International Conference Home

Bangkok 2025: Draft Program Contents

The information on this page reflects draft content associated with the program for the International Conference on Assessing Quality in Higher Education. We will continue to update this information through early-June, after which a final version of the page will be published. A Schedule at a Glance will also be distributed at the Conference Registration, which will also include ways to access additional presentation materials.

Opening Session
Panel Sessions
Poster Sessions
Closing Session

Opening Session

Monday, June 23, 2025, 9:00-10:00 a.m. 

• Stephen P. Hundley, Indiana University Indianapolis
• Special Guests from the ASEAN University Network

Stephen Hundley, Chair of the International Conference on Assessing Quality in Higher Education, will provide an overview of the program, including highlighting the conference themes: engaged learning, inclusive environments, innovative instruction, strategic directions, and student success. Special guests from the ASEAN University Network will share information about quality assurance efforts across the ten member states comprising the Association of Southeast Asian Nations (ASEAN), including a preview of Wednesday’s optional site visit to Chulalongkorn University, which serves as the base of operations for the ASEAN University Network.

[Top of Page]

Panel Sessions

Panel Session #1
Monday, June 23, 2025, 10:15-11:15 a.m.

Panelists:

• Keston Fulcher (Moderator and Panel Convenor), James Madison University
• Patrick Biddix, University of Tennessee, Knoxville
• Rebecca Acosta Burdette, Louisiana State University
• Frederick Burrack, Kansas State University
• Erin Curran, University of St. Thomas

Panel Contents:

Patrick Biddix
“Using Formative Assessment of Student Academic Well-Being to Enhance Teaching and Learning”
This presentation shows how a brief, formative assessment can be used to evaluate student academic well-being to enhance teaching and learning outcomes. The session will highlight the implementation of the PERMA well-being framework in an academic setting, showcasing findings from four years of implementation across various classroom and instructional contexts. By incorporating an early assessment check, faculty can adjust their instructional strategies to address diverse learner needs, thereby fostering engagement and motivation. Additionally, it will present case studies demonstrating the positive impact of these assessments on academic performance and student outcomes.

Rebecca Acosta Burdette
“Pragmatic Approaches for Holistic Assessment of Teaching and Learning Within and Across the Disciplines”
With an ambitious 5-year goal of embedding communication-intensive pedagogy within all undergraduate disciplines, LSU challenged interdisciplinary faculty teams to develop reliable, pragmatic assessment strategies that transcend disciplines, minimize faculty overload, optimize resources, and genuinely inform improvement at the course, college, and institution level, while also generating necessary accreditation reporting data. As a result, we’re now experimenting with a holistic approach to assessing student learning, success, and programmatic efficacy using a mix of novel and traditional evaluative techniques, along with formative and summative, qualitative and quantitative, human and AI aspects, all of which we hope to triangulate to reveal an honest, comprehensive picture of what is and isn’t working on our campus. 

Frederick Burrack
“Automated Technological Structures to Support Instruction and Curricular Processes”
Documenting qualities of learning in ways that allow for instructional intervention or curricular revision is possible when achievement scores from learning experiences are collected through automated data collection technology and presented through visualizations for immediate analysis. Maintaining documentation of instructional and curricular decisions made over time and resulting impact becomes useful in program review and strategic planning for continual improvement. Innovative instructional processes used to support continual improvement addressing issues uncovered by the data is the foundation for the overall process and enables ownership of planning across the institution.

Erin Curran
“Balancing Rigor and Efficiency: Sustainable Strategies for Scalable Assessment of Student Learning”
While "best practices" in the assessment of student learning outcomes in higher education are designed to ensure a rigorous and comprehensive evaluation of student achievement, they sometimes require time and resources that program faculty do not possess. Effective assessment strategy will not only measure student learning outcomes but do so in a way that is both scalable and time efficient. Key strategies for sustainable and scalable assessment, including the use of embedded assessments, targeted rubrics, representative sampling, rotational assessment schedules, automated tools and technology, and culture building will be discussed. 

Panel Session #2
Monday, June 23, 2025, 11:30 a.m.-12:30 p.m. 

Panelists:

• Nicholas Curtis (Moderator and Panel Convenor), University of Wisconsin-Madison
• Jessie Barrot, National University, Philippines
• David Humphreys, Southern New Hampshire University
• James Ward, Fort Hays State University

Panel Contents:

Jessie Barrot
“Integrating Generative Artificial Intelligence into Global Higher Educational Systems: Implications for Practice, Policy, and Research”
Generative artificial intelligence (GenAI) emerges as a transformative force in addressing the uneven distribution of educational resources. However, numerous challenges and concerns accompany its early adoption in educational settings. Focusing on the adoption of GenAI in higher education, this lecture discusses the key challenges that current higher educational systems experience and provides a concise overview of GenAI and its pedagogical affordances and limitations. It is followed by a thorough discussion of principles for integrating these tools into educational systems and some policy implications. The paper concludes with key policy considerations and potential directions for future research.

