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Santiago 2026: Program Contents

The information on this page reflects content associated with the program for the International Conference on Assessing Quality in Higher Education. Consult the Schedule Overview for dates/times associated with the program contents below. 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
Professional Development Resource Sharing Session
Poster Sessions
Closing Session

Opening Session

Monday, June 22, 2026, 9:00-10:00 a.m. 

• Stephen P. Hundley, Indiana University Indianapolis
• Alejandra Herrera, CIEE Santiago
• Victor Muñoz, CIEE Santiago
• Camila Soto, CIEE Santiago
• Ignacia Rivas, CIEE Santiago

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, innovative instruction, leading improvements, strategic directions, and student success. Special guests from the CIEE Santiago will share information about Chilean higher education and opportunities for study abroad and other partnerships for U.S. institutions.

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Panel Sessions

Panel Session #1
Monday, June 22, 2026, 10:15-11:15 a.m.

Panelists:

• Bethany Miller, Macalester College
• Jaime Miller, Auburn University
• Marjorie Trueblood, Rollins College
• Kurtis Watkins, South University

Panel Contents:

Reimagining Quality in Education: Rest, Play, and Imagination as Design Principles for Assessment and Learning
What might assessment and quality look like if we grounded the work in rest, play, and imagination? This session invites participants to question assumptions embedded in assessment culture—efficiency, productivity, and growth—and to imagine more embodied efforts and liberatory practices. Drawing from the work of Tricia Hersey, Stuart Brown, and Ruha Benjamin, facilitators explore how intentional pauses, creative engagement, and collective reflection can strengthen learning and well-being. Through critical questioning, participants will consider how to design assessment systems that honor capacity, curiosity, and care while disrupting the metrics-driven habits that too often define “quality” in higher education.
Theme: Strategic Directions  

Panel Session #2
Monday, June 22, 2026, 11:30 a.m.-12:30 p.m. 

Panelists:

• Corinne Renguette (Moderator and Panel Convenor), Purdue University in Indianapolis
• Susan Mapp, Elizabethtown College
• Ania Peczalska, University of Kentucky
• Nakeiha Primus, Millersville University of Pennsylvania

Panel Contents:

Assessment Beyond the Faculty: Engaging Staff in Assessing Institutional Effectiveness
While effective education lies at the heart of university missions, many units beyond academic departments support mission achievement, and accreditation requirements require that administrative offices also assess their efforts towards achieving the mission. The presenter will explain effective steps one school took to institutionalize annual administrative assessment, including having an executive champion, developing synchronous and asynchronous resources, and the use of appreciative inquiry. These methods are also easily applicable to educational assessment. Regardless of the area, these methods can help institutions to promote continuous improvement and a culture of excellence.
Susan Mapp, Elizabethtown College
Primary Theme: Leading Improvements
Related Theme: Strategic Directions

A Journey of Obtaining Faculty Buy-In for Student Learning Assessment
This panel session explores a Director of Institutional Effectiveness journey in shifting the faculty mindset from compliance to buy-in for student learning assessment at a US research university. The buy-in process occurs during the 2025-26 academic year. The panelist starts her position in September 2025 followed by a few months of building rapport and relationships with faculty across campus. In Spring 2026 the panelist conducts a campus-wide faculty survey to get additional information and buy-in from faculty. The panel session concludes with the panelist sharing next steps to maintain and increase faculty buy-in, lessons learned, and best practices.
Ania Peczalska, University of Kentucky
Primary Theme: Leading Improvements
Related Theme: Strategic Directions

Walking Alongside: Inclusive Leadership in Assessment Practice
In roles where responsibility outweighs authority, assessment leadership requires empathy, partnership, and care. This presentation introduces a humanist model of assessment leadership that promotes collective accountability for student learning. Centering faculty as disciplinary experts, I share strategies for cultivating trust, aligning assessment with shared values, and sustaining wellbeing amid institutional demands. Through relational leadership and intentional collaboration, assessment becomes a shared inquiry into student success rather than a compliance exercise. This approach advances a culture of excellence that honors both evidence and the humanity of those who create and experience learning.
Nakeiha Primus, Millersville University of Pennsylvania
Primary Theme: Leading Improvements
Related Theme: Student Success  

Panel Session #3
Monday, June 22, 2026, 2:45-3:45 p.m.

