Pre-Institute Workshops: 01A–01B

01A – Assessment 101
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 will learn how to design an assessment plan with data collection and follow-up activities for a student learning outcome in an 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.
Keston H. Fulcher, James Madison University
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 9:00 a.m.–4:30 p.m.
Room: Marriott 9

01B – Applying Equity-Centered Practices to Student Affairs Assessment
The integration of equity and assessment is an emergent topic in higher education. Professional conferences have had this topic as their theme or included a track in their session offerings. Student affairs practitioners are familiar with each of these concepts, but few are aware of how equity can be a foundation for assessment outside of the classroom. In this session, presenters will provide an overview of equity-centered assessment, provide a model for its application in co-curricular settings, and provide examples of equity-minded and equity-centered strategies. Participants will then create an action plan for applying these strategies in their own work.
Gavin Henning, New England College; and Anne Lundquist, Hope Center-Temple University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 9:00 a.m.– 4:30 p.m.
Room: Marriott 10

Pre-Institute Workshops: 02A–02G

02A – Jumpstarting General Education Program Review: A Systems Thinking Approach to the Self-Study
Often overlooked in the discussion of general education program development and assessment is the issue of program review. The Association for General and Liberal Studies (AGLS) offers a “Guide to Assessment and Program Review” intended to stimulate a collaborative discussion for the improvement of a general education program. At the heart of the “Guide” is a set of twenty systems-analysis questions aimed at improving program quality. This workshop focuses on the initial stage of the self-study and provides attendees an opportunity to “test-drive” the tool and practice basic general education program evaluation steps.
Jody DeKorte, Purdue University Global, Christine Robinson, University of North Carolina at Charlotte; and Harriet Hobbs, Clinton College
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Track: General Education
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 1

02B – Program Review: Purposes, Perspectives, and Processes
Program Review is a widely acknowledged approach to improving quality in higher education. This workshop identifies the purposes of program review and examines its evolution and impact in helping colleges and universities improve student learning outcomes as well as co-curricular programs, research activities, and administrative services. Perspectives of faculty, chairs, academic unit leaders, student affairs and co-curricular professionals, research administrators, and other leaders will be shared, along with the important role of peer reviewers in serving as consultants and critical friends. Processes of planning for, conducting, and using results from program review will be highlighted.
Caleb J. Keith and Stephen P. Hundley, IUPUI
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 3 & 4

02C – Learner-Centered Assessment, Using Human-Centered Design Tools to Collaboratively Frame and Extend Assessment Practices
In this interactive workshop, participants will learn how to use a variety of strategic design tools and work collaboratively to identify key issues and insights to advance their assessment practices. A series of tools will be introduced that use both convergent and divergent strategies to evaluate and improve assessment practices. Accessible to all levels of experience, participants will collaboratively learn from one-another. Participants will be provided with strategies to facilitate the use of these tools across their campuses, from course-wide to university-wide assessment, allowing them to continue to generate ideas for impactful advances in assessment beyond the workshop.
Dana Scott, Thomas Jefferson University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 9:00 a.m.–12:00 p.m.
Room: Santa Fe

02D – 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 in 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
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 8

02E – Keeping it Simple: A No-Frills Approach to Developing Outcome Statements, Curriculum Maps, and Assessment Measures
Effective assessment of academic programs requires the crafting of clear, measurable learning-outcome statements aligned with the curriculum as well as the use of high-quality assessments that yield actionable data. However, meeting these criteria can be perplexing, particularly for those new to assessment. This interactive session introduces assessment basics, beginning with the writing of outcomes using learning taxonomies. Curriculum mapping is presented as a tool for identifying where (and how) outcomes are integrated, and different types and purposes of assessments will be discussed. The presenters will provide examples of how to pull this information together into a coherent, well-crafted assessment plan.
Mike Rudolph, Lincoln Memorial University; John Eric Lingat, U.S. Government; and Kaitlyn Mathews, University of Kentucky
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 7

02F – Hot Takes on Hot Topics: Examining Assessment Trends for Betterment Opportunities
With regulation changes, new research and literature, and the increasingly diverse needs of students, a number of emerging trends directly affect assessment or create opportunities for assessment to advance betterment. This workshop will examine the following topics: increased expectations for co-curricular/student affairs assessment, learning recognition practices, and student engagement in assessment. Additionally, an overarching focus on advancing equity through assessment will be an undercurrent through each of these topics. Through reflective activities, group discussions, and Q&A, participants will have the opportunity to share practices and brainstorm actions to apply for advancing institutional practice in response to these assessment trends.
Joseph D. Levy, National Louis University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment
Time: 9:00 a.m.–12:00 p.m.
Room: Marriott 2

02G – Maneuvering the Ship: A Model for Planning, Budgeting, and Assessment
Data-driven planning and budgeting are important elements in leading an institution of higher education. In challenging times institutions must learn to use data to identify strategic priorities, assess results and align resources in areas that will lead to success. This workshop will help participants develop a systematic approach for planning, budgeting, and assessment. Ideas for adding flexibility will be shared that can be useful in a changing environment. The presenter will also share methods for creating buy-in and sustainability.
Lindsey Graham Guinn, Barnard College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use
Time: 9:00 a.m.–12:00 p.m.
Room: Lincoln

Pre-Institute Workshops: 03A–03F

03A – Designing Assessments and Assignments to Increase Equity by Increasing Value and Making Content Inclusive
Faculty and assessment professionals will learn about our model of culturally relevant assessment that encourages intentional design in assessments and assignments as a way to reduce equity gaps in achievement. 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, Wake Forest University; 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, and Inclusion
Time: 1:30 p.m.– 4:30 p.m.
Room: Marriott 1

03B – Direct and Indirect Assessment of Engaged Learning and High-Impact Practices (HIPs)
This workshop will introduce strategies for conducting direct and indirect assessment of student learning within high-impact practices (HIPs) and other forms of experiential and applied learning.  Attendees will learn the steps in building a formal assessment process and how to report the results. Attendees will have the opportunity in the workshop to map learning outcomes for their programs to specific assessment types, as well receive suggestions/feedback on appropriate rubrics. Attendees will then be guided through an assessment exercise where artifacts of student learning will be assessed using AAC&U VALUE Rubrics.
Jerry Daday and Tom Hahn, IUPUI
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 1:30 p.m.– 4:30 p.m.
Room: Marriott 2

03C – Expanding Assessment Practices through Collaboration: Applying Implementation Fidelity: Practical Approaches
Skeptics of assessment continue asking if assessment practices truly impact student learning. Program theory (PT), implementation fidelity (IF), and collaboration with other partners will enhance assessment practitioners’ potential for benefiting assessment practices. Workshop attendees will explore essential components of IF and PT and a practical application of these to an institution-wide initiative for improving two essential learning outcomes. This initiative cultivated collaborations and the integration of teaching, learning, and assessment and often resulted in improved student learning; however, IF and PT have the potential for increasing the initiative’s success. After discussing a practical application of these processes, attendees will draft strategies to collaborate with other essential partners to guide implementation fidelity at their institutions.
Teresa L. Flateby, T.L. Flateby and Associates
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment
Time: 1:30 p.m.– 4:30 p.m.
Room: Lincoln

03D – Student Partnership in Assessment: Ideas for Meaningful Student Engagement
The program assessment process has been in place for more than three decades, and our practices are constantly evolving. Even so, the key stakeholders, students, do not yet have a consistent, meaningful seat at the table. This workshop will engage participants in a hands-on set of discussions and activities--intentionally planning for student partnership and engagement in assessment. Participants will learn to engage students to bring new insights into education and elevate students’ voice in the assessment process. Participants will develop strategies for partnering with students to increase the likelihood of meaningful change.
Nicholas A. Curtis, Marquette University; and Robin D. Anderson, James Madison University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Student Partnership and Engagement in Assessment
Time: 1:30 p.m.– 4:30 p.m.
Room: Santa Fe

03E – 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, American Institutes for Research (AIR); Michele J. Hansen, IUPUI; Cyndi Langin, Hofstra University; and Bethany Miller, Macalester College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Diversity, Equity, and Inclusion
Time: 1:30 p.m.– 4:30 p.m.
Room: Marriott 7

03F – Sharing Assessment Successes: Engaging Faculty in Learning Improvement Storytelling
In this highly-interactive workshop designed for assessment professionals and faculty assessment leaders, the participants will learn the key tenets of assessment for learning improvement and how to incorporate them into publishable learning improvement stories through a combination of presentations, examples, and small group discussions. Participants will take away practical guidance and strategies to (1) identify potential stories and story writers, (2) motivate and engage faculty members in writing and publishing, and (3) devise action plans for writing and collecting learning improvement stories. The session will end with the dissemination of resources that includes directions for submitting stories to the Learning Improvement Community website.
Kelsey Kirland, Old Dominion University; Katie Boyd, Auburn University; Jill Kern, Brown University; Yao Z. Hill, University of Hawai‘i at Mānoa
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 1:30 p.m.– 4:30 p.m.
Room: Marriott 8

Poster Sessions: 04A–04Y

04A – A Descriptive Analysis of Factors of Servingness Applied to Types of Minority Serving Institutions
Alternative perspectives have emerged about what it should mean to be a postsecondary institution identified as serving racially minoritized students. Using descriptive analyses of IPEDS data, the purpose of this study was to examine how minority serving institutions (MSIs) are serving their target student populations. This analysis was guided by a multidimensional framework of institutional servingness. The results suggest that while MSIs are enrolling significant populations of their target student populations, institutions possessed varying institutional structures and produced disparate student outcomes.
Shane Schellpfeffer and Esen Gokpinar-Shelton, Kansas State University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Diversity, Equity, and Inclusion
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 1

04B – Academic Integrity in Action
Academic integrity and addressing plagiarism are important topics for educational institutions worldwide. Institutions must ensure that faculty and staff are properly prepared to define plagiarism, address student plagiarism incidents, and educate students on how to uphold academic integrity. This session is focused on creating a universal understanding of plagiarism. The session will also prepare educators to address incidents of plagiarism and share strategies for promoting academic integrity through instructional strategies and resources. Participants will have the opportunity to refine their understanding of plagiarism and make a strategic plan to combat incidents in their own classrooms.
Alicia Kozimor and Claudia Coleman, Grand Canyon University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Emerging Trends in Assessment
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G
Poster Board: 2

04C – Building Student Engagement, Retention, and Persistence with Inclusive Language Credentials
This poster session focuses on research-based solutions that increase learner engagement and retention, especially among low-income, first-generation, and adult college students through Competency-based Exams (CBE) and stackable language credentials with workplace value. Evidence will be provided on the positive impact of language assessment and certification on English language learners as well as students in traditional foreign language programs or programs that offer field-specific language coursework (LSPs). Participants will be able to explore a variety of resources including qualifying language assessments, language placement tools, and tiered credentials that provide greater equity and inclusion for speakers of diverse languages.
Linda L. Egnatz, Global Seal of Biliteracy
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Competency-Based Education and Assessment
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G
Poster Board: 3

04D – Community Partners as Evaluators: Suggestions for Getting Valid Results
Community-based learning experiences allow students to apply learning in authentic contexts under the mentorship of practicing professionals. Evaluations completed by mentoring community partners can provide valuable data regarding student performance and career readiness. However, there are challenges with relying on community partners as evaluators, especially low response rates and evaluator misconceptions about the assessment processes that affect evaluation validity. Drawing on experience collaborating with K12 mentor teachers in the student evaluation process, effective strategies for addressing these challenges will be suggested.
Natalie Schelling, Indiana University Kokomo
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Community Engagement
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 4

04E – Creating Dynamic Rubrics for Fast Feedback and Data Collection
The purpose of this presentation is to illustrate how to use Excel and some of its features to enhance the teaching and learning process. This presentation illustrates an automatic data collection rubric customized to the needs of the classroom. This rubric calculates student grades, alerts on student performance, organizes combined grades, and charts graphs. It can also be shared with students individually through a stamped pdf.
Pedro Nino, North Carolina Central University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 5

04F – Developing a Common Rubric to Assess General Education Competencies
Rubrics are essential tools used in recording, measuring, and analyzing student learning. Rubrics help to clarify goals; communicate expectations; and assess student performance in an accurate, unbiased, and consistent way. As Leavell College revamped their general education assessment process, they discovered a common rubric was instrumental for assessing student learning and beneficial in creating a simple, realistic, and sustainable assessment process. In this session, I will share our development of a common rubric for assessing one general education competency. The principles we learned can help other institutions looking to develop or revise their existing general education assessment process.
Sandra F. Vandercook, Leavell College at New Orleans Baptist Theological Seminary
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: General Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 6

04G – Engaging Various Stakeholders in Evaluating General Education Outcomes
In 2018, Harper College applied for and was awarded the Excellence in Assessment (EIA) Distinction by the National Institute of Learning Outcomes Assessment (NILOA). As part of the application, the College noted that it was working on improving engagement around general education outcomes with members of the community. In 2019, members of the Learning Assessment Committee created a General Education Advisory Committee. The purpose of this group is to share best practices and ideas around General Education assessment. The committee consists of representatives of the community, alumni, and faculty and staff of Harper College.
Deann C. Surdo, Harper College
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: General Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 7

