Opening Reception & Poster Session #1 | Location: Beletage Foyer | Time: 5:00-6:30 p.m.

Implementing and Assessing a Creativity-Focused Education Model as a Core Element of Learning Across Disciplines
Changes in technology and systems of learning are rapidly transforming education and the workplace. This demands a proactive, immediate, and on-going evolution in how we prepare our students. Creativity is an essential skill for both success and resiliency in such an environment. This presentation will show an overview of how embedding creativity into a core curriculum, across disciplines within the university, can cultivate a confident and flexible mindset through exploration of creative aptitude. Content entails a review of the assessment structure, with sample rubrics and survey prompts, the data collected, and next steps.
Maribeth Kradel-Weitzel and Dana Scott, Thomas Jefferson University
Theme: Strategic Directions
Poster Board: 01

Promoting Student Learning through Transatlantic Conversations
This presentation provides insight into student experiences and growth through two virtual, synchronous, 7-week courses with students/faculty from Indiana University and Poland. Our fall 2023 exchange focused on accessibility challenges within the two countries with discussions on environmental, cultural, legal, and political affairs surrounding accessibility. Our spring 2024 course engages students in discourse regarding diversity and cultural competency in these countries. The goal was to immerse students in intercultural collaborations to stimulate empathy, respect, and understanding of critical issues through the lens of others. Student understanding of globalization is measured through pre/post-surveys to gauge the impact of transatlantic conversations.
Kathryn Berlin and Heaven Hollender, Indiana University Indianapolis; and
Annabell Türk, Indiana University Europe Gateway
Theme: Student Success
Poster Board: 02

Increasing Faculty Agency in Assessment Practices
Although the goal of outcomes assessment in post-secondary education is generally identified as improving teaching and student learning, external pressures often encourage institutional administration to mandate what the National Institute for Learning Outcomes Assessment calls a “compliance/reporting” philosophy of assessment instead. This philosophy encourages imposing standardized, normative practices in both curriculum and the evaluation of student work, curtailing faculty agency in the design and implementation of assessments. Our presentation will outline the ways we have built an assessment system at our open-access college to bolster faculty agency and engagement in program- and institution-level learning outcomes assessment.
Chris Blankenship and Fernanda Zapiain, Salt Lake Community College
Theme: Strategic Directions
Poster Board: 03

Assessing and Improving Student Advising Efficiency with a Probabilistic Model to Predict No-Shows in Academic Appointments
The frequency of no-show advising appointments significantly influences time and resource management across various higher education institutions. In this research, we construct a hybrid probabilistic model, incorporating logistic regression and empirical Bayesian inference, to dynamically forecast the likelihood of no-shows. This model integrates both general student social and demographic data and individual advising appointment histories, considering the impact of the appointment date. This precise prediction model facilitates the implementation of a targeted overbooking strategy during peak periods, mitigating the adverse effects of no-shows and efficiently filling appointment slots while maintaining brief waiting times.
Obed Boateng, Grand Valley State University
Theme: Student Success
Poster Board: 04

Sustaining Student Success through Inclusive Environments: Assessing Alabama LSAMP
The overarching goal of Alabama LSAMP (NSF-funded) is to implement and study innovative, evidence-based, and sustainable best practices in STEM undergraduate education designed to increase the quality and quantity of underrepresented students. College adjustment (see Eccles) is often difficult because classrooms are less personal with few opportunities to develop relationships with classmates and instructors. This can be more challenging for underrepresented, racial minority students due to negative racial stereotypes and lack of same-race peers, faculty, and role models. Alabama LSAMP seeks to address these challenges through sustainable, accessible programs that promote student success.
Annelies Bolland and Sarah Dunlap, The University of Alabama
Theme: Inclusive Environments
Poster Board: 05

Building Community in Classrooms with Intention, Inquiry, and Reflection
Building a sense of community in educational spaces supports engaged and effective learning and is a key to holistic student success. The Classroom Community and Connectedness Project is a facilitated reflection and interactive brainstorm exercise designed to improve experiences of community and connectedness in courses, while itself serving as a community-building activity. We used surveys and interactive feedback to hear from 400+ students: How are you experiencing community and connectedness in our classrooms? We will share our process, as well as the practices and tools that can be used to build more equitable and inclusive educational spaces.
Nancy Bostrom and Devavani Chatterjea, Macalester College
Theme: Inclusive Environments
Poster Board: 06

