Pre-Institute Workshop: 01A

01A – Assessment 101
Assessment. Where to start? It’s here in Assessment 101. Participants will interact with each other and engage in hands-on activities throughout this full-day workshop. You will grapple with questions fundamental to higher education such as: What should students know, think, and be able to do when they graduate? And how would someone know if students succeeded? Fortunately, assessment can help us address these questions. Specifically, by the end of this workshop, you will be able to do the following: (1) explain the basic steps in the assessment process, (2) distinguish among beginning, developing, good, and advanced assessment reporting, (3) develop an assessment plan for one student learning outcome (SLO), and (4) discuss the fundamentals of applying interventions [e.g., pedagogy and curriculum] at the program level to improve student learning.
Keston H. Fulcher and Laura Lambert, James Madison University
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 9:00 a.m.–4:30 p.m.
Room: Marriott 3 & 4

Pre-Institute Workshops: 02A–02K

02A – The Scholar’s Academy: From Evidence-Informed Inquiry to Knowledge Dissemination
The purpose of the Scholar’s Academy is to: (1) promote the use of evidence-informed perspectives in teaching, learning, assessment, and improvement, (2) equip participants with the frameworks, resources, and networks to support their growth as evidence-informed professionals, and (3) encourage the dissemination of promising practices, lessons learned, and ideas for consideration, replication, or adaptation through conference presentations and articles in publication outlets. Participants will leave the workshop with a plan to conduct evidence-informed scholarly inquiry in their context—including Zoom-based follow-up support—with the goal leading to eventual knowledge dissemination. Note: There is also an afternoon Scholar’s Academy workshop, organized by the HIPs in the States Community of Practice, with an emphasis on High Impact Practices (HIPs) scholarship.
Organizers of the Assessment Institute and Editors from such publications as Assessment Update, Research & Practice in Assessment, the Journal of Assessment and Institutional Effectiveness, and the Journal of Student Affairs Inquiry, Improvement, and Impact
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 10

02B – Jumpstarting General Education Program Review: A Systems Thinking Approach to the Self-Study
Often overlooked in the discussion of a general education program development and assessment is the issue of program review. The Association for General and Liberal Studies (AGLS) offers two resources, “The Gen Ed Leader’s Playbook” and a “Guide to Assessment and Program Review,” to stimulate a collaborative discussion for improving a general education program. The Playbook provides leaders with various tools to help address the tough questions, such as “Why do we need Gen Ed Programs?” At the heart of the “Guide” is a set of twenty systems analysis questions to improve program quality. This workshop focuses on the initial stage of the self-study and allows attendees to “test-drive” the tools and practice some basic general education program evaluation steps.
Jody DeKorte, Purdue Global; Christine Robinson, University of North Carolina at Charlotte; and Kevin Hermberg, Dominican University
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: General Education
Time: 9:00 a.m.–12:00 p.m. 
Room: Marriott 8

02C – Designing a Comprehensive Assessment Plan for Student Success
Student success is typically defined by GPA, retention, persistence, and career outcomes. To foster these outcomes, colleges and universities provide academic and other support services. However, missing from this success equation are critical considerations such as basic needs, belonging, and self-efficacy. In this session, presenters will share a framework conceptualizing the connection between needs and outcomes that will be used to guide participants through a process to develop a comprehensive assessment plan for student success. Participants will leave with actionable strategies for assessing student success and its antecedents.
Gavin Henning, New England College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 9:00 a.m.–12:00 p.m. 
Room: Marriott 9

02D – Do You Have a Collaboration Playbook? The RARE Model Can Help with That!
Assessment professionals agree that interpersonal skills are the most essential to our success (Morrow et al., 2022), but how do you nurture relationships in assessment? Do you have a playbook? In this pre-institute workshop, the co-presenters will provide demonstrations, active learning exercises, and tools from their forthcoming (2025) book. The RARE Model is a framework that you can intentionally incorporate into your assessment toolkit (Clucas Leaderman and Polychronopoulos, 2019). In this session, you will observe, reflect upon, and practice using interpersonal strategies to strengthen collaborative relationships, problem-solving, and meaning-making in assessment work, while tailoring your approach to specific audiences and cultures within your institution.
Emilie Clucas Leaderman, American International College, and Gina B. Polychronopoulos, The Chicago School
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 7

02E – Power BI Basics: Dashboard Building for Assessment Professionals
Interactive dashboards are a powerful tool used to visualize data. As postsecondary campuses collect an increasing amount of data related to student learning, satisfaction, and success outcomes, dashboards are becoming a commonly used method to visualize data. Dashboards are highly adaptive and can be used to display many types of data, including data from learning management systems, student surveys, admissions data, demographic data, and student success indicators. This workshop will focus on building dashboards using Power BI for participants with little or no prior experience using Power BI. The entire workshop will be a hands-on learning experience, and participants will leave with a newly created dashboard. The emphasis of the workshop will be learning the basic steps of Power BI dashboard building in order to adapt these skills to other contexts for future use. Participants must bring a laptop computer to use and have Power BI installed prior to the workshop. A dataset will be provided for participants.
Shane Schellpfeffer, University of North Dakota; Caitlyn Jessee, Florida State University; and Jeremy Fry, Indiana University School of Dentistry
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 9:00 a.m.–12:00 p.m. 
Room: Marriott 1 & 2

02F – Strategic Framework: Crafting a Comprehensive Faculty Development Program Aligned with Assessment and Accreditation Standards
Faculty development that is timely and responds to accreditation changes and feedback is critically important. This workshop aims to help participants develop a comprehensive faculty professional development program including a robust orientation. Recognizing the substantial investment of time, attention, effort, and financial resources in faculty development, this process is strategically crucial. It serves as a pivotal process in acquainting faculty with the institution, establishing institutional and faculty connections, communicating expectations clearly, and assuring accreditation needs become part of faculty development. During the workshop, participants will engage in interactive, hands-on activities to: 1) identify the essential components of faculty professional development including initial orientation, establish a comprehensive understanding of “must-have” elements, 2) develop a “just-in-time” model for faculty professional development, ensuring relevance and timeliness and considering feedback from accreditors, 3) evaluate the effectiveness of their institution’s faculty professional development program through practical assessment strategies, and 3) provide evidence demonstrating that the institution meets and responds to accreditation requirements, both institutional and programmatic, pertaining to faculty training.
Nehad El-Sawi and Amy N. Morris, Des Moines University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 9:00 a.m.–12:00 p.m.
Room: Santa Fe

02G – Closing the Loop: Strategies for Acting on Results
The assessment cycle is a critical tool for all practitioners to make continuous improvements. While any step in the assessment cycle can be halted, one step that can be especially challenging is “closing the loop.” The purpose of closing the loop often refers to using results to make improvements. In this workshop we’ll discuss and apply strategies to act on results, including topics of reporting, strategic planning, change management, and a culture of assessment.
Shaun Boren, University of Florida; and Kimberly Kruchen, University of Colorado Boulder
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 9:00 a.m.–12:00 p.m.
Room: Florida & Illinois

02H – Introduction to High-Impact Practice
The purpose of this workshop is to familiarize attendees with the fundamentals of High-Impact Practices (e.g., internships, service-learning, and undergraduate research). As a result of the session, educators will be able to list specific learning opportunities, describe aspects of quality, and relate these experiences to important outcomes.
Jillian Kinzie, National Survey of Student Engagement (NSSE) and Center for Postsecondary Research, Indiana University Bloomington; and John Zilvinskis, Binghamton University, State University of New York
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: HIPs in the States/High-Impact Practices
Time: 9:00 a.m.–12:00 p.m.
Room: Austin & Boston

02I – Scaling HIPs: Broadening Access While Preserving Quality
The benefits of High Impact Practices (HIPs) to promote student learning and success are well documented. Many campuses desire scaling HIPs to offer opportunities for more students to avail themselves of these benefits, yet these interventions are often reliant on the passions, interests, and investments of energy and effort by individual educators, departments, or programs involved in their design and implementation. This workshop discusses ways to broaden access to HIPs while preserving elements of these experiences that make them so impactful. Strategies related to stakeholder engagement, faculty development, change management, resource allocation, and quality assurance—in the context of scaling HIPs—will be addressed. Participants will leave with a plan for scaling HIPs in their respective contexts.
Jerry Daday, Indiana University Indianapolis
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 9:00 a.m.–12:00 p.m.
Room: Michigan & Texas

02J – Tips and Tricks for Using AAC&U’s VALUE Rubrics: “Hacking” the Rubrics to Advance Teaching, Learning, and Assessment
Rubrics have been heralded as a solution to any number of assessment and accountability questions facing higher education. This workshop will empower participants to fully utilize rubrics on their campuses, with AAC&U’s VALUE (Valid Assessment of Learning in Undergraduate Education) approach to assessment as the starting point. Participants will be exposed to rubric best practices and resources, develop customized rubrics by “hacking” VALUE rubrics, and return to their campuses primed to implement context-specific rubric strategies.
Jessica Chittum, American Association of Colleges and Universities (AAC&U)
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Emerging Trends in Assessment
Time: 9:00 a.m.–12:00 p.m.
Room: Denver

02K – Liberating Assessment and Assessment Professionals: A Step-by-Step Guide to NOT Stay in Your Lane
Do you want to engage in meaningful accreditation efforts that catalyze social justice and student success rather than serving a compliance function at your institution? Are you someone who wants to inform faculty development, advance culturally responsive teaching, learning, and curriculum design, and break down existing siloes and power differentials between academic and non-academic spaces at your institution using assessment? In this session, we will explore and expose the barriers to being impactful change agents and levers for continuous improvement and equity at our institutions. You will learn 10 tried-and-tested strategies with supporting resources and applied case-studies to dismantle structural, cultural, and institutional barriers at your institutions. We will also have an opportunity to co-create and ideate additional strategies (in collaboration with each other) to be the change we wish to see at our institutions. Together, we will learn how to not stay in our lane. Effectively. Safely. Powerfully.
Divya Bheda, Santa Clara University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 9:00 a.m.–12:00 p.m.
Room: Lincoln

Pre-Institute Workshops: 03A–03H

03A – Student Partnership in Assessment: Ideas for Meaningful Student Engagement
In more than three decades of work, we are yet to regularly evidence a return on the investment of student outcomes assessment. Many adjustments to the process have been made (e.g., outcomes design, motivation, instrument design, faculty buy-in). Nevertheless, the key stakeholders, students, are rarely included in the process. Instead, we must—often incorrectly—assume the student experience and build our processes accordingly. To address this issue, participants will engage in a guided redesign of a specific assessment process at their own institution; intentionally planning for student partnership.
Nicholas Curtis, University of Wisconsin–Madison; and Robin Anderson, James Madison University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Student Partnership and Engagement in Assessment
Time: 1:30–4:30 p.m. 
Room: Marriott 7

03B – Adapting to a ChatGPT World in Ways that Support Equity and Accuracy in Measures of Student Learning
ChatGPT has disrupted the educational landscape and created both challenges and opportunities for the equitable assessment of student learning. Student work on assignments influence their learning. The grades they receive influences their success and feelings about belonging. In this workshop, the Grand Challenges in Assessment Project directors will share a model that identifies equity traps (features of assignments associated with inequities in learning or the measurement of learning) and provides on-ramps (simple changes that increase equity and improve measurement). We will help you increase equity in higher education by preparing you to identify and remedy features of assignments that can interfere with students' ability to demonstrate proficiency or create errors in measurement that discredit the learning of minoritized students. We will highlight ways in which traditional assignments are vulnerable to completion using artificial intelligence and ways in which artificial intelligence can support or interfere with equity.
Karen Singer-Freeman, The George Washington University; and Christine Robinson, University of North Carolina at Charlotte
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: Diversity, Equity, and Inclusion
Time: 1:30–4:30 p.m.
Room: Marriott 8

03C – The Role of Assessment and IE/IR Professionals in Building Equity-Minded Decision Cultures
Data-informed decision cultures committed to diversity, equity, and inclusion (DEI) require commitment and collaboration across the institution. Each administrative and academic unit provides unique expertise essential to the pursuit of environments supportive of student success. In this workshop we will explore the intersection of DEI and the institution’s data function, including assessment, institutional effectiveness, and institutional research; develop a common understanding of relevant concepts and terms; explore what it means to frame our work with an equity lens; and identify the ways in which we can contribute to efforts to diversify our field. Join us for a safe space to learn together.
Michele J. Hansen, The Ohio State University; and Bethany Miller, Macalester College
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: Diversity, Equity, and Inclusion
Time: 1:30–4:30 p.m.
Room: Marriott 9

03D – Competency-Based Education & The Hallmark Practices of Assessment
Competency-Based Education (CBE) has grown substantially nationally and internationally in the past decade. Colleges and universities cite the top three reasons for building competency-based education programs are to expand access for non-traditional learners, respond to workforce needs, and improve learning outcomes. Through a backward design approach, CBE programs are built centering first on observable competencies, which use authentic assessments to ensure measurable and work-relevant learning outcomes. In this engaging workshop, presenters will share the architecture of CBE, its quality framework, Assessment hallmark practices, and strategies for building quality relevant programs. Join the Competency-Based Education Network experts to learn how CBE programs can advance effective assessment approaches in a skills-based society.
Laurie G. Dodge and Ryan Specht-Boardman, Competency-Based Education Network
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Competency-Based Education and Assessment
Time: 1:30–4:30 p.m.
Room: Lincoln

03E – Developing Implementation Plans for Meaningful Assessment: Connecting Theory to Practice
This workshop is intended for those starting an assessment process or practice, wanting to review or revise existing assessment processes or practices, or those interested in examining the efficacy or embeddedness of assessment at the course, program, general education, student affairs, or institution-level. Workshop participants will explore a contextualized history of assessment, consider the theory connections behind design of assessment processes and data collection and use, and develop an action plan to inform local implementation of meaningful assessment. Whether faculty, staff, or administrators, this workshop provides guidance and resources pulling from a forthcoming textbook on the theory and implementation of assessment in higher education.
Joseph D. Levy, Excelsior University; and Natasha Jankowski, New England College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 1:30–4:30 p.m.
Room: Marriott 1 & 2

03F – The Scholar’s Academy: A Framework for Designing, Implementing, and Publishing High-Impact Practices
High-Impact Practices (HIPs) are transformative teaching strategies that have been widely recognized for their effectiveness in enhancing student learning, engagement, retention, and success across various educational settings. The HIPs in the States track invites educators, researchers, and practitioners to explore the multifaceted dimensions of HIPs, emphasizing evidence-based assessment, program quality, equitable access, and the impact on student success. This workshop is a comprehensive half-day session aimed at equipping participants with the skills and resources necessary to implement a HIP project and produce scholarship from it. Through discussion and facilitated application related to designing, implementing, assessing, and publishing on a high-impact practice, this workshop culminates in a ready-to-use "project in a box" for participants to take home from the conference. This experience is aimed at those who have some foundational knowledge of HIPs and their design and implementation. Note: There is also a morning Scholar’s Academy workshop, facilitated by Organizers of the Assessment Institute and Editors from such publications as Assessment Update, Research & Practice in Assessment, the Journal of Assessment and Institutional Effectiveness, and the Journal of Student Affairs Inquiry, Improvement, and Impact.
Sara Evans, Kennesaw State University; and Jocelyn Evans, University of West Florida
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 1:30–4:30 p.m.
Room: Marriott 10

03G – Empowering Insights: Data Storytelling with Tableau - A Workshop on Organizing, Visualizing, and Crafting Compelling Narratives from Survey Data
In this interactive workshop, participants will dive into the dynamic world of data visualization and storytelling using Tableau. With a focus on survey data, attendees will learn essential techniques for organizing, visualizing, and weaving impactful narratives from raw information. Through hands-on exercises and expert guidance, participants will explore the versatility of Tableau's features in transforming complex datasets into clear and compelling stories. From preparing your dataset in Excel, creating insightful dashboards, and incorporating interactive elements, this workshop will equip attendees with the skills to effectively communicate key findings and insights. Whether you're a beginner or an experienced user, join us to unlock the full potential of your survey data and elevate your data storytelling proficiency with Tableau. This workshop is hosted by the Grand Challenges in Assessment Data Visualization Team, which was tasked with increasing the use of data visualizations and data storytelling. Note: Participants will need to bring their own laptop to the workshop and will be required to download the free trial version of Tableau. More information and instructions will be communicated to registered participants prior to the start of the Institute.
Ryan Smith, Illinois State University
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 1:30–4:30 p.m.
Room: Florida & Illinois

03H – Creating and Implementing a Sustainable Assessment Process: Practical Approaches for Harmonizing Accountability and Improvement
The fundamental purpose of assessment is to continually enhance student learning. However, in most educational institutions, the design and execution of assessments are predominantly tied to meeting external demands, such as accreditation and state mandates. Unfortunately, this approach often relegates systematic improvements in student learning and program effectiveness to mere byproducts of the assessment process. In this presentation, we offer practical strategies for creating, implementing, and sustaining a systematic institutional assessment process. These strategies are geared toward fostering a culture of continuous improvement, particularly in light of the ongoing challenges posed by the pandemic and the advancements in artificial intelligence, while also addressing compliance requirements.
Felix Wao, University of Oklahoma
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 1:30–4:30 p.m.
Room: Michigan & Texas

04A – HBCU-CEEQA Meeting at Assessment Institute in Indianapolis
Join leaders and members from HBCU-CEEQA (Collaborative for Excellence in Educational Quality Assurance) to share resources, discussion opportunities for collaboration, and network with colleagues from HBCU-CEEQA who are attending the Assessment Institute in Indianapolis. For more information, please contact Dr. Franz Reneau, HBCU-CEEQA Co-Chair, at franz.reneau@gatech.edu.
Presentation Type: Networking Meeting
Time: 4:30–5:30 p.m.
Room: Tennessee

Sunday Poster Session Diagram

Poster Sessions: 05A–05Q
Poster session information will be updated regularly until the Institute begins. Please check back closer to the Institute date for the most current details on sessions.