04H – Engaging Your Audience: Creative Ways to Visualize and Disseminate Assessment Data
What are the most engaging and effective ways to visualize and disseminate assessment data? How do we avoid the dreaded ‘data dump’ and instead showcase our data in a meaningful way for our clients? The session leaders will guide attendees through a variety of creative, interactive, and innovative ways to visualize and disseminate assessment data to their stakeholders. The session will consist of small-group discussion, hands-on activities, and large group reflection.
Jennifer A. Morrow, The University of Tennessee, Knoxville; and Nikki Christen, Tennessee Tech University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Institution-Wide Data Collection/Use
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G
Poster Board: 8

04I – Facilitating Cross-Discipline Conversations: Building Shared Awareness and Aligning Content Courses to Teacher Education Licensure Exams
There is a nationwide and statewide (Indiana) shortage of teachers. One hurdle for some people looking to enter the teaching profession is the professional licensure exam. The state of Indiana changed its teacher licensing exam in summer 2021, updating some of the topics that aspiring teachers need to know and understand to earn a teaching license after completing their degrees. In response, Purdue University Fort Wayne has initiated a series of campus-wide conversations to better align curriculum with the new licensure exam and improve licensure rates, while protecting academic freedom and avoiding the dreaded notion of teaching to the test.
Michael A. Flory and Brad Oliver, Purdue University Fort Wayne
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Accreditation
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 9

04J – Faculty Maxed and Data Taxed? Solutions for Incorporation of Systems Data in Curricular Review in a Doctor of Pharmacy Program
Seeking solutions to use assessment to drive learning and program improvement can be time and energy intensive for faculty. Our program is using specific elements from existing systems for curricular review in a way that tries to minimize additional faculty work incorporating existing data in the curricular review and quality improvement process. With training and support, faculty are harnessing data from our learning management, exam, survey, and competency management systems and have used it to evaluate curriculum maps, conduct course review, and provide student feedback. These abilities have been empowering to faculty and contributed to ongoing assessment efforts.
Justine S. Gortney and Sarah Agnihotri, Eugene Applebaum College of Pharmacy and Health Sciences, Wayne State University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 10

04K – FERPA and the Parents' Voice
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records and gives students rights independent of their parents (sometimes referred to as the Buckley Amendment due to the senator who introduced the legislation). Yet, while there may have been good intent in establishing FERPA, today parents often feel left out regarding important information about their child attending college. As children leave home to attend college and develop into adults, college students still need the love and support of their parents. Familial involvement is vital for students to perform well during their academic career and complete their college degree.
Jeffrey Cockrell, Tennessee College of Applied Technology Nashville
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Campus Business Operations and Services
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 11

04L – How to Onboard a New Dean
This poster presentation will describe an onboarding process for a new academic administrator or faculty department chair. The onboarding includes a 30-60-90 Day Plan and a categorized list of questions that will make the administrator familiar with faculty/administrators on campus; policies related to course scheduling, academic assessment, course development, the faculty tenure process, budgeting; and external stakeholders at high schools, partner institutions, and the community. This onboarding process can be useful for anyone who is interested in an administrative career or for anyone who is hiring an administrator or department chair.
Lirim Neziroski, Illinois Valley Community College
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 12

04M – Identifying Biases in Performance Assessments: The Differential Item Functioning Approach
This session will focus on using differential item functioning (DIF) as a tool for identifying bias in performance assessment (PA) scores. Task aspect (item) scores for three PAs from a data analytics program in the College of IT will be statistically analyzed to determine if DIF is evident for various demographic groups. Of particular focus will be distinguishing between benign and adverse DIF based on an examination of the content in the task prompt scenario in which said content may be construed as controversial versus neutral in nature, and discussing ways to revise content to reduce DIF.
Marylee Demeter, Heather Hayes, and Goran Trajkovski, Western Governors University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Diversity, Equity, and Inclusion
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 13

04N – Implementing Effective and Sustainable High-Impact Practices within the Academic Course
Do you need simple, effective, and transmittable high-impact practice ideas that you can seamlessly incorporate into your college course for lasting student engagement and success? Join Tennessee Board of Regents HIP Ambassadors of First-Year Experience practitioners who will share research, relevant findings, and successful helps that have been created, modeled, implemented, and evaluated into their community colleges' college success and other academic courses since 2010. Since the inception of these programs, these partner colleges have seen tremendous results in student retention, engagement, and workforce and university transfers.
Nancy L. Hamilton, Roane State Community College; and Lauren Jordan, Pellissippi State Technical Community College
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Community Colleges
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 14

04O – Improving Learning Links: The CUNY Justice Academy Transfer Assessment Project
In this interactive presentation, participants will explore the CUNY Justice Academy Transfer Assessment Project: an effort to support students’ transfer of skills and knowledge from associate degree programs to transition year courses in baccalaureate degree programs at John Jay College of Criminal Justice. The project includes formative assessment of key major and general education courses, and activities to integrate student perspectives, which yield faculty-designed early semester academic supports and a pilot collaboration with community college partners to identify and improve curricular links between degree programs. Together, we will explore strategies to improve learning links between articulated degree programs.
Wynne E. Ferdinand, John Jay College of Criminal Justice CUNY
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 15

04P – Infrastructures and Insight: An Institution-Wide Approach to Data Collection at Auburn University
Auburn University has developed two infrastructures for the collection of general education learning outcomes for its students. These infrastructures allow Auburn to capture baseline data from incoming freshmen and make comparisons to end-point data captured at graduation, with an average response rate of 98%. Analysis of this data exposes differences in student motivation and informs our office of potentially inaccurate data. We are also able to connect student success and high-impact practices (HIPs). In this session, we will explore our successes and failures in creating this infrastructure. Also discussed is how this data is used across various communities at the institution.
Stuart A. Miller, Katie Boyd, Anna Claire Stinson, and Dory Thompson, Auburn University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 16

04Q – It Needs a Little More Salt: Assessing Competency-Based Learning on a Culinary Focused Campus
This presentation examines a multi-campus initiative at the Culinary Institute of America to develop a competency-based assessment methodology that provides answers (and a pathway for student learning improvement) to a common question from culinary faculty: “Why don’t my students possess the skills they should have for academic success in my class?”
Matthew Ruane and Cynthia Keller, Culinary Institute of America
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Competency-Based Education and Assessment
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 17

04R – Launching Effective Assessment Practices Through Collaborative Leadership
Walsh University’s assessment committee leadership team identified several university-wide continuous improvement initiatives. These initiatives include new formats in leadership, collaborative improvements in assessment, alignment with the National Institute for Learning Outcomes Assessment’s (NILOA) transparency framework, creation of more organized and formal assessment plans, course development and connection with online learners, innovative impacts to increase communication, and future plans in assessment. Collectively, these initiatives identified our “so that,” which is ultimately student success. This was the driving force for embarking on this journey.
Amy J. Heston, Mary Cook, and Ute S. Lahaie, Walsh University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 18

04S – Library-Friendly Assessment Framework at Community College of Philadelphia
Until recently, the administrative, educational support, and support (AES) units at the Community College of Philadelphia (CCP) lacked a systematic assessment process. In 2017, the director of IR and the library’s department head created an assessment framework to capture the unique contributions of non-academic units in supporting student success. Within its first year of implementation, over 90 percent of AES units created assessment plans and successfully completed their first assessment reporting cycle. This session will report on the experiences of two of the developers and reflect on lessons learned, highlighting the unique contributions of the library to the process.
Michael J. Krasulski and Elizabeth J. Gordon, Community College of Philadelphia
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Community Colleges
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 19

04T – Moving Toward Competency-Based Assessment in Medical Education
Medical schools are increasingly recognizing the need to prepare students for competency-based assessment to support their professional development as they transition to post-graduate medical education. Making this leap can be overwhelming to students and faculty steeped in traditional grade-based approaches. To move closer to a competency-based program, the University of South Dakota Sanford School of Medicine designed and piloted a holistic 5-point rubric combined with a standards-based grading scale to begin this transition across the curriculum. The presentation will review the successes, barriers, and opportunities for improvement.
Jaymi N. Russo and Rebecca Lustfield, University of South Dakota Sanford School of Medicine
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 20

04U – Rubrics That Support Teaching and Learning
Traditional assessment has a terminal focus rooted in student mastery as it is demonstrated through a summative assessment. This model of assessment is built by quantifying learner outcomes and offering a grade as a rating. It perpetuates a grade-centric classroom culture and sometimes fosters a competitive spirit over a collaborative one. This terminal format of assessment does not offer a process for learning. A progressive means of assessment, on the other hand, offers multiple opportunities to demonstrate improvement and clearly communicates criteria for measurement that can be both qualitative and quantitative through rubrics, enabling students to view assessment as a process.
Karen D. Harris, Rutgers University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Track: Learning Improvement
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 21

04V – Ten Tiny Targeted Tips Toward Terrific Graduate- and Professional-Level Assessments
This fast-paced session is intended for faculty and curriculum planners at all levels in graduate- and professional-level schools. In a quick-tip format, the presenters will run through 10 tips for those new to, learning, and more fluent in planning for effective assessment in graduate-and professional-level programs.
Debra Moss Vollweiler, Pace University Elisabeth Haub School of Law; and Susan Stephan, University of Cincinnati College of Law
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 22

04W – The Pathways to Opportunity: Implementing a Unified System of Achievement for Learners to Earn and Demonstrate Value
As micro-credentials become more common in the workplace, institutions' desire to offer them increases. What exactly are these new offerings? Are there different types? How big or small should they be? How do we know they provide value to the learner, employer, and institution? Which micro-credentials should we offer? This session will discuss how WGU recently implemented its Unified Achievement Framework to design a system where learners earn incremental value as they make their way to higher level credentials. The framework ensures all different types of skills-denominated achievements are relevant, verified, and portable to provide value to employers and learners.
Laura Williams and Tyson Heath, Western Governors University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Competency-Based Education and Assessment
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 23

04X – The Use of Portfolios for Summative Assessment of End-of-Program Student Learning Outcomes in Prelicensure Two-Year Nursing Programs: Incorporating Diversity and Inclusion in Assessment Practices
Faculty who teach in two-year, prelicensure nursing programs often rely on rigid summative assessment practices to measure end-of-program student learning outcomes (EOPSLOs). Notably, these assessment methods exclude the student’s race, culture, ethnicity, or other differences that impact learning. Methods for summative assessment of EOPSLOs should consider the many ways students demonstrate learning. The presenter will highlight the effectiveness of portfolios in the summative assessment of EOPSLOs in two-year prelicensure nursing programs. The goal of this presentation is to reconceptualize summative assessments so that students’ styles of learning and demonstrations of learning are embedded into assessment methods.
Sharon Ferguson Beasley, Accreditation Commission for Education in Nursing (ACEN)
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Diversity, Equity, and Inclusion
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G 
Poster Board: 24

04Y – User Stories: Building In Equity and Impact from the Start
Successful assessment efforts center key partners and anticipate concrete capabilities that will result from the process. User stories provide structured means for communicating to the audiences that will benefit from assessment projects as well as the knowledge, skills, abilities, or other impacts those audiences can expect to gain as a result. Utilizing user stories for assessment ensures inclusion, makes benefits of assessment clear, and centers equity and impact from the outset of any assessment planning. This session will demonstrate how assessment practitioners can apply user stories to their work to build common understandings of research and enable rapid action on findings.
Megan Oakleaf, Syracuse University; Becky Croxton, University of North Carolina at Charlotte; Shane Nackerud, University of Minnesota - Twin Cities; and Ken Varnum, University of Michigan
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A-G
Poster Board: 25

American Association of Colleges & Universities (AAC&U)
Exhibitor
Phone: (202) 387-3760
Email: information@aacu.org
https://www.aacu.org/
Exhibit Booth: 16

Anthology, Inc.
Gold Sponsor - Sponsoring the Student Partnership and Engagement in Assessment Track
Phone: (561) 923-2500
Email: contact@anthology.com
https://www.anthologyinc.com
Exhibit Booth: 2

Avant Assessment
Gold Sponsor - Sponsoring the Global Learning Track
Phone: (888) 731-7887
Email: info@avantassessment.com
https://avantassessment.com
Exhibit Booth: 5

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

Concourse Syllabus
Exhibitor
Phone: (716) 867-8434
https://www.concoursesyllabus.com
Brian Hopewell, Vice President of Sales, brian@intellidemia.com 
Exhibit Booth: 7

Crowdmark
Gold Sponsor - Sponsoring the Learning Improvement Track
Phone: (647) 525-6301
https://crowdmark.com
Sheila Cassidy, Director of Operations, sheila@crowdmark.com
Exhibit Booth: 4

eLumen
Platinum Sponsor - Sponsoring the Assessment Institute Special Topic Virtual Sessions
Phone: (612) 444-3291
Email: info@elumenconnect.com
https://www.elumenconnect.com
Exhibit Booth: 13

ExamSoft
Gold Sponsor - Sponsoring the Diversity, Equity, & Inclusion Track
Phone: (866) 429-8889
Email: info@examsoft.com
https://examsoft.com/
Emma Schartner, Director of Sales, eschartner@turnitin.com
Exhibit Booth: 6