The Role of Teachers in the Age of AI and Posthumanism: Navigating New Educational Paradigms
This presentation explores the evolving role of teachers amidst AI integration and posthuman thought. It addresses teachers' necessity and adaptation in an AI-enriched educational landscape. The session delves into balancing technology with the human essence of teaching, examining both practical AI applications and the philosophical implications of posthumanism. Interactive workshops and case studies highlight how educators can effectively use AI tools like ChatGPT while maintaining indispensable human qualities. This insightful discussion is aimed at educators and educational leaders, focusing on harmonizing AI advancements with human-centered teaching approaches.
Samantha Bradley, Forsyth County Schools
Theme: Innovative Instruction
Poster Board: 07

It is Time to Twist the Assessment Loop
Traditional assessment methods in higher education often follow a looped structure, where feedback is provided after a learning cycle. This poster presentation challenges this conventional approach and proposes a new assessment technique that twists the loop into a möbius strip. This technique creates a continuous feedback loop, where students and instructors engage in collaborative assessment practices throughout the learning process. The presentation will also showcase an assessment app, CourseTalk+, that enables faculty to build learning narratives that integrate quantitative and qualitative data from the learning management system. Finally, this presentation demonstrates how to deploy this innovative and agile assessment strategy.
Matthew Shaver and Adam Watkins, Lincoln Land Community College
Theme: Strategic Directions
Poster Board: 08

Reimagining and Assessing General Education to Empower Growth of the Global 21st Century Student
General education, traditionally seen as a foundation of diverse knowledge, now faces the challenges and opportunities of a rapidly changing global landscape. This conference proposal aims to explore innovative strategies for reimagining and assessing general education to better serve the 21st-century student. By integrating technological advancements, interdisciplinary studies, and culturally relevant pedagogies, we envision an education that imparts knowledge and fosters skills and mindsets essential for global citizenship. Join us in discussing lessons learned, actionable solutions and assessment methods that prioritize holistic growth, adaptability, and the empowerment of students to navigate an interconnected world.
Courtney Shull, Indiana Tech
Theme: Student Success
Poster Board: 09

Poster Session #3 | Location: Beletage Foyer | Time: 9:00-10:00 a.m.

The SEARLE Assessment Framework and Strategy
As an assessment practitioner and an educational developer within the same center for teaching and learning, we are charged with driving university-wide assessment and accreditation strategy. We ground our approach in theories of collaboration and change that respond to our decentralized context and advance equity-centered assessment of student learning. Our poster outlines the SEARLE framework we developed to guide our strategic directions based on our shared core principles: Student-Centered; Equitable; Authentic; Responsive; Life-long; and Empathetic. Our poster also highlights how we have operationalized this framework through our strategic planning process and our flexible, collaborative approach to executing that plan.
Lina Eskew and Lauri Dietz, Northwestern University
Theme: Strategic Directions
Poster Board: 01

Proactively Cultivating Student Learning Outcomes
Continuing to improve assessment practices, this poster session is devoted to expanding the potential of assessment by attending to a frequently underestimated component of the process. By cultivating student learning outcomes through more intentional planning, student learning will be enhanced. Although an integrated curriculum, instruction, and assessment process has always been advocated, this poster session will introduce how an integration can be facilitated through program theory and implementation fidelity, frequently appearing in assessment and instructional journals. Participants will learn how modified approaches to these processes in student support units and academic programs result in synergistically improving student learning.
Teresa Flateby, Institutional Effectiveness and Assessment retiree, T.L Flateby and Associates Consulting
Theme: Strategic Directions
Poster Board: 02 