05A – Assessing the Role of Accreditation in Ensuring Quality in Higher Education: A Global Perspective
Accreditation serves as a quality assurance mechanism for post-secondary education, ensuring institutions meet specific standards, which are influenced by the educational and cultural context, and the regulatory environment of each country or local jurisdiction. In this poster presentation, we examine the role of outcomes assessment in the accreditation process for top ranked institutions across 12 countries. Further, we will explore potential relationships between the criteria used to determine international rankings, such as QS World University Rankings and Times Higher Education Rankings, and the criteria the top ranked institutions met to achieve accreditation.
Fashaad Crawford, Kaitlyn Mittan, and Aisha Kanwal, North Carolina State University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Accreditation
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 1

05B – Beyond Numbers: Utilizing Qualitative Methods in Professional Education Degree Programs
Qualitative research has become prominent in professional education degree programs, such as medical education, to gain a better understanding of the field since it is comprised of multiple disciplines (Sawatsky, et. al, 2019). Professional education degree administrators may not be familiar with this type of research and how they can utilize its different methodologies. This poster will share what qualitative research is; its importance in professional education degree programs to improve programmatic efforts for faculty and students; and different qualitative methodologies, such as phenomenology, ethnography, and visual research and how these methodologies can be utilized by providing example project ideas.
Ashley B. Metelus, University of South Florida Health Morsani College of Medicine
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: Emerging Trends in Assessment
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 2

05C – Bite-Sized Boost: Quarterly Workshops Fueling Assessment Practice
Enhancing educational assessment practices is vital for ensuring student success. This poster presents a comprehensive overview of quarterly professional development assessment brunch workshops tailored for faculty and staff. Covering both curricular and co-curricular assessment, these workshops offer targeted training in assessment planning, design, and rubric development. Through interactive sessions, participants gain skills and tools to enhance their assessment practices. Join us to explore how these workshops foster a culture of assessment at a small liberal arts college.
Sally Read, Brian Dietz, Jessica Fowle, and Tara L. Webb, Kalamazoo College
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: Faculty/Professional Development
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 3

05D – Celebrating What Works: High Impact Practices in the HBCU Community
This poster presentation will highlight the high-impact practices implemented in the HBCU community to increase student success and engagement. This presentation will reveal the findings from a study conducted by the Assessment Office in Spring 2024, where faculty and staff identified practices that are specific to HBCUs that aid in retention and student success. This poster is necessary as it will highlight the amazing work and efforts implemented by HBCUs with supporting their predominantly Black student population. This presentation will also provide a blueprint on how other institutions can better serve their Black students on their campuses.
Alexus Laster, Howard University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: HBCU Collaborative for Excellence in Educational Quality Assurance (HBCU‑CEEQA) / HIPs in the State/High-Impact Practices
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 4

05E – Early Identification of Students at Risk for Borderline Performance in Summative, Clinical, and Certification Exams in Physician Assistant Programs Using a Running Summary Score
The IU Physician Assistant program is currently developing a running, summary score for identifying physician assistant students at risk of borderline performance on key assessments, such as end-of-didactic year, end-of-rotation exams, PACKRAT, and PANCE. This score compiles ongoing assessment data, flagging students who may struggle despite passing exams. This metric facilitates early, tailored interventions to bolster student achievement and mitigate potential academic deficiencies, aligning with proactive educational strategies.
Raymond Contreras, Kelly Fisher, Lauren Gilliam, and Nathan Lechien, Indiana University Indianapolis; and Jasmina Cheeseman, Franklin College
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: Graduate/Professional Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 5

05F – Embedding Feedback into Student Employment Programs
Campus student employment offers a rich, often overlooked avenue for meeting students' multifaceted needs. Beyond finances, it catalyzes academic enrichment, holistic development, and campus engagement akin to High-Impact Practices (HIPs). Though not officially recognized as an HIP, campus employment fosters university connection and self-esteem. This poster presents a feedback model at a large research institution highlighting four key practices: one-on-one meetings, hiring processes, performance evaluations, and skill application. Feedback and reflection, central to HIPs, are vital in fostering student growth, mentorship, and cross-curricular connections. The poster showcases on-campus employment's potential for student self-reflection, employer feedback, and mentoring.
Kathryn L. Lammers, University of Arkansas
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: HIPs in the States/High-Impact Practices
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 6

05G – Enhancing the Oral and Maxillofacial Pathology Curriculum by Integrating Technology Facilitated Learning to Improve Student Experience and Practice Readiness
Graduating dentists are well prepared in the diagnosis and management of dental related issues but are less prepared in managing oral mucosal conditions. The Internet has become an established learning tool in dental education where students can access online images and videos on a range of dental subjects. However, finding reliable peer-reviewed content is not straightforward. To reinforce understanding of diagnosing oral mucosal lesions, we propose to build technology facilitated diagnostic content that strengthens fundamental and necessary knowledge. Improving student access to oral lesions through digital content will help our students improve patient care.
Angela Ritchie and Neetha Santosh, Indiana University School of Dentistry
Presentation Type: Poster Session
Audience Level: Advanced
Primary Topic: Graduate/Professional Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 7

05H – Equity Action Makers’ Assessment Projects: What Have We Learned Thus Far?
The Grand Challenges Project supports global collaborations informing equitable and evidence-informed practices for higher education assessment practitioners. The Grand Challenge’s Equity Action Makers Team conducted twenty interviews in 2023/2024 with assessment professionals across higher education disciplines and units to learn how they use assessment data to further equity. Initially using Bourdieu’s (1980) grounded theory, then considering Gee’s (2014) discourse analysis and Wenger’s (1998) communities of practice models, we examined the interviewee’s equity-based assessment practices in terms of how and which stakeholders are invited to the table, what equity-based assessment looks like in action, and how we know it is working.
Julene L. Jones and Mary K. Thompson, University of Wisconsin–Madison
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: Grand Challenges in Assessment / Diversity, Equity, and Inclusion
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 8

05I – In-Class Engagement Survey: Designate Courses by Level and Type of Engagement
Engaged activities incorporated in the course design are important factors in student success and retention. Students engaged in these activities are more likely to be motivated, invested in their learning, and successful in achieving their academic goals. At Utah Valley University (UVU), we developed a survey to measure student perceptions of engagement at the course level. Specifically, it focuses on curriculum engagement and community engagement, which are composed of the following measured values: Active and Collaborative Learning, Tools, Context, Theory and Knowledge, Application and Skills, Content, Client Interaction, and Community Involvement.
Alaa Alsarhan, Utah Valley University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 9

05J – Indiana LSAMP: Pathways, Programs, and Perspectives in Serving Underserved STEM Students
The Indiana Louis Stokes Alliance for Minority Participation (LSAMP) program is a 5-year, NSF-funded project with a focus on broadening the participation of historically underserved students in science, technology, engineering and mathematics (STEM) disciplines. As an alliance of 6 campuses across the state of Indiana, this project aims to strengthen students’ academic preparation, increase engagement with their STEM discipline, retain students in STEM majors to graduation, transition students from community college to four-year institutions, and prepare students for STEM careers and graduate school through professional development. This poster highlights the pathways, program interventions, and perspectives-to-date for this work-in-progress LSAMP project.
Colleen Manning, Goodman Research Group, Inc.; and Tabitha Campbell and Stephen P. Hundley, Indiana University Indianapolis
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: STEM Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 10

05K – Integrate Case-Based Pathology in the Curriculum to Meet the Needs of the Present Day and Future Professional Dental Hygienists
The dental hygiene educational guidelines recommended by the Commission on Dental Accreditation specify standards for general and oral pathology courses to provide knowledge base for critical thinking to construct informed and justifiable conclusions. Traditionally, the pathology education in the Dental Hygiene program at School of Dentistry has relied on teacher-delivered lectures that largely promotes surface learning/memorization. The objectives of our proposal were to revise the existing curriculum to a new blended-learning course that combines traditional and nontraditional methodologies, whereby students will engage in both face-to-face classroom sessions and web-based learning modules. We introduced the flipped classroom (FC) method for the introductory Oral pathology course taught in the spring semester of 2023. The student experience was evaluated by surveys conducted at the beginning, midway and the final week of the course. Data showed a trend towards increasing acceptance and decreasing disapproval for questions on learning experiences offered by the FC method. However, majority strongly agreed that the FC method increased their time commitment and disagreed on its value in motivating to learn. This introductory course is followed by an advanced Oral Pathology course in the fall semester for the same set of students. To enhance learning of clinical concepts, we revised the second course as Clinicopathological Conference-Interactive Case Discussions (CPC-ICD). While the students appreciated the case-based presentations, only 18% agreed that the FC method in the pre-requisite course helped. In conclusion, while the FC method was less well received, the CPC-ICD was better appreciated by this cohort of dental hygiene students.
Jeremy Fry, Mythily Srinivasan, Twyla Rader, and Madison Roberts, Indiana University School of Dentistry
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Graduate/Professional Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 11

05L – Integrating Kahoot! Games in Teaching and Learning in a Pharmacy Curriculum
Millennials and GenZs in particular approach things differently compared to earlier generations, and this applies to the way they learn. Limitation in the best practices suited for teaching this generation can hamper their learning process. The attention span of this group of students is short and it worsens their ability to engage in more challenging professional programs such as the PharmD where students are expected to display mastery of content. The Kahoot! game has emerged as a platform to engage such students. In this study, we assessed PharmD students’ perception of the Kahoot! game and its influence on learning outcomes.
Edward Ofori, Ohio Northern University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Graduate/Professional Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 12

05M – Kirkpatrick’s Four Levels as a Multi-Use Tool for Student Affairs Assessment
The need to articulate a student affairs portfolio’s impact on the student experience is ever growing; yet, student affairs practitioners can struggle to understand how to articulate their impact. While used in various higher education contexts, such as faculty development and academic medicine, one model not frequently referenced in student affairs assessment literature is Kirkpatrick’s Four Levels of Evaluation. This session supports student affairs assessment leaders and practitioners by explaining Kirkpatrick’s Four Levels, describing how to employ the four levels as a step-by-step reflection tool, and applying the model as a conceptual guide for assessment planning.
Emily Braught, Indiana University Indianapolis; and Kevin Wenger, National Survey of Student Engagement (NSSE) and Center for Postsecondary Research, Indiana University Bloomington
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 13

05N – Promoting Student Performance through Non-Standard Scaling of Authentic and Program Assessments
All programs in higher education are exploring ways of collecting and processing data for impactful and meaningful decision-making processes. One research-based practice available to higher education is that of Non-Standard Scaling to provide sense of data from the professional perspective of faculty, staff, and administrators as they work through decisions related to program assessment and accreditation. Non-Standard Scaling incorporates the essence of qualitative and quantitative data forms and provides the opportunity to compare and explore processed data in the decision-making process. Non-Standard Scaling provides for professional knowledge and understanding to lead the way in exploring data of all forms.
Ray W. Francis, Central Michigan University; and Mark Deschaine, The University of Mississippi
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Use of Technologies in Assessment
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 14

05O – Utilizing Media to Facilitate Student Learning and Engagement
Employees spend a large portion of their career as followers, yet little time is spent teaching how to become an engaged follower, which is associated with success in today’s workforce. To assess knowledge and perceptions of followership, students were surveyed prior to an organizational leadership class. Students were shown video clips demonstrating examples of leadership and followership, the fluidity of the leader-follower role, and implications of those actions and behaviors. Students became active participants when asked to identify the theories and typologies portrayed. Post-class survey results indicated students gained more courage to be engaged and exemplary followers.
Carol Rownd, Indiana University Indianapolis
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 15

05P – Value-Added High-Impact Practices (HIPs): Exploring the Impact of HIPs on Students' Personal and Professional Development
How valuable or meaningful are high-impact practices (HIPs) to students’ personal or professional development? What HIPs do students find most valuable and why? Does the perceived value of HIPs differ based on gender and underrepresented minority (URM) status? These questions and more will be addressed based on qualitative data from an institution-wide senior survey that prompts students to reflect on their undergraduate experience. Themes, subthemes, and exemplary quotes will be used to communicate the value students place on their participation in HIPs. Limitations and implications will also be addressed.
Linell D. Edwards and Kaitlyn Mullings, University of Illinois Urbana-Champaign
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: HIPs in the States/High-Impact Practices
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 16

05Q – “What Does it Mean to Me?” Mastering Data Storytelling to Increase the Tangibility and Visibility of Assessment (CANCELLED)
Resistance to formal assessment processes is often accompanied by faculty and staff observations that assessment findings do not appear to be impactful or understandable. Assessment leaders may positively frame their assessment reports to ease resistance, but this still does not necessarily address the audience’s intrinsic motivations. This session will provide an overview of best practices in data storytelling and its potential for empowering assessment reports to fulfill intrinsic desires. Participants will then complete an exercise in creating a rich, compelling narrative out of hypothetical assessment data.
Terrance Cao, Pepperdine University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G
Poster Board: 17

Exhibit Hall Information and Diagram

ABET
Exhibitor
Phone: (410) 347-7700
Email: education@abet.org
https://assessment.abet.org
Contact: Robyn Hall, Director of Professional Programs
Exhibit Booth: 13

Center for Assessment and Research Studies (CARS)
James Madison University
Diamond Sponsor and Exhibitor
Providing Support for Two Institute-Wide Functions and the Institute Podcast
Phone: (540) 568-6706
Email: fulchekh@jmu.edu
https://www.jmu.edu/assessment
Exhibit Booth: 12

Gravic, Inc. – Remark Software
Exhibitor
Phone: (800) 858-0860
Email: sales@gravic.com
https://remarksoftware.com
Contact: Alan Parkerson, Marketing Specialist
Exhibit Booth: 8

HelioCampus
Gold Sponsor and Exhibitor
Sponsoring the Two Student Success Thematic Keynote Sessions
Phone: (844) 994-3546
Email: info@heliocampus.com
https://www.heliocampus.com 
Exhibit Booth: 5

Insights by eLumen
Exhibitor
Phone: (612) 244-2700
Email: insights@elumenconnect.com
https://www.elumenconnect.com/insights
Exhibit Booth: 6

National Survey of Student Engagement (NSSE)
Exhibitor
Phone: (812) 856-5824
Email: nsse@indiana.edu
https://nsse.indiana.edu
Contact: Jillian Kinzie, Associate Director
Exhibit Booth: 1

Nuventive
Gold Sponsor and Exhibitor
Sponsoring the Two Engaged Learning Thematic Keynote Sessions
Phone: (877) 366-8700
Email: learnmore@nuventive.com
https://nuventive.com
Contact: Denise Raney, VP of Customer Service
Exhibit Booth: 2

PebblePad
Exhibitor
Phone: (778) 896-3359
Email: vanessa.knox@pebblepad.com 
https://pebblepad.com
Exhibit Booth: 4

SPOL
Exhibitor
Phone: (954) 345-7839
Email: info@spol.com
https://spol.com
Exhibit Booth: 14