Gardner Institute
Exhibitor
Phone: (828) 233-5874
Email: infor@jngi.org
https://www.jngi.org/
Exhibit Booth: 15

HelioCampus
Exhibitor
Phone: (877) 674-3122
https://www.heliocampus.com
Suzanne Carbonaro, Director of Academic Partnerships
Exhibit Booth: 8

National Survey of Student Engagement (NSSE)
Center for Postsecondary Research
Indiana University School of Education
Gold Sponsor - Sponsoring the HIPs in the States (High-Impact Practices) Track
Phone: (812) 856-5824
https://nsse.indiana.edu
Exhibit Booth: 1

Stylus Publishing, LLC
Exhibitor
Phone: (703) 887-6133
https://styluspub.presswarehouse.com/landing/IUPUIhome
Use code IUPUI2 when ordering (30% offer expires 11/15/2022)
Exhibit Booth: 14

Suitable
Gold Sponsor - Sponsoring the Student Affairs and Co-Curricular Programs and Services Track
Phone: (267) 432-7605
Email: sean@suitable.co
https://www.suitable.co 
Exhibit Booth: 10

Watermark
Platinum Sponsor - Sponsoring the Assessment Institute Break Service
Phone: (800) 311-5656
Email: info@watermarkinsights.com
https://www.watermarkinsights.com
Leigh Choate, VP Marketing, lchoate@watermarkinsights.com 
Exhibit Booth: 11

Weave
Platinum Sponsor - Sponsoring the Assessment Institute Lanyards
Phone: (314) 396-8684
https://www.weaveeducation.com
Sheri Popp, Director of Professional Development
Exhibit Booth: 9

Xitracs - A Division of Concord USA, Inc.
Gold Sponsor - Sponsoring the Faculty Development Track
Phone: (770) 200-7465
https://www.xitracs.com
Exhibit Booth: 3

Rise-and-Shine 20-Minute Sessions: 14A–14N

14A – Championing Diversity, Equity, and Inclusion Through Curriculum Development
Ensuring that curriculum reflects diversity, equity, and inclusion (DEI) can be challenging. Come learn about how to integrate SMEs, DEI reviewers, instructional designers, and quality control.
Jannette E. Flores, Jocelyn Sorensen, Michelle Stewart, and Evelin Suij-Ojeda, Westcliff University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Diversity, Equity, and Inclusion
Time: 7:00–7:20 a.m.
Room: Indiana Ballroom F 

14B – The Assessment Developer: Training Courses, Consultations, Combating Assessment Assassins, and More!
Do students know what assessment is and why learning outcomes are important? Do all your faculty and staff know how to design assessments and complete assessment reports? Have you eliminated all the Assessment Assassins lurking in the shadows of your institution? If you answered no to any of these questions, you may need an Assessment Developer! The Assessment Developer role was created at Glendale Community College (AZ) to meet the educational needs of faculty, staff, and students. Join us to learn how to adapt one or more of their projects for use at your institution.
Julie Bauer Morrison, Glendale Community College, AZ
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 7:00–7:20 a.m.
Room: Indiana Ballroom G 

14C – Peak Learning in High-Impact Practices: A Qualitative Study
This study qualitatively investigated built environment peak learning moments for students. Utilizing NVivo, researchers conducted a word search query that indicated significant learning within High-Impact Practices (HIPs). Results are discussed within the context of this presentation. This research contributes to the literature on HIPs and can be expanded to additional degree programs. Follow-up analysis will investigate other identified peak learning moment themes. This presentation will expose participants to peak learning moment research, Nvivo as a qualitative assessment tool, and resources to support similar studies of HIPs and peak learning moments to inform institution-wide research.
Kendall M. McGoey, Katie Boyd, Ben Farrow, Tom Leathem, and Eric Wetzel
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: HIPs in the States (High-Impact Practices)
Time: 7:00–7:20 a.m.
Room: Florida & Illinois 

14D – Leading By Example: Faculty Leading the Way to a Stronger Culture of Assessment
We will present the way in which we addressed a lack of assessment culture at our institution, after a history of top-down unsuccessful activities. We will provide the framework through which a faculty-led task force advanced assessment culture with a focus on using peer-led strategies for effective change. We will share data from a survey of faculty knowledge, skills, and attitudes to show how this data is also informing specific programming within our larger strategic framework. Participants will engage in activities to help reflect on their own institutional structural histories that hold back success and will develop actionable strategies for supporting long-term structural change that supports a culture of assessment.
Lauren S. Schlesselman and Sarah Croucher, University of Connecticut
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Leadership for Assessment
Time: 7:00–7:20 a.m.
Room: Michigan & Texas 

14E – Learner Motivation and Engagement in Asynchronous Online Discussion: A Multi-Semester Experiment
Over half of the college students in the U.S took at least one online course in 2019-2020. It’s ever more important to deliver an interactive quality experience to a growing online learning community. Asynchronous discussion forums are a widely used tool to help accomplish that goal. A student-facing discussion leaderboard was implemented in a graduate engineering course at a private research university in the U. S. from 2020 to 2021. This presentation will share the findings of the multi-semester quasi-experimental study on learner motivation and engagement in asynchronous online discussions, as well as implications for future research.
Hong Shaddy, Johns Hopkins University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 7:00–7:20 a.m.
Room: Marriott 1 

14F – A Case Study: How to Anchor Accreditation Requirements to Drive Learning Assessment Process Improvement and Efficiency
This session will take participants through the process of developing and implementing a new learning assessment schedule. It will also cover the key learning gains in how to leverage the accreditation requirements to drive the standardization of the learner performance review cadence across the school and programs and synergize the collaboration with faculty and school academic leadership teams to close the evaluation outcome loop. Participants will have the opportunity to provide feedback, ask questions, share their institutional approach in assessing learning outcomes, and reflect on the improvement opportunities to optimize their current assessment processes and practices.
Jie He and Nancy Ackerman, Capella University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Accreditation
Time: 7:00–7:20 a.m.
Room: Marriott 2 

14G – The Poverty Simulation: An Interdisciplinary Approach to Impacting Students' Perspectives on Poverty
Cultural awareness and empathy are difficult concepts to convey, measure, and impact within undergraduate students. Many students believe themselves to be culturally competent but lack a real learning experience to such. The purpose of this study is to assess the impacts of cultural awareness in undergraduate students as it relates to poverty. An interdisciplinary approach was taken to impact the cultural competency of future professionals. Students engaged in The Poverty Simulation were submersed in a life of poverty. A self-reflection and a survey was utilized to assess the impact.
Stephanie N. Pratt and Cheryl Beyioku, Indiana University Kokomo
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment
Time: 7:00–7:20 a.m.
Room: Marriott 3 

14H – My Students Will Not Engage and that is NOT My Problem!
Student engagement can be a bit fickle, especially when trying to create an environment that is inclusive and equal for all; however, if instructors are armed with the right tools and the willingness to adapt strategies, they can increase student engagement in their classes without students feeling coerced or cajoled into participating due to cultural or physical limitations. It is a matter of looking at the students who do not talk and figuring out what makes them tick. Even in their silence, students are speaking, and it is up to the instructors to understand what is being said.
Myeisha Grady, Morton College; and Alison Slade, American Public University Systems
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 7:00–7:20 a.m.
Room: Marriott 4 

14I – Outcomes and Assessment of Virtual Global Health Experiences
During the past two academic years, DMU students from various health sciences programs participated in virtual global health experiences. We sent out pre- and post-program assessments to students to measure interprofessional skills, intercultural competency, understanding of global health, and the value of a virtual global experience. Our data show virtual international experiences can provide both intercultural and interprofessional gains among students in health professions. While these virtual experiences were developed to provide global experiences during pandemic travel restrictions, our data show that there are educational gains, and this opportunity provides global experiences to students who may not otherwise travel internationally. 
Sondra Schreiber and Amy Morris, Des Moines University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Global Learning
Time: 7:00–7:20 a.m.
Room: Lincoln 

14J – Development of a Graduate School Assessment Committee
The Air Force Institute of Technology (AFIT) is a STEM-focused, graduate-only institution that has recently begun identifying ways of improving the assessment processes within the institution. Assessment at the graduate level can be challenging due to lack of common outcomes, small classes/cohorts, and emphasis on non-class-related activities (e.g., research). To provide more support for, as well as oversight of, the assessment processes at AFIT, AFIT created the school’s first Assessment Committee. The presenters will share the process used to create the committee; the goals, activities, and accomplishments of the committee thus far; and the continuing challenges faced by the committee.
Andrea I. Bakker and Alice Grimes, Air Force Institute of Technology
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Graduate/Professional Education
Time: 7:00–7:20 a.m.
Room: Santa Fe 

14K – Leading from the Middle: Leveraging Assessment Challenges and Opportunities
Assessment professionals can find themselves positioned in unique, but sometimes ambiguous, roles when supporting program improvement and accountability. Promoting a culture of assessment necessitates strong problem-solving, communication, and leadership skills that often must be employed from the “middle” of conversations among stakeholders. Achieving positive outcomes requires building and managing relationships, applying proven strategies firmly grounded in assessment theory, and leveraging technology effectively to facilitate the development of successful academic programs. Assessment professionals from four Doctor of Pharmacy programs will share their experiences navigating this middle space, describing strategies to address challenges and embrace opportunities in learning outcomes assessment.
Beth K. Janetski, University of Wisconsin-Madison; Mary Higginbotham, The Ohio State University; Minakshi Lahiri, Rutgers, The State University of New Jersey; and Benjamin Shultz, University of Illinois-Chicago
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 7:00–7:20 a.m.
Room: Kentucky

14L – Shifting the Culture of Outcomes Assessment
This learning session presents a historical overview of a gradual cultural shift occurring at a small Midwest university concerning faculty’s buy-in of outcomes assessment in teaching. Furthermore, this presentation will discuss ways to promote a cultural change of acceptance of outcomes assessment actions while also enhancing faculty’s understanding of the benefits of engaging in this activity. Lessons learned from this experience will be discussed in detail. The session will conclude with the projected next steps in the process.
Michelle C. Maus and Kerry L. Jones, Tiffin University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 7:00–7:20 a.m.
Room: Tennessee 

14M – Herding the Cats: Making Assessment Work on a Decentralized Campus
For so many, the absence of staff is common since the pandemic due to declining enrollment and budget constraints (Kelchen, Ritter, and Webber, 2021). Assessment officers find themselves in a position of needing campus constituents 'on the same page' to move forward in (re)implementing effective assessment practices with limited staffing and a changing landscape. Accordingly, this session addresses the myriad of approaches to identifying assessment related needs and (re)gaining campus buy-in. In addition, strategies for implementing effective assessment practices and (re)gaining momentum will be discussed. Finally, this session will explore the steps needed to (re)launch team-driven impactful campus-wide assessment initiatives.
Monique S. Baucham and Amy O'Neal, University of Houston
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 7:00–7:20 a.m.
Room: California 

14N – Transforming Online Grading, Assessment, and Testing Using Situated Cognition
The pandemic helped many appreciate that online grading, formative assessment, and summative testing can burn out instructors and leave little time for more efficient interactions. We reimagined assessment in an extended program of design-based research using situative theory in diverse online contexts to minimize private instructor-student interactions. We present ten new assessment design principles that some may find counter-intuitive. These principles focus on assessment functions (rather than ostensible purposes) and align learning across increasingly formal levels. They promise to maximize formative and transformative assessment functions, position students as authors rather than consumers, empower minoritized learners, and increase validity and credibility.
Daniel T. Hickey and Tripp Harris, Indiana University Bloomington
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Advanced
Primary Track: Assessment in Online Courses and Programs
Time: 7:00–7:20 a.m.
Room: Denver 

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

15A – Examining Demographic Differences in Survey Data: Why and How?
This presentation addresses the need for analyzing survey responses to answer questions about demographic differences which are central to many educational equity projects. We studied responses from learners in an online course about inclusive teaching practices where they rate their agreement with statements about their attitudes, beliefs, and behaviors. We will describe our choice of survey items: (1) items designed to measure inclusive teaching self-efficacy as central to the course; and (2) items from the research literature about diversity attitudes. We will also show how to run a simple statistical analysis to check for statistically significant differences between demographic groups.
Amy Cardace, Fairleigh Dickinson University; Melina Ivanchikova and Sneha Mishra, Cornell University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Diversity, Equity, and Inclusion
Time: 7:30–7:50 a.m.
Room: Indiana Ballroom F 

15B – A Collaborative Appraisal of Assessment Practices for Continued Improvement
In this interactive session participants will use human centered design tools to facilitate a dialogue and identify key issues and insights across their assessment practices. Participants will collaboratively frame the potentials, problems, and successes in their assessment practice through a Rose, Bud, Thorn Analysis, and locate patterns across the group to prioritize effective solutions through Affinity Clustering. Through this series of collaborative activities, workshop participants will gain knowledge and exchange ideas that they can bring back to use on their own campuses to generate impactful advances in their assessment.
Dana Scott, Thomas Jefferson University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 7:30–7:50 a.m.
Room: Indiana Ballroom G 