Agency, Advocacy, and Positionality: Bringing an Equity Mindset to Higher Education Assessment
The Grand Challenges Project supports global collaborations informing equitable practices for assessment practitioners in higher education while identifying evidence-informed solutions. Sixteen interviews were conducted in 2023 with assessment professionals across higher education disciplines/units to learn how they use assessment data to further equity. Through qualitative analysis, three central themes emerged: agency, advocacy, and positionality. The evidence highlights the importance for self-efficacy and inclusion in higher education as we seek to improve quality and equity through assessment. Through each theme we aim to equip professionals with the tools and insights to contribute to a more just and equitable educational landscape.
Beth Janetski and Mary Thompson, University of Wisconsin-Madison
Theme: Inclusive Environments
Poster Board: 03 

Transformative Reflections: The Value of Assessment Tools
Assessment of college student learning can take many forms (Suskie, 2018) and can be utilized not just to measure learning, but to enhance it. In this poster, we present two different use cases of assessment as both measurement and learning interventions. First, we will describe a student self-assessment of metacognitive processing (Ozturk, 2017) in a study abroad course used to increase both students' content knowledge and awareness of their position in the global environment. Second, we will show how traditionally summative assessments (tests and quizzes) can be used as formative, pedagogical tools during a student’s learning process to promote learning and self-regulation (Gehringer, 2017).
Andrew Kostakis, Austin Peay State University; Corinne Renguette and Kevin Rose, Purdue University in Indianapolis
Theme: Innovative Instruction
Poster Board: 04

Investigating Grade Inflation: Connecting Grades, Graduation, and Student Learning
Institutions of higher education often highlight increases in graduation rates as evidence of collegiate success. Yet young professionals are entering the workforce without the qualifications necessary to succeed, raising concerns of grade inflation. The current study utilized student-level data from a Mid-Atlantic university to explore the relations among GPA and completion status. Importantly, a measure of student learning was accounted for by incorporating pre-post change scores on a large-scale reasoning assessment. Initial results substantiate claims of grade inflation as evidenced by student learning being unrelated to both GPA and graduation. Implications and future directions are further addressed.
Joseph Kush, James Madison University
Theme: Strategic Directions
Poster Board: 05

Dismantling Equity: An Inductive Content Analysis of Anti-DEI Legislation Across the United States
Diversity, Equity, and Inclusion (DEI) frameworks have fostered the representation of at-risk populations within higher education. These frameworks are being dismantled across the United States leaving many wondering what the impacts will be for underrepresented groups in higher education. To better understand this shift, I have reviewed anti-DEI bills that have been ratified across five states. Legislation from Florida, North Carolina, North Dakota, Tennessee, and Texas have been analyzed using inductive content analysis to illuminate themes and commonalities among the anti-DEI bills sweeping the nation to prepare institutions for shifts in diversity expectations and roadblocks to building inclusive environments.
Marlana Lastres, Tennessee Tech University
Theme: Inclusive Environments
Poster Board: 06

Tandem Changes: Unveiling Keys for Student Success Within a Coaching Curriculum
In medical education (ME), students are viewed as pivotal servants in life-long learning and presume active agency to achieve professional success. More ME institutions adopt an academic coaching curriculum to enhance residency match outcomes through sharpening autonomous goals and strategies that can promote ongoing student achievement. This research aims to unveil mixed methods data (pre/post) and inform programmatic development over two cohorts from a smaller mid-western institution post-COVID. The results of the data will be shared and inform the collaborative nature of student-coach curricular developments over time.
Rebecca Lustfield, University of South Dakota
Theme: Student Success
Poster Board: 07

Workshops That Connect Scholarship and Assessment: A Strategy for Engaging Faculty in Effective Assessment
Is programmatic assessment a valuable use of faculty time and energy? Here we share a professional development initiative that introduces faculty to the mutual benefits of scholarship of teaching and learning (SoTL) and assessment. We first delivered this workshop series to faculty at the International University of Grand-Bassam (IUGB). In a two-part workshop, we introduced IUGB faculty to SoTL research design, followed by how SoTL can be leveraged to create and improve programmatic assessment plans. We will share lessons learned from our international, interdisciplinary discussions about SoTL and program assessment, including recommendations for adapting these workshops to other institutions.
Troy Nash and Kathryn Kloepper, Mercer University
Theme: Strategic Directions
Poster Board: 08