Suitable
Platinum Sponsor and Exhibitor
Sponsoring the Assessment Institute Lanyards
Phone: (612) 444-3291
Email: hello@suitable.co
https://www.suitable.co
Exhibit Booth: 10

Territorium
Gold Sponsor and Exhibitor
Sponsoring the Two Strategic Directions Thematic Keynote Sessions
Email: hi@territorium.com
https://territorium.com
Exhibit Booth: 3

The Hope Center at Temple University
Exhibitor
Email: hopectr@temple.edu
https://hope.temple.edu
Exhibit Booth: 7

Watermark
Platinum Sponsor and Exhibitor
Providing Support for the Assessment Institute Break Service
Phone: (800) 311-5656
Email: info@watermarkinsights.com
https://www.watermarkinsights.com
Contact: Andreas Stavropoulos, Account Executive 
Exhibit Booth: 11

Xitracs™ by Concord USA, Inc.
Platinum Sponsor and Exhibitor
Providing Support for the Assessment Institute Free Webinar Series
Phone: (770) 200-7465
https://www.xitracs.com
Contact: Cheryl Frangipane, Account Administration 
Exhibit Booth: 9

Rise-and-Shine 20-Minute Sessions: 15A–15L

15A – Faculty Take the Lead: Shared Governance for Effective Outcomes Assessment
After unsuccessful attempts to lead institution-wide outcomes assessment, a small team of administrators at Chemeketa Community College determined the best path forward would be to ask faculty engaged in assessment projects within their own units to take on designing collegewide assessment guidelines. The Learning Outcomes Assessment Committee now sets direction for outcomes assessment for the college in partnership with the college’s departments in charge of general education, accreditation, institutional research, and faculty professional development. LOAC has recently developed general education outcomes for the college, and is designing pilot assessments for the new outcomes.
Mary Ellen M. Scofield, Chemeketa Community College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Community Colleges
Time: 7:00–7:20 a.m.
Room: Indiana Ballroom F 

15B – High-Impact Practices: Evaluating Impact on First-Generation Retention
High-impact practices (HIPs) are expected to engage traditional and nontraditional student populations at different levels and types. As a result, student retention is expected to increase. At Utah Valley University (UVU), we developed a visualization dashboard to measure the impact of individual and collective HIPs on students' persistence and retention using propensity score matching (PSM). This study's findings describe HIPs' effectiveness as a tool for supporting First-Generation students' retention and persistence. Compared to peers who did not participate in HIPs, First-Generation students involved in HIPs were retained at higher rates.
Alaa Alsarhan, Utah Valley University
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 7:00–7:20 a.m.
Room: Indiana Ballroom G 

15C – A Multi-Modal Approach to Assessing Individual Student Professional Development Across the Curriculum
The University of Pittsburgh School of Pharmacy uses a multi-modal approach to assessing professional development of students across the entire curriculum. The process combines qualitative documentation of achievement of curricular outcomes with quantitative documentation of engagement in co-curricular activities that develop specific skills essential to becoming a pharmacist. Assessment of individual student professional development involves student self-reflection, regular feedback from faculty advisors, and ongoing monitoring by administrators on both individual and aggregate levels. The entire process is documented in an all-inclusive platform that will be showcased during the presentation.
Kristine S. Schonder, University of Pittsburgh School of Pharmacy
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Graduate/Professional Education
Time: 7:00–7:20 a.m.
Room: Florida & Illinois 

15D – Measuring What Matters: Stories from the Revision of Student Teaching Evaluations
In 2021, Harvey Mudd College decided to revise its Student Evaluation of Teaching (SET) instrument, which had been used for almost three decades. Attendees will learn the behind-the-scenes of the transition to a) a new form that is more student-learning focused, b) a new reporting mechanism for faculty, and c) how we use SETs to gather actionable feedback. This session will discuss how the Teaching and Learning Committee engaged students, faculty, and administrators in the redesign; how the SET has been received and used; and practical tips on timeline, logistics, drafting, revising, and implementing our new process.
Aye M. Htut-Rosales and Yi Luo, Harvey Mudd College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Undergraduate Education
Time: 7:00–7:20 a.m.
Room: Michigan & Texas 

15E – Empowering Accreditation: Exploring Innovative Strategies and Dynamic Tools for Continuous Improvement
Engage in exploring an innovative strategy to enhance accreditation practices broadly applicable across diverse accrediting bodies. Delve into the transformative potential of a Liaison Committee on Medical Education (LCME) Heat Map, utilizing embedded hyperlinks that provide comprehensive insights. As a centralized hub, this tool empowers stakeholders to anticipate and address compliance challenges, fostering a proactive approach to decision-making based on robust data analysis. Gain insights into how these tools drive continuous improvement in accreditation processes, engaging stakeholders and yielding actionable outcomes. Participate in an immersive session to optimize accreditation procedures for various accrediting bodies, facilitating transformative change.
Melisa H. Pierce, Whiddon College of Medicine
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Accreditation
Time: 7:00–7:20 a.m.
Room: Marriott 3 

15F – Developing Degree Program Assessment Plans: A Toolkit for a Scalable Campus-wide Faculty Cohort Model
A growing focus across regional and professional accreditors is the ability to show assessment of learning outcomes. Further this process of closing the loop between outcomes and assessment is widely recognized as best practice for college and universities. As part of our larger Curriculum Alignment Process we implemented systematically across the entire university, a faculty liaison cohort model which includes group meetings, individual consultations, and deans review meetings. This allowed us to confront assessment myths, increase faculty and administrator buy-in, and scale our model to support degree program assessment plan development for 112 degrees over a two-year period. In this session we will provide a brief overview of our process as well as access to our toolkit of handouts, templates, slides and resources utilized to support each liaison cohort through their plan development. We will also share lessons learned along the way.
Jennifer McKanry and Keeta Holmes, University of Missouri-St. Louis
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 7:00–7:20 a.m.
Room: Marriott 4 

15G – ‘What Does It Mean To You?’: URM Student Meaning-Making of STEM Assessment Practice
In light of higher education STEM institutional performance gaps in retention and graduation, it is imperative to understand the mechanisms through which under-represented minoritized (URM) student populations in higher education experience and react to the STEM classroom–in particular, assessment and grading. This proposed session will share preliminary analyses of a quantitative survey seeking to understand undergraduate STEM student perceptions of grades and assessment, and the extent to which these perceptions differ for URM vs. non-URM students. Implications and suggestions for future classroom intervention and practice will also be discussed.
Manisha Kaur Chase, California State University, Northridge
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: STEM Education
Time: 7:00–7:20 a.m.
Room: Marriott 7

15H – Enhancing Learning Improvement through the Scholarship of Teaching and Learning
The genre of research in which educators investigate the effectiveness of their curriculum and pedagogy is often referred to as the Scholarship of Teaching and Learning (SoTL). This presentation will argue that SoTL has natural connections to program assessment and learning improvement efforts. In this presentation, a number of different SoTL methodological approaches will be described, including student interviews, classroom observations, think-alouds, close readings, and portfolios. Participants will be invited to share their own experiences participating in and/or facilitating SoTL inquiry projects, and recommendations will be offered regarding how to bridge SoTL and assessment efforts.
Aaron S. Zimmerman, University of Colorado Boulder
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Learning Improvement
Time: 7:00–7:20 a.m.
Room: Marriott 10 

15I – Beyond the Swipe: The Evolution of Direct Evidence of Card Swipe Engagement
Delve into the historical narrative of our assessment system's growth, from its inception to its current state integrating outcome tracking, wellness initiatives, and marketable skills assessment. Discover how individual student swipe data from 100+ programs, events, and services annually combine to provide rich insights. Gain insights into the technical requirements and managerial decisions crucial for initiating this transformative effort. Discover the vital role of dynamic assessment and direct evidence in shaping the modern college landscape.
Sheila Bustillos, Jason Simon, and Samuel Williamson, University of North Texas
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Analytics and Metrics
Time: 7:00–7:20 a.m.
Room: Lincoln 

15J – Redesigning the Assessment of a FYE Course to be more Learner-Centered
This presentation shares the assessment methods, results, and lessons learned from a first-year experience (FYE) course at a comprehensive university in Japan. Direct and indirect assessments have been continuously conducted to improve the course. For the 2024 course, the assessment method was redesigned to be more learner-centered. We have developed rubrics for each of the four basic academic skills covered in this course and ask students to assess themselves before and after the course. We analyzed how the redesigned assessment impacts student achievement and satisfaction.
Satoko Imaizumi, Takahiro Abe, Douglas Gloag, Naoto Kikuta, Katsumi Senyo, Tetsuya Shiroishi, and Kei Masunaga, Yamagata University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: General Education
Time: 7:00–7:20 a.m.
Room: Santa Fe 

15K – It’s All in the HIPs: Positioning High-Impact Practices in Core Classes to Revitalize and Re-envision the Freshman Experience
High-Impact Practices are often deferred until students’ later years in college, but why? By restructuring an English 1102 curriculum around researching, creating, and publishing a children’s book, Froehlich and Hodges expose students to many HIPs as freshmen, leading to more authentic learning experiences that bridge disciplines. Learn how to move the HIPs to core level classes in all disciplines to increase student engagement, retention, and success early on. Participants will be challenged to identify a specific HIP to implement and more effectively engage students earlier in their college experience.
Lyn Froehlich and Haley Hodges, University of North Georgia
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods / HIPs in the States/High-Impact Practices
Time: 7:00–7:20 a.m.
Room: Tennessee 

15L – The Art or Skill of Doing More with Less
Is it an Art or a Skill? Improving retention rates through assessment does not always have to be a sacrifice to your budget. This session is designed to explore ways institutions can leverage smaller budgets by taking a low-cost approach to assessing student experiences while increasing retention rates of student bodies.
Isaac Barber, Greenville University; and Erica Marshall, Huntington University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Institution-Wide Data Collection/Use
Time: 7:00–7:20 a.m.
Room: California 

Rise-and-Shine 20-Minute Sessions: 16A–16O

16A – Ivy Tech's Rubric Detail Report
In 2022, Ivy Tech Community College partnered with Instructure (the makers of Canvas LMS) to develop a custom Rubric Detail report. We had several courses and programs that used rubrics as the main method of assessment. With many course sections utilizing the same rubrics, we needed a way to aggregate the rubric results and provide data at the criterion level for these rubrics. This presentation will highlight the new Rubric Detail Report and some of the analysis it makes possible.
Robert K. Morse, Ivy Tech Community College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 7:30–7:50 a.m.
Room: Indiana Ballroom F 

16B – HIPs Faculty Development Tracks: Scaling HIPs with Professional Development
In this session, we will discuss what Southwest Tennessee Community College has done to help scale High-Impact Practices (HIPs) across the curriculum. Developing a Community of Practice is an engaging way to inspire Faculty to develop and implement HIPs courses or assignments. Attendees can expect an overview of the STCC HIPs Faculty Development model and learn about additional ways to validate and support faculty engagement. This session is appropriate for CTL Directors, professional development facilitators, and faculty/staff who are interested in scaling HIPs at their institution.
Raquel Adams, Southwest Tennessee Community College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 7:30–7:50 a.m.
Room: Indiana Ballroom G 

16C – Creating Authenticity in Online Practice Education: Using e-Simulations for HIPs
Criticisms of traditional assessment methods' subjectivity have led schools to use design-based practices (DBT) to explore online simulations as a high-impact practice (HIP) to create more authenticity in the learning process while assessing students’ skills. The online Objective Structured Clinical Examination (e-OSCE) represents one such simulation-based HIP, offering a humanistic, competency-based approach to practice skills development. This presentation will explore the strengths and limitations in using the e-OSCE as a HIP in an online Master of Social Work graduate program. Student assessments, learning outcomes, and feedback on the e-simulation experience will be presented.
Samantha N. Wolfe-Taylor, Christian Deck, and Kyle Walke, Indiana University School of Social Work
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 7:30–7:50 a.m.
Room: Florida & Illinois 

16D – Developing a Foundation, Framework, and Future Directions to Demonstrate the Educational Value of Co-Curricular Experiences at the University of North Dakota
Co-curriculars are an essential part of the campus experience and can provide numerous opportunities for students to build on knowledge and skills learned in the classroom. This session will provide an overview of our process to reframe how we conduct co-curricular assessment, by starting from scratch.
Karina Knutson, University of North Dakota
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 7:30–7:50 a.m.
Room: Michigan & Texas 

16E – Academic Success Courses: Comparing Proactive and Reactive Interventions
This presentation compares the results of proactive and reactive academic success interventions within a small, private liberal arts institution. Beginning In Spring 2022, first-year and sophomore students on academic probation were enrolled in a one-credit Academic Skills Course (ASC 085). We implemented a similar course (ASC 080) in Fall 2022 for incoming students whose high school GPA was ≤2.8. This study evaluates the impact of these interventions on student retention and academic standing from 2022 to 2024.
Kellie Schmidt and Sarah Summers, Franklin College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Undergraduate Education
Time: 7:30–7:50 a.m.
Room: Marriott 2

16F – LivedX: Using AI to Validate Credit for Prior Learning for Concurrent, Traditional, and Non-Traditional Students
Northeastern University outlines its innovative approach using the AI-powered platform LivedX to revamp its Credit-for-Prior Learning (CPL) processes for concurrent, traditional, and non-traditional students. The partnership enhances accessibility for meeting diverse students' needs while easing faculty and staff workloads. Dr. Verma discusses the creation and implementation of the LivedX Framework, incorporating various educational models like Harvard's EASEL and the Employability Skills Framework, and highlights how 7 colleges, universities, and employers have adopted LivedX to increase its offerings of micro-credentials, stackable certificates, and college credits based on students' lived and learned experiences.
Geeta Verma, University of Colorado Denver; and Sam Soliman, Northeastern Junior College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 7:30–7:50 a.m.
Room: Marriott 3 

16G – Exploring the Impact of Peer-Led Team Learning (PLTL) on Student Beliefs in Chemistry
Peer-led team learning (PLTL) is a promising approach in undergraduate science education, yet its impacts beyond academic outcomes need deeper understanding. This qualitative study examines how students enrolled in an introductory chemistry course interact with PLTL and how it shapes their beliefs about learning and their abilities. Through in-depth interviews, we explore student perspectives on PLTL's design features, revealing its potential to foster inclusive learning environments. This research offers a complementary perspective to a growing body of quantitative studies and provides insights into PLTL's transformative mechanisms within chemistry education.
Vidushi Adlakha and Pratibha Varma-Nelson, Indiana University Indianapolis
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: STEM Education
Time: 7:30–7:50 a.m.
Room: Marriott 4 

16H – AI-Assisted Assessment of Expected Competency Outcomes in Education Programs
This study explores the utilization of AI in predicting competency outcomes within Outcome-Based Education programs and categorizing essential competencies within such programs. The research addresses one core question: can AI accurately forecast competency outcomes within OBE programs? Recognizing that AI augments rather than replaces human decision-making in education, this study evaluates the strengths and limitations of AI, aiming to enhance the assessment of education quality by facilitating the delivery of necessary competencies. Moreover, the proposed AI-assisted methodology emerges as a potential tool for aiding in multidisciplinary program review. Findings from specific case studies highlight opportunities for refining this approach.
Miriam Celia Bergue Alves, Naval Postgraduate School
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Competency-Based Education and Assessment
Time: 7:30–7:50 a.m.
Room: Marriott 7 

16I – The Hand-Off: Transitioning to a New (Gen Ed) Assessment Coordinator
Assessment responsibilities change hands frequently: committee assignments rotate, faculty go on sabbatical, staff change jobs, program directors’ compensation becomes (un)available, etc. Preparing for a smooth transition from one assessment leader to another is important for continuity of assessment practices, yet is often overlooked. This session provides a guide for facilitating the transition to new assessment leaders, describing information to prepare for them and outlining ways to provide timely support through the first assessment cycle. A General Education program transition serves to demonstrate the importance of these elements, but the elements can be applied across programs of all kinds.
Cathy Barrette, Wayne State University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: General Education
Time: 7:30–7:50 a.m.
Room: Marriott 8 

16J – Survey Recruitment and Incentive Strategies to Boost Response Rates
Online surveys have become an integral part of the research toolkit for assessment professionals. However, it can be a challenge to get adequate student engagement in surveys to ensure an appropriate sample size for robust statistical analyses, particularly as response rates decline nationally. This presentation will review a series of recruitment and incentive experiments designed to boost response rates as part of an integrated departmental strategy to minimize survey fatigue. Participants will leave the discussion with concrete ideas for how to improve student survey engagement in their own assessment context.
Tori Rehr, The Ohio State University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 7:30–7:50 a.m.
Room: Marriott 9 