15C – Utilizing Alumni Data to Improve High-Impact Career Mobility Practices
The National Alumni Career Mobility (NACM) Survey was developed to help institutions strategically adapt career practices and equitably guide students toward fulfilling careers. The presenters will review the NACM Survey findings of 12,000+ alumni from 220+ institutions; discuss the six High-Impact Career Practices of the most prepared, satisfied, and economically mobile alumni; and highlight the practical connections between campus career practices and three challenges: employment instabilities, career outcome inequities, and return-on-investment perceptions.
Kimberly Yousey-Elsener and Jeremy Podany, The Career Leadership Collective
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 7:30–7:50 a.m.
Room: Florida & Illinois 

15D – Administrative Buy-In: How to Help Administrative and Educational Support Units Develop and Lead Assessment Practices
This session aims to create a connection between the academic assessment practices and the administrative and educational units. More often than not, discussions on assessment focus entirely on courses and academic programs, even though we know learning takes place outside the classroom too. Our university has researched other universities, colleges, and articles from NILOA to develop a process to help turn office functions and priorities into effective assessment practices that lead to continuous improvement. Participants will have the knowledge to go back to their own campuses and lead productive assessment discussions within the administrative offices.
Karol A. Batey, Texas A&M International University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 7:30–7:50 a.m.
Room: Michigan & Texas 

15E – You Decide What Matters: Facilitating the Design of a Faculty-Driven Assessment Plan
After 26 years with an entrenched distribution requirement, American University approved a core curriculum emphasizing metacognition and habits of mind. This year, as full implementation of the curriculum was achieved, attention turned to how assessment would be conducted. Like at many other institutions, attitudes about assessment at American range from indifferent to hostile, with few rising in defense of its value. This session describes a replicable approach to shape realistic assessment plans that balance exhaustion and ambition (or lack thereof). Most importantly: the primary motivations for this approach to assessment were teaching and student learning (not compliance or measurement).
Brad Knight and Cindy Bair Van Dam, American University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 7:30–7:50 a.m.
Room: Marriott 1 

15F – CANCELLED – Reconnecting Students with Their Campus Community During a Pandemic: Using On-Campus Community Partners in Community-Based Learning GIS Class Projects
Community-Based Learning (CBL) is an organized service activity that connects class content to student learning through contributions to the community. The definition of a “community partner” often describes them as “off-campus” and fails to recognize the value of utilizing on-campus entities as community partners. This value would seem to be potentially greater during a pandemic, as students have lost some of their connections to their campus. I will present, discuss, and interpret the findings of a CBL student survey regarding the value of working with on-campus community partners in UW-Parkside GIS CBL classes during the spring 2022 semester.
John Ward, University of Wisconsin-Parkside
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Community Engagement
Time: 7:30–7:50 a.m.
Room: Marriott 2 

15G – Transforming HIPs from an English to Arabic Platform
We capitalized on using High-Impact Practices’ (HIPs) documented deep-learning outcomes to promote advancing of oral and written communicative skills. One of the limitations of these successful HIPs practices in achieving desired outcomes is its limit to English speakers. We aimed to translate HIPs practices from an English platform to Arabic and implement HIPs to achieve the desired deep learning outcomes in the Arabic language. As a pilot project, we tested the new Arabic HIP platform and its rubrics in a cohort of nursing school students. The results are preliminary and a part of an ongoing project.
Jehan A. Alandejani, Feras Almadani, Muhannad Almutiry, and Mohammed Alshehri, Northern Border University; and Gary Sayed, California State University Dominguez
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 7:30–7:50 a.m.
Room: Marriott 3

15H – Methodology of College-Wide Non-Instructional Retention Assessment
At Milwaukee Area Technical College, the institution has made significant effort to retain more students through a structured strategic approach. Continuing in our data-centered, equity, and inclusive mindset, the College set forth to create a dynamic retention assessment dashboard. Specifically, the college was interested in retention of users of a program versus non-users. Attendees of the session will receive information on the College's approach to gaining interest, considerations for dashboard tools and development, and insights on how the data has been used post-dashboard completion.
Yan Wang, Jeff Janz, and Erich Zeimantz, Milwaukee Area Technical College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 7:30–7:50 a.m.
Room: Marriott 4 

15I – Assessing International Student Services: A Beginner’s Guide for International Student Advisors
This session will provide an overview of an assessment and evaluation plan developed for international student service offices. The presentation will cover five functions with their related operational, learning, and program outcomes. The practical focus of this session will show participants how to 1) build a successful assessment plan for international student services, 2) use data collection methods that use a variety of summative and formative, qualitative and quantitative, and direct and indirect approaches to receive the desired outcomes, and 3) use the results to “close the loop” to improve services and implement changes.
Györgyi S. Mihályi, Kent State University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Global Learning
Time: 7:30–7:50 a.m.
Room: Lincoln 

15J – Training Tomorrow’s Teams: Assessing Competency in Didactic Interprofessional Education Activities
As programs implement didactic interprofessional education (IPE) activities, more information is needed on effective assessment and evaluation strategies. Prior efforts have focused on student self-evaluation at a single-point in time and/or observer-evaluation of a team involving multiple students. Recognizing the importance of developing collaborative practice-ready graduates, more information is needed on strategies to evaluate student learning longitudinally as well as individual student competency when collaborating on interprofessional teams. This session will describe strategies to measure student competency on the Interprofessional Education Collaborative (IPEC) Core Competencies through longitudinal engagement in didactic-IPE curricula and considerations for observer-based evaluation in didactic-IPE activities.
Jacqueline M. Zeeman, UNC Eshelman School of Pharmacy
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 7:30–7:50 a.m.
Room: Santa Fe 

15K – Refining Assessment Through Learner Experience Design
Learner Experience Design (LX) can help educators meet the expectations of evolving students and learning contexts. LX incorporates techniques, mindsets, and approaches from the field of User Experience (UX) and design thinking with a focus on empathy for students. Having a deep understanding of student perspectives enables educators to create innovative, engaging, and effective learning and assessment opportunities. Participants in this workshop will learn how to integrate LX into their curriculum and assessment development workflow. They will identify insights from student interviews, develop personas, ideate solutions, and reflect on ways LX can help them become more innovative and effective educators.
Jerry C. Schnepp, Bowling Green State University; and Christian Rogers, IUPUI
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Track: Emerging Trends in Assessment
Time: 7:30–7:50 a.m.
Room: Kentucky 

15L – Bears Care: A Covid Response Survey Provides a Lasting Booster for Student Success
The spring 2020 semester included administration of a brief survey to see how students were coping with the pandemic, including technical, financial, and academic concerns, as well as to connect them with campus resources. This crisis management tool would go on to have more practical and longstanding applications, including retention efforts, building a sense of belonging, and raising awareness of campus resources while keeping the survey and administration streamlined and low-cost. This walks assessment professionals through the survey’s evolution, use, and benefits.
Mark Woolsey and Keri Franklin, Missouri State University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use
Time: 7:30–7:50 a.m.
Room: Tennessee

15M – Measurable Elements of Immediacy to Effectively Lead as an Academic Administrator
Academic administrators leading in the professional programs, from the dean to the department chairs, can benefit from the principle of immediacy in education (Anderson, 1979). Following the Fiske Model for Content Stereotype, this session will help attendees develop strategies for balancing warmth and competence as a leader (Fiske, et al., 2002). Using the elements of immediacy and Fiske’s model, the presenters will outline a methodology by which leaders can be their authentic selves, build rapport with their various stakeholders, and create an accessible and approachable leadership team that sparks innovation, psychological safety, and organizational health and effectiveness (Newstrom, 2016).
David Fuentes, University of Portland; and Dave Weldon, William Carey University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 7:30–7:50 a.m.
Room: California 

15N – Intelligent Diagnostic Assessments of Statistics Knowledge
The presentation introduces the Advanced Placement Computerized Adaptive Testing (AP-CAT) system and the Intelligent Diagnostic Assessment Platform (i-DAP), two AI-driven formative assessment platforms for high-school statistics education. The AP-CAT system serves mostly the Advanced Placement classes, while the i-DAP is intended for other introductory courses in statistics. Both systems are built on state-of-the-art statistical and technological developments enabling them to provide efficient testing and cognitive diagnostic feedback. These innovative assessment platform systems have considerable potential to advance the learning outcomes related to student engagement, knowledge of statistics, and both students’ and teachers' awareness of students’ skill mastery.
Ying Cheng, Matthew Carter, Cheng Liu, and Teresa Ober, University of Notre Dame
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment
Time: 7:30–7:50 a.m.
Room: Denver 

15O – Back to Basics: Leaning on Rubrics in Accelerated Online Classes to Benefit Students, Faculty, and Administration
Can an old-timey tool like a rubric be rebranded and repositioned to provide a consistent and streamlined grading process for faculty as well as give students the specific direction and advice they need to make improvements? Can rubrics provide faculty coaching guides for chairs, or can they provide qualitative information for the IE folks in assessing PLOs?

This presentation has been designed to briefly discuss the historical development and use of rubrics in higher education and then focus on and practice the roles of rubrics in online accelerated courses, their contribution to student learning, faculty benefits of using rubrics, and administrative use of data.
Margareta Smith Knopik and Shirl Smith, Colorado Technical University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs
Time: 7:30–7:50 a.m.
Room: Austin & Boston

Keynote Sessions: 16A–16F

16A – Assessing Holistic Well-Being for Student and Institutional Success
Holistic well-being supports student success and leads to positive outcomes for both students and institutions. Now more than ever, students are struggling with mounting societal, campus and personal challenges – all of which impact their well-being and opportunity to succeed. Without proper tools to measure whether universities and colleges are adequately supporting multifaceted student well-being, institutions cannot target interventions effectively. The Student Well-Being Institutional Support Survey (SWISS) captures student perceptions of how their campuses are supporting aspects of their well-being, and provides institutions specific, actionable information on areas of strength and opportunity. Findings from the nationwide pilot administration, discussions for implications, and suggestions for taking data to action will be discussed.
Frank E. Ross, III, Butler University
Presentation Type: Keynote Session - Sponsored by Suitable
Audience Level: Intermediate
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 8:15–9:15 a.m.
Room: Indiana Ballroom E 

16B – Pandemic Insights to Shape a Better Future: A New Frontier of Assessment for Teaching, Learning, Equity, and Student Success
Teaching and learning throughout the pandemic has been filled with constant shifts and changes. While there was social distance, there was a shared experience throughout higher education–of change, adaptation, and pivoting–to continue the teaching and learning endeavor. From September 2021 through October 2021, a survey was conducted to explore what could be learned from the various shifts and changes to assessment-related processes and practices to inform the future of assessment. This keynote provides a brief overview of findings as well as updates to conversations of different areas of assessment development that arose from the findings. Focusing upon partnerships, students, and equity, we invite colleagues to share, explore, and examine the five strategic priorities in our effort to reimagine the future of assessment.
Gianina Baker, University of Illinois Urbana-Champaign; Divya Bheda, ExamSoft, part of the Turnitin Family; and Natasha Jankowski, New England College
Presentation Type: Keynote Session
Audience Level: Intermediate
Primary Track: NILOA
Time: 8:15–9:15 a.m.
Room: Indiana Ballroom A-D 

16C – Is the Learning Juice Worth the Assessment Squeeze? Why We're Leaving the Assessment Game and Moving on to Learning Improvement and Student Success
We'll review the 18-year arc of our assessment careers in this talk. We'll start with why we began working on assessment, review what we learned leading a national assessment project, talk about our recent work on assessment, and conclude with why we've decided to stop calling our work "assessment" and focus instead on Learning Improvement and Student Success. Throughout our talk, we'll pose the question we've been asking ourselves these past 18 years, to what degree does the time and energy that institutions spend on assessment pay off for students and student learning?
Charlie Blaich and Kathleen Wise, Wabash College
Presentation Type: Keynote Session - Sponsored by Crowdmark
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 8:15–9:15 a.m.
Room: Marriott 5 

16D – Taking the Assessment of High-Impact Practices (HIPs) to the Next Level
Many institutions have evidence of the benefits and outcomes of their HIP programming. In compiling the new volume Delivering on the Promise of HIPs we identified assessments that appear to be moving to the next level, employing rigorous research designs and sophisticated quantitative techniques to study HIPs. In this panel session, authors and contributors will discuss these robust studies and advise how to work with faculty, and assessment and institutional research professionals to use the data you have, what data you might need, and how to tell a more powerful story.
John Zilvinskis, Binghamton University, State University of New York; Jillian Kinzie, Indiana University Bloomington; Jerry Daday and Steve Graunke, IUPUI; Ken O'Donnell, California State University Dominguez Hills; Ala'a Alsarhan, Utah Valley University; and Adam N. Wear, University of North Texas
Presentation Type: Keynote Session - Sponsored by National Survey of Student Engagement (NSSE)
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 8:15–9:15 a.m.
Room: Marriott 6 