David Humphreys
“Artificial Intelligence (AI) Guidelines for Higher Education: Promoting Inclusive and Ethical Practices”
This session examines Southern New Hampshire University’s development of comprehensive, university-wide guidelines aimed at fostering the ethical and inclusive use of artificial intelligence tools. It explores the evolution of these guidelines over time, highlighting how shifts in the AI landscape have informed and influenced the institution’s approaches to ethics and inclusivity. The session provides insights into best practices for integrating AI in higher education settings while upholding ethical standards and promoting inclusivity.

James Ward
“The Use of Claude 3.5 Sonnet AI to Redesign a University-Level Professional Development Course: Lesson Learned”
This presentation explores using Claude 3.5 Sonnet AI to redesign a university-level Professional Development Course utilizing Blackboard LMS. The AI assistant streamlined course development through features including content generation, project organization, and document analysis. Key applications included creating TED Talk summaries given a written script, developing differentiated discussion questions for graduate and undergraduate students from uploaded Harvard Business Review articles, and generating experience-level appropriate assignments. The presenter emphasizes the importance of developing prompt engineering skills, the necessity of human oversight in validating AI-generated content and uploading a limited number of articles or scripts for analysis at one time.

Anne Williams
“Rethinking Assessment Strategies to Support Student Utilization of AI Tools”
Employers seek qualified applicants with robust skills in using artificial intelligence (AI) tools. Educators seek to document student learning outcome achievement through student work. Often there is conflict in the identification of individual student achievement versus achievement supported by AI tools. Developing authentic assessment artifacts that combine the use of AI tools and demonstrated individual attainment of learning outcome mastery requires a rethinking of our approaches to assignment and rubric development. Virtual assignments need to go beyond summarizing, organizing, or defining content. Assignments can use AI tools to build a framework that students extend using their subject matter knowledge. 

Panel Session #3
Monday, June 23, 2025, 2:30-3:30 p.m.

Panelists:

• Bethany Miller (Moderator and Panel Convenor), Macalester College
• Kate McConnell, American Association of Colleges & Universities
• Beth Perkins, American Association of Colleges & Universities
• Corinne Renguette, Purdue University in Indianapolis

Panel Contents:

“Unlocking Potential: Assessment as a Tool for Institutional Transformation”
When we think of institutional transformation, we do not often think of assessment as a key tool for institutional change. However, when done well, assessment is a powerful tool for continuous improvement. This panel presentation will explore assessment’s vital role in transformation, highlighting practical tactics that can help to make it meaningful and manageable. This panel will include discussions of assessment as a tool for student success, the VALUE rubrics, and the importance of alignment between pedagogy, outcomes, and assessment. Discover how intentional assessment practices can lead to impactful institutional change.

Panel Session #4
Monday, June 23, 2025, 3:45-4:45 p.m.

Panelists:

• Sharon Stoerger (Moderator and Panel Convenor), Rutgers University
• Prutha Deshpande, Wake Forest University
• Zeyana Hamid, Indiana University

Panel Contents:

Sharon Stoerger
“Bridging the Gap: Addressing the Disconnect Between Higher Education Competencies and Employer Expectations”
A disconnect exists between the skills students acquire in higher education and employer expectations. Students often view their academic and co-curricular achievements as valuable only within academia, while employers perceive graduates as lacking essential workplace skills. Through sense-making interviews with students, employers, advisors, and industry representatives, we examined how these competencies translate to job requirements. Preliminary findings indicate that students and employers often "speak different languages," leading to misunderstandings. Although badges and micro-credentials were explored as potential solutions, they may not sufficiently bridge the communication gap between education and employment. 

Prutha Deshpande
“Taking Learning Outside of the Classroom”
Within the mission statement of most universities/departments is the sentiment of preparing students to live lives of purpose, and to contribute to the well-being of society as thinkers, helpers, leaders, etc. To fulfill this mission, students must be provided with substantive opportunities to practice drawing connections between their classroom learning and the outside world. As a panelist, I would be thrilled to share on how teachers may do so by incorporating the following into their courses: 1) high-impact, experiential learning activities, designed in collaboration with campus partners, and 2) “non-disposable” assignments, by which students share the fruits of their learning with an external audience. 

Zeyana Hamid
“Experiential Learning with Community Health Informatics”
As a faculty member with prior experience in community health informatics, I proposed a solution for community organizations for an inbuilt open-source information system that will address community organization’s existing challenges. The students were prepared and supported to split into development teams. We interfaced students with community projects and, on the back end, provided hands-on skills to tackle obstacles. We utilized the DHIS2 platform, a global open-source data warehouse providing low-cost solutions in population health. Students were assigned to create a system integrating clients from multiple projects to give one organizational dashboard of socio-economic support. 

Panel Session #5
Tuesday, June 24, 2025, 9:00-10:00 a.m. 

Panelists:

• Julie Furst-Bowe (Moderator and Panel Convenor), Winona State University
• Brian Harlan, Cornish College of the Arts
• Will Miller, Embry-Riddle Aeronautical University
• Salisa Westrick, Auburn University

Panel Contents:

Julie Furst-Bowe
“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. 

