Pre-Institute Workshops
For 2020, we are pleased to offer complimentary registration to attend the virtual Assessment Institute, including our Pre-Institute workshops on Sunday, October 25, to all members of the higher education community. This is our way of supporting colleagues who are facing travel-related concerns/restrictions and resource constraints in light of the ongoing COVID-19 pandemic.
Pre-Institute workshops are optional in-depth sessions lead by assessment leaders and practitioners. Attendees will learn about new techniques and proven approaches in a variety of outcomes assessment areas. Please see below for a list of Pre-Institute workshops being offered virtually in 2020. For a full list of presentations being offered virtually at the Assessment Institute, please click here.
Pre-Institute Workshops - Group A
Pre-Institute Workshops - Group B
Sunday, October 25, 2020
Pre-Institute Workshops - Group A
| 11:00 a.m. - 1:30 p.m. Eastern Time |
10:00 a.m. - 12:30 p.m. Central Time |
9:00 a.m. - 11:30 a.m. Mountain Time |
8:00 a.m. - 10:30 a.m. Pacific Time |
A Gentle Introduction into Learning Outcomes Assessment: Developing Statements, Curriculum Maps, and Measures
Effective program delivery requires clear, meaningful learning outcomes statements that are aligned with curricula and measured with appropriate assessments. Meeting this criteria can be perplexing and, at times, overwhelming. This highly interactive session will be a gentle introduction to assessment basics, beginning with a brief overview of widely-used learning taxonomies to develop/evaluate learning outcomes. Then, curriculum mapping will be presented as a tool to determine the extent to which learning outcomes are integrated in academic programs. Last, this session will cover the different purposes of assessments (diagnostic, formative, and summative), formats, and the evidence those formats provide (direct or indirect).
Mike Rudolph and John Eric M. Lingat, University of Kentucky
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use (ID)
A Simple Framework for Assessing Student Services and Administrative Departments
This workshop will focus on a simplified framework for assessing administrative and student services departments. Participants will learn how to use performance data to improve their department's value-added functions. The presentation will include lecture of the simplified process, demonstration of elements of the process (for a variety of departments), and hands-on work on defining elements of the process (with presenter review and feedback). A manual and thematic outline will be provided to all attendees.
Edward Hummingbird, Southwestern Indian Polytechnic Institute
Audience Level: All
Primary Track: Assessment Methods (AM)
Assessment 101 – Part 1 of 2 (Learning Outcomes)
What should students know and be able to do when they graduate? How do you know if they know and can do them? What data should you collect to improve student learning and inform planning and decision making? Assessment 101 methods help undergraduate, graduate, and professional programs at large and small schools answer these questions. Participants learn how to design an assessment plan with data collection and follow-up activities for one academic program. Designed to help new or experienced assessment practitioners or faculty with their own assessment or to support their colleagues. Supports general education assessment and accreditation efforts.
Wanda K. Baker, Council Oak Assessment
Audience Level: All
Primary Track: Assessment Methods (AM)
Assessment in the Research-Intensive University
This workshop is designed for those involved with student learning outcomes assessment at research-intensive universities. Typically, these institutions are large, comprehensive, and decentralized, and face unique challenges for effective institution-wide assessment. Using the University of Florida Assessment System as a model, participants will identify strengths and areas for improvement in the assessment processes at their institutions. Once identified, participants will develop strategies and approaches to further strengthen their institutional assessment processes, planning, and data reporting.
Timothy S. Brophy, University of Florida
Audience Level: All
Primary Track: Assessment Methods (AM)
Designing and Implementing a Sustainable Assessment Process: Practical Strategies for Balancing Accountability and Improvement
The principal purpose of assessment is continuous improvement of student learning. However, in most institutions, the design and implementation of an assessment process, as well as outcomes of the process, are often linked primarily to compliance with external requirements such as accreditation and/or state mandates. This approach renders systematic enhancement of student learning and programmatic improvement as simply a byproduct of the assessment process. This presentation provides practical strategies for developing, implementing and sustaining systematic institutional assessment processes aimed, primarily, at cultivating a culture of continuous improvement of student learning, while, at the same time, addressing accountability needs.