16E – Co-Creating More Humane and Compassionate Assessment through Student-Staff Partnership
In this keynote address, Dr. Alison Cook-Sather will review arguments regarding inequities in the realm of assessment in higher education and offer recommendations from student partners for more humane and compassionate assessment approaches. She will present several pandemic-inspired innovations in summative assessment that faculty and students co-created through pedagogical partnership, and she will discuss the ways in which partnership enacts and supports formative assessment for faculty and students. Finally, Dr. Cook-Sather will invite reflection on a set of questions focused on equity in assessment.
Alison Cook-Sather, Bryn Mawr and Haverford Colleges
Presentation Type: Keynote Session - Sponsored by Anthology
Audience Level: Intermediate
Primary Track: Student Partnership and Engagement in Assessment
Time: 8:15–9:15 a.m.
Room: Marriott 7 & 8

16F – Master Adaptive Learning: Utilizing Competency-Based Assessment to Drive Adaptive Expertise Development
Adaptive Expertise allows the health professional to effectively learn and innovate when needed to address novel scenarios. The session will explore concepts surrounding routine and adaptive expertise including the Master Adaptive Learner model, as well as implications for both trainee development and practicing health professional’s lifelong learning. Attention will be focused on the role of competency-based assessment in facilitating learner development.
William B. Cutrer, Vanderbilt University School of Medicine and Monroe Carell Jr. Children’s Hospital at Vanderbilt
Presentation Type: Keynote Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 8:15–9:15 a.m.
Room: Marriott 9 & 10

60–Minute Concurrent Sessions: 17A–17S

17A – Strategies for Using Exam Reviews as Assessment for Learning
The learning process is often thought to occur before exams, but learning can happen during and after exams when reviews are carefully designed and viewed as assessment FOR learning. This session will review strategies for exam reviews including the advantages and disadvantages of each while highlighting best practices to ensure exam integrity and student learning. Attendees will benefit from presenters’ lessons learned after trying multiple review methods. Additionally, the process of “exam wrappers” and “exam autopsy” will be explored with ideas on implementation in both remote and in-person settings. Tools to enhance exam reviews, including student documentation, will be shared.
Ashley N. Castleberry, University of Texas at Austin College of Pharmacy; Kimberly Daugherty and Sarah Raake, Sullivan University College of Pharmacy and Health Sciences
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Learning Improvement
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom E 

17B – A Framework for Applying Equity-Minded and Equity-Centered Assessment Practices
The integration of equity and assessment is an emergent topic in higher education. In this session, presenters will discuss the background and brief scholarly history of equity-centered assessment and will share a framework that combines a variety of forms of equity-minded and equity-centered assessment practices, providing concrete examples of each that apply to assessment in the classroom, outside the classroom, and across the institution. The rest of the session will provide participants opportunities to develop equity-minded and equity-centered assessment strategies that they can apply in their own work while getting feedback from other participants.
Gavin Henning, New England College; and Anne Lundquist, Hope Center-Temple University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Diversity, Equity, and Inclusion
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom F 

17C – Exploring Contract Cheating in UAE Universities: Faculty Members’ Perspectives
Around the world, students are increasingly relying on outsourcing their assignments to third parties to do their graded assignments (Hill et al., 2021), a phenomenon known as ‘contract cheating,’ and UAE College Students are not exceptions (Khan et al., 2019). Faculty are at the forefront, dealing with and preventing this practice. This research aims to explore faculty members’ perceptions of contract cheating. Specifically, it attempts to delve into questions of how they detect it, ethically approach it, and what practices they follow to inhibit this emerging practice, if any. The paper at hand sets out to understand teachers' responses to online cheating, and how they manage it in the UAE.
Mona Humaid Aljanahi and Mohammed Aljanahi, United Arab Emirates University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom G 

17D – Learning Partnerships to Improve LEAP Projects and Programming: Using Feedback from Faculty and Staff Members of LEAP Indiana
Scholars recommend soliciting student feedback to inform the curriculum design process. The LEAP Indiana Executive Board and Programming Committee did just that with the board of directors and faculty across the state. We will share a brief history of LEAP Indiana projects, and then conduct a creative feedback session in which participants help us learn how the LEAP Indiana might best serve Indiana faculty. This will be an interactive (and we think fun) session!
Lisa Angermeier, IUPUI; Molly Hare, Indiana State University; and Rachel Kartz, Ivy Tech Community College
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom A-D 

17E – Increasing the Odds for Transfer Student Success with Delineated Engagement Pathways
This study investigates which co-curricular, extracurricular, pre-college, and demographic factors contribute to transfer versus first-time-in-college freshmen student retention and success at a large, public university in the southeastern United States with a high transfer population. Analyses include a deep-dive exploration into differences in campus engagement trends and measures of success for transfer students based upon (1) their number of incoming credits, (2) first-generation status, (3) in-state versus out-of-state, and (4) the type of transfer institution. The results will help institutions understand what engagements they should emphasize with incoming transfer students that are nuanced based on a variety of factors.
Becky Croxton and Anne Moore, University of North Carolina at Charlotte
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 9:30–10:30 a.m.
Room: Michigan & Texas 

17F – Getting Ahead: Incorporating Assessment to Inform Chapter Services and Interventions
This work focuses on chapter level assessment and utilizing data to identify priorities and needs, as well as when and where to deploy resources. Presenters will share high level goals assessment, multiple methods for collecting data, and how they combine and analyze data into trends that guide their resources and conversations with students and advisors. Practitioners utilize and demonstrate Robert Stake’s (1983) framework for responsive program evaluations that leads to positive change.
Noah Borton, Delta Upsilon Fraternity; and Becky Gleason, Zeta Tau Alpha Fraternity
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginners
Primary Track: Fraternity and Sorority Life
Time: 9:30–10:30 p.m.
Room: Marriott 1 

17G – Data! So Critical, It Closed the College! San Antonio College's Journey to Creating a Data-Informed Community
In an ever-changing environment, creating opportunities for campus-wide data discovery and reflection on our mission have kept our continuous improvement process evolving. Learn about how continuous improvement and processes, including Baldrige Excellence Framework, PDCA, and 4 Disciplines of Excellence, guided the journey to Aspen. San Antonio College (SAC) will share how we developed, launched, and transformed its assessment process through reflection on Key Performance Indicators, Learning Assessment, Strategic Planning, and Unit Review; and how we adapted to the virtual environment.
Francisco Solis and Rosalind Ong, San Antonio College; and Rachel Dwiggins-Beeler, eLumen
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Community Colleges
Time: 9:30–10:30 a.m.
Room: Marriott 2 

17H – It’s an Acquisition, Not a Merger: The Tale of the Hornets and the Wolverines
Higher education institutions are experiencing a plethora of issues that impact their bottom line. To remain financially viable, leaders are considering partnership options to sustain the institution. The partnership could be a merger or an acquisition, requiring the institutions’ accreditation agency to approve the transaction before it is finalized. To avoid a potential minefield of problems, it is imperative to have open and transparent communication between the institutions and their respective accreditation agencies. The story of Delaware State University’s successful acquisition of Wesley College will be used to highlight the journey to MSCHE approval in June 2021.
Lynda Murray-Jackson and Christine McDermott, Delaware State University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Accreditation
Time: 9:30–10:30 a.m.
Room: Marriott 3 

17I – The Indiana Commission for Higher Education: A Systems Approach to Equitable Transfer Policies
The long and challenging campaign to improve education inclusion opportunities has been an uphill climb, crisscrossing pathways hampered by barriers and inconsistent policies affecting our most vulnerable students. Pandemic related achievement gaps have hit hard on educational attainment and transfer equity. National data underscores the growing numbers of disproportionately impacted students representing racially diverse, rural, first generation, low-income, and adult learners. Some would say we are entering a transfer crisis. This session will explain the steps the Indiana Commission for Higher Education undertook to address inequitable transfer policies and practice. Participants will join the discussion on influencing improvements at scale.
Jessica Barrett and Ken Sauer, Indiana Commission for Higher Education; and Mark Schneider, Ivy Tech Community College
Presentation Type: 60-Minute Concurrent Session
Audience Level: Advanced
Primary Track: Competency-Based Education and Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 4 

17J – Implementing the Grand Challenges in Assessment Strategic Plans
The Grand Challenges in Assessment project has created national strategic plans around three challenges: 1) Using assessment findings to direct immediate pedagogical improvements; 2) Using assessment findings to increase equity; 3) Producing visible and actionable assessment findings that drive innovation and improvement. Panelists will describe practical ways campus leaders and assessment professionals can begin to address these challenges resulting in rapid and important improvements that increase equity, learning improvement, and evidenced-based decision making.
Karen E. Singer-Freeman, Wake Forest University; Christine Robinson, University of North Carolina at Charlotte; Ciji Ann Heiser, Western Michigan University; Justin Hoshaw, Waubonsee Community College; Daniel A. Bureau, Louisiana State University; Jessica N. Taylor, University of Tennessee at Chattanooga; Robert W. Aaron, Northwestern University; Karen White-Goyzueta, Ivy Tech Community College-South Bend/Elkhart; and Sheri Popp, Weave Education
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 5 

17K – Designing a Hybrid FYE Course: How Student Satisfaction and Learning Gains Vary by Course-Delivery Methods
Our FYE program aims to enhance students’ four core learning skills in areas of basic research, collaborative learning, presentation, and report writing. We have conducted direct assessment (comprehension tests) and indirect assessment (student surveys) to assess and improve our program since it started in 2017. In 2020 and 2021, we redesigned the course to be on-demand with larger class sizes due to COVID-19. In 2022, we are designing a blended learning course, incorporating on-demand contents with smaller sized face-to-face class activities. This presentation will share results of the 2022 assessments, comparing them with previous fully on-demand / fully face-to-face courses.
Satoko Imaizumi, Takahiro Abe, Tetsuya Shiroishi, Koji Fujiwara, Douglas Gloag, Takao Hashizume, and Katsumi Senyo, Yamagata University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: General Education
Time: 9:30–10:30 a.m.
Room: Marriott 6 

17L – Passing the Baton: Preparing for a Smooth Transition of Assessment Leadership
Change is an event. Transition is a process. Institutions of higher education experience changes regularly, including change of institutional leadership, change of leadership within a department or unit, reorganization of units, addition of new curricular or co-curricular programs, and even changes brought about by factors beyond the control of the institution such as the COVID-19 pandemic. Whenever changes occur, opportunities to transition to a new approach become available. Faculty and staff involved in assessment can leverage changes to evolve assessment efforts on their campus.
Katie Busby and Karen Black, The University of Mississippi
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 7 & 8 

17M – Expanding the Rural Health Workforce: Development, Delivery, and Assessment of a Rural Scholars Program
A shortage of qualified health care providers is a continuous concern impacting rural health care. Rural health training programs are one method to address this care gap. These programs aim to cultivate knowledge, skills, and experience among health professional students with a passion for underserved care. Rural health training programs often provide service to local communities through practical requirements. However, impactful training programs require a robust assessment strategy. The development, delivery, and assessment of a rural health training program will be described, including the impact of associated community-based projects. Data, lessons learned, and best practices will be shared with participants.
Michelle Musser and Emily Eddy, Ohio Northern University College of Pharmacy
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Community Engagement
Time: 9:30–10:30 a.m.
Room: Marriott 9 & 10 

17N – Creating a Common Assessment Tool in Virtual Global Learning
In this presentation, we present the efforts at a large urban institute to create an assessment tool for student learning in the virtual global learning setting. Virtual global learning involves interactions in different formats that leverage technology for students in different countries to achieve learning outcomes. This presentation describes the process that a faculty learning community at the institute used to develop an assessment survey tool for institute-wide global learning dimensions that can be integrated across disciplines and at different levels. Dimensionality reduction and pilot study are expected to be used to refine the survey instrument.
Lin Zheng, Leslie Bozeman, Rob Elliott, Audrey Ricke, and Lamia Scherzinger, IUPUI; Rita Koryan, Indiana University Bloomington; and Frank Wadsworth, Indiana University—Purdue University Columbus
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Global Learning
Time: 9:30–10:30 a.m.
Room: Lincoln 

17O – Correct or Incorrect? Objective Structured Clinical Exam (OSCE) Standard Setting and “Grading” Methodologies Utilized in Health Professions Education
A common approach to assessment of students’ clinical knowledge and skills in health professions education is the Objective Structured Clinical Exam (OSCE). While OSCEs can be used formatively as a tool for providing constructive feedback to students, many are used summatively and to make determinations about students’ competency with the desired skills. Such competency-based judgments require the need to establish a fair and defensible standard or cut score. The purpose of this session will be to present several well-established methods for cut-scoring, including an overview of procedures with examples. Advantages and disadvantages of various approaches will be discussed.
Mike Rudolph, Lincoln Memorial University; Jill Augustine, Mercer University College of Pharmacy; and Justine S. Gortney, Wayne State University Eugene Applebaum College of Pharmacy and Health Sciences
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 9:30–10:30 a.m.
Room: Santa Fe 

17P – Assessment and Equity: What Do We Mean?
This session extends earlier research exploring and framing out the state of research in assessment literature. Using our 5 lenses for assessment work, this concurrent session will discuss recommendations for equitable practice and examples in methods, in data analysis, in vetting findings, in reporting, and in policy. Presenters and attendees will also share their own examples of using an equity lens of practice for each phase of the assessment cycle, including rubrics and program review.
Gianina Baker, University of Illinois Urbana-Champaign; Cindy Cogswell, Ohio University; and Marjorie Dorime-Williams, University of Missouri
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: NILOA
Time: 9:30–10:30 a.m.
Room: Kentucky 