Panelists:

• Stephen P. Hundley (Moderator and Panel Convenor), Indiana University Indianapolis
• Marius Boboc, University of Missouri St. Louis
• Kris Byrd, UNC Wilmington
• Tavanda Lawrence, Old Dominion University
• Sharon Stoerger, Rutgers University

Panel Contents:

Bridging Degrees and Micro Credentials: A Global Model for Next-Generation Assessment
This presentation introduces an integrated assessment model that unites traditional degree programs with stackable micro-credentials to meet evolving global workforce and education needs. The model emphasizes transparent, competency-based evaluative processes aligned with curricula capitalizing on real-life applications, thus enabling learners to demonstrate skills transfer across geographic borders. Drawing on an emerging case study from a U.S.-based university, the session will illustrate how institutions can connect credit-bearing and non-credit pathways, enhance quality assurance, and support learner mobility. Attendees will gain a practical blueprint for building coherent, future-ready assessment ecosystems that attract diverse international learners and strengthen the global skills portfolio.
Marius Boboc, University of Missouri St. Louis
Primary Theme: Strategic Directions
Related Theme: Leading Improvements 

Using a Project Management Lens to Become a Better Assessment Professional
At its core, assessment work is project management work. This framing opens new approaches and new tools for successful higher ed assessment work. Additionally, training approaches typical to project management certification programs offer new directions for thinking about the skills that are necessary for higher ed assessment professionals. One emphasis is often on leading individuals over which one has no formal authority, and this is a key challenge in assessment work. Finally, the field of project management is leveraging GenAI as a tool in ways that are different from higher ed, and these approaches can be informative to assessment professionals.
Kris Byrd, UNC Wilmington
Primary Theme: Strategic Directions
Related Theme: Leading Improvements

Harmonizing Engagement: Strategies for Faculty and Staff Buy-In in Academic Assessment
Effective assessment reporting is critical to maintaining institution accreditation, yet faculty and staff engagement often remains a challenge. This session explores strategies to build rapport, educate stakeholders, and foster continuous support across academic and administrative units. Participants will learn practical approaches for integrating assessment into daily workflows, increasing system comfort, and enhancing data accuracy. Drawing on successful initiatives that improved institutional participation by 43% and achieved a “No Recommendations” outcome, this session demonstrates how purposeful planning and forward-thinking strategies strengthen quality, accountability, and collaboration in higher education.
Tavanda Lawrence, Old Dominion University
Primary Theme: Strategic Directions
Related Theme: Innovative Instruction 

Reimagining Assessment: Leveraging Automation to Improve Quality and Practice
To improve assessment quality and reduce faculty workload, we reimagined the learning outcomes data collection for a large undergraduate program by automating the flow of results from our learning management system into HelioCampus. The integration aligns with instructional workflows, minimizes manual reporting, and delivers more timely, actionable insights for program-level improvement. By embedding assessment into existing teaching practices, the process supports a culture of continuous improvement and data-informed decision-making. This session shares the strategic rationale, implementation process, and key takeaways from transforming assessment practices and highlights how purposeful technology use can elevate efficiency and educational quality.
Sharon Stoerger, Rutgers University 
Primary Theme: Strategic Directions
Related Theme: Leading Improvements.

Panel Session #4
Tuesday, June 23, 2026, 9:00-10:00 a.m.

Panelists:

• Katie Boyd, Auburn University
• Will Miller, Embry-Riddle Aeronautical University

Panel Contents:

A Collaboration on Return on Investment: Bringing All Relevant Data Holders to the Table
Auburn University (AU) convened a cross-campus working group to develop a systematic framework for defining, collecting, and communicating Return on Investment (ROI), in support of its strategic plan and in alignment with emerging government expectations. This initiative will highlight AU’s institutional value to key stakeholders through transparent and data-informed reporting. The group is tasked with establishing a definition of ROI, identifying data sources, evaluating AU’s current reporting capabilities, specifying continuous data collection strategies, and identifying audiences. Importantly, the group will support administrators and faculty in linking classroom learning to student success metrics and encourage the identification of areas for improvement.
Katie Boyd, Auburn University
Primary Theme: Strategic Directions
Related Theme: Leading Improvements 

