minded Assessment (CEA) practices in their program assessment reports in 2024. To enhance the CEA capacity, we embarked on a journey with the campus community through a series of professional development and relationship building efforts. These efforts encompassed developing online how-to guides, forming a CEA learning community, establishing CEA support funds, creating digital training badges, purchasing and hand-delivering assessment books to department chairs, and organizing a wellness cultural field trip. The presenter will share lessons learned and the impact of this CEA journey.
Yao Hill, University of Hawaiʻi at Mānoa

A Framework for Teaching Independent Learning
This presentation explores the implementation of a university-based program on teaching independent learning using the REACH framework—a structured approach that fosters student autonomy and self-directed learning through collaboration among students, teachers, parents, and administrators. Following a Plan–Implement–Reflect–Revise cycle, the program is continuously assessed and improved. Planning involves designing instructional strategies with input from stakeholders. Implementation engages teachers in facilitating self-directed learning, parents in providing support, and administrators in ensuring resources and policy alignment. Reflection allows for evaluation of student progress and program effectiveness based on feedback. Revision integrates insights to enhance teaching methods, student support, and institutional strategies. This iterative approach ensures that independent learning remains responsive, evidence-based, and sustainable
Amelia T. Buan, Mindanao State University - Iligan Institute of Technology

Panel Session #7
Location: Ballroom A (7th floor) | Time: 11:30 a.m.–12:30 p.m.

Panelists:

• Felix Wao (Moderator and Panel Convenor), University of Oklahoma
• Lynn Murray-Chandler, Clark University
• Adam Pace, Belmont University
• Franco Ceasar M. Agbalog, Northern Bukidnon State College

Panel Contents:

Faculty Empowerment Matters! Developing and Successfully Implementing General Education Assessment at a Large Research University
General Education (Gen Ed) programs are central to fostering important skills such as critical thinking and communication, and interdisciplinary knowledge among students. However, in research universities, where faculty are often more focused on specialized research, developing and implementing a meaningful assessment process for Gen Ed curricula can be particularly challenging. This case study presents an innovative and collaborative approach to successfully empower faculty at the University of Oklahoma to take ownership of assessing the Gen Ed program, integrating it as a meaningful and enriching aspect of their teaching mission, resulting in measurable improvements in both curriculum and student learning outcomes.
Felix Wao (Moderator and Panel Convenor), University of Oklahoma

One Model to Help Them All: How Design Thinking and Peer-Embedded Support Improve Outcomes
Many assessment leaders have called for inclusion of assessment processes to be centered with faculty developers and in Centers for Teaching and Learning. This presentation will detail one faculty developer has improved sense of belonging, student success, and faculty development outcomes at three institutions in Massachusetts, New Hampshire and Ifrane, Morocco by combining design thinking and a peer-embedded support model. The presenter will share the process and examples of experiments that faculty and student co-create to improve the learning environment and student learning itself. When data collected are disaggregated, the model shows students from historically marginalized populations disproportionately benefit from this approach, making a more equitable learning experience for all learners.
Lynn Murray-Chandler, Clark University

Well Core for Holistic Student Wellness Education
The Well Core program at Belmont University exemplifies engaged learning by requiring students to participate in various activities across diverse wellness dimensions, fostering personal growth and holistic health. A highlight is the Be Well Portfolio, where students independently document wellness experiences for credit through reflective submissions in Suitable. This approach encourages students to define and pursue wellness uniquely, reinforcing their journey toward balanced, purposeful lives. Our program's emphasis on active learning, reflection, and autonomy in wellness aligns strongly with inclusive, quality-focused practices in higher education, making it a model of immersive engagement.
Adam Pace, Belmont University