Reimagining Student Success: The Development of a Thriving Student Model
The needs of today’s college students are constantly evolving, but the pandemic brought about a more dramatic shift that challenged institutions to rethink their conceptualization of student success, especially as it relates to wellness. This presentation showcases the collaborative development, implementation, and assessment strategy for a new campus-wide framework of student success called the Thriving Student Model, which comprises six domains (academic success, belonging, experiential learning, holistic wellness, inclusive community, and joy). The model is anchored in inclusive excellence and seeks to ensure that work to support students’ flourishing benefits students across the spectrums of identities and experiences.
Tim Novara, University of San Diego
Theme: Student Success
Poster Board: 9

Assessing a Substantial Syllabus Redesign: Student Perceptions of Tone
This proposal examines the outcomes of a comprehensive assessment on student perceptions following a substantial redesign of a course syllabus. Results indicate students appreciated the positive tone and perceived the instructor's staunch support for their progress and capacity for success. Moreover, the syllabus was not deemed condescending, although many found it unexciting. The findings suggest an encouraging acceptance of the learner-centered approach in syllabus design. Future steps involve an analysis of pre- and post-revision syllabus comprehension scores, aimed at discerning any notable differences. This research underscores the significance of a positively toned syllabus in fostering an inclusive learning environment.
Mark Urtel, Indiana University Indianapolis
Theme: Inclusive Environments
Poster Board: 10

Assessing Student Success- Academic Performance and Predictive Indicators (ASSAPP- [leading and lagging] Indicators)
In an effort to create a data-informed culture, members of the Office of Institutional Research and Effectiveness partnering with the Provost, Executive Vice President created Jackson State University (JSU) Data Days where Academic Deans, Provost Council, and OIRE report on data pertaining to Retention, High Challenge Courses, Course Completion rates, and Quality of instruction-performance excellence, looking at data disaggregated by race and ethnicity, and reporting Mission Critical Metrics to understand the impact it is having on student retention and completion. Results and measure of the JSU continuous improvement process will be presented.
Marie Valentin and Celestino Valentin, Jackson State University
Theme: Strategic Directions
Poster Board: 11

Panel Session #5 | Room: Unter den Linden and Friedrichstadt | Time: 10:00-11:00 a.m.

Assessment in the United States: Pathways Forward
This panel features assessment leaders from the United States. Each reveals an emerging assessment topic and how it may shape higher education's future. Topics include the role of accreditation in advancing assessment efforts; how program theory and implementation fidelity can help educators use outcomes evidence for learning improvement; and the roles of students and student voice in purposeful planning and quality discussions in higher education
Keston Fulcher (Moderator) and Sara Finney, James Madison University; David Chase, Higher Education Consultant; and Natasha Jankowski, New England College
Theme: Strategic Directions

Panel Session #6 | Room: Unter den Linden and Friedrichstadt | Time: 11:15 a.m.-12:15 p.m.

Assessing and Improving Quality in High Impact Practices (HIPs)
Engaged learning experiences, including High-Impact Practices (HIPs), such as service-learning, undergraduate research, study abroad, internships and capstones, immerse students in active, and practical educational opportunities. Many colleges and universities have been promoting and tracking students’ participation in these special learning experiences, expanding opportunities and facilitating support for faculty and recognizing it in workload. While student outcomes research demonstrates desirable impact, assessment evidence shows inequitable participation, and lack of opportunities to enhance educational quality and to expand practices to align more with contemporary students’ interests, purpose, realities and cultural assets. What is the state of students’ exposure and equitable participation in HIPs? What assessment evidence do educators need to enhance engaged learning for today’s students?
Jillian Kinzie (Moderator), National Survey of Student Engagement (NSSE) and Indiana University Bloomington
Theme: Engaged Learning

Practical Techniques for Engaging Faculty in Assessment of Student Learning
Although regional and discipline accreditation are crucial for ensuring the efficacy of higher education, the assessment of outcomes, a pivotal aspect of this process, frequently encounters opposition from educators. Many perceive accountability mandates as bureaucratic tasks rather than opportunities to enhance teaching and learning quality. This session aims to elucidate the primary reasons behind faculty resistance to assessment of student learning, offer practical methods for fostering faculty involvement, ownership, and commitment to outcomes assessment, and discuss emerging forms of resistance arising from the pandemic and the advent of generative artificial intelligence.
Felix Wao, University of Oklahoma
Theme: Strategic Directions