Brian Harlan
“Grounded Assessment Planning”
A qualitative study was undertaken to identify the more effective teaching methods and techniques among 30 core faculty at the college. The information was then used to inform the college’s approach to learning assessment within academic affairs. Rather than overlaying (i.e., cutting and pasting) externally developed assignment designs, rubrics, and standards, analysis of the data collected allowed the faculty to develop truly a meaningful approach to assessment based on their existing pedagogy. The results of the study were used to create guidelines for the next three years, when the study will be reviewed for relevancy and repeated as needed. 

Will Miller
“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. 

Salisa Westrick
“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.

Panel Session #6
Tuesday, June 24, 2025, 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 Hawaii at Manoa

Panel Contents:

Teresa Sosa
“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. 

Dimitria Harding
“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. 

Yao Hill
“Journeying to CEA Together: Enhancing Culturally Responsive and Equity-Minded Assessment (CEA) Across Campus”
The University of Hawaii 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. 

Panel Session #7
Tuesday, June 24, 2025, 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

Panel Contents:

Felix Wao
“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. 

Lynn Murray-Chandler
“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. 

Adam Pace
“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. 

Panel Session #8
Tuesday, June 24, 2025, 2:30-3:30 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:

Jamie Miller
“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. 

Zeinab Amin
“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.

Ashley Carr
“"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." 

Riddhi Chawla
“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.

[Top of Page]

Poster Sessions

Poster Session #1
Sunday, June 22, 2025, 5:00-6:30 p.m.

"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

"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 

"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 

"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 

Poster Session #2
Monday, June 23, 2025, 1:30-2:15 p.m. 

"Curriculum Design Using the Holistic Learning Integration Model"
The Holistic Learning Integration Model (HLIM) combines multiple processes to create forward-thinking curriculum by integrating stakeholders from industry and education into the curriculum design process. The HLIM is founded on the ADDIE model and employs backward design to ensure educators begin with the desired learning outcomes. These processes are then combined with the Eight-step Problem Solving Process to conduct root cause analysis prior to developing curriculum solutions. This approach helps participants to develop an ideal state to work towards versus incrementally improving their curriculum. Teams also draft rank-ordered courses of action that helps advocate for resources to enact each plan.
Melissa LaDuke and Thomas Pike, National Intelligence University

"Improving Student Success with Learning Outcomes Data at an R1 University"
This session shows an effective training approach (TPACK model) that utilizes two technology tools (Canvas LMS & PowerBI Data Analytics) to track and analyze learning outcomes data at a Hispanic Serving R1 University. This approach aims to connect and align course, program, and institutional data to improve efforts to close equity gaps and increase graduation rates among underrepresented minority students. The results and experiences of using this approach by faculty and instructional design staff will be shared. This session seeks to help other institutions improve their student success initiatives by leveraging multiple assessments and institutional research data.
Swati Ramani, University of California Riverside

"Understanding Globalization and United States Higher Education Accreditation"
As a Fulbright Specialist working at a university in Côte d’Ivoire, I learned the importance of understanding how quality assurance works within the framework of globalization and higher education. Even though Côte d’Ivoire is a former French colony, the university where I worked was developed following the United States higher education model. This university is the only Ivorian university where the instruction is delivered in English. I will share the importance of understanding globalization and higher education and their relationship to quality assurance. These elements include the role of English, the global marketplace for students, internationalization of curricula, and international agreements.
Danielle Buehrer, Indiana University

"Strategic Directions: Assessing Data Informed Practices Towards an Academic Affairs Data Engagement Talent Development Capabilities Framework"
As Institutional Research and Institutional Effectiveness practitioner roles move from being transactional (producing student success metrics) in nature to more of a participatory transformational role (provide actionable information for capacity building, organizational performance and agility, and help build a strong student value proposition) for Academic Affairs, we explore the practicality and use of the conceptual Academic Affairs Data Engagement Talent Development Capabilities Framework as a foundation for human resource development. This research explores the effectiveness of IR/IE talent development offerings for Academic Affairs that assess training transfer for four key areas: data governance, data literacy, data engagement, and leadership commitment.
Marie Valentin and Celestino Valentin, Jacksonville State University

Poster Session #3
Tuesday, June 24, 2025, 1:30-2:15 p.m. 

"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

"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

"The Assessment Gallery Effect"
Advancing a culture of assessment can be challenging within a decentralized institutional context. Our poster focuses on one strategy, an Assessment Gallery, we developed from within Northwestern University’s Center for Teaching and Learning. The Assessment Gallery is a publicly viewable, searchable dashboard that tracks, showcases, and amplifies diverse approaches to assessment. Within the first six months of its launch, the Assessment Gallery received 41 program submissions, representing all 12 schools. The poster outlines how we successfully motivated participation by leveraging the existing culture of inquiry and connecting it to the evidence-and values-based frameworks that guide our assessment goals.
Lauri Dietz and Lina Eskew, Northwestern University

[Top of Page]

Closing Session

Tuesday, June 24, 2025, 3:45-4:45 p.m. 

• 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

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.

[Top of Page]