16K – Analyzing Actions for Improvement in Program Assessment
A key part of closing the loop involves using assessment results to propose interventions that can be made to seek improvement in student learning. Texas Woman’s University uses a set of codes to track “actions for improvement” recommended by faculty in their annual assessment reports. Understanding the types of interventions faculty are proposing may assist assessment professionals in promoting learning improvement efforts more effectively. In this session, presenters will share an overview of the actions for improvement codes, discuss preliminary findings of their analysis, and engage attendees in a discussion of potential uses of this information for assessment.
Mary Rosene and Gray Scott, Texas Woman's University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Learning Improvement
Time: 7:30–7:50 a.m.
Room: Marriott 10 

16L – Liberatory Assessment: Taking Us Into the Future We Need for Our Profession, Our Faculty and Staff, and Our Students
Assessment is enforced by compliance/accreditation but seeks to be a tool for continuous quality and efficacy improvement. As assessment professionals, if we seek to be champions of equity through our assessment efforts, we need to go even further. We must think about how we can liberate our institutional structures, processes, policies, etc. from the various invisible, ingrained, ubiquitous oppressive forces that mediate how our institutions serve our students. Attend this session to learn about five specific actions you can undertake in your assessment practice to advance more liberatory and justice-oriented change at your institutions. Afterall, advancing equity is great but fostering liberation is powerful!
Divya Bheda, Santa Clara University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Diversity, Equity, & Inclusion
Time: 7:30–7:50 a.m.
Room: Lincoln 

16M – A Coherent Data Model for Learning Outcomes Assessment
Insufficient evidence of assessment and continuous improvement remains the most frequent problem in reaffirmation. Despite over twenty years of focusing on outcomes assessment, many colleges and universities still struggle to scale and sustain a meaningful assessment system. A radically new data model for learning outcomes assessment will be described that overcomes many of the obstacles that cause other systems to fail. The new model uses individually identifiable student performance data, so data can be aggregated by degree program, and it collects data on every student in every class every semester.
Douglas Walcerz, Lee College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 7:30–7:50 a.m.
Room: Santa Fe 

16N – Developing Student Partnerships with Satisfaction Data
This session explores student partnerships within a university’s survey strategy, focusing on satisfaction data. Join us as we briefly share recent survey results, highlighting students' call for increased involvement in policies and administration. Help us share methods of fostering partnerships with student organizations and leaders, and discuss the inclusion of students in the survey strategy and decision-making processes. Finally, we welcome input through breakout discussions as we discuss challenges reaching disengaged students, and emphasizing the importance of community building and belonging.
Melanie Kasparian, University of Denver
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Student Partnership and Engagement in Assessment
Time: 7:30–7:50 a.m.
Room: Tennessee 

16O – Student Achievement of Institutional Learning Outcomes: Case Study of a Regional University in Western Canada
Many argue that students need literacy, numeracy, problem-solving, critical thinking, and (intercultural) communication skills, yet assessing these skills remains challenging. This session presents a case study of a Canadian university engaged in multiple action research cycles to evaluate students’ critical thinking and communication skills in science and professional programs. Graduates demonstrated proficiency in technical communication and articulating research topics with few grammatical errors. However, they lacked in applying theories and research methodologies, and using quality scholarly evidence. Further development is needed in defending multiple perspectives. The study provides insights into institutional learning outcomes assessment in North America.
Alana Hoare and Lorry-Ann Austin, Thompson Rivers University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 7:30–7:50 a.m.
Room: California 

Keynote Sessions: 17A–17E

17A – Administrative Support to Advance High-Impact Practices (HIPs): Department, Institution, and System Perspectives
Administrator support for HIPs is a key element for the successful implementation of HIPs and to expand access and engagement of students and faculty members in these practices. Oftentimes, the lack of support serves as a barrier to the development and implementation of HIPs offerings in a department, institution, or across the system. This session is for academic and student affairs administrators as well as faculty and staff members who are interested in how to promote and garner support for HIPs offerings. We hear from a department chairperson sharing how to promote and support HIPs at the department levels so that all students in a major will have access. We will also identify administrative support for models to support HIPs development and offerings across an institution. Lastly, our panelists will address how a university system can provide a vision for HIPs as well as support teaching and assessment of HIPs as a part of a larger student success agenda. Participants will be able to discuss department, institution, and system strategies in small groups and create an agenda for further engagement after the conference at their home institutions. Participants will be able to share learning and future application ideas to conclude the presentation and receive feedback.
Lorrie A. Brown, Jerry Daday (Moderator), and Mark Urtel, Indiana University Indianapolis; Catherine Chan, University of Wisconsin–Madison; and Carleen Vande Zande, National Association of System Heads (NASH)
Presentation Type: Keynote Session
Audience Level: Intermediate
Primary Theme: Engaged Learning
Time: 8:15–9:15 a.m.
Room: Indiana Ballroom E 
Sponsor: Nuventive

17B – Creating and Assessing Inclusive Learning Environments through Data-Informed Liberatory Design
U.S. higher education was built for White, wealthy men, not the diverse students enrolled today. As a result, many of the systems that permeate American colleges and universities result in non-inclusive learning environments. Assessment practitioners can use data as an important lever to help institutions and programs become more inclusive. This session will explore the multifaceted realities that institutions must navigate to promote inclusive environments and how assessment practitioners can play a key role. By examining various challenges and barriers, we will discuss strategies to effectively respond to these pressures, ensuring that inclusivity and equity remain a core institutional value. Attendees will leave with actionable insights to foster inclusive learning environments through data-informed liberatory design.
Gavin Henning, New England College; and Erick Montenegro, Council for Opportunity in Education
Presentation Type: Keynote Session
Audience Level: Intermediate
Primary Theme: Inclusive Environments
Time: 8:15–9:15 a.m.
Room: Marriott 5

17C – Teaching in the Age of AI:  Rethinking Pedagogy and Curriculum in Service to Student Learning
Generative AI tools, such as ChatGPT, Claude, Bard, and others, are changing the ways we learn, work, think, and create. This evolution has resulted in new challenges and opportunities for those in educational settings. Initially, the concern for many in higher education was how students might use these tools to complete assignments; however, a much more complex and daunting challenge has emerged as AI’s is now being leveraged across a wide array of career paths. In this new context, how do we ensure our students continue to learn our course content, and how do we best prepare our students for the life that awaits them beyond graduation? Drawing from the presenter’s new book, Teaching with AI: A Practical Guide to a New Era of Human Learning (Johns Hopkins University Press), this keynote will explore the evolving AI landscape and detail the companion challenges and opportunities that are emerging for higher education. The core focus of this session will be on concrete approaches and strategies you can adopt, both within the classroom and across larger curricular structures, to best prepare students for the life that awaits them after they leave your institution.  Teaching with AI, rethinking assignments, revising our approaches to academic integrity, and fostering AI literacy (a new essential learning outcome for all college students) will be among the topics explored during this keynote.
C. Edward Watson, American Association of Colleges and Universities (AAC&U)
Presentation Type: Keynote Session
Audience Level: Intermediate
Primary Theme: Innovative Instruction
Time: 8:15–9:15 a.m.
Room: Indiana Ballroom A-D

17D – Assessment and Accreditation: Tugging at the Constraints and Imagining a New Reality
In December 2023, a special issue of Assessment Update was published featuring a conversation about assessment and accreditation. In the first piece, Eubanks articulates the challenges with the traditional assessment cycle (i.e., define, measure, improve). In the second, Good imagines how assessment professionals could spend their time if significant energy was not expended on reporting to meet the accreditation standard. Third, Welsh and her colleague Roscoe explore the accreditation standards in depth – what’s really required? In early 2024, Gambino wrote a response piece from an accreditation perspective offering a path forward for a continued, collaborative conversation. This panel will continue the initial conversation and invite the audience to consider professional existential questions along with the panelists.
David A. Eubanks, Furman University; Laura M. Gambino, New England Commission of Higher Education (NECHE); Megan R. Good and Autumn Wild (Moderator), James Madison University; and Josephine Welsh, LeTourneau University
Presentation Type: Keynote Session
Audience Level: Intermediate
Primary Theme: Strategic Directions
Time: 8:15–9:15 a.m.
Room: Marriott 6
Sponsor: Territorium, Inc.

17E – Serving, Educating, and Supporting All Learners: A Comprehensive Student Success Strategy
Colleges and universities continue to attract, educate, and graduate a diverse set of learners, including those individuals who have historically been under-represented, under-served, and under-resourced by the higher education sector. This session presents information about Indiana University’s comprehensive, integrated student success strategy deployed across 9 campuses and serving 90,000+ students. Learn about how the strategy was developed and implemented using evidence-informed interventions, along with the goals, objectives, and metrics to gauge its progress and outcomes. Implications for administrators, faculty, and staff will be discussed, along with ideas for adapting elements of this student success strategy to a variety of contexts.
Julie Payne-Kirchmeier, Indiana University
Presentation Type: Keynote Session
Audience Level: Intermediate
Primary Theme: Student Success
Time: 8:15–9:15 a.m.
Room: Kentucky
Sponsor: HelioCampus

Concurrent 60-Minute Sessions: 18A–18W

18A – Adaptable Analytics: Improving Technical Literacy For All
Adaptable Analytics seeks to reverse the traditional technical literacy equation. Normally, technical education seeks to “tech up” non-technical individuals by focusing on the technology (e.g. coding, machine learning). The approach contradicts adult learning theory (Knowles, 1984) and the basic motivation model (Urhahne & Wijnia, 2023). Adaptable Analytics presents computational infrastructure to allow adult learners to leverage data science tools in their area of learning interest. It then allows them to explore and alter the technology at their level of comfort, while working at their own pace to increase their technical expertise. This is hands on, so please bring your laptop.
Thomas Pike and Melissa LaDuke, National Intelligence University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Learning Improvement
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom E 

18B – Operationalizing Qualitative Data Analysis to Understand DEI Efforts
How can higher education administrators ensure that diverse voices inform DEI program planning? With this question in mind, we conducted a mixed-methods evaluation of a faculty development program to promote inclusive teaching at a large research university. We present this multi-year project as a valuable case study about using qualitative methods to improve programming. We describe the unique insights gained by analyzing interviews, focus groups, and learning artifacts during different stages of the evaluation process. This presentation includes opportunities to practice designing tools and coding data to empower practitioners to use qualitative data sources to inform program improvement.
Amy Cardace, Fairleigh Dickinson University; and Melina Ivanchikova, Cornell University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Diversity, Equity, and Inclusion
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom F 

18C – Using the 2023 Assessment Institute to Initiate Department Culture Change
Four faculty members from different departments at Wayne State University engaged in an intensive culture change effort in 2023-2024. Efforts began with attending the 2023 Assessment Institute to learn about assessment practices, processes, and leadership. In this session, we will discuss the context for our efforts, our motivation for agreeing to lead culture change in our respective units, the factors that played a role in our efforts, the value of having a cohort going through the process together, and our individual and group successes and challenges in changing our departments’ assessment cultures over the last year.
Christine Knapp, Wayne State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Faculty/Professional Development
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom G 

18D – Developing a Small-Scale Study of Student Perspectives on ePortfolio Development
A multi-disciplinary faculty group from a Michigan urban regional comprehensive will share how they devised an IRB-exempt study of student perspectives about the process of creating a learning ePortfolio. Study participants are volunteers among the inaugural cohort completing a microcredential in Humanistic Inquiry as part of a themed pathway through General Education. Presenters will discuss groundwork leading to the study, the ePortfolio assignment the study investigates, and the values and interests of the study components. Any early findings available will be shared. Reflection and discussion will focus on impacts of reflective pedagogy and implications for studying HIPs in local contexts.
Stephanie Roach, Jennifer Alvey, and Kazuko Hiramatsu, University of Michigan-Flint
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom A-D 

18E – Integrated Assessment of a Cross-Divisional First-Year Experience: Institutional Commitment, a Culture of Assessment, and Scaling HIPs at California State University, Dominguez Hills
Developing, scaling, and assessing HIPs is often challenging. California State University, Dominguez Hills is tackling this challenge through a redesigned First-Year Experience developed and assessed cross-divisionally and through organizational structures that support and reflect institutional commitment to expanding HIPs throughout all undergraduate majors. Three assessment directors will provide an overview of these structures, each discussing how their area fosters a culture of assessment that supports HIPs across campus and specifically the new FYE. They will also share the FYE assessment plan, methods, and preliminary data from the pilot year. Audience engagement will focus on HIPs and assessment at their institutions.
Michele Dunbar, Marisol Cardenas, and Rui Sun, California State University, Dominguez Hills
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the States/High-Impact Practices
Time: 9:30–10:30 a.m.
Room: Florida & Illinois 

18F – When is it Time to Move On: Developing an Assessment Process That Centers Students
Residence Life leaders wanted to balance the need for assessment reporting with equipping student staff members with actionable results to use in their positions. These dynamics were merged into a Moving On report: a collection of all the initiatives facilitated by staff members for the previous curriculum time frame, their attendance numbers, assessment highlights, and curated discussion questions. Moving On reports are shared with Housing & Residence Life and Division of Student Affairs leadership staff and include intentional conversations with their staff about how the results can be applied.
Alice Dahlka and Harrianna Thompson, Indiana University Indianapolis
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 9:30–10:30 a.m.
Room: Michigan & Texas 

18G – Bigger is… Better? Let’s Talk About Assessing Learning at Large Institutions!
Do you work at a large institution? Join us for a dialogue session focused on exploring challenges, sharing solutions, and celebrating innovation for successful assessment practice in a large university setting. Attendees will be prompted to share how they engage assessment colleagues across their campus(es), such as fraternity and sorority life, student leadership, etc. to effectively partner with faculty, staff, and students; develop and implement new initiatives; and promote a culture of assessment focused on curricular alignment and learning improvement with the co-curricular. This session will be highly interactive.
Annie Carlson Welch, Katie H. Burr, and Deenene Brewer, University of Georgia
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Fraternity and Sorority Life
Time: 9:30–10:30 a.m.
Room: Marriott 1 

18H – Creating Organizational Knowledge: Institutional Effectiveness in Practice at Historically Black Colleges and Universities
In academia, the concept of Institutional Effectiveness (IE), a cyclical, closed-loop process of assessing academic programs and student services for continuous improvement, was introduced by a regional accrediting body, resulting in it being perceived as a compliance initiative. However, IE work centered on continuous improvement inherently achieves compliance with the added benefits of bolstering student outcomes, informing strategic planning, and promoting innovation. This study examines the characteristics of the work of IE professionals and those in related functions at Historically Black Colleges and Universities (HBCUs). Through semi-structured interviews, the research identifies the IE activities and practices at HBCUs that not only fulfill compliance mandates but also create organizational knowledge. The implications of this study can advance organizational knowledge-creating practices among IE professionals at HBCUs and beyond for innovation in programs and services and for institutional sustainability.
Taneika Thompson, Howard University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HBCU Collaborative for Excellence in Educational Quality Assurance (HBCU‑CEEQA) / Leadership for Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 2 

18I – Performance-Based Assessment as a Tool Facilitating Prior Learning Assessment within Apprenticeship Pathways
This session explores the design and implementation of innovative performance-based assessment strategies utilizing GoPro cameras that promote the attainment of credentials and degrees within competency-based apprenticeship college learning pathways. The design and implementation of this robust and authentic performance-based assessment strategy, including video examples from use within education environments, will be shared.
Johnna Darragh Ernst, Heartland Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Competency-Based Education and Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 3 

18J – Collaborative Assessment in Higher Education
Assessment positions in higher education are inherently collaborative, drawing interdisciplinary partnerships with colleagues across campus. This session explores a collaborative assessment model that highlights the importance of functional relationships between assessment professionals and campus partners. This model identifies four distinct types of partnerships and outlines the flexible roles assessment professionals can adopt to meet the specific needs of each project. By recognizing these partnerships and aligning our response, we can better ensure that assessment efforts are impactful and sustainable. Attendees are invited to reflect on partnerships they have cultivated and consider how their assessment work can be tailored in response.
Meghan E. Bathgate and Jennifer Claydon, Yale University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 9:30–10:30 a.m.
Room: Marriott 4 