Do the AAHE Principles of Good Practice Reflect the International Experience with Assessment?
In 1992, twelve assessment leaders in the United States developed nine Principles of Good Practice for Assessing Student Learning (AAHE Bulletin, 1992). The presenter will describe these principles, examine how they shaped the strategic direction of assessment practices in the U.S. over the last three decades, and consider their relevance – with updates and additions – for the future of assessment in the U.S. The presenter hopes to learn if these Principles are meaningful for assessment globally, if different assessment principles emerged in other countries, and how assessment leaders can expand global assessment collaborations.
Jeremy Penn, University of Iowa College of Education
Theme: Strategic Directions

Immersive Block Scheduling in an Australian Public University: A Case Study in Increasing Student Success
Universities around the world are exploring how to adapt their education delivery approach in the face of changing student demographics and shifting learning preferences. This submission shares results from a recent whole-of-institution curriculum reform at one public Australian university, where traditional semesters were replaced with an innovative 6-week immersive block model utilising an engaging, active learning pedagogy. The submission references best practice in Higher Education (HE) pedagogy and shares student performance data demonstrating the change delivered increased undergraduate pass rates (74% to 88%) and reduced attrition by 5%. Implications for practice at HE institutions considering curriculum reform are discussed. Question: How can institutions respond to changing student demographics (e.g. increasing numbers of underrepresented students) and changing student preferences (e.g. online vs on campus learning)?
Thomas Roche, Southern Cross University
Theme: Student Success 

Poster Session #4 | Location: Beletage Foyer | Time: 1:30-2:30 p.m.

Enhancing Student Effort for Improved Institutional Accountability Data: The Impact of Motivation Priming Interventions
Using data from two public US universities, we examined the effectiveness of a short intervention to increase student effort when completing low-stakes tests for institutional accountability. Prior to completing tests of general education outcomes, students were asked to reflect upon their motivation to perform well. This priming intervention resulted in a significant and practical increase in expended effort on the tests. Thus, our study offers an innovative approach to promote student motivation when providing assessment data. Strategic insights from our study include ways to enhance the quality of data collected for institutional accountability, optimize resource allocation, and increase cost-savings.
Stuart Miller, Auburn University; and Sara Finney, James Madison University
Theme: Engaged Learning
Poster Board: 01 

Domo Arigato, Mr. Roboto: Generative AI as an Effective Tool for Learning How to Write
While there has been much speculation about the impact of generative AI on student's ability to write, little has been done to objectively measure AI as a writing tool in a classroom. In this study, researchers compare the writing proficiencies of students exposed to a curriculum that teaches them the impact and proper use of AI tools in academic and professional writing compared to students who are not. The researchers’ objective is to investigate if teaching faculty and students how to use AI to enhance student writing will have a significant impact on student academic and professional success.
Mary Odden and Jeremy Jungbluth, University at Buffalo
Theme: Innovative Instruction
Poster Board: 02 

Strategic Program Positioning: How a Large, Metropolitan University Achieves Academic Program Review
St. John’s University implements a novel program review using "Strategic Program Positioning" (SP2) to study the health and viability of our academic offerings. Data is organized to provide a holistic view of programs, including enrollment, retention, peers, and financials. Resulting dashboards are part of our institutional assessment effort, focusing on transparent continuous quality improvement, by bringing stakeholders together for data-driven dialogue on how programs meet the students' needs and the strategic vision of the institution. Capitalizing on program strengths moves us forward with the goal of providing quality academics and a solid career path for students.
Karen Pennacchio and Anthony Marziliano, St. John's University
Theme: Strategic Directions
Poster Board: 03 

Micro Actions to Increase Inclusivity: Shaping Culture from The Bottom Up
Diversity, Equity, Inclusivity and Accessibility (DEIA) policies typically follow a two-part approach: 1) top-down or forced inclusion policies and 2) training focused on micro-aggressions. Complexity theory, however, would tell us there is a critical component missing to this approach--the creation of a positive feedback loop through micro-actions to create an inclusive culture. To shape the micro-actions of a work force, it is imperative to influence the work force at their psychomotor level. This is necessary so individual’s in-the-moment actions are able to positively develop bi-lateral relationships across teams while undoing any pre-existing instinctual reactions already present.
Melissa LaDuke and Thomas Pike, National Intelligence University
Theme: Inclusive Environments
Poster Board: 04 