Rethinking Return on Investment: Connecting Learning, Outcomes, and Value
Many in higher education bristle at the language of “return on investment,” yet skepticism from policymakers and the public keeps ROI at the center of accountability debates. Rather than resist, assessment and institutional effectiveness professionals can reshape the conversation by showing how economic impact, earnings, and career outcomes can be measured meaningfully and used responsibly. This presentation will explore practical strategies for defining and communicating ROI without compromising educational values—using integrated datasets, intentional assessment design, and evidence linking learning outcomes to student achievement and post-graduation success.
Will Miller, Embry-Riddle Aeronautical University
Primary Theme: Strategic Directions
Related Theme: Leading Improvements  

Panel Session #5
Tuesday, June 23, 2026, 10:15-11:15 a.m. 

Panelists:

• Keston Fulcher (Moderator and Panel Convenor), James Madison University
• Natalie Bolton, University of Missouri-St. Louis
• Charla Chailland, Florida Gulf Coast University
• Jessica Rabb, Nashville State Community College
• Isabel Scarborough, Parkland College

Panel Contents:

Advancing Teacher Preparation through Data-Driven, Standards-Aligned Program Improvements
This panelist will showcase how a public Midwest urban research institution refines Initial Teacher Education (ITE) program outcomes, identifies success criteria at key transition points, and implements measures aligned with AAQEP (2017), InTASC (2013), and the Missouri Educator Effectiveness System (2023). High-quality teachers depend on strong initial preparation (Johnson et al., 2005; OECD, 2005). By clarifying outcomes, defining success indicators, and monitoring aligned measures, we strengthen candidates’ readiness for today’s classrooms (U.S. Department of Education, 2015). Through ongoing evaluation and collaboration, this work aims to advance our ITE program and contribute to improved learning for Pre-K–12 students and communities.
Natalie Bolton, University of Missouri-St. Louis
Primary Theme: Leading Improvements 

Assessing Student Achievement and Program Effectiveness Through Large-Scale Language Assessment Data
As institutions increasingly serve multilingual learners, assessment data play a central role in evaluating student achievement and program effectiveness. This presentation draws on a large-scale quantitative study examining standardized assessment outcomes across language program models. Using multi-year assessment data and quasi-experimental methods, analyses compare academic achievement and English language proficiency outcomes across instructional approaches and demographic characteristics. Findings reveal consistent performance differences across student groups, along with statistically significant advantages associated with bilingual instructional models in early grades. The session demonstrates how assessment design, data disaggregation, and longitudinal analysis can support instructional improvement, program evaluation, and informed decision-making related to student success in multilingual educational contexts.
Charla Chailland, Florida Gulf Coast University
Primary Theme: Student Success
Related Theme: Leading Improvements 

Making College Personal: Translating Research on Learning Mindsets into Teaching Strategies
In 2018, The College System of Tennessee (TBR) matched The University of Virginia’s Motivate Lab and Nashville State Community College (NSCC) to translate learning mindset research into an impactful First-Year Experience class activity. The collaboration led to a class discussion and written reflection that reveal NSCC reinforces a student’s personal values. This activity now serves as a template for making personal connections to NSCC degrees, courses, and resources in the FYE class and now academic classes. In this session, you will engage in this template and experience that making it personal can strengthen your college mindset too.
Jessica Rabb, Nashville State Community College
Primary Theme: Innovative Instruction
Related Theme: Student Success 

Improving Assessment Buyout: Connecting Course-Level Content to Program Reviews at the Community College
Our community college has a strong student success and retention culture, evidenced by course level assessment work across our offerings. However, this process was divorced from the program reviews we are required to submit to our state accrediting institution, where all our courses are evaluated within a five-year cycle. This presentation describes the work of our college’s Academic Assessment committee that combined both processes so that the assessment work that faculty conducted in their classes contributed to the review of their corresponding program. This increased communication and transparency in the assessment process, as well as faculty buyout.
Isabel Scarborough, Parkland College
Primary Theme: Leading Improvements
Related Theme: Student Success.

Panel Session #6
Tuesday, June 23, 2026, 11:30 a.m.-12:30 p.m.