Felix Wao, University of Oklahoma
Audience Level: All
Primary Track: Leadership for Assessment (LA)
Ensuring Delivery of Quality Curricula and Achieving Learning Outcomes during Times of Crisis
The existing pandemic has created significant challenges for the higher education community. Yet, Crawford et. al (2020) assert that this is an opportune time to validate lessons learned from university pedagogical developments and strategies in order to strengthen our collective response. In order to deliver quality curricula that supports the achievement of learning outcomes in the midst of these crises, universities must develop and implement thoughtful, innovative strategies that position faculty and students for success. Failure to do so could result in a number of undesired outcomes including decreased student enrollment, lack of student progress and academic achievement, slowing progression towards degree completion, faculty burnout, and increased stress for faculty and students. In this half day workshop, we will share successful and innovative strategies implemented in the midst of a pandemic. More specifically, we will share specific strategies and tools implemented in response to an emergency shift from face to face courses to fully online courses. Additionally, faculty feedback regarding the strategies and tools implemented will be presented with recommendations. Participants will leave the workshop with a blueprint for action with strategies and tools for immediate implementation.
Amy Peters, Sonyia Richardson, and Mitchel Cottenoir, University of North Carolina at Charlotte
Audience Level: All
Primary Track: Faculty Development (FD)
Jumpstarting General Education Program Review: A Systems Thinking Approach to the Self-Study
Often overlooked in the discussion of general education program development and assessment is the issue of program review. The Association for General and Liberal Studies (AGLS) offers a “Guide to Assessment and Program Review” intended to stimulate a collaborative discussion for the improvement of a general education program. At the heart of the “Guide” is a set of twenty systems-analysis questions aimed at improving program quality. This workshop focuses on the initial stage of the self-study and provides attendees an opportunity to “test-drive” the tool and practice some basic general education program evaluation steps.
Jody DeKorte, Purdue University Global; Harriet Hobbs and Christine Robinson, University of North Carolina at Charlotte
Audience Level: Beginner
Primary Track: General Education (GE)
More Than Results: An Advanced Workshop Integrating Assessment with Learning Improvement
Student learning improvement is considered assessment’s most important purpose. Nevertheless, many institutions struggle to use their assessment processes to support and provide evidence for learning improvement. This workshop is designed to clarify what is meant by the term improvement and provides suggestions on how to achieve it. Attendees will engage in active-learning exercises to deepen and reinforce concepts acquired in the session. They will leave with actionable first steps to getting improvement efforts off the ground.
Keston Fulcher and Caroline Prendergast, James Madison University
Audience Level: All
Primary Track: Learning Improvement (LI)
Which Instrument Should We Use? Demystifying Classroom Observation Protocols
Valid and reliable observation protocols are useful for institutional assessment, educational research, and instructor development. Several observation protocols have been published recently, but their affordances and constraints are not always obvious. In this workshop, participants score video clips of postsecondary STEM lessons using the Teaching Dimensions Observation Protocol (TDOP), the Classroom Observation Protocol for Undergraduate STEM (COPUS), and the Practical Observation Rubric to Assess Active Learning (PORTAAL), plus discuss two others (RTOP and DART). Participants will evaluate the five protocols and discuss which instrument would be appropriate for measuring pedagogical strategies, classroom management style, student engagement, and classroom climate.
Paul J. Wendel, Joan M. Esson, Meredith C. Frey, Kathryn M. Plank, and Anna M. Young, Otterbein University; and James W. McCargar, Baldwin Wallace University
Audience Level: All
Primary Track: STEM Education (SE)
Using Strategic Design Tools to Embed Effective Assessment Practice into Faculty Repertoire
This hands-on workshop will review how 2 merged universities created a common structure for assessment, and how a community-based model of assessment can be effective on multiple levels of faculty development. Participants will learn how to use a variety of strategic design tools, and work collaboratively to identify key issues and insights to advance their assessment practices.
The session will introduce a series of tools that use both convergent and divergent strategies to evaluate and improve assessment practices. It is designed to allow participants to collaboratively learn from each other, making it accessible to individuals with introductory to advanced levels of knowledge. Participants will be provided with strategies to cover faculty development on assessment from large scale, university-wide presentations, to smaller group workshops, down to one-on-one sessions with assessment specialists. The information presented will allow participants to continue to generate ideas for impactful faculty development.
