Conference Registration, Welcome Reception, and Poster Session #1
Location: Marriott Gallery | Time: 5:00–6:30 p.m.

Poster Board: 01
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

Poster Board: 02
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

Poster Board: 03
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

Poster Board: 04
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

Poster Board: 05
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

Poster Board: 06
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

Poster Board: 07
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

Panel Session #4
Location: Salon G | Time: 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
Location: Salon G | Time: 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 
Location: Salon G | Time: 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

Poster Session #3
Location: Marriott Foyer G | Time: 1:30–2:30 p.m.

Poster Board: 01
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 

Poster Board: 02
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 

Poster Board: 03
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 

Poster Board: 04
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 

Poster Board: 05
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 

Poster Board: 06
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

Poster Board: 07
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

Panel Session #7
Location: Salon G | Time: 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. 
Stephen P. Hundley (Moderator and Panel Convenor), Indiana University Indianapolis; Jessica Chittum, American Association of Colleges & Universities; Keston Fulcher, James Madison University; Mark Howse, Morehouse School of Medicine; Will Miller, Embry-Riddle Aeronautical University; and Franz Reneau, Georgia Institute of Technology 

Closing Session
Location: Salon G | Time: 4:00–4:30 p.m.

Presenters

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

Closing Session Contents:

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