Panelists:

• Corinne Renguette (Moderator and Panel Convenor), Purdue University in Indianapolis
• Katie Burr, University of Georgia
• Nicole Cundiff, Boise State University
• Janice Kinghorn, Miami University

Panel Contents:

How Active Learning Cultivates World-Ready Graduates
In this panel, we present findings from a qualitative analysis of student reflections following active learning-based instruction across academic disciplines. Themes of career relevance and world readiness emerged prominently, revealing how innovative instruction, not just course content, fosters learning and success. Drawing from student voices, the data illustrates the transformative impact of active learning on students’ ability to draw connections between course content, articulate relevance to their personal lives and career interests, and recognize their growth as lifelong learners through strengthened metacognition. These insights offer implications for teaching innovations, instructional design, and assessment practice that transcend geographic boundaries.
Katie Burr, University of Georgia
Primary Theme: Innovative Instruction
Related Theme: Student Success 

Adapting Assessment for the Artificial Intelligence (AI) Era: Aligning Innovation with Student Success
As a panelist, I will discuss how artificial intelligence is transforming program learning assessment in higher education. My contribution will examine how syllabus language restricting or permitting AI shapes student learning outcomes and engagement. I will explore necessary updates to assessment rubrics to accurately measure competencies in AI-supported learning environments. Finally, I will consider how AI tools can help institutions adapt assessment processes efficiently while maintaining rigor and academic integrity. This perspective connects innovative instructional approaches with strategies that advance student success through responsible, data-informed assessment practices.
Nicole Cundiff, Boise State University
Primary Theme: Innovative Instruction
Related Theme: Student Success 

From Wicked Problems to Wicked Assignments: Designing and Assessing for Complexity and Reflection
Educators increasingly use “wicked problems” to engage students with complex, real-world challenges. This presentation extends that idea to the design of “wicked assignments”—learning experiences that emphasize process over product, synthesis over certainty, and reflection over resolution. Wicked assignments engage multiple stakeholders, cross disciplinary boundaries, and evolve over time. A group of eight faculty in disparate disciplines have created and are testing a template for designing and assessing such assignments and will share insights about key elements—synthesis, transparency, reflection, and iteration—and how these foster meaningful learning, authentic assessment, and innovation for student learning.
Janice Kinghorn, Miami University
Primary Theme: Innovative Instruction
Related Theme: Engaged Learning

Panel Session #7
Tuesday, June 23, 2026, 2:45.-3:45 p.m. 

Panelists:

• Stephen P. Hundley (Moderator and Panel Convenor), Indiana University Indianapolis
• Jessica Chittum, American Association of Colleges & Universities
• Keston Fulcher, James Madison University (representing the Center for Assessment and Research Studies and the Learning Improvement Community)
• Mark Howse, Morehouse School of Medicine (representing HBCU Collaborative for Excellence in Educational Quality Assurance)
• Will Miller, Embry-Riddle Aeronautical University (representing the Association for the Assessment of Learning in Higher Education and the Continous Improvement Summit)
• Franz Reneau, Georgia Institute of Technology (representing HBCU Collaborative for Excellence in Educational Quality Assurance

Panel Contents:

This panel will feature thought leaders representing U.S. national-level organizations and initiatives affecting learning, assessment, and improvement in higher education. A discussion of enduring themes and trends faced by colleges and universities, coupled with a preview of emerging opportunities and issues confronting our sector, will offer 2026 International Conference attendees with perspectives necessary to anticipate, embrace, and manage the rapid nature of change across the higher education ecosystem. Implications for educators, administrators, researchers, policymakers, accreditors, partners, and students will be shared.  

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Professional Development Resource Sharing Session

Monday, June 22, 2026, 4:00-4:30 p.m.

This interactive session will permit attendees to share resources, including conferences, publication outlets, and initiatives, offering opportunities for professional development, scholarly dissemination, and other forms of engagement related to learning, assessment, and improvement in higher education.

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Poster Sessions 

Poster Session #1
Sunday, June 21, 2026, 5:00-6:30 p.m.

