Pre-Institute Workshops
For 2021, we are pleased to offer complimentary registration to attend the virtual Assessment Institute, including our Pre-Institute workshops on Sunday, October 24, to all members of the higher education community. This is our way of supporting colleagues facing travel restrictions and resource constraints associated with these challenging times.
Pre-Institute workshops are optional in-depth sessions lead by assessment leaders and practitioners. Attendees will learn about new techniques and proven approaches in a variety of outcomes assessment areas.
Please see below for a list of Pre-Institute workshops being offered virtually in 2021. For access and a full list of presentations being offered virtually at the Assessment Institute, please click here.
Pre-Institute Workshops - Group A
Pre-Institute Workshops - Group B
Sunday, October 24, 2021
Pre-Institute Workshops - Group A
| 11:00 a.m. - 1:30 p.m. Eastern Time |
10:00 a.m. - 12:30 p.m. Central Time |
9:00 a.m. - 11:30 a.m. Mountain Time |
8:00 a.m. - 10:30 a.m. Pacific Time |
Assessment 101 – Part 1 of 2 (Learning Outcomes)
What should students know and be able to do when they graduate? How do you know if they know and can do them? What data should you collect to improve student learning and inform planning and decision making? Assessment 101 methods help undergraduate, graduate, and professional programs at large and small schools answer these questions. Participants learn how to design an assessment plan with data collection and follow-up activities for one academic program. Designed to help new or experienced assessment practitioners or faculty with their own assessment or to support their colleagues. Supports general education assessment and accreditation efforts.
Wanda Baker, Council Oak Assessment
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)
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 a “Guide to Assessment and Program Review” intended to stimulate a collaborative discussion for the improvement of a general education program. At the heart of the “Guide” is a set of twenty systems analysis questions aimed at improving program quality. This workshop focuses on the initial stage of the self-study and provides attendees an opportunity to “test-drive” the tool and practice some basic general education program evaluation steps.
Jody DeKorte, Purdue University Global; Harriet Hobbs, Clinton College; and Christine Robinson, University of North Carolina at Charlotte
Presentation Type: Pre-Institute Workshop
Audience Level: Beginners
Primary Track: General Education (GE)
Designing and Implementing a Sustainable Assessment Process: Practical Strategies for Balancing Accountability and Improvement
The principal purpose of assessment is continuous improvement of student learning. However, in most institutions, the design and implementation of assessment, and outcome of the process are often linked primarily to compliance with external requirements such as accreditation and/or state mandates. This approach renders systematic enhancement of student learning and programmatic improvement as simply byproducts of the assessment process. This presentation provides practical strategies for developing, implementing and sustaining a systematic institutional assessment processes aimed, primarily, at cultivating a culture of continuous improvement of student learning, while also addressing accountability needs especially amid the current COVID-19 pandemic.
Felix Wao, University of Oklahoma
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Leadership for Assessment (LA)
A Gentle Introduction into Learning Outcomes Assessment: Developing Statements, Curriculum Maps, and Measures
Effective program delivery requires clear, meaningful learning outcomes statements that are aligned with curricula and measured with appropriate assessments. Meeting this criteria can be perplexing and, at times, overwhelming. This highly interactive session will be a gentle introduction to assessment basics, beginning with a brief overview of widely-used learning taxonomies to develop/evaluate learning outcomes. Then, curriculum mapping will be presented as a tool to determine the extent to which learning outcomes are integrated in academic programs. Last, this session will cover the different purposes of assessments (diagnostic, formative, and summative), formats, and the evidence those formats provide (direct or indirect).
Mike Rudolph and John Eric M. Lingat, University of Kentucky
Presentation Type: Pre-Institute Workshop
Audience Level: Beginners
Primary Track: Institution-Wide Data Collection/Use (ID)
Developing Effective Evaluation Tools to Promote Feedback and Discussion Beyond the Classroom
This interactive workshop will explore the use of evaluation tools to promote feedback and discussion beyond the classroom. Covering 3 main areas: Instructor Feedback, Peer-to-Peer Feedback, and Self-Reflection, the workshop will examine a variety of rubric styles and discuss their use for effective feedback beyond simply data collection. Methods for peer-to-peer feedback, with sample instruments and interaction with digital platforms, will be provided. The integration of self-reflection across the evaluation process will be discussed, along with quantifying these methods for QIPs and data collection across the institution.