Understanding Students' Needs: A Quantitative and Qualitative Analysis
This study explores students' academic, personal, and social needs at Northern Bukidnon State College (NBSC), analyzing data from 354 respondents using the Student Needs Inventory (Villar, 2014). Findings indicate that the top three needs involve academic confidence, lesson comprehension, and balancing home and school responsibilities. Self-development needs, such as life planning and time management, also rank highly. Specific social concerns, including awareness of abuse and financial hardships, further highlight the necessity for institutional support. Statistical analyses reveal significant differences in needs across programs and year levels. Students from the Institute for Business Management and the Institute for Teacher Education exhibit distinct needs in self-development and social relationships. In contrast, first-year and second-year students differ significantly in social and financial concerns. However, gender differences in student needs are statistically nonsignificant. These findings emphasize the importance of tailored interventions, such as reinforced guidance counseling and financial assistance programs, to address students' holistic development. Integrating emotional intelligence education into curricula is recommended to enhance student resilience and academic success. This study is a product of NBSC’s commitment to assessment literacy and assessment innovations, ensuring that student needs are systematically identified, analyzed, and addressed. By utilizing evidence-based assessment practices in higher education, we aim to foster continuous improvement in academic and student support programs, ultimately enhancing the overall educational experience and well-being of our learners.
Franco Ceasar M. Agbalog, Northern Bukidnon State College

Poster Session #3
Location: Ballroom A Foyer (7th floor) | Time: 1:30–2:00 p.m.

Poster Board: 01
Collaborative Online International Learning (COIL) Across Generations: An Innovative Approach to Collaborative Online International Learning
The purpose of the study was to explore an innovative teaching and learning approach to collaborative online international learning (COIL) by including two quite different international partnering universities' classes in which there were an obvious generation gap. Two classes, one from Taiwan and the other the US, participated in the COIL in Fall 2024. Convenience sampling was conducted. Data included pre-course impressions on COIL, COIL projects, and post-course COIL surveys. Thematic analysis was conducted. Results included participants' interest and excitement about the COIL project, generational differences, and concerns regarding COIL project collaboration and implementation. Student learning and perspectives, as well as implications and limitations, will be discussed in the presentation.
Pierre Lu, The University of Texas Rio Grande Valley

Poster Board: 02
Finding Meaning: Exploring Student Impactful Experiences and Barriers
Experiential learning is recognized as a high-impact practice, yet access remains uneven, particularly for online and remote students. This study inventories diverse impactful experiences identified by students over two years, examining barriers to participation in traditional experiential learning opportunities. By highlighting various avenues for connection, we explore how students navigate their educational landscape to create meaningful experiences. Through qualitative research and analysis, we uncover what resonates with students, revealing essential strategies to enhance engagement on large or online campuses. Our findings emphasize the importance of providing multiple pathways to foster impactful student experiences and promote equity in learning opportunities.
Lori Kayes, Oregon State University 

Poster Board: 03
Syllabi-tizing Success: The Rock-Solid Foundation of Clear Course Objectives for Assessment of Student Learning
Clear, measurable course learning objectives—often overlooked or not explicitly taught to faculty—are the cornerstone for student learning, enhancing faculty growth, and promoting assessment transparency. "Syllabi-tizing Success" examines the frequent oversight of these objectives, whether poorly crafted or recycled from old syllabi, and their impact on educational effectiveness. As students become more discerning about processes and assessment criteria, the clarity of objectives is crucial. By linking student assessments to clear objectives, faculty enhance transparency, accountability and student satisfaction. This session highlights the importance of intentional course objective design in driving both student success and faculty professional development.
Evelyn Mocek and Caitlin Chiaramonte, United States Military Academy

Panel Session #8
Location: Ballroom A (7th floor) | Time: 2:15–3:15 p.m.