Assessing Student Competencies with a Multi-Method Approach
Critical Thinking, communication, leadership – these are skills we assume students develop in higher education. But do we really have data to show for it? This poster showcases a comprehensive, triangulated approach to assessing students’ acquisition of institutional competencies at a large public research university. Integrating direct course-embedded artifact evaluation with indirect measures – including student surveys, course evaluations, and employer feedback – this design offers a robust framework for assessing students’ world readiness skills. The multi-source strategy ensures meaningful insights for faculty, administrators, and external stakeholders and invites dialogue on institutional assessment practices that center student success aligned with global educational priorities.
Katie Burr, University of Georgia
Primary Theme: Student Success
Related Theme: Strategic Direction

Engaging STEM Students in Iterative Revision
STEM students are not always engaged in the revision process, despite its central role in developing effective communication. To address this, we implemented a multi-stage intervention designed to foster greater engagement with the iterative revision process in writing. Mixed-methods data from pre- and post-surveys, revision forms outlining changes to drafts and final reports, and reflections during the semester. We analyzed the number and types of revisions and student attitudes toward writing and revision. This poster will highlight the findings, offering insights into how structured interventions can support STEM student communication instruction.
Johanna Fouts and Corinne Renguette, Purdue University in Indianapolis
Primary Theme: Engaged Learning
Related Theme: Innovative Instruction

Collective Wisdom: Voices and Perspectives from Thought Leaders in Assessment and Improvement
This study explores the perspectives of 29 thought leaders in higher education assessment and improvement, all of whom serve on a national advisory board. Semi-structured qualitative interviews were conducted to identify current and emerging trends, determine priorities for the future, and gather feedback on existing resources and practices. A thematic analysis revealed five overarching themes: (1) an ongoing identity crisis in higher education, (2) increasing political influence on institutional operations and priorities, (3) shifts in the structural landscape of higher education, (4) the growing role of artificial intelligence in shaping higher education’s future, and (5) persistent and emerging funding challenges. These findings provide a timely, practice-informed understanding of the challenges and opportunities facing the field, offering guidance for strategic planning, policy considerations, and the development of resources to better support assessment and improvement efforts in a rapidly changing higher education environment.
Riley K. Herr, James Madison University
Primary Theme: Strategic Directions
Related Theme: Leading Improvements 

Leading Improvements in Academic Assessment: Integrating Artificial Intelligence (AI) for Continuous Quality
This poster presents a practical framework for enhancing academic assessment by integrating artificial intelligence into evidence-based strategies. Drawing from successful accreditation initiatives, it demonstrates how AI-powered tools enhance rubric design, streamline data analysis, and support continuous improvement cycles. The approach emphasizes collaboration and transparency while leveraging technology to close the loop on learning outcomes. By combining human expertise with AI-driven insights, institutions can accelerate decision-making, ensure compliance, and foster sustainable practices that elevate educational quality. This model provides a roadmap for leaders seeking to transform assessment into a dynamic, technology-enabled process that fosters institutional excellence.
Joselyn Lopez, Albizu University; and Noraida Dominguez-Flores, UPR-Rio Piedras
Primary Theme: Leading Improvements
Related Theme: Strategic Directions

From Collection to Insight: Reimagining Oral and Written Communication Assessment at Auburn University
This poster highlights Auburn University’s large-scale assessment of communication. Course-embedded assessment of the general education learning outcomes had limited impact on our decentralized campus with a menu-driven curriculum. The assessment office implemented an institutional process to collect authentic student artifacts outside the confines of a traditional classroom.  This model increased sample representativeness and strengthened the consistency of institutional learning evidence. Reviewers first completed calibration training and collaboratively assessed 1,500+ artifacts. Researchers are now exploring LLM supported assessment. This project demonstrates how reimagining data collection fosters meaningful engagement with assessment data, generates actionable insight, and promotes a sustainable culture of improvement.
Stuart Miller and Katie Boyd, Auburn University
Primary Theme: Leading Improvements
Related Theme: Strategic Directions

