Presenters for the International Conference on Assessing Quality in Higher Education
The International Conference offers several sessions designed for beginners and for the more experienced practitioner. Please see below for a list of presenters who will be contributing to the 2020 International Conference. Session descriptions and presentation dates and times will be available late March.
- Assessing International Student Experiences through “Big Data” and Cultural Lenses
Lisa Lambert Snodgrass, Purdue University - Assessment that Connects with Institutional Performance Indicators to Advance Equity
Marilee Bresciani Ludvik, San Diego State University - Building a General Education Assessment Program with Faculty Involvement
Tisha M. Paredes, Old Dominion University - Building Capacity for High Impact Practice in Online Graduate Education: ePortfolio
Corinne Bossé, Athabasca University - Centric-Collaborative Model: Assessing Integration of Cultural humility (LEARN), Relational Elements (PACE) and Motivational Interviewing Core Skills (OARS) in Patient Education Simulations using the Gold Standard Assessment Tool (QuEST/SCHOLAR_MAC)
Miriam A. Ansong, Allen Keshishian, and Jeremy Hughes, California Health Sciences University College of Pharmacy - Curriculum Mapping, a Powerful Tool for Curriculum Improvement and Transformation through Collegial Discussion and Collaboration during the Adoption of the Learning Outcomes Approach and Institutional Assessment
Luis Guadarrama Olivera, Athabasca University - Do They Know What We Think They Know?: Using ePortfolios to Assess Student Learning
Elizabeth M. Goering, IUPUI - Engaging Educators in Assessment of Student Learning: Practical Techniques from Five Continents
Felix Wao, University of Oklahoma; Adriana J.M. Botha, University of Pretoria, South Africa; Ariadni Stogiannidou, Aristotle University of Thessaloniki (AUTh), Greece; Maria Zuniga, Universidad del Norte. Barranquilla, Colombia; and John Yorke, Curtin University - Ensuring Quality Assessment & Continuous Improvement through Innovative Alignment among the Cornerstones of Teaching and Learning: Assessment, Curriculum, and Delivery in Multi-Campus Institutions
Nickie Christensen and Mohamad Saoud, Higher Colleges of Technology - Faculty Led Change in Assessment and Student Learning Improvement-Going Back Home and Putting Action to Best Practices
Bliss Adkison, The University of North Alabama - Implementing and Assessing A Creativity-Focused Education Model as a Core Element of Learning, Across Disciplines
Maribeth Kradel-Weitzel, Dana Scott, and Richard Hass, Thomas Jefferson University - Inter Relater Reliability and Collaborative Committee Conditions in Online Graduate Projects: A Prospectus Process Analysis
Holly Rick and Melissa McCartney, Walden University - “I Thought I Was… But”: Metacognition and Student Perceptions of Academic Skills
Mélanie Méthot, University of Alberta, Augustana Campus - Leading a Successful Community of Practice: Cultivating Faculty Collaboration
Nancy Goldfarb, IUPUI - Logic Model View of Assessment
Ramona Dorough, UT Southwestern Medical Center - Mapping Common Ground for Authentic Assessment: Collaborative Curriculum Mapping
Jennifer M. Harrison and Vickie Williams, University of Maryland, Baltimore County - Quality Program Assessment for South Africa: Informed through International Quality Best Practices
Adriana J.M. Botha and Adriana A. Steyn, University of Pretoria - Short-Term Holistic Assessments of Faculty Development and Mentoring
Joan Poulsen, George Towers, and Darrin Carr, Indiana University Purdue University Columbus - Somewhat Successful? Faculty Interventions and the Creation of an Assessment Culture
Mélanie Méthot, University of Alberta, Augustana Campus - The RECAP Framework: Fostering Student Engagement, Self-Reflection, and Formative Assessment in Online Learning
Carrie Hagan, Indiana University Robert H. McKinney School of Law/IUPUI; Matthew Callison and Alexandria Fox, IUPUI - Using Strategic Design Tools to Embed Effective Assessment Practice into Faculty Repertoire
Dana Scott, Thomas Jefferson University - What, Why, and How: Evaluating the Institutional Data Function in Pursuit of Transformation
Stephan Cooley and Leah Ewing Ross, Association for Institutional Research (AIR)