Cy™ GROW: Using Project Management Tools and Skill Development Frameworks for Student Learning in the Co-Curriculum
Iowa State University’s Office of Assessment, Research, and Divisional Effectiveness, University Human Resources, and Office of Student Financial Aid have implemented Cy GROW, a program that helps hourly student employees make connections between their academics and potential future careers through structured conversations with their supervisors. This program utilizes the project management tool Smartsheet as well as our Career Readiness Competency (CRC) framework to enhance the student employee experience. With one-third of Iowa State students being employed by the university, its contributions are invaluable. This poster will share implementation details, outcomes to date, and insights for future consideration.
Matt Pistilli, Amanda Puffett, and Katie Ansong, Iowa State University
Theme: Strategic Directions
Poster Board: 05 

Crafting Global Leaders: The Transformative Role of Communication Intensive Courses (CiC) in Higher Education
The Communication Intensive Courses (CiC) initiative enhances student communication skills across disciplines through faculty development and innovative course design. Utilizing multimodal assessments, teachers integrate communication teaching, practice, and feedback into their curriculum. Aligning with institutional objectives, each program targets a minimum of eight CiC offerings to provide students numerous opportunities to develop essential communication competencies, preparing them for success beyond academia. This presentation reports on the impact this strategy had across multiple stakeholders. As a strategic and forward-thinking initiative, CiC equips students to excel in social and professional settings as global-ready leaders, redefining the future of higher education.
Michelle Raquel and Simon Boynton, University of Hong Kong
Theme: Strategic Directions
Poster Board: 06 

Teaching Assessment Strategy Centering Intent and Purpose for Student and Instructor
Instructors aim to deliver disciplinary content, but long-term college students benefit from practicing process skills and awareness of purpose. The innovative strategy engages instructors and students in reflection, connecting performance to individual participation goals. The assessment approach leads instructors to purposeful course design and supports their continued professional development. Student self-efficacy and accountability are promoted by connecting personal, academic, and professional goals with attending class. We tested the model in different institutional contexts in two different countries (Germany and the US). Presenters will share examples of instructor objectives with aligned activities and student objectives and how they think about learning.
Martina Rosenberg, University of Connecticut; and Andrea Frank, Bielefeld University
Theme: Student Success
Poster Board: 07 

Evaluation of Academic Assessment Processes
This poster presentation highlights the evaluation of academic assessment processes to promote institutional effectiveness. The revised process encourages departments to connect their strategic plans to their college strategic plan, which in turn connects to the institutional strategic plan. The implementation of departmental strategic plan is tracked annually by reporting progress made and identifying needed resources. The revised assessment process is no longer cumbersome and bureaucratic, but rather, clear, smooth, and multi-staged, resulting in actionable strategic outcomes. This will ensure academic excellence through identification of emerging new areas for programmatic offerings and opportunities for improvement.
Dania Salem, American University of Beirut
Theme: Strategic Directions
Poster Board: 08 

CommuniTea in the Library: Fostering Relationships with Warmth
As a Hispanic-Serving Institution and community college in a large urban setting, we have focused on becoming trauma-informed to better serve our students. In an effort to prioritize mental health outside of the classroom, the library focused on fostering relationships through wellness programming. We provided opportunities for students, faculty, and staff to center wellness through rest and connection, with naptimes in the library, afternoon tea events, and displays on self-care. The positive reception resulted in increased visibility of the library and library services, new partnerships, and more student interaction.
Tineka Scalzo and Jeannette Bruno, Wilbur Wright College
Theme: Inclusive Environments
Poster Board: 09 

Agility and Relationships to Inspire Assessment for Student Learning
Fulfilling a university-wide assessment plan for student learning is no small feat. Navigating institutional culture(s), perspectives around the purpose and use of assessment, labor and capacity, and balancing the need for external reporting, while remaining narrowly focused on centering teaching and learning for student success is an iterative process that requires agility and strong relationships. This presentation will illuminate on the structuring of university-wide assessment for student learning, centering relationships across-departments for success, assessment as an iterative process, and intentionally embedding support mechanisms throughout the system.
Heather Webb Springer, University of Wyoming
Theme: Strategic Directions
Poster Board: 10

Panel Session #7 | Room: Unter den Linden and Friedrichstadt | Time: 2:30-3:30 p.m.