Dana Scott, Thomas Jefferson University
Audience Level: All
Primary Track: Faculty Development (FD)
Virtual Curriculum Mapping Part 1: Collaborating to Scaffold Program Outcomes
How can faculty collaborate to scaffold student learning, align learning opportunities, and measure and improve that learning? Our gamified approach to curriculum mapping implements best practices for cultivating faculty assessment leadership. Curriculum mapping builds collaboration, continuity, and connection across learning opportunities, fostering more cohesive student learning. However, programs at many institutions struggle to form shared curricular visions. Our virtual hands-on mapping challenge will expand your cognitive, affective, and psychomotor curricular competencies and empower you to inspire deliberative dialogue at your campus. Our morning workshop focuses on using deliberative dialogue to map outcomes across core courses, electives, and upper-level courses and collaborate to identify gaps, overlaps, and potential improvements.
To build on these skills, consider registering for our afternoon workshop, which focuses on integrating outcomes within courses and creating signature assignments to measure that learning.
Jennifer M. Harrison and Vickie Williams, University of Maryland, Baltimore County
Presentation Type: Pre-Institute Workshop
Audience Level: All
Primary Track: Leadership for Assessment (LA)
Sunday, October 25, 2020
Pre-Institute Workshops - Group B
| 2:30 p.m. - 5:00 p.m. Eastern Time |
1:30 p.m. - 4:00 p.m. Central Time |
12:30 p.m. - 3:00 p.m. Mountain Time |
11:30 a.m. - 2:00 p.m. Pacific Time |
An Introduction to Assessment and Navigating the Assessment Institute
New to the Assessment Institute and/or new to assessment? Want to make the most of your time here? This introductory workshop is intended for individuals new to assessment and the Institute to learn assessment basics. Beginning with basic terms, concepts, and a brief history of assessment, we'll explore the core principles of effective assessment, emerging trends, and lessons learned. Designed to be interactive throughout, participants can raise questions, hear from colleagues, learn about successful efforts on a wide range of campuses, and identify resources (including many from the National Institute for Learning Outcomes Assessment) available when the need arises. We will wrap up our time together by talking about how to navigate the many conference offerings in ways that make the most of your time and energy.
Gianina Baker, National Institute for Learning Outcomes Assessment (NILOA); Pat Hutchings, National Institute for Learning Outcomes Assessment (NILOA) and Bay View Alliance (BVA)
Audience Level: Beginners
Primary Track: Assessment Methods (AM)
Assessment 101 – Part 2 of 2 (Measures, Targets, Sampling, Data Collection, Action Planning)
What should students know and be able to do when they graduate? How do you know if they know and can do them? What data should you collect to improve student learning and inform planning and decision making? Assessment 101 methods help undergraduate, graduate, and professional programs at large and small schools answer these questions. Participants learn how to design an assessment plan with data collection and follow-up activities for one academic program. Designed to help new or experienced assessment practitioners or faculty with their own assessment or to support their colleagues. Supports general education assessment and accreditation efforts.
Wanda K. Baker, Council Oak Assessment
Audience Level: All
Primary Track: Assessment Methods (AM)
Assessment Affairs: The Art of Effective Collaboration
Academic and Student Affairs typically operate independently on campuses. Siloed operations can create barriers to collaboration, which isn't appreciated amid mounting regulatory pressures and public criticism of higher education. Recognizing a shared goal for student success, this session will contextualize higher education's state of assessment, promote promising practices for institution-wide engagement, and lead participants in activities to develop a plan to advance assessment collaboration at their institutions. Ample time will be afforded for questions and conversation. This workshop is being offered by Student Affairs Assessment Leaders (http://studentaffairsassessment.org/), an Assessment Institute partner.
Joseph D. Levy, National Louis University; Renée Delgado-Riley, University of Oregon; and Matthew D. Pistilli, Iowa State University
Audience Level: All
Primary Track: Student Affairs Programs and Services (SA)
Connecting the Dots: Using Insights to Develop Strategies for New Student Enrollment
Understanding an undergraduate’s path to enrollment choice is complex. With the challenges facing higher education, there is an increased need to ‘connect the dots’ in terms of data and insights so actionable strategies can be developed that work to an institution’s advantage. This workshop will walk through key questions that have been answered regarding traditional undergraduate recruitment and provide strategies that have proven to be successful to take back to your own institution.
Boyd Bradshaw, Steve Graunke, and Ashley Miller, IUPUI
Audience Level: All
Primary Track: Institution-Wide Data Collection/Use (ID)
Exploring the Data Function Beyond Theory: Assessment, IE, and IR
This workshop features ideas presented in the Statement of Aspirational Practice for Institutional Research (AIR, 2016). Join us to learn about implementation of this dynamic piece of work that is evolving with the higher education data function, including assessment, IE, and IR. How did other professionals start conversations at their institutions about the future of the data function? What lessons were learned? What challenges did they face? Participants will engage in a dynamic session that bridges the gap between the action of our everyday work and the theory that shapes the aspirational statement in pursuit of improved student success.