17Q – Reflection on Engaging Undergraduates in the Assessment Process: A Review of the Student Learning Analyst Program
The Student Learning Analyst (SLA) program was implemented in Fall 2016 and provided an opportunity for undergraduates to engage in the assessment process as student employees. Since then, the SLA program has continued to provide an impactful opportunity for students to be actively involved in assessment. This session will review the SLA program's development, implementation, and evolution, highlighting lessons learned and strategies for success. Also, during this session, we will discuss opportunities for engaging students in the assessment process at other institutions.
Jessica M. Turos, Bowling Green State University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Student Partnership and Engagement in Assessment
Time: 9:30–10:30 a.m.
Room: Tennessee 

17R – Reflect and Illustrate STEM Assessment Faculty Mental Models to Help with Intentional Classroom Assessment Decisions
Understanding how STEM faculty conceptualize assessment is important in promoting more intentional course decision making in student learning assessments. Our presentation will leverage brief and concise findings from a research study that explore and illustrate engineering faculty mental models in engaging participants, especially those who teach in STEM courses, and reflecting and illustrating their assessment mental models. The activity of drawing one's own mental model can make the “implicit” explicit, assisting STEM faculty in understanding their own assessment conceptualization. Such understanding can help faculty make more informed decisions on how they design and implement assessments in their STEM classrooms.
Andrew Katz, Kai Jun Chew, Holly Matusovich, and Amanda Ross, Virginia Tech
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: STEM Education
Time: 9:30–10:30 a.m.
Room: California 

17S – Leveling Up Your Assessment Skills
If you are interested in advancing your assessment skills, come to our session and learn about James Madison University’s weeklong Assessment 101 workshop. Through this award-winning professional development, you can engage with every step of the assessment process from articulating student learning outcomes to using results for improvement. The experience is led by an assessment expert in the Center for Assessment and Research Studies.
Megan Good and John Hathcoat, James Madison University
Presentation Type: Sponsor Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 9:30–10:30 a.m.
Room: Denver 
Sponsor: Center for Assessment and Research Studies (CARS) at James Madison University

60–Minute Concurrent Sessions: 18A–18T

18A – Instructor Engagement with General Education SLO Data: Interpretation and Action Planning
Because many instructors lack training in interpreting and using SLO data for program improvement, assessment leaders seek strategies for building instructors’ skills in these areas. To that end, we developed a workshop using three General Education SLO data sets as professional development and program improvement tools. Drawing on familiar language connected to student success and reflective teaching, we elicited ideas from instructors about their interpretation of the data and how the university and individual instructors can better support student learning. Data from polls and open-ended questions during the workshops provide insight into instructors’ understanding of how to use SLO data.
Jennifer Hart and Cathy Barrette, Wayne State University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom E 

18B – Creating an Inclusive Collaboration for Inclusive Classrooms
How can we support faculty in creating and supporting inclusive classrooms? This interactive session explores the design and assessment of a collaborative faculty development program at a large decentralized institution. The program was designed as a series of workshops offered by support offices across the university and incentivized through a certificate of completion. The program was assessed with mixed-methods to compare self-reported competency to qualitative assessment of participant reflections. Participants will be prompted to consider how to utilize the wide variety of expertise and knowledge in the university when developing faculty development programs, and how to best evaluate those programs.
Christina A. Bifulco and Chris Drue, Rutgers University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom G 

18C – Institutional Culture: Educators as Unified Advocates for HIPs
Recent work by Jillian Kinzie and others shows that gaps in HIPs participation are persisting across lines of race, socioeconomic status, and parents’ educational attainment. In other words, we have yet to live up to the potential of high-impact practices to engage and educate students of all backgrounds with fidelity and equity. This session shows how four universities are taking a rigorous, systematic approach to involving more of their students in high-impact practices - changing not only student behavior, but also institutional culture.
Ken O'Donnell, California State University, Dominguez Hills; Tiana Iruoje, Indiana University Bloomington; Theresa Paul, Western Carolina University; and Kristina Phillips, Jackson State University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom A-D 

18D – Between Theory and Practice in Saudi Arabia
In this session, we explore the process and significance of strategic planning at Northern Border University (NBU) in Saudi Arabia. In this plan, the university adopted High-Impact Practices to achieve student learning core competencies. NBU’s assessment relies on data from a modified AAC&U rubric for each academic year in a HIPs sequence and a student survey of the HIPs experience. Additionally, we will discuss the liminal space between what exists and the vision, which is the contextualizing of High-Impact Practices. Participants will discover the cultural components and adaptations of implementing High-Impact Practices from a Saudi university perspective.

Robin Schofield and Jo Ellen Becco, Pikes Peak Community College; Jehan A. Alandejani; Mohammed Yahya Al-Shehri, and Muhannad Almutiry, Northern Border University
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 10:45–11:45 a.m.
Room: Florida & Illinois 

18E – Assessing for Student Success: Innovative Strategies for Student Affairs Professionals
The reinvention of student affairs for the next decade is a critically important focus for many higher education institutions, and with that in mind, this presentation seeks to create space for Student Affairs professionals to come together and discuss best practices and strategies around assessment, as well as look toward research and resources around the future of higher education assessment. Join us for this strategic presentation which will include best practices discussions as well as a Q and A around assessment in student affairs assessment practices.
Candace Morgan and Debra Hunter, Anthology; and Nicole Mayo, University of Cincinnati
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 10:45–11:45 a.m.
Room: Michigan & Texas 

18F – Breaking Down Silos in Assessment Work: Intentional Community Building at a Large Decentralized University
Assessment occurs across departments and services. Larger universities may even have multiple assessment offices throughout their colleges and campuses. Siloed assessment work can result in duplication of efforts, isolation of practitioners, and fragmented skills development. This session shares approaches to fostering an assessment community in a highly decentralized research university. The presentation highlights University of Washington efforts to form an assessment working group, centralize survey efforts through a formalized review process, and unify departmental efforts through a retention task force. The session will conclude with a discussion on how others have approached building community in siloed and decentralized settings.
Jackie Belanger, Sean Gehrke, and Jillian Morn, University of Washington
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Campus Business Operations and Services
Time: 10:45–11:45 a.m.
Room: Marriott 1 

18G – Course Modality Student Preferences and Creation of the Remote Learning Best Practices Inventory
This presentation will share the results and implications of two research projects conducted after a significant increase in online course scheduling at Cincinnati State Technical and Community College post COVID-19. First, there was no data specific to the community college student population concerning students’ preferences for seated verses online courses. Results from a student survey will be combined with observed enrollment patterns to guide future course scheduling. Second, an inventory creation project resulted in the student-normed “Remote Learning Best Practices” inventory. The new tool facilitates quick, efficient reviews of web course designs/teaching practices before or during course implementation.
Heather P. Hatchett, Cincinnati State Community and Technical College
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs
Time: 10:45–11:45 a.m.
Room: Marriott 2 

18H – Connecting the Value of Learning to Employment—Comprehensive Learner Record’s Role in Institutional Effectiveness
Student participation in learning has emerged since the pandemic. Institutions are enabling learners to reflect on their knowledge and skills they practice in courses, co-curricular, employment and other experiential activities. Comprehensive Learner Record (CLR), a dynamic, verifiable portfolio of student learning outcomes linked to skills accelerates this metacognitive process while also providing evidence of institutional effectiveness. Through this active learning session, The University of Maryland Global Campus (UMGC) will share their process for assessment of student learning, which serves as a foundation for student engagement in learning while also providing essential data for continuous improvement.
Christopher M. Davis, University of Maryland Global Campus; Suzanne Carbonaro, Heliocampus; and Darragh McNally, University of Maryland Global Campus
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment
Time: 10:45–11:45 a.m.
Room: Marriott 3 

18I – An Assessment of Economic Viability of Academic Programs
Higher education institutions need dedicated resources to finance their strategic plans and continue to do things to the level of quality their faculty aspire. It is crucial that each university looks at program economics to cultivate responsibility for resource allocation among its administrators and help them make informed decisions. In this presentation we build a simple and practical cost model that analyzes revenues and expenses of academic programs and assesses their economic viability. The model can be sustained by faculty and can be easily customized to allow them to tweek it to fit the parameters of their own institution.
Zeinab H. Amin, The American University in Cairo
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use
Time: 10:45–11:45 a.m.
Room: Marriott 4 

18J – Helping Assessment Meet Accreditor Expectations
Institutional and programmatic accreditors have expectations regarding assessment. Sometimes colleges and universities have challenges meeting accreditor assessment expectations. These challenges often stem from not accurately communicating the assessment that is occurring, the institution not recognizing assessment that is less formal or informal, or the assessment that is happening is not sufficient to meet accreditor expectations – often not “closing the loop.” This presentation will share short- and longer-term approaches to address these common challenges.
Lee Van Dusen, Logan University; and Kimberly Paddock-O'Reilly, KPL Coaching
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Accreditation
Time: 10:45–11:45 a.m.
Room: Marriott 5 

18K – All About Rubrics
Instructors are increasingly recognizing the value of rubrics for assessing student learning. This session will introduce participants to various types of rubrics and how/when to use them. The format consists of presentation interspersed with opportunities for interaction, discussion, and questions. This session is designed for those who are new to assessment or would like to learn more about how rubrics can be used in teaching and learning.
Ellen E. Dobson, Campbell University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 10:45–11:45 a.m.
Room: Marriott 6 

18L – Assessment for Mere Mortals: Change Management and Establishing a Culture of Assessment
Implementing new assessment processes or advancing current initiatives requires more than good intentions and a strong concept. This interactive workshop/testimonial provides insight into the fundamental elements of launching and sustaining assessment efforts. Straight from the trenches, continuous improvement evangelists explore the practical application of utilizing key principles of change in higher education to avoid pitfalls, applying change management techniques, and incorporating factors of sustainability. The intent is that participants leave with tangible takeaways and actionable methods.
Kelly Kellogg, Bill Carroll, Kim Hughes, and Brook Wiersig, Carl Albert State College
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Leadership for Assessment
Time: 10:45–11:45 a.m.
Room: Marriott 7 & 8 

18M – Democratically Engaged Assessment Inside and Out: Center-Wide Capacity Building for and Through Co-Inquiry into Civic Learning
Our “A Team” shares its ongoing work to infuse democratized inquiry into our assessment practices and organizational culture through intentional adoption of the principles of Democratically Engaged Assessment. The four teams of staff within our Center have developed questions, processes, and structures that query overlapping domains of civic learning and invite partner co-creation. Participants will engage with the central ideas and decision points of this journey: identifying their own relevant civic learning goals and drafting related questions, determining potential co-inquirers, considering ways to nurture co-inquiry among them, and exploring opportunities and challenges that might arise in the process.
Sarah Adams, Anthony Crenshaw, Kim Dean-Anderson, and Blake Stack, University of Richmond; and Patti H. Clayton, PHC Ventures, IUPUI, and NC Campus Engagement
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Community Engagement
Time: 10:45–11:45 a.m.
Room: Marriott 9 & 10 

18N – CANCELLED – An HLM Analysis of the Relationship Between Undergraduate Student Global Learning Outcomes and Academic Majors
Using data from NSSE’s Global Learning Module, the purpose of this study is to examine the extent to which student global learning outcomes is associated with students’ academic majors. The analysis was guided by an internationalization-at-home framework with an emphasis on global learning and Biglan’s seminal work of classification of academic majors. The results suggest that student global learning outcomes scores significantly vary across academic majors. Furthermore, certain institutional-level factors significantly mediate the impact of academic majors on global learning outcomes after the major-level random effect is accounted for. Implications for practice and research will be provided.
Esen Gokpinar-Shelton, Indiana University Bloomington
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Global Learning
Time: 10:45–11:45 a.m.
Room: Lincoln 

18O – Development of an Annual Competency-Based Assessment for a Professional Degree Program
While competency-based education is not a new concept in higher education, its implementation and assessment in certain fields is still in its infancy. This presentation will detail the steps taken to develop and implement an annual competency-based assessment for a professional degree program. Topics will include approval, blueprinting, question selection and development, implementation, scoring, evaluation, and use of the results. The process is applicable to both competency-based and traditional programs. Although it is most suitable for assessment specialists, the presentation is applicable to numerous academic programs, and all participants should find it beneficial.
Elizabeth A. Sheaffer, Samford University McWhorter School of Pharmacy
Presentation Type: 60-Minute Concurrent Session
Audience Level: Advanced
Primary Track: Graduate/Professional Education
Time: 10:45–11:45 a.m.
Room: Santa Fe 

18P – Assessment as a Profession
In this panel, presenters will expound on their reflections on writing RPA’s special issue about assessment as a profession exploring questions of “Who are we?” and “What do we do?” Each panelist will discuss their own professional identity in higher education assessment in an attempt to further define ourselves as a profession, field, and/or discipline. As we build our own assessment knowledge, it is important for self-reflection to move forward.
Gianina Baker, University of Illinois Urbana-Champaign; Nicholas A. Curtis, Marquette University; Megan Good, James Madison University; and Ruth Slotnick, Bridgewater State University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: NILOA
Time: 10:45–11:45 a.m.
Room: Kentucky 