Promoting Quality During Times of Rapid Change
Engaging faculty, staff, students, and other stakeholders in quality endeavors is challenging under normal circumstances. Add to the mix a major change in institutional context, organization, program scope and delivery, learning management system deployment, and faculty appointment status, among other variables, and attention to quality becomes more strained. This presentation uses a case study of change management in higher education to highlight the leadership strategies and engagement approaches necessary to promote quality during times of rapid change.
Corinne Renguette (Moderator), Purdue University in Indianapolis
Theme: Strategic Directions

Using Comprehensive Institutional Master Planning as a Tool to Future-Proof a University
The Officer of the Provost at Texas Tech University Health Sciences Center partnered with a planning and design firm to develop an Institutional Master Plan promoting critical conversations, analyzing current learning and research environments, and identifying future growth and resource management in higher education. Our five campuses and six schools are integrating health education strategies and learning environment enhancements through an innovative goal-oriented, solution-focused process.  Stakeholders identified priorities for the next 20 years for community partners, learner experiences, futureproofing technology, and growing our healthcare workforce. Synergies, common initiatives and needs became apparent, strategically positioning our university for future success.
Darrin D'Agostino, Texas Tech University Health Sciences Center
Theme: Strategic Directions 

Innovation through Rigor: Institutional Processes for the Review of Academic Programs
My presentation highlights that a rigorous quality assurance process can foster a dynamic culture of innovation in academic programs. I use a large, research-intensive Canadian university with 200+ programs as a case-study in cyclical program review. I map the institution’s quality assurance processes onto its strategic priorities for internationalization, research, and preparing students for the job market. Faculty and student engagement and program review supports are vital for achieving alignment between quality assurance processes and institutional goals. Finally, I share the introduction of new mid-cycle reports to track implementation, which is critical to the concept of innovation through rigor.
Susan Lewis, Western University, Canada
Theme: Strategic Directions

Intentional CQI for a Newly Implemented Curriculum
INTRODUCTION: A redesigned four-year U.S. Doctor of Pharmacy program was implemented at an existing school of pharmacy in Fall 2020. The school was intentional about including safeguards to identify and improve any areas of weakness. METHODS: Several comprehensive assessments and checkpoints were developed as part of the new curriculum. The Assessment Committee designed an 11-component CQI plan (approved by faculty) to assess and evaluate various phases of the curriculum. OUTCOMES: The process improved faculty awareness of the curriculum; addressed minor gaps, and resulted in improved courses and assessments. CONCLUSION: Planning is an excellent strategy for mitigating negative outcomes.
Elizabeth Sheaffer, Samford University McWhorter School of Pharmacy
Theme: Strategic Directions

Panel Session #8 | Room: Unter den Linden and Friedrichstadt | Time: 3:45-4:45 p.m.

Making a Grand Contribution: The Grand Challenges in Assessment in Higher Education Project
The Grand Challenges for Assessment in Higher Education project is a collaborative effort of ten endorsing organizations and over 400 volunteers across the United States to increase the extent to which assessment (1) supports equity; (2) is visible, actionable, and drives innovation; and (3) guides rapid improvements in pedagogy. “Grand Challenges” are being addressed through national collaborations, systematic inquiries, and dissemination of effective and practical solutions. Three volunteer-led implementation teams are carrying out strategic plans related to the grand challenges. Implementation team leaders will share details about the project and how you can engage to address grand challenges in assessment.
Stephen P. Hundley (Moderator), Indiana University Indianapolis; Rebecca Croxton, The University of North Carolina at Charlotte; Mary K. Thompson and Beth Janetski, University of Wisconsin-Madison
Theme: Strategic Directions