18K – Mind the Gap: Taking an Assessment “Gap Year” to Rethink, Rewrite, and Reinvest in Our General Education Learning Outcomes
What are your institution’s General Education outcomes? Do they reflect what your students really need to know and do by the time they graduate? At Colorado Technical University, we pressed the pause button on our General Education outcome assessment and took a “gap year” to ask that important question. Using a Grounded Theory approach, we then developed new outcomes that faculty, administrators, and staff can not only support but also champion. In this presentation, we will share our process of soliciting, translating, and using feedback from across the university to develop outcomes that meet the needs of our students.
Jennifer Daines, Maggy Carmack, Max Fassnacht, and Jennifer Palmer, Colorado Technical University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: General Education
Time: 9:30–10:30 a.m.
Room: Marriott 5 

18L – Grand Challenges in Assessment - Findings From a Survey of the Measurement of Student Learning
The researchers seek to use this presentation to share findings from the survey results with Assessment Institute participants on the current trends in the measurement of student learning in the context of formative assessment, co-curricular learning, experiential learning, and multiple choice exams. The purpose of this study was to explore how faculty and staff at higher education institutions measure student learning using various assessment strategies. We were interested in understanding how the assessment of student learning happens at the institutional, programmatic, and course level. This research is exploratory, so we hoped to gain an understanding of student learning assessment.
Jessica N. Taylor, University of Tennessee at Chattanooga; Chadia Abras, Johns Hopkins University; Suzanne Carbonaro, 1EdTech; and Rene' Schmauder, Clemson University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Grand Challenges in Assessment / Emerging Trends in Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 6 

18M – Mini-ChatGPTs: Bespoke AI and 21st Century Assessment
After using generative AI to help write a few rubrics or summarize an accreditation narrative, assessment professionals must start considering ways to use AI more efficiently and sustainably. One way to do this is to create mini-GPTs. Smaller versions of the larger ChaptGPT can be created with trained rules and parameters. A continuation of last year's successful AI session, this presentation will be a learner workshop where anyone in the room can go home and create their own mini-GPT.
Glenn Allen Phillips, Watermark
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 7 

18N – Using Learning Outcome Assessment Strategies to Continuously Improve Course Design and Instruction
As online education continues to grow, the need for effective assessment strategies in online courses and programs becomes increasingly important. This presentation explores various assessment methods and tools that can be used to measure student learning outcomes in online settings. Participants will learn about different types of assessments and gain practical strategies for implementing assessments that align with learning objectives, engage students, and provide meaningful feedback. The presentation will also discuss best practices for implementing assessments in online courses to enhance student learning, improve retention rates, and close the loop by using assessment results to improve course design and instruction.
Cynthia Solari, Amir Al-Nizami, and Keya Simon, Colorado Technical University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment in Online Courses and Programs
Time: 9:30–10:30 a.m.
Room: Marriott 8 

18O – Cambridge Assessment: Accessing Learner Opportunities Across the World
Modern undergraduate students present new challenges for higher education at a time when colleges and universities—driven by an appetite to integrate high-impact practices and accountability measures—are seeking to transform approaches to assessment. Successful colleges and universities are implementing comprehensive strategies that focus on assessing academic and non-academic learning using all tools available—including learning from the depth of international education experts who help learners around the world. These innovative approaches help to remove the barriers that slow or halt student progression and enrich the student experience, leading to student success—graduation and career achievement.
Pamela Kerouac and Adina Chapman, Cambridge International
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 9:30–10:30 a.m.
Room: Marriott 9 

18P – Leveraging MSCHE Standards for a Culture of Assessment: The Guide to Curriculum Maps
In today's landscape of higher education, institutions face increasing pressure to demonstrate accountability and effectiveness in delivering quality education. The Middle States Commission on Higher Education (MSCHE) provides comprehensive standards for accreditation, emphasizing the importance of assessment practices to ensure student learning outcomes. This session focuses on leveraging MSCHE standards to cultivate a culture of assessment through the strategic use of curriculum maps.
Amber Ward and Christine McDermott, Delaware State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 9:30–10:30 a.m.
Room: Marriott 10 

18Q – Yes, But Did It Work? Assessing Impact Practically through Quantitative, Qualitative, and Mixed Methods Research
When we assess the efficacy of our institutional initiatives, our research methods are typically quantitative, qualitative, or mixed methods. In this session we will explore a case study for each approach that began with ambiguous goals for outcomes and finished with an assessment of the efficacy of the initiative. Examples include the enrollment impact of a teach-out program for a university that closed (quantitative), the efficacy of a more generalized recruitment approach (qualitative), and the result of a major institutional realignment on both enrollment and perception at a large university that divested a significant portion of its student population (mixed methods).
PJ Woolston, Indiana University Indianapolis
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Analytics and Metrics
Time: 9:30–10:30 a.m.
Room: Lincoln 

18R – Continuing the Narrative of the University of Wyoming (UW) Assessment Matrix Pilot Program
Logistics, capacity of a new platform to serve the diverse needs across an institution, commitment to instructor development, and ongoing considerations of alignment with institutional assessment plans and goals, while centering assessment for student learning are an accurate summation of the Assessment Matrix Pilot Program work at UW for AY 23/24. This presentation is an opportunity to continue to engage with the narrative of the utilization of technologies to advance assessment for student learning at our institution. We illuminate what has worked for our six pilot programs as well as sticking points in our design and progress while utilizing the Assessment Matrix.
Heather E. Webb Springer and Francois Jacobs, University of Wyoming
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Use of Technologies in Assessment
Time: 9:30–10:30 a.m.
Room: Santa Fe 

18S – Behind the Scenes at Experiential Learning and Teaching in Higher Education (ELTHE)
ELTHE is Experiential Learning and Teaching in Higher Education, the open access, peer-reviewed quarterly published by the California State University and the Society for Experiential Education. The journal gathers and shares cutting-edge practices and research into the ways educators are making college learning more engaging, effective, and equitable, by making intentional and explicit use of pedagogies like high-impact practices. Join the journal’s podcast producer and two members of the editorial board for an up-close look at the journal’s goals, focus areas, and submission guidelines.
John Zilvinskis, Binghamton University, State University of New York; Amy M. Johnson, Old Dominion University; and Bill Heinrich, Symplicity
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Experiential Learning
Time: 9:30–10:30 a.m.
Room: Kentucky 

18T – Shifting Students’ Mindsets on Assessment: Developing Assessment Literate Future Teachers
This interactive presentation is based on research with undergraduate and graduate students enrolled in an assessment course. One of the goals of the course was to broaden students’ thinking about the true purpose of assessment. Another goal was to develop assessment literate future teachers. This presentation shares findings based on students’ end-of-course self-reflections on how their thinking shifted about assessment based on what they learned in the course. Students also provided reasons for why their thinking changed, such as course assignments or in class activities.
Joanne Philhower, Austin Peay State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Partnership and Engagement in Assessment
Time: 9:30–10:30 a.m.
Room: Tennessee 

18U – How to Build an Assessment Culture and Normalize Cross-Campus Collaboration
Like many higher education institutions, the University of Michigan-Flint (UM-Flint) consists of two core divisions: Academic Affairs and Student Affairs. Our university began a major strategic transformation initiative in 2022 that encourages data-driven methods to assess programs across the university. This session will examine a case study focused on students who face economic and academic barriers. We provide examples of measurable outcomes, accessible data, potential partners across the university, and a blueprint for building a collaborative assessment culture at a midsized urban regional public university.
John Girdwood, Beth Green, Stephanie Hare, and Mia Hobbins, University of Michigan-Flint
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 9:30–10:30 a.m.
Room: California 

18V – A Systemic View of the Quality Assurance Systems for Higher Education in Latin America
This study offers a systemic examination of the quality assurance systems for higher education in Latin America, emphasizing the intricate interplay among key components such as quality assurance agencies, authorities (such as ministries), and the related processes. In contrast to prior research, which often provides only a cursory overview of these agencies and their procedures, this study delves deeper into the dynamic interactions that unfold among them. Central to our systemic approach is the exploration of articulations within the systems. Through case studies of Argentina, Chile, Colombia, Costa Rica, and Peru, we present a nuanced analysis of these relationships.
Ivan F. Pacheco, Qualipliance
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Accreditation
Time: 9:30–10:30 a.m.
Room: Austin & Boston 

18W – Maximizing Campus Engagement through Radical Collaboration and Leveraging Data
Join presenters as they unveil Vanderbilt Pathways Achieving Skills and Success (VandyPASS). VandyPASS is a non-required career readiness platform designed to empower and prepare students at Vanderbilt. Powered by Suitable, VandyPASS is an immersive digital badging program that tracks, builds, and awards specific career readiness skills gained outside of the classroom and connects students to various career pathways. By completing tasks like attending a job recruitment informational session, participating in group projects, or even holding a student leadership position on campus, students are leveling up through the program and earning valuable micro-credentials that are shareable to LinkedIn.  Each experiential learning opportunity in VandyPASS aligns with one of the National Association of Colleges and Employers (NACE) 8 core competencies. These competencies are highly sought after by employers and have proven crucial to long-term career success. Discover how VandyPASS is helping Vanderbilt students achieve their career goals and gain a competitive edge in the job market. In addition to learning how Suitable is transforming career readiness + Student Engagement at over 150+ universities. more about Suitable’s mobile solutions. This event will provide: 1) an overview of the VandyPASS initiative and its competency framework; 2) a breakdown of the program structure and how students complete it; 3) examples of VandyPASS branding, badges, and communication strategy to students, faculty, and staff; 4) a brief walkthrough of some key Suitable capabilities, 5) insights into VandyPASS engagement data and student feedback from their first year; and 6) live Q&A with presenters.
Allison Otto, Vanderbilt University; and Laura Naylor, Suitable
Presentation Type: Concurrent 60-Minute Sponsor Session
Audience Level: Intermediate
Primary Topic: Competency-Based Education and Assessment
Time: 9:30–10:30 a.m.
Room: Denver
Sponsor: Suitable

Concurrent 60-Minute Sessions: 19A–19V

19A – High-Impact Practices and the Scholarship of Teaching and Learning (SoTL)
Assessment is an integral element of High-Impact Practices (HIPs), serving as the cornerstone for validating their effectiveness in enhancing student learning and success. These dynamic, applied learning experiences are deemed "high-impact" only when supported by empirical evidence of their positive outcomes. While data collection is commonly conducted for internal institutional reporting, there exists a pressing need for broader communication of these findings. This dissemination is crucial for showcasing the significance and effectiveness of HIPs within the realm of higher education. We cordially invite you to participate in a panel discussion featuring esteemed scholar-practitioners and journal editors specializing in HIPs. This session offers a unique opportunity to delve into the scholarship surrounding HIPs and to advance your own research and program initiatives. The discussion will encompass a range of topics, including: (1) areas within HIPs that require additional research and scrutiny; (2) inquiries related to HIP pedagogy and its impact on student learning; (3) subjects that participants wish to see addressed in scholarly publications; and (4) effective strategies for publishing your research and insights in Scholarship of Teaching and Learning (SoTL) journals. Join us for an enlightening exchange of ideas and insights that will enrich your understanding and scholarly dissemination of High-Impact Practices.
Jerry Daday, Indiana University Indianapolis; Jillian Kinzie, National Survey of Student Engagement (NSSE) and Center for Postsecondary Research, Indiana University Bloomington; Sara Evans, Kennesaw State University; and Jocelyn Evans, University of West Florida
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom E 

19B – From Training to Transformation: A Longitudinal Analysis of the Impact of the Equity Champions Program at Washington University in Saint Louis Utilizing Self-Efficacy Assessment
Washington University School of Medicine's Office for Diversity, Equity, and Inclusion introduced the Equity Champions (EC) program in 2021, a pioneering initiative designed to embed systemic change through a shared equity leadership model. We created an assessment of the ECs' proficiency in equity-focused competencies before, immediately after, and one year following the completion of a rigorous 40-hour Understanding Systemic Racism training. The evaluation, encompassing feedback from ECs, reveals changes in their equity-focused attitudes and abilities. This study not only highlights the program's effectiveness in enhancing participants' engagement with equity-focused topics but also exemplifies a robust methodology for assessing DEI initiatives.
Joel T. Dalton and Chayla Vazquez, Washington University School of Medicine in Saint Louis
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Diversity, Equity, and Inclusion
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom F 

19C – The Re-birth of the Journal of Student Affairs Inquiry, Improvement, and Impact
The Journal of Student Affairs Inquiry, Improvement, and Impact (JSAIII) is delighted to have a new partnership with the Center for Leading Improvements in Higher Education where it is hosted and supported by the Indiana University Indianapolis University Library as one of their Open Access Journals. JSAIII has continued its collaboration with Student Affairs Assessment Leaders (SAAL). Presenters will provide a brief history of the journal followed by an overview of the revised purpose and focus of the journal. Special emphasis will be placed the revamped submission and review process as well as sections within JSAIII to which we wish to attract submissions. While the traditional publication model often does not support practitioners, JSAIII provides a model uniquely crafted for practitioners in their desire to advance student affairs assessment by publishing their contributions and fostering dialogue. Presenters will provide an overview of forthcoming issues of JSAIII, including a general issue (2024) and two special issues focusing on career preparations and outcomes (2025) and big data in student affairs (2025). Audience discussion will focus on questions for JSAIII about its submission and review process as well as suggestions for possible additional special issues.
Heather Strine-Patterson, Virginia Tech; and Alice Mitchell, University of Maryland
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom G 

19D – Coach Advise Resource Educate (CARE): Using Coaching as a Vehicle for Assessment of Student Success and Wellness
Kansas City University has developed a C.A.R.E. model that places connection and assessment at the heart of student success and well-being. Rooted in evidence-based practices, faculty are trained in a coaching model focused on students using existing skills to solve problems and overcome obstacles. Academic, health, and behavioral markers are assessed through pre/post assessments. Student data is used in coaching sessions to promote and monitor student success. Participants will explore our CANVAS course to differentiate between advising, coaching, and mentoring; explore coaching material; and view coaching videos. Finally, participants will learn how to apply a coaching model at their university.
Sarah Getch, Esperanza Anaya, Julie Fountain, and Erinne Kennedy, Kansas City University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom A-D 

19E – Mentorship Matters: Boosting Student Success through Campus Employment
By examining how campus employment initiatives--akin to established High-Impact Practices--foster academic enrichment, holistic student development, and campus engagement, this presentation will highlight the transformative potential of campus employment beyond mere remuneration. Spotlighting a program at a large research institution, the presentation demonstrates how mentorship aids low-income and first-generation students. Preliminary findings indicate a correlation between job-related mentoring and higher retention rates, underscoring the significance of mentorship in student employment. Attendees will glean insights into this mentoring framework, uncovering key components for success and actionable strategies to bolster student support and academic persistence.
Kathryn L. Lammers, University of Arkansas
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the States/High-Impact Practices
Time: 10:45–11:45 a.m.
Room: Florida & Illinois 

19F – Creating Cultural Change Surrounding Student Learning Outcomes Assessment through a Co-Curricular Record: A Case Study
Is campus-wide change possible surrounding co-curricular experiences and student learning outcomes (SLO) and assessment? Through implementation of the Spartan Experience Record, Michigan State University’s co-curricular record, our experiences over 5+ years say yes. Through intentional scaffolding and approaches, we have witnessed incremental change that is leading to many benefits for students and professionals across academic and student affairs. Presenters will discuss change management approaches, strategies, and lessons learned to support campus cultural shifts surrounding SLOs and assessment. Additionally, they will discuss how innovations such as co-curricular or experiential records can help provide the framework for creating change at your institution.
Sarah Schultz and Shannon Logan, Michigan State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 10:45–11:45 a.m.
Room: Michigan & Texas 

19G – Earning College Credit for Your Fraternity Experience
It has never been more important for universities, fraternities, and sororities to partner innovatively to meet student needs. The academic partnership between Phi Delta Theta and Sonoma State University offers a powerful opportunity for students to develop and practice crucial leadership skills through a curriculum that blends academic knowledge with real-world experiences. Each of the two courses offered through this partnership is associated with Phi Delta Theta’s Kleberg Emerging Leaders Institute and the McKenzie Family Presidents Leadership Conference, allowing fraternity leaders to expand and apply knowledge learned at in-person conferences. Sonoma State runs this course through its Professional and Continuing Education program, demonstrating a model where academic credit can be associated with Phi Delta Theta’s leadership programming while maintaining open access at an affordable price for all students in Phi Delta Theta.
Mike Ogg, Sonoma State University and Phi Delta Theta; and Jesse Moyer, Phi Delta Theta
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Fraternity and Sorority Life
Time: 10:45–11:45 a.m.
Room: Marriott 1 