Stephan C. Cooley and Leah Ewing Ross; Association for Institutional Research (AIR); and Michele J. Hansen, IUPUI
Audience Level: All
Primary Track: Institution-Wide Data Collection/Use (ID)
How to Engage in Outcomes-Based Assessment Program Review so that it Connects to your Performance Indicators and Budgeting Priorities
Outcomes-based program review is important and when done well, it can inform meaningful decisions and prioritize limited resource re-allocations during economic downturns. However, the COVID-19 pandemic hasn't just created an economic downturn, it has upended much of how we work within higher education.
As such, what does outcomes-based program review look like during COVID-19 and its aftermath? Is it even relevant in a survival economy? How can it be leveraged to inform precise improvements needed to change direction of your institutional performance indicators, to close equity gaps, and to inform re-allocation of resources?
In this workshop, you will be invited to critique your institutional practices using an inquiry methodology. And you will leave with:
- At least one way in which to refine or affirm your current outcomes-based assessment program review methodology
- At least 2 ways in which to link your program review findings to institutional performance indicators, and
- Identify some key questions to bring back to your institutional team to inform ongoing dialogue of how this process can inform the re-allocation of resources
Marilee Bresciani Ludvik, San Diego State University
Audience Level: All
Primary Track: Leadership for Assessment (LA)
Improving Assessments and Assignments to Increase Equity
Faculty and assessment professionals will learn about our model of culturally relevant assessment and our measure of classroom assignment inclusiveness. We will examine classroom data and discuss changes to assignments that increase equity. Participants will leave the workshop with an understanding of how assignments can perpetuate equity gaps, how to use campus data to identify equity gaps, and best practices that support increased equity in the assessment of student learning.
Karen E. Singer-Freeman, Harriet Hobbs, and Christine Robinson, University of North Carolina at Charlotte
Audience Level: All
Primary Track: Diversity, Equity, & Inclusion (DV)
Student Partnership Today: Quick Ideas for Meaningful Student Engagement in Assessment
The program assessment process has been in place for three decades; yet, we have not evidenced a large return on our investment. Accordingly, many adjustments have been made over the years. Even so, the key stakeholders--students--do not yet have a meaningful seat at the table. This workshop will engage participants in a hands-on redesign of an assessment process at their own institution; intentionally planning for student partnership. Participants will learn to engage students to bring new insights into education and elevate students' voice. Participants will develop strategies for partnering with students to increase the likelihood of meaningful change.
Nicholas Curtis, Marquette University; and Robin Anderson, James Madison University
Audience Level: Intermediate
Primary Track: Learning Improvement (LI)<
Virtual Curriculum Mapping Part 2: Collaborating to Integrate Student Learning Outcomes
How can faculty collaborate to integrate student learning, synthesize learning opportunities within courses, and measure and improve that learning? Curriculum mapping builds collaboration, continuity, and connection across learning opportunities, fostering more cohesive student learning. However, programs at many institutions struggle to form shared visions for learning within courses. In this workshop, we focus on mapping outcomes within courses to close the loop and dialogue deliberately about double-loop analysis. Our virtual hands-on mapping activity will challenge you to collaboratively analyze courses, projects, signature assignments, and other activities in a sample program and explore how to help students to build, transfer, and master program outcomes).
To build on these skills, consider registering for our morning workshop, which focuses on using deliberative dialogue to map outcomes across core courses, electives, and upper-level courses and collaborate to identify gaps, overlaps, and potential improvements.
Jennifer M. Harrison and Vickie Williams, University of Maryland, Baltimore County
Presentation Type: Pre-Institute Workshop
Audience Level: All
Primary Track: Leadership for Assessment (LA)
________________________________________________________
NOTE:
Building Assessment Capacity: Integrating Assessment with Curriculum and Instructional Planning and Improvement
Teresa L. Flateby, Assessment Consultant
The above session was initially scheduled to be a Pre-Institute Workshop. It will now be offered as a 60-minute concurrent session with an optional follow-up consultation session with the presenter. Consult the Program Book, published closer to event dates, for specific details.