Cardinal Connections: A Student-Facing Learning Framework Experience for Student Success
Iowa State University’s Office of Assessment, Research, and Divisional Effectiveness has implemented Cardinal Connections, an initiative designed to transform student success through intentional, forward-thinking planning. This student-facing version of their Student Learning Framework is designed to help students identify, integrate, and articulate transferable skills gained through curricular and co-curricular participation. By connecting these skills to career readiness and self-development, Cardinal Connections empowers students to reflect on their growth and position themselves as candidates of choice after graduation. Through the strategic alignment of learning outcomes and engagement opportunities, students can enhance their educational journeys while fostering meaningful connections between co-curricular experiences, on-campus employment, and lifelong success.
Amanda Puffett and Matt Pistilli, Iowa State University
Primary Theme: Strategic Directions
Related Theme: Leading Improvements

Integrating Artificial Intelligence to Advance Graduate-Level Critical Thinking and Professional Readiness
This poster presents the design and implementation of two structured AI-integrated pilot projects within Master of Science programs in Biopharmaceutical Marketing and Healthcare Decision Analysis. Across two courses involving 54 students, AI tools were applied to team projects on (1) competitive landscape and unmet medical need analysis and (2) corporate, product, and portfolio strategy evaluation, culminating in 30-45 minute oral presentations. Students documented AI use, validation processes, and value-added contributions. The pilots are designed to examine how guided AI integration can foster analytical rigor, mitigate cognitive debt, and build confidence in ethical, professional AI use while advancing innovation, engagement, and integrity in graduate-level learning.
John Stofko and Maryann Wu, University of Southern California (USC) Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences
Primary Theme: Innovative Instruction
Related Theme: Leading Improvements

Poster Session #2
Monday, June 22, 2026, 1:30-2:30 p.m. 

Conversations that Count: Driving Quality with Purposeful Dialogue
In collaboration with West Point and Auburn University, this project finds essential messages and explores others’ perspectives about program assessment results for an annual faculty development training. Informed by National School Reform Faculty protocols, the presenters organized a series of conversations to expand thinking and develop institutional-specific plans for sustainable and high-quality programming. The presenters used dialogue, feedback, and multiple perspectives to inform new understandings with faculty coordinators and high-quality experiences for program participants. With a focus on process, this poster outlines the timeline, protocols, revisions, and implications for executing collaborative and purposeful approaches related to quality in higher education.
Caitlin Chiaramonte, United States Military Academy - West Point; Ashley Carr and Jaime Miller, Auburn University
Primary Theme: Strategic Directions
Related Theme: Leading Improvements 

Assessment Unlocked: A Collaborative Model for Student Success
Following accreditation reaffirmation, Auburn University launched a collaborative, simplified approach to co-curricular assessment across campus. This poster shares themes that emerged from Student Affairs’ and Academic Affairs’ unit-level reporting that aligned with the university’s strategic plan. In particular, we highlight the strengths, the struggles, and the impact these units have had on the institution. We’ll present a cohesive reporting structure that these units adopted to streamline reporting while fostering a culture of excellence. This poster showcases how shared vision, streamlined tools, and monthly collaboration have enhanced engagement, reduced reporting burden, and promoted meaningful improvement across student-facing and academically-adjacent support units.
Vanessa Harrison and Dory Thompson, Auburn University
Primary Theme: Strategic Directions
Related Theme: Leading Improvements 

Learning that Lasts: Assessing High-Impact Practices that Bridge Evidence and Impact in Occupational Therapy Education
High-Impact educational practices (HIPs) such as experiential learning, collaborative projects, and reflective practice are essential for developing competent and compassionate occupational therapists.  This poster presents an assessment of how HIPs are integrated within an occupational therapy curriculum to enhance student engagement, critical thinking, and professional identify formation.  Using mixed methods, this study examines student perceptions and learning outcomes associated with HIPs across didactic and experiential components.  Findings highlight the value of intentional curricular design that bridges evidence-based pedagogy with meaningful learning experiences, supporting the development of lifelong learners prepared to make a lasting impact.
Erin Melhorn, University of Tennessee at Chattanooga
Primary Theme: Engaged Learning
Related Theme: Student Success

The Power of Alignment: Intentional Assignment Design for Learning and Assessment
Effective authentic assessment starts with clear alignment between learning goals, instruction, and evaluation. This poster demonstrates a framework for designing assignments that strengthen student learning while generating meaningful assessment data using AAC&U’s Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics. Using backward design principles and practical tools, we show how intentional assignment design enhances student learning while providing high-quality, authentic evidence for program improvement and accountability. Attendees will gain ready-to-use strategies for immediate application at their institutions that foster sustainable enhancements in learning and assessment quality.
Beth Perkins and Jessica Chittum, American Association of Colleges & Universities
Primary Theme: Strategic Directions
Related Theme: Leading Improvements