19H – Using Data for Reflection, Growth, and Story Telling
In this session, participants will learn best practices in data management and explore the impacts it can have on fundraising and the development of academic and enrollment management plans.
Michael Self Sr., Wilberforce University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HBCU Collaborative for Excellence in Educational Quality Assurance (HBCU‑CEEQA) / Institution-Wide Data Collection/Use
Time: 10:45–11:45 p.m.
Room: Marriott 2 

19I – A Well Written Recipe for Assessment Success
This presentation will examine, through interactive audience participation, a culinary-focused demonstration of how the Culinary Institute of America deploys a competency-based assessment in kitchen laboratory courses using an innovative standardized rubric that is flexible and broadly applicable to all levels of our undergraduate culinary education.
Matthew Ruane and Cynthia Keller, Culinary Institute of America
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Competency-Based Education and Assessment
Time: 10:45–11:45 a.m.
Room: Marriott 3 

19J – Promoting Institutional Culture through Assessment Policies and Maximizing Stakeholder Engagement through Organizational Learning
Assessment policies across academia ensure data collection and evaluation leads to the improvement of programs, in theory. Difficulty arises when the creation of assessment policy and tools focus on narrow aspects without consideration of all stakeholders’ needs. Using the Organizational Learning Strategy and looking toward modeling a Deliberately Developmental Organization, universities can ensure assessment is integral to their development and progress. Participants will reflect on their current assessment process and develop methods for facilitating OL strategies where inefficiency exists. OL approaches will facilitate assessment tool revision and creation to promote program culture preservation in the assessment process.
Sterling Richards and Jeremy Hughes, Chicago State University; David Fuentes, University of Portland
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 10:45–11:45 a.m.
Room: Marriott 4 

19K – A Change Model for Equity-Centered Assessment
Books, journal articles, and case studies regarding equity-centered assessment have been published in the past few years. While these resources provide helpful examples and useful strategies, what has been missing is a change model for building a culture of equity-centered assessment in colleges and universities. In this session, presenters will outline a model of change to promote equity-centered assessment and provide tips for implementing and using this model on participants’ home campuses.
Gavin Henning, New England College; and Ciji Heiser, Co-Creating Action and Developing Capacity Coaching, LLC
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 10:45–11:45 a.m.
Room: Marriott 5 

19L – Benchmarking Assessment Course Syllabi in Graduate Higher Education and Student Affairs Programs: Implications for Practitioners
The ability to use and understand assessment is an expected competency for higher education staff and administration, yet assessment practices and education vary widely between institutions. This presentation will review the findings from a collaborative project across higher education professional associations analyzing assessment syllabi from Higher Education and Student Affairs graduate programs. We will discuss major findings and implications for the field of higher education assessment, focusing on connections to the Grand Challenges in Assessment Project and the role of graduate education in preparing higher education administrators.
Tori Rehr, The Ohio State University; Paul Holliday-Millard, University of North Carolina Charlotte; Shaun Boren, University of Florida; Natasha Jankowski, New England College; and Joseph D. Levy, Excelsior University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Grand Challenges in Assessment / Student Affairs and Co-Curricular Programs and Services
Time: 10:45–11:45 a.m.
Room: Marriott 6 

19M – Strategic Applications and Directions for Financial Technology (FinTech) in Institutional Data Collection and Compliance (CANCELLED)
This presentation overviews the role of financial technology (FinTech) in campus business operations and services with particular emphasis on accreditation, compliance, and strategic planning. On many campuses, and even within business and finance units, FinTech is little known or not widely deployed. There is limited centralized understanding within accrediting bodies or on campuses of the potential benefits of FinTech in preparing compliance reports, in strategic planning and in compliance efforts. Presenters will provide a roadmap of the variety of FinTech tools, how they can be used in institutional data collection and how to promote adoption for accreditation and planning efforts.
Douglas R. Allen II, Independent Scholar; and Beverly Schneller, Governors State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Campus Business
Time: 10:45–11:45 a.m.
Room: Marriott 7 

19N – Strategically Planning Assignments In an AI Era: Using Assessment Objectives to Mitigate or Encourage AI Use
Students can use AI to easily complete many types of written assignments in online courses. It may be beneficial to allow students to use AI for some assignments; alternatively, AI-generated artifacts may not permit accurate assessment of a student’s knowledge. This presentation focuses on using a decision tree based on an assessment objective to determine if AI is suitable for that assignment. Participants will discuss how to use assessment objectives to 1) identify online assignment strategies that mitigate the use of AI when needed and 2) create assignments to be completed with AI when appropriate.
Cara J. Gomez, Delaware State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Topic: Assessment in Online Courses and Programs
Time: 10:45–11:45 a.m.
Room: Marriott 8 

19O – Societal Impact and Assessment: How to Gauge Impact and Success
Once embedded only in classic instructional methods of the classroom, higher education assessment can now be found in co-curricular activities, alumni panels, and career based educational practices. As higher education changes and evolves, its impact on society grows. The emphasis on societal impact and how curriculum positively impacts an ever-changing society have driven the University of Texas at Dallas’ Jindal School of Management (JSOM) to create a template to capture and measure what is being done at the program level to better the society it effects.
Kent Seaver, University of Texas at Dallas-Naveen Jindal School of Management
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 10:45–11:45 a.m.
Room: Marriott 9 

19P – Lessons Learned During the Preparation of an HLC Assurance Argument
This presentation distills valuable lessons gained from preparing for the HLC Assurance Argument at a small, private, not-for-profit university. It offers a comprehensive overview of effective strategies, pitfalls to avoid, lessons learned, and best practices to ensure a successful accreditation preparation process. Attendees will gain practical insights to streamline their preparation efforts and enhance institutional project management performance.
Michelle C. Maus and Diego Hernandez, Tiffin University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Accreditation
Time: 10:45–11:45 a.m.
Room: Marriott 10 

19Q – Using Logic Models to Organize and Track Student Learning
Logic models are the gold standard in program evaluation for many disciplines, especially for public health, child welfare, and education. Backward mapping from a learning outcome to then decide on the best course of action or activity to ensure the outcome is met is the basic operation of a logic model. We invite assessment professionals to commit to the logic model as a valid and reliable tool for organizing and driving data efforts. In this session, participants will learn about logic models, understand how to use logic models for strategic planning, and leave with the tools to track student learning.
Sheila Bustillos, Shafayat Islam, and Samuel Williamson, University of North Texas
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Analytics and Metrics
Time: 10:45–11:45 a.m.
Room: Lincoln 

19R – Telling Your Core or General Education Story in an Academic Program Review
Academic program review (APR) of a general education or core curriculum are rarely reported in the research literature possibly because few have considered the utility and feasibility of such an undertaking. At our institution, our Core Curriculum APR was highly effective in yielding essential guiding research questions, a unique template, and multiple analyses with complex data sets, and fostering collaborations with the director of Institutional Research and Planning (IRP). Participants will have opportunities to reflect on their GE curricula in considering how presenters’ unique processes and new resources might be adapted to their own institutions.
Debbie Finocchio, Carole Huston, and Margaret Leary, University of San Diego
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: General Education
Time: 10:45–11:45 a.m.
Room: Santa Fe 

19S – Institutional Learning Outcomes: Zero to Sixty: How Northeastern Completed Five Rubrics in Five Months
In Spring 2023, Northeastern's HLC 4-year Assurance Review resulted in a "Met with Concerns" for Criterion 4B. HLC commended significant improvements made the year prior, most notably the faculty-led creation of five new Institutional Student Learning Outcomes (ISLOs) and a Communication ISLO rubric.  In Spring 2023, the Assessment Leadership Team created a Diversity rubric, and during its Fall 2023 In-Service week, faculty utilized new Communication and Diversity and AAC&U VALUE rubrics to create rubrics for the remaining 3 ISLOs, further enhancing faculty engagement and buy-in. Our presentation will outline this process, lessons learned, and future directions in enhancing institutional assessment.
Veronica L. Koehn, Sam Soliman, Leslie Weinsheim, and Stephanie Weatherill, Northeastern Junior College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Community Colleges
Time: 10:45–11:45 a.m.
Room: Kentucky 

19T – Inquiry in Action: Methods of Assessment in First-Year Seminars
Complex Problems (CP) first-year seminars at American University introduce students to the core curriculum through engaging real-world problems or enduring questions. This session traces a multi-year journey refining assessment practice within CP, which embodies the program’s commitment to inquiry-driven education. With the support of a faculty-student collaboration initiative, we addressed key questions, using various methodologies, addressing challenges with assessment of class discussions, student work products, surveys, and interviews. Challenges include diverse seminar topics hindering uniform assessment and resource constraints. Our presentation candidly discusses these limitations, aiming to inspire continuous improvement and innovation in interdisciplinary education.
Rebecca Comfort and Brad Knight, American University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Partnership and Engagement in Assessment
Time: 10:45–11:45 a.m.
Room: Tennessee 

19U – Creating and Implementing a Data Ecosystem for Assessing Sexual Violence Campus Climate
Creating a data ecosystem for campus climate is better for addressing campus sexual assault than relying only on large-scale, quantitative climate surveys. In this session, we discuss our case study examining the implementation of a data ecosystem as defined by Driver-Linn and Svensen (2017). We share our template for adopting a university-wide climate data ecosystem as informed by our findings. We discuss how campus relationships and perceptions are just as important to a climate ecosystem as the collection and use of the data. Attendees will leave with a strategy to create or improve a climate data ecosystem at their institution.
Sarah Socorro Hurtado and Caitlyn Glaser, University of Denver
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 10:45–11:45 a.m.
Room: California 

19V – Cultivating a Culture of Curiosity: Strategies for Sustainable Assessment Practices in Higher Education
In an era where accountability and student success are at the forefront of higher education, establishing and nurturing a culture of assessment is as essential as it is difficult. This presentation delves into strategic frameworks and innovative practices that embed continuous improvement with a focus on sustainability. Attendees will receive access to a comprehensive assessment tool designed to help institutions evaluate their current culture of assessment. This resource will enable organizations to identify strengths, pinpoint areas for growth, and chart a path toward a more integrated and effective assessment culture. Join us to transform assessment from a task into a thriving culture that propels success across your institution.
Jenna Ralicki, HelioCampus
Presentation Type: Concurrent 60-Minute Sponsor Session
Audience Level: Beginner
Primary Topic: Strategy and Planning
Time: 10:45–11:45 a.m.
Room: Denver
Sponsor: HelioCampus

Concurrent 60-Minute Sessions: 20A–20W

20A – Lost in Learning Assessment Lingo? Let’s Talk Strategies for Promoting Learning Improvement through Shared Understanding
Even though assessment of student learning has been a part of the higher education landscape for decades, barriers to addressing learning improvement persist. We spend a good deal of time codeswitching to clarify the goals of evidence-based assessment practices. Building from our 2023 session, we will engage in deeper resource sharing through team-based learning (TBL) application activities. We aim for participants to gain new perspectives on effective assessment communication while contributing to community knowledge sharing. Through structured learning opportunities, we hope to further demystify assessment language and provide practical communication tools as part of our ongoing research study.
David S. Williams and Julie M. Estis, University of South Alabama; and Cecelia Martin, Clark College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Topic: Learning Improvement
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom E 

20B – Data Equity Scorecard
The strategic plan equity scorecard consists of leading and lagging indicators in five primary areas, which include: 1) Student Recruitment, 2) Academic KPIs, 3) Social and Culture KPIs, 4) Faculty and Staff KPIs, and 5) Institutional efforts. Measures from each section will be presented to give the audience an overall idea of how to use the scorecard. Each section measures overall progress toward strategic goals, or lagging indicators, set out in the institution’s Strategic Plan by identifying key performance indicators (KPI’s) that are supported with data and literature to close institutional equity gaps. DEI data is collected in all 5 areas and scored.
Jennifer Wilson and Janette Isaacson, Oregon Institute of Technology
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Diversity, Equity, and Inclusion
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom F 

20C – Fostering a Dynamic Culture of Assessment: Engaging Faculty for Institutional Success
This session advocates for higher education to foster an assessment culture, emphasizing the link between faculty engagement and effective data utilization. Amidst challenges like declining graduates and post-pandemic retention, institutions are urged to adopt transparent, data-reliant approaches in student learning assessment. Beyond meeting accreditation requirements, strong assessment practices, guided by adept assessment leaders, not only strengthen the curriculum but also enhance faculty-student connections. We emphasize a transformative partnership, promoting regular check-ins, data-driven opportunities, and co-sponsored events to bridge the gap between faculty and assessment staff. Such assessment practices underscore the importance of continual institutional learning and growth.
Jayme Kerr, SPOL; and Chris Tombari, The Community College of Aurora
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom G 

20D – HIP Catalysts: Empowering High-Impact Practice Innovation through the Use of College HIP Liaisons
This session showcases ways to successfully increase faculty participation in HIPs through the use of a university-wide HIP liaison program. Despite differences in their college subject matter, these HIP liaisons were able to work together to increase HIP participation throughout the university and assist the university with their assessment and metric requirements. The presenters share with session participants the history of their HIP Liaison program along with the many successes that have come from it. This session provides practical methods that can assist an institution, no matter the size, with starting their own HIP Liaison program.
Andi Nelson, Holley Handley, and Lindsey Walk, University of West Florida
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the States/High-Impact Practices
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom A-D 

20E – Student Success and Graduation Rates Associated With Enrollment in Multiple Experiential Learning High-Impact Courses
Presenters in this session will share examples of high-impact teaching practices utilized in the EXL Scholars Program at Middle Tennessee State University followed by a discussion of research findings from an extensive study regarding graduation rates of those enrolled in EXL courses. This longitudinal investigation explores the question, “Does graduation frequency improve incrementally with each experiential learning course completed and does student race or sex influence the results?”
Carol Swayze, Odie Blackmon, Janet McCormick, and Jim Rost, Middle Tennessee State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 1:15–2:15 p.m.
Room: Florida & Illinois 

20F – Building Equitable Futures: Fostering a Culture of Assessment in Student Affairs
In this session, participants will gain insights into the vital role of assessment in student affairs as well as practical strategies for its implementation. Assessment empowers professionals to make informed decisions impacting student success. We'll explore our institution's efforts to assess student support programs, aligning them with equity goals and the strategic plan. Emphasizing equity, we'll discuss foundational principles, share assessment methods, and illustrate data-driven decision-making. Effective assessment enables tailored support services, ensuring equitable access. Together, we aim to foster an environment where every student has equitable support, enhancing success and institutional excellence.
Veena Dhankher and Renee Tastad, Holyoke Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 1:15–2:15 p.m.
Room: Michigan & Texas 

20G – Revisiting our Assessment Review Process: A Meta-Assessment Approach
The past 4 years have issued an abundance of change at the Office of Institutional Assessment (OIA) at the University of Florida (UF). Recent changes in legislation and leadership have prompted us to take a step back and examine our past assessment practices to revisit our current practices and shape future endeavors. We are embracing a meta-assessment approach that utilizes two strategies to evaluate, analyze, and improve our assessment practices and foster continuous improvement. In this study, we will share our results as we aim to guide practices that can improve our assessment culture.
Lissette A. Tolentino and Maria Leite, University of Florida
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Emerging Trends in Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 1 

20H – Fulfilling Your Mission through Effective Planning
Providing evidence of compliance with accreditation standards presents challenges for some Historically Black Colleges and Universities. At their core, accreditation standards gauge an institution's ability to successfully accomplish its mission through its various activities, initiatives, and operations. In this session, participants will explore a planning model that utilizes best practices in institutional effectiveness to support attainment of the institution's mission.
Michael Self Sr., Wilberforce University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HBCU Collaborative for Excellence in Educational Quality Assurance (HBCU‑CEEQA) / Accreditation
Time: 1:15–2:15 p.m.
Room: Marriott 2 

20I – Skills at Your Scale: How to Integrate and Assess Workforce Skills in Curriculum
How can you integrate relevant workforce skills into curriculum and assessment TODAY? In this session, participants will learn about strategies to scale the skills approach up to address entire programs, or down to individual lessons/courses, based on need and context for their own institution. Participants will learn how to leverage open tools and resources for workforce intelligence data, integrate skills into competencies and curriculum, and create a skills-denominated competency-based assessment plan. Participants will walk away from this session with practical knowledge and strategies to integrate workforce relevant skills into competencies, curriculum, and assessment.
Laura M. Williams and Samantha Coen, Western Governors University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Competency-Based Education and Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 3 