Dana Scott and Eric Schneider, Thomas Jefferson University
Presentation Type: Pre-Institute Workshop
Audience Level: Beginners
Primary Track: Assessment Methods (AM)
A Simple Framework for Assessing Student Services and Administrative Units
This presentation will focus on a simple, stress-free framework to assess non-academic units to achieve continuous improvement. Participants will learn how to use commonly available data to improve their departments’ value-added functions. This presentation will center around a lecture of the simplified process, demonstration of the elements of the process (for a variety of student services and administrative functions), and hands-on work on defining each step of the process (with presenter feedback). Participants will also be provided with an editable version of an assessment manual, complete with templates for assessment planning and reporting.
Edward Hummingbird, Southwestern Indian Polytechnic Institute
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)
Integrating HIPs into Every Stage of Project-Based Learning: Onboarding Students, Scaffolding Transparent Assignments, Engaging Community Partners, and Managing Projects and Deliverables
This highly interactive workshop explores key facets of implementing Project Based Learning [PBL]. The three-part session includes an introduction to PBL with models and strategies for new and intermediate practitioners. Presenters will share project-based innovations with attention to onboarding students, engaging community partners, then managing projects and deliverables. The session includes exercises with asset-based language to respectfully engage shareholders and shape real-world, transparent assignments. A panel of students and community partners will share their PBL experiences. Attendees will leave with models for optimizing high impact practices through PBL, a refined eye for asset-based language, and practical strategies for re-tooling and implementing PBL.
Mary D’Alleva, California State University, East Bay; Kelley Ditzel, Lillian Sirmans, and Zayne Kemler, Georgia College & State University; Tiana Iruoje, Indiana University Bloomington; Barbara Coleman, Life Enrichment Center; Pamela Peek, Boys & Girls Club of Baldwin & Jones County; Debbie Oesch-Minor and Jeremiah Jordan, IUPUI; Michael Williams II, SALAMAT Cookies
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices, including ePortfolios) (HP)
An Introduction to Assessment and Navigating the Assessment Institute
New to the Assessment Institute and/or new to assessment? Want to make the most of your time here? This introductory workshop is intended for individuals new to assessment and the Institute to learn assessment basics. Beginning with basic terms, concepts, and a brief history of assessment, we'll explore the core principles of effective assessment, emerging trends, and lessons learned. Designed to be interactive throughout, participants can raise questions, hear from colleagues, learn about successful efforts on a wide range of campuses (with a special emphasis on community colleges), and identify resources (including many from the National Institute for Learning Outcomes Assessment) available when the need arises. We will wrap up our time together by talking about how to navigate the many conference offerings in ways that make the most of your time and energy.
Gianina Baker, National Institute for Learning Outcomes Assessment (NILOA) and University of Illinois Urbana-Champaign; and Faon Grandinetti, College of DuPage
Presentation Type: Pre-Institute Workshop
Audience Level: Beginners
Primary Track: NILOA (NI)
Sunday, October 24, 2021
Pre-Institute Workshops - Group B
| 2:30 p.m. - 5:00 p.m. Eastern Time |
1:30 p.m. - 4:00 p.m. Central Time |
12:30 p.m. - 3:00 p.m. Mountain Time |
11:30 a.m. - 2:00 p.m. Pacific Time |
Assessment 101 – Part 2 of 2 (Measures, Targets, Sampling, Data Collection, Action Planning)
What should students know and be able to do when they graduate? How do you know if they know and can do them? What data should you collect to improve student learning and inform planning and decision making? Assessment 101 methods help undergraduate, graduate, and professional programs at large and small schools answer these questions. Participants learn how to design an assessment plan with data collection and follow-up activities for one academic program. Designed to help new or experienced assessment practitioners or faculty with their own assessment or to support their colleagues. Supports general education assessment and accreditation efforts.
Wanda Baker, Council Oak Assessment
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)
Using Universal Design in Assessments and Assignments to Increase Equity
Faculty and assessment professionals will learn about our model of culturally relevant assessment that encourages universal design in assessments and assignments. We discuss simple changes in assignments that increase equity by allowing all students to fully demonstrate their learning. Participants will leave the workshop with an understanding of best practices that support increased equity in the assessment of student learning and practical ways in which assignments can be modified to increase equity.