Global Citizenship as a Stackable Micro-Credential Experience for a Global Economy
In an increasingly global economy, Iowa State University’s Office of Assessment, Research, and Divisional Effectiveness in the Division of Student Affairs has implemented a micro-credentialling program to provide and certify intentional and experiential education-focused transferable skill development, which includes global citizenship. The global citizenship micro-credential badges are leveled, stackable certifications that focus on engagement with global communities and recognition of the interconnectedness of societies around the world. By integrating experiential learning into co-curricular micro-credentials, this initiative helps students demonstrate competencies that support career readiness and civic responsibility, creating opportunities for engaged learning that connects education to a global future.
Amanda Puffett, Iowa State University
Primary Theme: Engaged Learning
Related Theme: Innovative Instruction 

Utilizing Micro-Credentials to Assess Student Learning and Add Value to College Degrees
When embedded within course curriculum, micro-credentialing presents an opportunity to provide students with industry-relevant skills as well as additional value to their educational investment. This proposal describes an assessment framework where students earn digital micro-badges within credit-bearing graduate courses. In this framework, these badges serve as a tool for assessing student performance in conjunction with traditional, instructor-created assessments. These micro-credentials (badges) stack into courses, which build into graduate certificates (mezzo-credentials), and subsequently articulate into a full master’s degree (macro-credential). This model provides a purposeful, high-quality, and transparent educational pathway, demonstrating an innovative approach to graduate-level competency validation.
Kevin Rose, Purdue University in Indianapolis
Primary Theme: Student Success
Related Theme: Innovative Instruction 

Understanding Globalization and U.S. Higher Education Accreditation
This session will examine globalization in higher education with particular attention to U.S. institutional accreditation. Using the International University of Grand-Bassam in Côte d’Ivoire as a case study, it analyzes the role of English, global student markets, international agreements and framework, and curricular internationalization. The presentation further delineates U.S. accreditation systems, emphasizing principles of accountability and quality, and highlights collaborative initiatives aimed at advancing U.S. institutional accreditation.
Danielle Schmidt Buehrer, Indiana University
Primary Theme: Strategic Directions

Poster Session #3
Tuesday, June 23, 2026, 1:30-2:30 p.m.  

Cultivating a Culture of Assessment Via Multiple Entry Points for Faculty
The University of Georgia Office of Assessment supports 529 academic programs. This poster illustrates how entry points for faculty to collaborate with assessment staff have expanded over the last five years to shift campus toward a culture of collective ownership. Current programming and resources include traditional reporting, biannual newsletters, an LMS repository, needs assessment surveys, awards for excellence, and professional development campaigns to facilitate implementation of initiatives. Assessment staff are fostering a culture of excellence by providing frequent, scaffolded invitations for faculty to reflect on best practices in assessment and consider improvements that would enhance students’ learning and world readiness.
Katie Burr, University of Georgia
Primary Theme: Leading Improvements
Related Theme: Strategic Directions 

Assessment Cycles and Institutional Effectiveness
Brenau University has an assessment system that requires faculty and staff to establish strategic and annual goals. Utilizing 3-year cycles of assessment, mission-driven goals and assessment measures are identified in the first year, and tracked with appropriate assessment measures over a three year period of time. At the end of each 3-year cycle, faculty and staff report evidence of continuous improvement. Three assessment cycles are completed every ten years, and through internal “assessment of the assessment” reviews, the outcomes include hundreds of convincing examples of institutional effectiveness. They promote a culture of assessment and minimize findings of noncompliance by accreditors.
Jim Eck and Emily Zank, Brenau University
Primary Theme: Student Success
Related Theme: Leading Improvements 