Panelists:

• Jamie Miller (Moderator and Panel Convenor), Auburn University
• Zeinab Amin, The American University in Cairo
• Ashley Carr, Auburn University
• Riddhi Chawla, Central Asian University

Panel Contents:

Shared Stories, Shared Success: Institutional Research through a Student Support Lens
This presentation explores the current state of Institutional Research (IR) and student data management from the perspective of a student success program director. The panelist uses storytelling to build a shared vision, elaborate on program staff needs, and highlight common dilemmas in the field. IR plays a vital role in shaping effective student support and promoting student achievement, yet evolving needs around data literacy, transparency, and theory- and data-informed practices present both opportunities and challenges. The panelist offers insights into the perspectives and needs of student success staff.
Jamie Miller (Moderator and Panel Convenor), Auburn University

Socratic Method: A Student-Centered Approach to Teaching Statistics
The way first year undergraduate math and science courses are taught can either encourage students to think of the course as a process of logical discovery or merely a set of facts and formulae they need to memorize. The way these courses are often taught make them seem more scary, confusing and hard than useful. In this presentation the speaker shares her experience in using the Socratic method of questioning in teaching statistics. This approach not only produces a lively, engaging and intellectual classroom atmosphere, but also fosters retention of the acquired quantitative and analytical skills and promotes life-long learning.
Zeinab Amin, The American University in Cairo

"Generous Thinking" about "Divisive Concepts" in (Alabama) Higher Education
Alabama is one of many U.S. states to pass legislation outlawing various elements of diversity, equity, and inclusion in higher education. Signed into law in 2024, State Bill 129 includes a definition of and consequences for what it calls "divisive concepts." The presenter offers global to local continuum for social movements and the state as an educator in Alabama. Kathleen Fitzpatrick's, "Generous Thinking: A Radical Approach to Saving the University" (2019) is the framework to discuss cultural politics of education, accountability between the public and universities, and how we move towards critical thinking about "divisive concepts."
Ashley Carr, Auburn University

Rubrics for Rubrics in Higher Education
Rubrics in Higher education are needed to assess students based upon some fixed criteria offering uniformity in our evaluation process. It tells both the teachers & students the main attributes being judged. Formulating an effective rubric offers many advantages, few of them being- providing focused learning objectives, enhancing elaborative feedback to the students & transparency of marking scheme. The latter attribute also enhances inter rater reliability of the assessment being used. There are different types of rubrics which includes Holistic, Single point & Analytic, each one best suiting particular type of assignment serving a unique purpose. This paper aims to discuss the right usage of each rubric type for inculcating quality assessment practice from teachers leading to engaged learning of students in higher education.
Riddhi Chawla, Central Asian University

Closing Session
Location: Ballroom A (7th floor) | Time: 3:30–4:30 p.m.

Presenters

• Stephen P. Hundley (Moderator and Panel Convenor), Indiana University Indianapolis
• Nicholas Curtis, University of Wisconsin-Madison
• Keston Fulcher, James Madison University
• Corinne C. Renguette, Purdue University in Indianapolis
• Pratibha Varma-Nelson, Indiana University Indianapolis

Closing Session Contents:

Serving as the “capstone” experience for the International Conference and moderated by Stephen Hundley, this panel will discuss enduring and emerging trends in teaching, learning, assessment, and improvement affecting the higher education sector. Corinne Renguette will provide a recap of crosscutting themes from the preceding panel and poster sessions. Nicholas Curtis will share ideas and perspectives unfolding in the pages of Research & Practice in Assessment. Keston Fulcher will discuss future directions informed from scholarship and professional practice through the Center for Assessment and Research Studies at James Madison University. Pratibha Varma-Nelson will outline lessons learned from engagements under the auspices of the STEM Education Innovation & Research Institute at Indiana University Indianapolis. Attendees will leave the session informed and inspired by issues and opportunities to consider for adoption or adaptation in their respective contexts.
Stephen P. Hundley (Moderator and Panel Convenor) and Pratibha Varma-Nelson, Indiana University Indianapolis; Nicholas Curtis, University of Wisconsin-Madison; Keston Fulcher, James Madison University; and Corinne C. Renguette, Purdue University in Indianapolis