20J – Embedded Assessment: Composing a Strategy at Northeastern University
Academic program assessment at Northeastern University utilizes a strategy of embedded assessment: faculty grading of authentic student work converts to an assessment score on program learning outcomes. This connects assessment closely with pedagogy and optimizes faculty time and expertise. We will discuss key features of embedded assessment, including 1) the central role of faculty throughout the process 2) the need for careful curriculum alignment between program learning outcomes, courses and assignments, and 3) reframing the relationship between grading and assessment. Participants will be invited to discuss how key features of embedded assessment compare with their assessment process.
Maureen O'Shea, Jes Caron, Sophie Jagannathan, and Meegan Willi, Northeastern University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 1:15–2:15 p.m.
Room: Marriott 4 

20K – Bottoms Up – Making Assessment Fun and Engaging
Yes, you read that correctly. Assessment can be fun and engaging when approached with the proper mindset. Do you want faculty buy-in to your assessment program? Then it needs to be led by faculty. We will share our strategic framework to get faculty buy-in, which allowed us to shift the culture of assessment on our campus. Learn how we adopted a faculty-led approach featuring Assessment Champions, common rubrics, simplified streamlined reporting, and silly contests to encourage faculty across campus to share data and collaborate across disciplines.
Amy Nicely, Wendy Brown, Stephanie Loveless, Jen Slavik, and Ryan Wyckoff, Danville Area Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 1:15–2:15 p.m.
Room: Marriott 5 

20L – Storytelling as Assessment and Assessment as Storytelling: Reading and Writing Equity
Wrestling with both the language of storytelling and the language of narrative, this presentation repositions assessment work as creative and historical, giving a double responsibility to its authors. How we speak of education and how we use this information to improve it begs the questions of character and audience. In these questions is the larger consideration of equity. This presentation explores what storytelling as an art can teach us about the institutional stories we are telling.
Glenn Allen Phillips, Watermark; Ciji Heiser, Co-Creating Action and Developing Capacity Coaching, LLC; Mary K. Thompson, University of Wisconsin–Madison; and Julene L. Jones, University of Kentucky
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Grand Challenges in Assessment / Diversity, Equity, and Inclusion
Time: 1:15–2:15 p.m.
Room: Marriott 6 

20M – Revitalizing Assessment: Stories from James Madison University, Auburn, and Furman
In the pursuit of accountability and improvement, assessment offices are often pulled between accreditation reporting, research on student learning, and faculty development. The logistical challenges of reporting can push out the other two goals. This session invites participants to think creatively about how to stay accredited while expanding research and/or faculty development activities. Examples from three institutions illustrate different approaches.
Megan R. Good, James Madison University; Katie Boyd, Auburn University; and David Eubanks, Furman University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Leadership for Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 7 

20N – Faculty-Centered Rubric Design: An Effective Approach for Large-Scale Online Program Assessment
Faculty are often skeptical of program assessment, yet faculty buy-in is essential for its success. In this session, participants will gain hands-on familiarity with an innovative process that has been shown to be effective for implementing meaningful, iterative program assessment and in building faculty buy-in. Especially notable is our participatory, consensus-based model for rubric development. Using evidence from end-of-semester faculty reflections and other reports, we show how our program assessment approach has also reduced workload on faculty assisting with assessment data collection and led to improved student experiences.
Allison K. Chatterjee and Kristoffer Rees, Indiana University Bloomington
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment in Online Courses and Programs
Time: 1:15–2:15 p.m.
Room: Marriott 8 

20O – Three Tools for Institutional Assessment and Program-Health Planning
More assessment information is available due to the increase in the importance of assessment and the impact to higher education. One of the responsibilities for Colorado Technical University’s Assessment Department is to teach others how to organize program information to be able to identify the gaps, plan improvements, and articulate the curriculum. In this presentation, we will review how CTU’s Competency Maps, Course Design Plan, and Annual Health Checks have helped the University understand what students are learning and create meaningful discussion about how to improve our programs. We will also discuss how it has helped the University cultivate the culture of assessment and partner with our faculty.
Lizbeth Nunez, Jeffrey Pizek, and Ada Uche, Colorado Technical University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 1:15–2:15 p.m.
Room: Marriott 9 

20P – Equitable Access to STEM Degrees through Data-Driven Interventions in Gateway Math Courses
Mathematics is the gateway to STEM degrees and careers. When students are unprepared, or underprepared, to succeed in higher education mathematics courses, they are unable to participate in the high-pay, high-growth STEM career clusters. Precalculus is the gateway math course for future STEM professionals at a diverse, Hispanic serving, liberal arts college located in NW Indiana. This session will outline how mathematics faculty designed a successful supplemental instruction program to help students succeed, leading to equitable access to STEM degrees.
Carrie Hutton, Amanda Copeland, and Colleen O'Connor, Calumet College of St. Joseph
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: STEM Education
Time: 1:15–2:15 p.m.
Room: Marriott 10 

20Q – Using Data Visualization to Answer Questions About Student Retention and Completion Within Different Student Demographics
This presentation will share specific examples of how one community college uses data visualization to answer questions about student retention and completion within different student demographics. The presenter will also share details about how they disseminate this data and how it is used to facilitate data-driven improvements. The structure of this presentation will allow for questions from the audience about data visualizations and how to harness that information to develop action plans and make improvements on campus.
Elisa Alvarado, Amarillo College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Analytics and Metrics
Time: 1:15–2:15 p.m.
Room: Lincoln 

20R – Systems-Thinking and Relationship Building to Address Accreditation and Institutional Efficiency
Attendees will navigate complex assessment challenges to meet program review/accreditation requirements through collaboration, essentialism, and systems-thinking. Attendees will engage with networking and relationship-building strategies to practice engaging different units across campus and leverage this content toward change leadership. Using essentialism and systems-thinking, facilitators will highlight strategies to help assessment leaders at all levels garner greater support from their teams and prioritize assessment practices campus-wide. Participants will develop strategies to leverage at their institutions and embrace greater diversity in assessment, develop and strengthen their assessment leaders, and establish useful toolkits, workflows, and systems to ensure effectiveness and efficiency.
David Fuentes, University of Portland; Jeremy Hughes and Sterling Richards, Chicago State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 1:15–2:15 p.m.
Room: Santa Fe 

20S – “Everything Goes Up, But Nothing Comes Down”: Building Bridges Between Faculty and Institutional Assessment at Community College of Philadelphia
Community College of Philadelphia’s assessment story includes challenges in establishing processes, a warning with a regional accreditor, union pushback, technological difficulties, and high turnover in the Office of Assessment and Evaluation (OAE). By 2020, “Assessment” became synonymous with “top-down demands for pointless busy work,” and most academic assessment happened at a distance. To bridge this gap, the OAE collaborated with faculty, created a task force, and conducted a needs assessment that revealed a desire for transparency and purpose. Attendees will hear practical strategies for building a culture of assessment, including applications to take home to their own institutions.
Amy A. Birge-Caracappa and Elizabeth Gordon, Community College of Philadelphia
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Community Colleges
Time: 1:15–2:15 p.m.
Room: Kentucky 

20T – Activating “Inert Knowledge” in Learning Community-Centered Research: A Case-Study of Environmental Studies Students' Relational Reflection and Research Contributions
What does eco-sociality mean to students? How do students think about eco-justice? We asked these questions in a large learning research context, and found that close attention to the lived experiences of just seven undergraduates – themselves, acting as co-researchers – activated what one learner termed “the inert knowledge that college students have” about their learning “not understood by those outside our age cohort.” We’ll share how two-plus years of multi-perspectival research among learners, a curriculum designer, and faculty have surfaced rich insights into how students live and think about environmental learning and “their enthusiasm for contributing to solutions.”
Laura J. Swartley, Kristi Straus, Najmo Abdi, Dylon Ongwiseth, Jennifer Turns, Monica Hniang Dawt Chin, and Jasmine N. Barreto, University of Washington
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Partnership and Engagement in Assessment
Time: 1:15–2:15 p.m.
Room: Tennessee 

20U – Institutionalized Program Evaluation Change: An Annual Process
The presenters will tell a success story of the recent transformation of the institutional program evaluation at Capella University. The presenters will walk the participants through the detailed process of revamping the program evaluation, including the challenges before the change, the journey to standardize program data and the evaluation process, the new design of the program evaluation template, and change implementation strategies. The presenters will also share the change outcomes and future considerations.
Jie He and Linh Dao, Capella University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 1:15–2:15 p.m.
Room: California 

20V – Science as a Care Practice: Assessing Student Growth in Relational Ethics
STEM students must be introduced to diverse frameworks for making sense of their scientific experiences. “Science as a Care Practice” is a new framework designed to help students explore how, through science, one provides care to self, other, and world. Conversations and activities will explore what it means for scientific inquiry to be introduced as a care practice within experiential learning environments. Examples of critical reflection modalities will be shared to spark ideas about assessing student growth in relational ethics.
Grant A. Fore, Indiana University Indianapolis
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: STEM Education
Time: 1:15–2:15 p.m.
Room: Austin & Boston 

20W – An Assessment Practitioner’s Guide to Surviving Accreditation
Accreditation is one of those things we love to hate. We complain, ruminate, catastrophize, maybe even procrastinate when it comes to accreditation preparation. Inevitably, however, the accreditation visit - and the requisite evidence preparation - is a critical exercise that we can successfully tackle. As assessment practitioners, we play an important role in implementing best practices in organization, communication, technology, and resources that can help make the accreditation process as painless as possible. Whether preparing for departmental, regional, or institutional level accreditation, these tools and strategies can reduce anxiety in advance of your next accreditation encounter.
Kerry L. Jones, Tiffin University; and Kristen Lindsay, University of Findlay
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Accreditation
Time: 1:15–2:15 p.m.
Room: Denver

Concurrent 60-Minute Sessions: 21A–21S

21A – Intervention and Improvement: Leveraging Feedback-Driven Assessment through Technological Innovations and Other Best Practices
This presentation is built upon the premise that improvement of student learning is a methodical process that requires intervention to succeed. This moves beyond simple assessment, which is less the subject, and more the process. Using processes created through Qualtrics and Tableau functionality, the presenters have built a foundational piece that it is hoped will aid in improving fundamental assessment practices and understanding. Ultimately, provided reporting feedback will seek to aid faculty in the development of stronger learning strategies. These tools are merely the beginning, but without a solid foundation, true improvement is hard to attain.
Dan Stroud, West Texas A & M University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Learning Improvement
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom E 

21B – Equity in Demographic Data: Why It Matters How We Ask
Demographic questions are a necessary tool for the assessment professional, and often reflect the norms of the institution and the dominant culture. This session will provide participants with answers to why we ask, who we are, and why it matters by exploring bias toward a more socially just approach to demographic questions, and how they can foster greater understanding and student success.
Joanna Z. Boeing, Bridgewater State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Diversity, Equity, and Inclusion
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom F 

21C – Program Assessment and Institutional Performance: Is There an Empirical Connection?
Implementing assessment best practices is important to program quality and student satisfaction, both of which are important to student retention. Or is it? In this workshop, participants will explore the connections among faculty motivation and assessment best practices that impact student satisfaction. Through discussion of recent research to empirically identify these relationships, participants will explore opportunities to increase faculty involvement in program assessment practices.
Nicholas T. Christian, Wright State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom G 

21D – Transforming Curriculum through Faculty Development: High-Impact Pedagogy in Action
This workshop will invite participants to explore the benefits and challenges of integrating High-Impact Practices (HIPs) elements across the curriculum on their campuses. Workshop leaders will share successes and challenges encountered in the implementation of a campus-wide HIPs integration program at their home institution that focuses on improving faculty support for and implementation of HIPs into courses of all levels across the curriculum. The participants will engage in identifying the key elements of professional development around HIPs pedagogy at their institution and the approaches to evaluate the impact of this work on faculty and student success.
Irina Makarevitch, Sarah Greenman, Marcela Kostihova, and Alina Oxendine, Hamline University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom A-D 

21E – Equity in Experiential Learning: Meeting Students’ Needs through Work-Based Learning
While internships are strongly promoted as a high-impact practice in higher education, college students who work while attending school are often unable to balance the demands of an internship in addition to their coursework and job. This session will highlight the development, implementation, and ongoing assessment of work-based learning through a new experiential learning course that fulfills general education requirements. Participants will discuss potential impact on students’ academic success and overall career readiness through work-based learning, as well as how to use work-based learning as a strategy to improve academic success of disadvantaged and marginalized student groups.
Kaila Bingen and Madhumita (Mita) Banerjee, University of Wisconsin-Parkside
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the States/High-Impact Practices
Time: 2:45–3:45 p.m.
Room: Florida & Illinois 

21F – Coordinating Divisional and Student Affairs Assessment: Strategies for Success
With increased pressure to demonstrate impact on student learning and success, an increasing number of student affairs departments and divisions are identifying ways to coordinate assessment efforts. A panel of authors from the 2nd edition of Coordinating Divisional and Departmental Student Affairs Assessment will share strategies for successfully coordinating student affairs assessment practice within departments and across divisions.
Gavin Henning, New England College; Erin Bentrim, Anthology; and Kim Yousey-Elsener, Binghamton University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 2:45–3:45 p.m.
Room: Michigan & Texas 

21G – Implications for University Organizations: Assessment Strategies for a STEM Education Innovation and Research Institute
In response to the pressing need for educational reform in STEM fields, universities have established dedicated institutes aimed at promoting and fortifying STEM education through faculty development and evaluation. Due to being outside the traditional university department structure, institutes can influence education reforms throughout the university. Learn about a multi-level assessment designed to measure the contributions of the institute and provide insight to broader impacts to STEM education university wide. The assessment presented could also be adapted to other similar institutes, like education research institutes and teaching and learning centers.
Patrick J. Wilson and Pratibha Varma-Nelson, Indiana University Indianapolis
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: STEM Education
Time: 2:45–3:45 p.m.
Room: Marriott 1 

21H – A Framework for Multi-Level Insights Using Student Feedback
In an era where student voice is paramount, harnessing feedback effectively can drive institutional improvement and enhance the educational experience. This presentation explores a comprehensive approach to analyzing and interpreting student feedback across multiple dimensions and will delve into three key sources of insights: 1) Student Satisfaction Survey Data: How quantitative survey data provides a baseline for understanding student experiences and expectations, allowing institutions to identify trends and areas for enhancement; 2) Bi-Annual "Chat and Chew" Sessions: Through informal yet impactful discussions with the Student Government Association, the presenter will illustrate how qualitative feedback can uncover deeper insights into student sentiment, fostering a culture of open communication and collaboration; and 3) Student Support Services Committee: By examining feedback gathered from this committee, the presenter will showcase how targeted interventions can be developed to address specific student needs, ultimately promoting a holistic support system. Attendees will walk away with a structured framework for integrating diverse feedback mechanisms, enabling them to cultivate a responsive educational environment. Additionally, attendees will discover how multi-level insights can transform student feedback into actionable strategies for institutional growth.
James Ofori, Morehouse School of Medicine
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HBCU Collaborative for Excellence in Educational Quality Assurance (HBCU‑CEEQA) / Student Partnership and Engagement
Time: 2:45–3:45 p.m.
Room: Marriott 2 

21I – Effective Assessment and Survey Design to get Actionable, Equity-Oriented Information
Have you struggled with designing a survey or assessment for a student services/co-curricular effort/program where you want to uncover and infuse equity in a powerful way that goes beyond just the usual disaggregation of data during analysis? Have you wanted the assessment and survey data to help uncover nuanced and clear ways to improve the program rather than just offer satisfaction insights? Attend this session to learn from a multi-modal assessment endeavor of a mid-summer, in-person Orientation and how our survey and assessment design process and elements helped us offer robust input for strong planning and equity-oriented improvement next year.
Divya Bheda and Kyle Amore, Santa Clara University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Accreditation/Student Affairs Programs and Services
Time: 2:45–3:45 p.m.
Room: Marriott 3 