18Q – Engaging Students in Quality Assurance Processes: Barriers and Opportunities
Focusing on the reciprocal value of engaging students in quality assurance (QA) processes, this session aims to identify common ways that students are currently being engaged in the review and development of academic programs. Stemming from case examples at one Ontario postsecondary institution, including the piloting of a QA Academy for student reviewers, both challenges and opportunities regarding student engagement in QA will be examined.
Jovan Groen, Western University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Student Partnership and Engagement in Assessment
Time: 10:45–11:45 a.m.
Room: Tennessee 

18R – Assessment of the Auburn University Learning Assistant Program (AULAP): Does a Learning Assistant Make a Difference for STEM Learning?
The Auburn University Learning Assistant Program (AULAP) was initiated in 2015 with funding from the College of Sciences and Mathematics at Auburn University. The AULAP aims to cultivate STEM undergraduates’ active learning with the learning Assistants (LAs) to facilitate discussions among student groups in a variety of classroom settings. We conducted the program evaluation to assess: 1) Did the AULAP improve students’ active learning of STEM courses? 2) Did the AULAP improve students’ learning satisfaction and retention intention? 3) students’ identified expectations for AULAP; and 4) improvement strategies based on the feedback from students, LAs, and instructors of AULAP.
Yan Dai, Chih-Hsuan Wang, and Min Zhong, Auburn University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: STEM Education/Student Partnership and Engagement in Assessment
Time: 10:45–11:45 a.m.
Room: California 

18S – Making the Most of NSSE to Assess and Improve Quality in Undergraduate Education
The National Survey of Student Engagement (NSSE) and affiliated surveys for beginning students and faculty, help bachelors-granting institutions assess quality in undergraduate education and strengthen the learning environment by providing customizable comparison data and actionable information on student engagement in effective educational practice to generate institutional insights on learning and success. This session will highlight new NSSE items on sense of belonging and effective teaching, and discuss how NSSE can be used in college and university accreditation, quality improvement, equity and student success initiatives.
Jillian Kinzie and Cindy Ann Kilgo, National Survey of Student Engagement (NSSE), Indiana University Bloomington
Presentation Type: Sponsor Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 10:45–11:45 a.m.
Room: Denver 
Sponsor: National Survey of Student Engagement (NSSE)

18T – Transforming Assessment into a Dialogue for Improvement
For students to effectively demonstrate their understanding of learning, the steps taken to solve a problem are often more important than the final answer.  When assessments are limited to multiple choice or fill in the blank this key learning concept is lost. Educators and students need technology to support the learning process rather than impose limits. Creative assessment design and thoughtful use of analytics technology can support learning. By offering varied assessment types and rich formative feedback educators can transform assessment into a dialogue for improvement. Join us to learn from innovative educators making assessment a more human experience.
Dalen McClintock, Crowdmark
Presentation Type: Sponsor Session
Audience Level: Beginner
Primary Track: Emerging Trends in Assessment
Time: 10:45–11:45 a.m.
Room: Austin & Boston 
Sponsor: Crowdmark

60–Minute Concurrent Sessions: 19A–19Q

19A – Beyond Bloom’s: Revising an Evidence of Learning Assessment Framework Using a Delphi Method
This highly interactive session will explore the development and use of an assessment framework using a simulated Delphi method. The proposed super-synthesis framework builds on what is known with an equity lens in an attempt to bridge knowledge, modes of inquiry, and pedagogies and address gaps. Attendees will leave with a refined eye for the nuance of the Delphi method as a tool to reach consensus and reflect on lessons learned and the potential future impact of an outcomes framework on the way assessment practitioners do daily work.
Constance R. Tucker, Sarah Jacobs, and Kirstin Moreno, Oregon Health & Science University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom E 

19B – Communicating Assessment Results: Methods to Visualize Equity Findings
Our focus on measuring equity and growth in student learning inspired us to develop innovative ways to visualize complex findings in order to make them accessible to faculty committees and instructors across disciplines. We will share our analytical approach and tools to measure and visualize student learning at a large R1 institution. We will discuss the methodological challenges of interpreting and communicating results and describe how we address these challenges using effective visualizations and clear contextualization. We will conclude with a series of examples of Excel-based visualizations of learning outcomes assessment in majors and GE programs.
Anna Sher and Priscilla Sung, University of California, Santa Cruz
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: 60-Minute Concurrent Session
Audience Level: Advanced
Primary Track: Diversity, Equity, and Inclusion
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom F 

19C – Exploring Your “Why”: A Case for Infusing More Faculty Development Approaches in Assessment
The tension between assessment for accountability and for improvement has persisted over 20 years. This tension is still present and manifests in our work. In most assessment offices, there are requirements (e.g., reporting) that faculty may perceive to be ‘bureaucratic’ (i.e., accountability approach). Likewise, many offices offer educational development opportunities (e.g., workshops, consultations) in the spirit of improvement. In this interactive session, participants will explore this tension in their work reflecting on their personal ‘why’ statement for assessment practices. Participants will be encouraged to consider ways to reduce bureaucratic elements (while maintaining compliance) and increase educational development approaches.
Megan Good, James Madison University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Faculty Development
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom G 

19D – ePortfolios at Adams State University: A Model of HIPs "Done Well"
A common concern in implementing high-impact practices is ensuring they are “done well.” Additionally, it is common for organizations, including institutions of higher education, to make promises in their marketing materials that may not carry through in their customers’ (students’) experiences. At Adams State University, we address both of these concerns in our implementation of undergraduate ePortfolios. This presentation will allow attendees to learn about the model we have developed for ePortfolios “done well” that ensures we are holding to our promise that “Great Stories begin here.”
Deanna Bartee, Kimberly Chacon, and AJ Webb, Adams State University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: HIPs in the States (High-Impact Practices)
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom A-D 

19E – Fostering Data Literacy Skills Early as a Foundation for Undergraduate Research
As faculty who facilitate undergraduate research, we focus on strengthening our students’ data literacy skills. This workshop brings together pedagogical scaffolding and best practices to clarify the concept of data literacy, identify key elements of this form of literacy, build instructional design to target this skill set, and situate this content within the curriculum to best meet the needs of the student and program. We consider a wide range of data sources so participants outside of STEM disciplines benefit from the content as well. We present sample assignments and illustrate the intentional scaffolding of class assignments to develop core competencies.
Jocelyn Evans, University of West Florida; and Sara Evans, Kennesaw State University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: HIPs in the States (High-Impact Practices)
Time: 1:15–2:15 p.m.
Room: Florida & Illinois 

19F – The Many Uses of CAS Standards
Many know the Council for the Advancement of Standards (CAS) for its provision of standards for the purpose of self-assessment and program review. While this use is very important to enacting high quality programs and services, there are many other ways to use CAS Standards. This session will provide an overview of the many ways that CAS Standards might be used as a framework for quality enhancement efforts in the delivery of programs and services.
Daniel A. Bureau, Louisiana State University; and Robert W. Aaron, Northwestern University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 1:15–2:15 p.m.
Room: Michigan & Texas 

19G – Measurement Matters Inside and Outside of the Classroom: Learning and Career Readiness in Fraternities and Sororities
Today’s campuses understand the value of a degree is more than what occurs in the classroom; it’s the attainment of skills and abilities across the collegiate experience. They want cross-curricular, co-curricular, and career ready delivery with a more comprehensive view of student learning. In this session, participants will learn about frameworks to demonstrate student learning and identify ways to measure it. Learning should be an integrated approach where students’ techniques and skills gained both formally and informally are valued. Presenters will utilize the Comprehensive Learner Records (CLR) framework - capturing, recording, and communicating learning when and where it happens in a student’s experience to map to career ready skills and abilities.
James Barber, William & Mary; Annie Carlson Welch, University of Georgia; and Rafael Matos, Phi Beta Sigma Fraternity, Inc.
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginners
Primary Track: Fraternity and Sorority Life
Time: 1:15–2:15 p.m.
Room: Marriott 1 

19H – Writing Course-Level Learning Outcomes: Bringing Taxonomies Into Action
Syracuse University’s University Senate approved a set of six institutional learning goals and corresponding framing language in December 2018. The Shared Competencies aims to enhance undergraduate education through an integrated learning model. The Shared Competencies are ethics integrity and commitment to diversity and inclusion, critical and creative thinking, scientific inquiry and research skills, civic and global responsibility, communication skills, information literacy, and technological agility. To support faculty/staff communities of practice in identifying specific learning outcomes for each competency, we developed a guide based on the two key taxonomies: (A) Fink taxonomy of significant learning (b) Bloom’s taxonomy of cognitive development. The reason for selecting Bloom’s taxonomy is to help faculty develop “higher” order learning outcomes and corresponding learning experiences. In addition, Fink’s taxonomy is cross fitted to ensure the inclusion of humanistic, caring, and meta-learning dimensions.  Cross fitting these two taxonomies, we identified verbs to guide writing learning outcomes and developed draft learning outcomes to provide examples that communities of practice can use to spark conversations on what students should be learning. These documents are under revision and change based on faculty discussions. Through this workshop, participants will be using Bloom’s and Fink’s taxonomies to write program and course learning outcomes addressing the domains and levels of learning.
Zeenar Salim and Amanda Johnson Sanguiliano, Syracuse University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Emerging Trends in Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 2 

19I – Diversity’s Impact on the Undergraduate Experience: A Study of Chinese International and Domestic Students
What is the impact of interactions with diverse others and culturally engaging coursework on the undergraduate student experience? After a brief overview of student engagement, Gurin’s informal interactive diversity topic, and the Culturally Engaging Campus Environments model, participants will review a research study examining how interactions with diverse others affects a sample of Chinese international and domestic undergraduate students at U.S. postsecondary institutions. Participants will end the session with a better understanding of how diversity interactions and coursework affect the student experience and how they can assess diversity activities at their institutions.
Ania Peczalska, University of North Carolina Wilmington
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Assessment Methods
Time: 1:15–2:15 p.m.
Room: Marriott 3 

19J – Taking Time: Part-Time Students and Student Learning Outcomes
Many of our assessment practices have been designed for full-time traditional students; one group of nontraditional students remains particularly invisible: part-time students. Defined by IPEDS as “students who are not full-time,” this inherently makes full-time students the default, and part-time students the aberration – even though part-time students currently (and historically) make up somewhere around 35-40% of all enrollments. What do we know about what they are learning? How do their experiences impact what they learn? This presentation will explore these questions, share some initial results about assessment practices with part-time students, and provide space for reflection and recommendations.
Sarah K. MacDonald, James Madison University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Emerging Trends in Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 4 

19K – Assessment of General Education Learning Outcomes at a Community College
Delta College has developed an integrated general education model that is embedded in all degrees instead of the traditional distributed model. We use embedded assignments to collect data and a common rubric for scoring. We will focus this presentation on sharing details of our assessment methods, including student and course selection, types of assignments, and methods for scoring artifacts. We will share results and lessons learned related specifically to our Reason Quantitatively and Cultivate Wellness outcomes. Lastly, this session will address common problems and share solutions that have been implemented to create a sustainable faculty-led college-wide assessment plan.
Maureen Donegan, Carla Murphy, and Eric Wiesenauer, Delta College
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: General Education
Time: 1:15–2:15 p.m.
Room: Marriott 5 

19L – Excellence in Assessment Leadership
The focus of this presentation is to describe the skills and attributes of a successful leader and determine how assessment specialists can use these leadership qualities to build an assessment culture and positively impact peoples’ experiences with assessment. Additionally, presenters will provide ways for an assessment leader to increase faculty engagement in assessment activities and advance scholarship in the discipline. Navigating how to be an effective leader in a climate with insufficient administrative support and resources will also be examined.
Jennifer Laubenthal, Mike Carson, and Anja Mueller, Central Michigan University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Leadership for Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 7 & 8 

19M – Institutional Effectiveness 2.0 in Action—Empowering Stakeholders to Lead Beyond Their Role
Institutional Effectiveness 2.0 requires a new way of leading, collecting, and using data for decision-making. Through IE 2.0, leaders empower faculty and staff to not only contribute to an institution's success but give them latitude to lead beyond their titles. Ensuring that stakeholders have meaningful data to tell success stories and write new ones fosters decision-making required for improvement. Learn from practitioners who are putting theories of change into action, establishing communities of practice, and driving continuous improvement using data to elevate effectiveness, foster sustainability, and provide clear return on investment for students.
David E. Allen, Texas Christian University; Christopher M. Davis, University of Maryland Global Campus, Jack Neill, Vice President, Data Science & Analysis; and Colin E. Suchland, Lincoln Land Community College
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment Methods
Time: 1:15–2:15 p.m.
Room: Marriott 9 & 10 