Assessing Academic Success as a Result of Active Learning
The University of Georgia implemented two programs to foster a campus-wide culture of active learning: the Active Learning Summer Institute (ALSI) for faculty course redesign and Peer Learning Assistants (PLA) to provide students with peer-led supplemental instruction. Assessment of impact included the use of institutional course-level data: panel regressions with fixed effects suggest that GPA has a positive and significant association with both ALSI and PLA, and DFW rates are significantly lower in courses taught by ALSI-trained faculty, holding the course- and instructor-level grading patterns constant. This poster will address the challenges and considerations in using administrative data for assessment.
Juyoung Kim, University of Georgia
Primary Theme: Student Success
Related Theme: Strategic Directions 

From Silos to Synergy: Improving Evidence-Informed Decisions through Collaborative Assessment 
Assessment of administrative and educational support services for institutions of higher education often involve data collection, analysis, and reporting by individual departments, offices, centers, and/or units. While this siloed approach centers responsible units in the process, there may be overlooked opportunities for collaborative assessment. We will share examples from educational support and administrative areas where cross-unit, collaborative assessment activities have strengthened data collection, analysis, reflection, and improvements. We invite discussions about these approaches and will provide recommendations for adaptation to other institutions. 
Troy Nash and Kathryn Kloepper, Mercer University
Primary Theme: Strategic Directions
Related Theme: Leading Improvements 

Student Learning Excellence – The Hybrid Pathway
The Colleges of Law Hybrid J.D. Program transforms legal education into a step-by-step journey toward student success. Inspired by the Game of Life, our poster illustrates a winding pathway where each stop strengthens essential skills: rigorous academics, experiential learning in California communities, critical and ethical reasoning, faculty mentorship, and continuous bar-prep support. Designed for nontraditional and diverse students, including working professionals, caregivers, and first-generation students, this flexible pathway broadens access to the legal profession while maintaining high standards. By graduation, students win more than a degree as they emerge career-ready, grounded in integrity, and committed to advancing justice.
April Vincent and Andrea Funk, The Colleges of Law
Primary Theme: Student Success
Related Theme: Innovative Instruction 

The Good Life: Assessing Humanities Initiatives for Student Success
The University of Mississippi’s The Good Life program engages North Mississippi high school juniors and seniors in exploring what it means to live a meaningful life through the humanities. Guided by faculty, students develop critical thinking, writing, and leadership skills while forming academic and personal connections that support long-term success. A multi-year survey assesses student growth and program impact, providing valuable data on how humanities education empowers students to achieve their goals. I will present initial data from the first two years of the project that help inform lessons learned for student success and engaged learning.
Ashleen Williams, University of Mississippi
Primary Theme: Student Success
Related Theme: Engaged Learning

Streamlining Peer Evaluation and Documentation of Faculty Achievements
We developed PHARCAR (Pharmacy Consolidated Annual Review) as a unified platform for peer assessment of teaching, research, service, advising, clinical practice, and administrative roles. The data model that has been used for the last five years, sample dashboards, and use cases will be illustrated. Results demonstrate improved data completeness, faster reporting cycles, saving of faculty time, enhancement of self-evaluation, and streamlining of the peer review process. This system also has the potential to evaluate faculty workload as required in new accreditation standards. A model of how this can be achieved and the challenges of developing the model will be presented.
Maryann Wu and Ying Wang, University of Southern California (USC) Alfred E. Mann School of Pharmacy and Pharmaceutical Sciences
Primary Theme: Leading Improvements
Related Theme: Strategic Directions

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Closing Session

Tuesday, June 23, 2026, 4:00-4:30 p.m. 

• Stephen P. Hundley (Moderator), Indiana University Indianapolis
• Corinne Renguette, Purdue University in Indianapolis
• Riley K. Herr, James Madison University

Serving as the “capstone” experience for the International Conference and moderated by Stephen Hundley, this panel will discuss crosscutting themes emerging from the 2026 International Conference. Corinne Renguette will integrate themes from the preceding panels and poster sessions, connecting them to key insights from the  2025 International Conference in Bangkok and the 2024 International Conference in Berlin. Riley K. Herr will also recap these themes and relate them to the  Assessment Update Editor Notes' columns for Volume 38, Issues 1-6, which includes findings associated with a study of U.S.-based higher education thought leaders. Attendees will leave the session informed and inspired by issues and opportunities to consider for consideration or adaptation in their respective contexts. 

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