21J – Meeting Challenges and Driving Success: Strategies for Effective Academic Program Change Management
This presentation explores essential strategies for managing change in academic programs, ensuring smooth transitions while maintaining quality and stakeholder engagement. It highlights proactive communication, stakeholder involvement, strategic planning, and data-driven decision-making as pivotal elements. Emphasis is placed on fostering a culture of adaptability and collaboration within academic institutions to navigate challenges and capitalize on opportunities. It is a meaningful effort to underscore the significance of robust change management practices in sustaining academic program excellence in the evolving needs of meeting challenges and driving success.
Jie Zhang, Purdue University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 2:45–3:45 p.m.
Room: Marriott 4 

21K – Fostering Educational Excellence: The Role Stakeholders Play in Assessment Planning
Stakeholder engagement is pivotal for comprehensive and planned assessment to inform program decisions. By involving stakeholders, assessments gain depth, accuracy, and increased validity, leading to informed and balanced outcomes that better serve the needs of the organization and the community. Presenters will explore the multifaceted role of stakeholders in assessment, their contribution to gathering diverse perspectives, aligning goals, ensuring relevance, and fostering inclusivity. The essential role leaders have in guiding assessment practices, fostering a culture of continuous improvement, and facilitating collaboration among stakeholders will be emphasized.
Kathleen M. Williamson, Indiana University Fort Wayne; and Sharon F. Beasley, University of the District of Columbia
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 2:45–3:45 p.m.
Room: Marriott 7 

21L – Leveraging Rubrics, Canvas Outcomes, and Power BI in the Assessment of General Education Student Learning Outcomes: A Case Study
This session explores the intersection of technology and assessment through a comprehensive case study from Florida State University's English department, showcasing the evolution of their approach to learning outcomes assessment – from the initial, imperfect process to the successful adoption of the Canvas Outcomes tool, associated rubric, and Power BI visualizations. In this session, we will describe how we used Canvas Outcomes to streamline instructors’ role in scoring and documenting students’ assessment scores, how we extracted and cleaned learning outcomes data, and ultimately leveraged Power BI for data visualization, supporting informed analysis and improvement of the general education curriculum.
Caitlyn Jessee and Galiya Tabulda, Florida State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Use of Technologies in Assessment
Time: 2:45–3:45 p.m.
Room: Marriott 8 

21M – Data Literacy in Student Affairs: Defining, Measuring, and Enhancing Divisional Competencies
Although competencies related to assessment and evaluation are priority skill sets for Student Affairs educators, learning opportunities to develop and hone these skills are not uniformly accessible across graduate preparation programs, potentially leaving critical skill needs unaddressed for new and experienced professionals. At Carnegie Mellon University, the Division of Student Affairs is addressing this challenge using an appreciative inquiry approach grounded in the Data Identity Framework (Parnell, 2021) to further strategic priorities for the institution and the division, enhance the data literacy skills of educators across the division, and develop a systematic approach to assessing and monitoring progress over time.
Joanna Dickert, Carnegie Mellon University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 2:45–3:45 p.m.
Room: Marriott 9 

21N – Identifying and Working Across Perspectives on Accreditation
Accreditation is a high-stakes activity requiring contributions from constituents across a college or university, but it can be hard to get everyone involved in the process. This is, in part, because constituents hold differing perspectives on the purpose, role, and value of accreditation. In this session, the presenters will present points of view on accreditation developed using Q-Methodology, a mixed-methods research approach. Through developing an understanding of perspectives faculty, staff, and university leaders hold on accreditation, we will propose strategies for reaching people who are hesitant to engage in assessment and accreditation work.
Erica Eckert, Kent State University; and Andy Sokolich, Cuyahoga Community College - Metropolitan Campus
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Topic: Accreditation
Time: 2:45–3:45 p.m.
Room: Marriott 10 

21O – Practical Application of Program Theory and Implementation Fidelity in Academic Programs and Student Affairs Units
Evolving away from an emphasis on measuring student learning outcomes and reporting, assessment practitioners frequently advocate for curriculum and instructional planning to effectively foster student learning outcomes; however, assessment practices often remain more reactive than proactive. Becoming proactive, we will modify program theory and implementation fidelity processes, although typically described in assessment literature as resource intensive. Enhanced with AI, specifically ChatGPT, modified program theory and implementation fidelity will be explored for enabling academic programs and Student Affairs units to proactively foster a targeted student learning outcome of concern for all students within their programs or units.
Teresa Flateby, Consultant, T.L. Flateby & Consultants
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 2:45–3:45 p.m.
Room: Santa Fe 

21P – Connecting the Dots: Assessment, Curriculum, and Program Review's Interconnectivity
This session will delve into Oakton College's holistic approach to programmatic assessment, curriculum planning, and program review processes, highlighting the interconnectedness of these elements within the institution's Program for Assessment of Learning (OPAL). Through illustrative examples, attendees will gain insights into how these processes drive continuous improvement. The session will emphasize the roles of various stakeholders, including faculty-led committees and industry partners, in curriculum development, assessment activities, and program review. Participants will also learn about the significance of course learning objectives and program learning outcomes in these processes.
Marc J. Battista, Oakton College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Community Colleges
Time: 2:45–3:45 p.m.
Room: Kentucky 

21Q – Incorporating Student Leadership in Pursuit of Justice: Transformative Assessment Paradigms in a Co-Curricular Leadership Development Program
Transformative assessment paradigms rarely, if ever, produce the quippy, primarily-quantitative data demanded by institutions. Justice-oriented student affairs practitioners may experience tension between their commitments to diversity, equity, and inclusion and the data expected of them in annual reporting cycles. In this session, participants will engage the evaluation cycle for the Emerging Leaders Program, a first-year living learning program at Virginia Commonwealth University, as an example of incorporating transformative methods into existing assessment and reporting processes that do not prioritize justice. Join to discover new ways to produce data in partnership with students that centers their agency, experiences, and identities.
Jonathan D. Fuller and Gabriel Driver, Virginia Commonwealth University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Partnership and Engagement in Assessment
Time: 2:45–3:45 p.m.
Room: Tennessee 

21R – Use of AI: From Artificial Intelligence to Human Intelligence in Program Assessment
The use of ChatGPT and other artificial intelligence (AI) programs have become pervasive in higher education. Being able to pose a complex question and have a coherent summary can be useful in getting started in the development of meaningful and sustainable program assessment processes. Examples of AI-generated assessment processes are becoming common. However, moving faculty from artificial intelligence to human intelligence requires understanding what questions need to be asked to determine whether or not AI-generated responses meet the needs of the program. This session will give examples and explore the questions that need to be asked.
Gloria Rogers, ABET, Inc.
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Use of Technologies in Assessment
Time: 2:45–3:45 p.m.
Room: California 

21S – Collaborative Rubric Development and Validation through Partnerships with Key Stakeholders for Preservice Teachers
Effective rubrics are essential in determining preservice teachers’ effectiveness in the classroom. Therefore, validating rubrics is critical in assuring that students are meeting expected outcomes. This presentation details the collaborative process of developing and validating program-created assessments and rubrics to ensure clarity, fairness, and relevancy. We will walk through the steps of identifying key partners in area schools, facilitating workshops to create rubrics, and assessing the quality of rubrics by examining validity. Through this collaborative process, we can bridge the gap between educational theory and practice, leading to more meaningful and impactful learning experiences for students.
Alyssa Rodriguez and Adrienne Cataldo, Calumet College of St. Joseph
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 2:45–3:45 p.m.
Room: Denver

Concurrent 60-Minute Sessions: 22A–22N

22A – Leveraging Student Voices to Center Career Self-Efficacy in STEM PhD Programs
Attrition rates for PhD STEM programs remains above 45% nationally, and programs increasingly must navigate how to assess the student experience with an eye toward actionable improvement. Designing tools that collaboratively and equitably gather data is a challenge, and using the findings can be even trickier. This session will explore a three-year mixed-methods assessment, from collection through dissemination, of career self-efficacy in STEM PhD students, using a collaborative assessment lens. Information about how our findings have led to changes made to both curriculum (i.e., data bootcamps, new skills-based classes) and new workshop offerings on diverse careers, will be discussed.
Jennifer Claydon and Meghan E. Bathgate, Yale University
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: STEM Education
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom F 

22B – Research Intensive Student Experience (RISE): Raising Student and Faculty Engagement in Undergraduate Research
This session covers the development process and first-year metrics of a co-curricular High-Impact Practice undergraduate research program within a college at a public university. The Research Intensive Student Experience (RISE) program provides funding for faculty to hire paid research assistants, resources to educate both the faculty and students about the collaborative research process, and a cohort-style support network of fellow researchers. Session attendees will leave with a framework to begin developing a similar program at their own institution. Quite literally, RISE empowers both faculty and students to rise to the challenge and pursue research together.
Kathryn Marten, University of Wisconsin–Green Bay
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the States/High-Impact Practices
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom A-D 

22C – HIPs for All: Embedding HIPs in the Curriculum to Achieve More Equitable Participation
As the scholarship on high-impact practices evolves, discussion has shifted toward both ensuring equitable participation in these experiences and facilitating the integration and synthesis of said experiences into a student’s overall narrative of their undergraduate career. The purpose of this session is to facilitate a discussion about the role of multi-HIP programming at institutions of higher education and discuss the strategies taken by one institution to successfully implement such a program. Through the use of example resources, small group discussions, and guided activities, participants will reflect on how these strategies might be applied at their home institutions.
Josie Momberger, Old Dominion University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the States/High-Impact Practices
Time: 4:00–5:00 p.m.
Room: Florida & Illinois 

22D – If You Build It, They Will Learn: Development, Delivery and Assessment of a Student-Centered Co-Curricular Program at a Small, Rural, Private College
Co-curriculum programs offer students the opportunity to leverage learning outside of the classroom and develop a more complete skill set. A co-curriculum program was developed, implemented, and assessed at a rural, private College of Pharmacy to allow students to demonstrate competency in areas often difficult to teach and evaluate in the didactic setting; notably leadership, innovation, professionalism, and cultural sensitivity. Approaches to program development and assessment, program content and implementation strategies, lessons learned, and future directions will be discussed during this session.
Kelly Shields, Ohio Northern University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 4:00–5:00 p.m.
Room: Michigan & Texas 

22E – Institution-Wide Community Engagement Assessment: Best Practices from Carnegie Classified Campuses
For close to two decades, the Carnegie Elective Classification for Community Engagement has helped establish common standards for institutionalizing community engagement in American higher education as well as help institutions gather and present accurate data about their engagement efforts (Gelmon, et al., 2018). This study of recently classified campuses yields insights into sustained trends in the assessment of community engagement across multiple institutional types, especially minority serving institutions, community colleges, and third-time community engaged classified campuses. Lessons learned from best practices can guide assessment design at campuses that want to know if their community engagement is making a difference.
Elaine Ward, American Council on Education; and Marisol Morales, American Council on Aging
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Topic: Emerging Trends in Assessment
Time: 4:00–5:00 p.m.
Room: Marriott 1 

22F – Reinvigorating Your Assessment Processes
An exhausting and overcomplicated assessment process creates resentment and burnout. To have quality assessments for your programs, we need to be smart in our evaluations. A simple, sustainable, and systematic model for assessment will free up your faculty to focus on improvement in the classroom. In this presentation, we will identify how to reinvigorate your assessment processes by simplifying the components of an assessment process without sacrificing integrity or quality. By doing so, you can take the perception of your assessment from being a checkbox for accreditation to an opportunity to improve.
Michael Wang, New Orleans Baptist Theological Seminary
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 4:00–5:00 p.m.
Room: Marriott 2 

22G – Faculty Productivity and Undergraduate Research: Is There a Connection?
This presentation will introduce the current institutional practices on promoting undergraduate research and discuss the relationship between faculty productivity and undergraduate research at the institutional level using data on faculty scholarly activities from Academic Analytics and data on student college experiences from the National Survey of Student Engagement. The findings will provide important contextual information for scholars and practitioners in assessing undergraduate research and campus leaders who aim to improve institutional-level undergraduate research participation.
Wen Qi, Indiana University Bloomington; and Robert M. Gonyea, National Survey of Student Engagement (NSSE) and Center for Postsecondary Research, Indiana University Bloomington
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Undergraduate Education
Time: 4:00–5:00 p.m.
Room: Marriott 3 

22H – From Compliance to Culture: Building Meaningful Assessment Practices
This presentation highlights the importance of building an assessment culture, acknowledging the imperative of meaningful learning improvement beyond mere administrative compliance. Through discussion of five critical domains and by incorporating insights from Tuckman's stages of group development, this presentation aims to elucidate pathways for transforming assessment from a compliance-driven task to a valued component of collaborative and comprehensive planning, meaningful assessment, and continuous improvement.
Missy Nieveen Phegley and Eric Sentell, Southeast Missouri State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 4:00–5:00 p.m.
Room: Marriott 4 

22I – Building "All Things Assessment"
Ivy Tech Community College is the statewide community college for the state of Indiana. College Assessment at Ivy Tech faced the challenge of sharing assessment data statewide with multiple layers of stakeholders. So, we leveraged the Learning Management System (Canvas) and OneDrive to set up a course site to house all of the assessment data. The site, named “All Things Assessment”, became a repository for all the college-wide assessment efforts. This presentation will walk through the site, the organization of the site, and describe the lessons learned from rolling this out statewide.
Robert K. Morse, Ivy Tech Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 4:00–5:00 p.m.
Room: Marriott 7 

22J – How Can AI Be Used to Support Assessment Processes and Promote Equity?
In this session, we will present our pioneering efforts to integrate Artificial Intelligence into assessment at Western New England University. Our focus is on understanding how AI can streamline and support assessment processes in individual courses and at the institutional level while fostering faculty engagement. We will discuss the semi-automated process used for the assessment of student learning outcomes in which we employ AI to generate scores and feedback, with human assessors fine-tuning the AI's analysis to validate results. In addition, we will share case studies in which we investigate the use of AI to promote equity in assessment.
Lisa Hansen and Josephine Rodriguez, Western New England University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Use of Technologies in Assessment
Time: 4:00–5:00 p.m.
Room: Marriott 8 

22K – Mapping Matters - Program Assessment, Faculty Engagement, and Student Outcomes
Workshop facilitators will present literature on program level assessment, the importance of common language, and how curricular mapping can be beneficial in the development and alignment of student learning outcomes (SLO) within individual level courses in a shared major.
Kristyn MacInnis and Jennifer Hatfield, Indiana University South Bend
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 4:00–5:00 p.m.
Room: Marriott 9 

22L – Faculty Agency: Assessment Knowledge and Institutional Authority
Much assessment scholarship around student learning outcomes addresses the need to create a “culture of assessment” and how essential “faculty buy-in” is to this culture, yet how difficult it can be to accomplish. In this presentation, we argue that the cultivation of faculty agency and the combination of faculty authority over assessment policies and processes and the knowledge to make informed decisions about assessment is essential to creating this culture. We outline how we, as a Learning Outcomes Assessment office, have taken steps to restore and reinforce faculty agency in assessment practices at our community college. Note: This session has changed to 10N and moved to Monday, October 28, 2024, from 12:30-1:30 p.m.
Chris Blankenship and Aarti Nakra, Salt Lake Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Community Colleges

22M – Exploring the Impact of a Pilot Pedagogical Framework on Undergraduate Meaning in Life and Comfort Talking About Religion and Politics
This interactive research session shares findings from the pilot phase of Yale’s Life Worth Living pedagogy initiative in which undergraduates and their instructors are invited to pursue existential meaning through personal engagement with a pluralist selection of texts from major religious and philosophical traditions. Pre-post mixed-methods research at the beginning and end of the course investigated student attitudes about meaning in life alongside comfort levels with talking about religion and politics in a variety of social contexts in and beyond the classroom. The session will map survey findings onto the Life Worth Living pedagogical approach.
Connie M. Steel, Yale University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Undergraduate Education
Time: 4:00–5:00 p.m.
Room: Lincoln 

22N – Mapping CAS Standards to Accreditation Criteria to Collect and Organize Evidence
In the lengthy, intensive process of institutional accreditation, organizations frequently cite their methods of collecting and organizing evidence as an opportunity for growth. Additionally, student affairs and co-curricular units are often faulted as short in their demonstration of student learning and program outcomes, sometimes also from a lack of well-organized evidence. To remedy these challenges, this session will demonstrate how the Council for the Advancement of Standards in Higher Education (CAS) standards map to accreditation criteria frameworks. By mapping the CAS standards to accreditation criteria, participants can more efficiently and effectively collect, organize, and present evidence for assessment and accreditation.
Léna Crain, Baldwin Wallace University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Topic: Accreditation
Time: 4:00–5:00 p.m.
Room: Santa Fe