Karen E. Singer-Freeman and Christine Robinson, University of North Carolina at Charlotte; and Harriet Hobbs, Clinton College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Diversity, Equity, & Inclusion (DV)
Exploring Motivation of Faculty to Increase Assessment Actions
Motivation can be a major influence for engagement in assessment work and data-informed action for improvement. This presentation will draw connections between Self-Determination Theory (SDT) as a framework to understand faculty behavior and engagement with assessment activity. After presenting research on SDT in relation to both faculty responsibilities and assessment challenges, connections and implications for practice will be provided. Audience members will have the opportunity to engage in reflective activities, group discussion, and Q&A in order to understand and plan to act on practical implications to increase faculty use of assessment results in institutional practice.
Joseph D. Levy, National Louis University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Faculty Development (FD)
Connecting the Dots: Helping Faculty Tell Their Learning Improvement Story
This interactive workshop is designed for assessment professionals and faculty to learn how to craft learning improvement stories. The presenters will introduce the Learning Improvement Community, discuss the significance of learning improvement stories, and describe best storytelling practices. Participants will work in small groups to strengthen learning improvement stories using the resources, examples, and tools presented. Practitioners will have an opportunity to plan strategies to solicit stories and support story writing. The session will end with the dissemination of resources that include directions for submitting stories to the Learning Improvement Community website.
Jill A. Kern, Brown University; Katie Boyd, Auburn University; Yao Zhang Hill, University of Hawai‘I Mānoa, and Kelsey Kirland, Old Dominion University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Learning Improvement (LI)
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 explore the intersection of DEI and the institution’s data function, including assessment, institutional effectiveness, and institutional research; develop 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
Leah Ewing Ross, Association for Institutional Research (AIR); Michele Hansen, IUPUI; and Bethany Miller, Macalaster College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Diversity, Equity, & Inclusion (DV)
Using the CAS Standards for Excellence in Program and Service Delivery: Considering how Institutional Priorities can Influence Application
Many use the CAS Standards to ascertain the extent to which their programs align with standards developed across 42 different higher education associations. One primary use of the standards is delivering an effective self-assessment and program review process, however, the Standards are useful in other ways as well. This session focuses on the many different ways CAS Standards can be used. The specific steps CAS recommends (not requires) for self-assessment and program review will be explained to help participants explore how CAS can become part of their department, unit, division, and institutional culture. Participants will be challenged to identify how the Standards can be useful in their unique institutional context.
Stacy Andes, Villanova University; Dan Bureau, Louisiana State University; Kellie Dixon, North Carolina Agricultural and State University; Renardo Hall, Millersville University; Nicole Long, University of Delaware; Darby Roberts, Texas A&M Universiy; and Jennifer Wells, Kennesaw State University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Leadership for Assessment/Assessment Methods (LA/AM)
High Impact Practices in the Community College
This workshop is for those who want to implement High Impact Practices in their community colleges. We will explore the basics of High Impact Practices, including some emerging HIPs, highlight the benefits for students and faculty as we review community college data (successes and opportunities), and map out how to scale HIPs with fidelity. Participants will produce assignment and implementation plans during the workshop. Think interactive, practical, real educators sharing some of the most effective equity practices for community college students we have ever experienced. Join us to learn what all the buzz is about!
Jo Ellen Becco and Robin Schofield, Pikes Peak Community College; Dallas Dolan, Community College of Baltimore County; and Matthew Lexow, Southwest Tennessee Community College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: HIPs in the States (HP)
Assessment as a Scholar Practitioner
The National Association for Campus Activities (NACA) empowers members to amplify the campus experience through inclusive learning, meaningful connections, and engaging entertainment that transforms college communities. In order to “transform,” our members must be able to use existing data to inform their practices and create their own data by conducting assessment on the fly. In this session you will learn more about NACA, how to apply others’ research to your everyday job, and how to measure learning with less formal, indirect ways.
Sarah Keeling, National Association for Campus Activities and Kayla Loper, Oklahoma State University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Assessment Methods (AM)
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