19N – Assessing General Education at Community Colleges – Mission Possible
Community colleges are committed to open access and serving multiple missions. Students attend to complete certificates and degrees, transfer to four-year institutions, or complete individual courses for skill development. Many students attend part-time, around work and family obligations. Paths to completion are not perfectly sequenced. These considerations make assessment seem Mission Impossible. In this session, join community college professionals on their Mission Possible journey. Presenters will share their current assessment process and successful practices, including assessment of program health and maximizing assessment effectiveness. Attendees will be provided with practices to support moving toward the ultimate goal: Mission Accomplished.
Kathleen Gorski, Waubonsee Community College; Jennifer Billman, Harrisburg Area Community College; and Fiona Chrystall, Asheville-Buncombe Technical Community College
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Community Colleges
Time: 1:15–2:15 p.m.
Room: Lincoln 

19O – Simultaneous Implementation and Assessment of a New Curriculum: Building a Plane with the Check Engine Light On
For cohort-based programs such as medicine, nursing, and pharmacy, major curricular redesign implemented in a multiphase approach presents challenges for program assessment. Benchmarking against previous cohorts is difficult. New course structures, series, and assessment techniques must be simultaneously evaluated, and shifts in learning and programmatic outcomes must be rapidly identified and proactively addressed. Agile project management and design thinking were used in iterative cycles of piloting, assessment, and quality improvement to inform the changes. Herein, we discuss early and mid-cycle assessments of a newly implemented curriculum and future plans for full-circle assessment when the entire curriculum is deployed.
Edward Ofori, Paul Fina, Jeremy Hughes, Mohd Shahid, Trishia Shaw, and Betty Vu, Chicago State University College of Pharmacy
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 1:15–2:15 p.m.
Room: Santa Fe 

19P – Trends in Student Partnership and Engagement in Assessment: A Dialogue
Formally, student partnership and engagement in higher education assessment work is still in its infancy. However, many examples of gold-standard practices already exist both in the U.S. and around the world. Join the track leaders of the IUPUI student partnership and engagement track for a conversation around the history, the current trends, and the future of student partnership and engagement in assessment.
Nicholas A. Curtis, Marquette University; and Robin D. Anderson, James Madison University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Student Partnership and Engagement in Assessment
Time: 1:15–2:15 p.m.
Room: Tennessee 

19Q – Ethnocentricity vs Belongingness: Outcomes of Formative Assessment in Core Undergraduate STEM Courses
It is not enough to (attempt to) increase diversity of our students, faculty and/or staff. It is not enough to build Centers and mentoring programs for BIPOC students, staff or faculty (vital though they are). It is of critical importance to also (attempt to) teach students of all ethnic backgrounds to be less ethnocentric --and to value this as a career competency. In this case study we will look at how individualized formative assessment, using validated psychometric instruments in large-enrollment undergraduate STEM courses, appears to have reduced ethnocentricity and improved retention and graduation of marginalized student groups. 
Katherine N. Yngve, Purdue University
Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: STEM Education
Time: 1:15–2:15 p.m.
Room: California

60–Minute Concurrent Sessions: 20A–20S

20A – Assessing Prototype Courses that Improve Student, Faculty, and Institutional Experience with Interdisciplinary HIPs
We present three tensions and data that emerged when combining interdisciplinarity, experiential learning, and project-based learning. Grounded in extensive research on HIPs, multiple faculty delivered different courses following a common conceptual framework. We identify the learning benefits for students and analyze demographic data for student success outcomes. We also explore the labor of faculty doing this work. Data speak to making the work equitable and interesting and to leveraging the affordances of interdisciplinary teaching teams. Finally, we explore the ways that programs like this might scale at an institution after humble beginnings in innovation centers and other administrative carve-outs.
Ellie Louson and Emilio Esposito, Michigan State University; Bill Heinrich, Orbis; and Patrice Ludwig, James Madison University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Learning Improvement
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom E 

20B – Design Principles for Culturally Sustaining Educational Assessment
There is broad agreement that schooling should draw on students’ racial, ethnic, linguistic, gender, and cultural assets. But the uptake of asset-based pedagogy remains sporadic because of resistance at multiple levels, including instruction, classroom assessment, and achievement testing. This presentation and paper introduce five design principles for formative and summative classroom assessment that are based on situative theories of learning and transfer. They encourage students to "transfer in" their diverse assets and use them to support generative learning that is likely to "transfer out" to diverse contexts. Examples from a graduate-level course on educational assessment will be presented.
Daniel T. Hickey and Charmian Lam, Indiana University Bloomington
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Diversity, Equity, and Inclusion
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom F 

20C – Assessing Environments that Motivate Teaching Excellence
Multitudes of theories, findings from scholarly work, and our everyday experiences show us that inequities and discrimination are built into the systems and structures of higher education. In this session, we will present a framework that guides our understanding of how institutions can create faculty teaching environments that motivate teaching excellence and support diverse faculty. Join us for a discussion about how this framework manifests on your campus as well as on campuses that participated in a related assessment project. Participants will leave this session with ideas on how to assess and improve their institution’s teaching environments for diverse faculty.
Allison BrckaLorenz, Indiana University Bloomington
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Faculty Development
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom G 

20D – High-Impact Practices in Tennessee Community Colleges: Investigating Causal Relationships Between HIPs Participation and Student Success
The session will discuss implementation of high-impact practices (HIPs) in Tennessee community colleges, and methodology and findings of quantitative assessments of the causal impact of HIPs participation on student outcomes. Specifically, the presentation will describe HIPs taxonomies and coding in Tennessee community colleges, explain the approach to addressing the selection bias, and present key findings of two longitudinal studies that estimated the effect of participation in service learning and undergraduate research HIPs on academic performance, probability of graduation, transfer, departure, and time to these outcomes. Statistical and practical significance and policy implications of the results will be discussed.
Alex Gorbunov, Gus Gluek, and Chris Tingle, Tennessee Board of Regents
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom A-D 

20E – Mapping the Landscape of Your Campus's HIPs
How do you develop a campus-level focus on HIPs when programs are well underway without any central coordination? At Purdue University – West Lafayette, we started by conducting a landscape analysis – a “snapshot” of the scope and scale of relevant programs. This session will explain the approach used, provide examples of information-gathering tools, and lead participants to consider how to adapt Purdue’s approach to meet the needs of their own campus context. 
Jennifer Dobbs-Oates, Kathryn Stremiecki, and H. Anne Weiss, Purdue University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: HIPs in the States (High-Impact Practices)
Time: 2:45–3:45 p.m.
Room: Florida & Illinois 

20F – Data Gala: Telling Your Co-Curricular Assessment Story
In this presentation we will share strategies to build a culture of assessment, including a Data Gala, and discuss the challenges and successes of building a culture of assessment at all levels of a division of student affairs. Specifically, seeing and understanding your work in an assessment strategy, how to know if you are making an impact, and demystifying assessment to help you tell the story of the students at your institution.
Cindy Cogswell and Taylor Tackett, Ohio University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 2:45–3:45 p.m.
Room: Michigan & Texas 

20G – Findings from a 6-year Program-Level ePortfolio Initiative in Kinesiology
In 2016, a faculty team in the IUPUI Kinesiology Department obtained an internal grant to implement a program-level ePortfolio for their undergraduate majors. However, soon after initial implementation, the team reconvened and found this implementation missed the mark. In 2018, after 18-24 months of professional development, the team recast the ePortfolio into a process-oriented rather than product-oriented project. The team focused their efforts on collaborating with students in support of their diverse ways of learning to ensure maximal inclusivity. For this faculty team, providing choices to students within their ePortfolio project yielded improved engagement and inclusive outcomes.
Mark Urtel, Lisa Angermeier, Stephen Fallowfield, and Rachel Swinford, IUPUI
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 2:45–3:45 p.m.
Room: Marriott 1 

20H – The RECAP Framework: Fostering Student Engagement, Self-Reflection, and Formative Assessment in Online Learning
This presentation will focus on the presenters’ efforts to foster student engagement and self-reflection and facilitate regular formative assessment within asynchronous online courses using the RECAP framework. The RECAP framework is a simple weekly routine using short instructor-created videos and structured reflection prompts that can be implemented within any learning management system. Supporting data from course analytics and student feedback will be outlined, and examples from undergraduate and graduate-level courses will be shared.
Carrie Hagan, IUPUI Robert H. McKinney School of Law; Matthew Callison, South Fayette Township School District; and Alexandria Fox, IUPUI
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Assessment in Online Courses and Programs
Time: 2:45–3:45 p.m.
Room: Marriott 2 

20I – Assessment, Accreditation, and Federal Regulation: What You Need to Know
The relationships between institutions and programs, their respective accreditors, and the Department of Education are complex. This is particularly true for student success and learning assessment standards, which can cause confusion for assessment directors and accreditation liaisons. This session describes how common assessment practices intersect with accreditor policies and relate to the accreditors’ recognition by the Department of Education. The session will address common misconceptions about requirements, describe recent changes, and show you how to get involved.
David Eubanks, Furman University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Advanced
Primary Track: Accreditation (AC)
Time: 2:45–3:45 p.m.
Room: Marriott 3 

20J – Program Review in Practice: From Purpose to Process to Progress
Program Review is a widely acknowledged and accepted approach to ensuring and improving quality in higher education. At IUPUI, program review is a collaborative process designed to bring to bear the judgment of respected colleagues in assessing and improving the quality of academic units, student affairs and co-curricular units, and research centers and institutes. The process involves multiple stakeholders, including students, faculty, community members, school and campus administrators, and external specialists in the field or discipline. This session provides an understanding of the purposes and processes of program review and engages recent participants of the program review process to share insights of planning for, conducting, and using results from program review for planning and improvement within their respective units.
Caleb J. Keith, Brittany Kelly, Eric Teske, and Brian Krohn, IUPUI
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginners
Primary Track: Leadership for Assessment
Time: 2:45–3:45 p.m.
Room: Marriott 4 

20K – Re-Building Program Assessment: A Case Study of Assessing, Revising, and Revitalizing Academic Program Assessment at New Jersey Institute of Technology (NJIT)
In 2019, New Jersey Institute of Technology (NJIT) substantially revised its academic program assessment process. Feedback from faculty program directors led to a second substantial assessment and revision in 2021 based on professional best practices and a thorough review of the Middle States standards for accreditation. The new process was implemented quickly in order to revitalize program assessment at NJIT and ensure that programs were in good standing for an upcoming Middle States Commission on Higher Education (MSCHE) self-study visit. Attendees will learn from this case study and leave with numerous resources for reference and adaptation for building or rebuilding their assessment processes.
Jeremy P. Reich, New Jersey Institute of Technology
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Leadership for Assessment
Time: 2:45–3:45 p.m.
Room: Marriott 7 & 8 

20L – A Multi-Institutional Assessment Collaborative for Evaluating Local Government and University Partnerships
The Educational Partnerships for Innovations in Communities Network (EPIC-N) convened a community of practice for universities looking to improve their assessment of local government partnerships. This session will share updates on the work since presentations given during the 2021 Assessment Institute highlighting the common tools produced and in development for evaluating faculty, student, and community outcomes in the short- and long-term. In particular focus will be the continued development of the methodology of Ripple Effects Mapping, as well as considerations in measuring community impact metrics using the United Nations Sustainable Development Goals.
Gavin Luter, University of Wisconsin–Madison UniverCity Alliance; Mazi Ferguson, University of South Florida; Laura Martin, University of Mississippi; and Jane Rogan, Indiana University Bloomington
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Community Engagement
Time: 2:45–3:45 p.m.
Room: Marriott 9 & 10 

20M – Assessing Students’ Computerized Adaptive Test Performance using WebCATSim
WebCATSim is a web-based, test-simulation tool used to assess student test performance in a computerized adaptive testing context. WebCATSim can help educational leaders, test administrators, developers, and stakeholders better understand the impact their tests may have before they are operational, thus improving performance and reducing costly outlier events in the assessment space. Presenters will lead those with laptops in a hands-on application of the tool, demonstrating how to select appropriate criteria for their assessment needs, utilize WebCATSim’s robust visual output, and interpret metrics for optimal test performance. No knowledge of programming or complex statistical software is needed for users.
Ryan A. Wilke; Florida State University - Florida Center for Interactive Media; and Cody Diefenthaler, Florida State University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment
Time: 2:45–3:45 p.m.
Room: Lincoln 

20N – Evaluating a Pharmaceutical Calculations Course Using Kirkpatrick’s Four Levels of Evaluation
As is the case with many Colleges of Pharmacy, some students at one private institution were failing Pharmaceutical Calculations. At the same time, many students would excel in the course. Our team was tasked with evaluating the course, suggesting course changes while maintaining the elements that were working. We began a deep dive into the data guided by Kirkpatrick’s four levels of evaluation. We examined student surveys (reaction), previous course data (learning), calculation ability throughout the program (behavior), and ultimately performance on the certification exam (results). Our findings lead to substantial changes in the course that proved to be effective.
Ben C. Stephens, Kimberly Daugherty, and Sarah Raake, Sullivan University College of Pharmacy and Health Sciences
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 2:45–3:45 p.m.
Room: Santa Fe 

20O – Assessment Practice at Community Colleges
In an effort to continue good assessment practice, this session will focus on equitable assessment at community colleges. Using available resources from the Office of Community College Research & Leadership, attendees will explore and discuss opportunities for improvement within assessment process and practices among our community colleges.
Gianina Baker, University of Illinois Urbana-Champaign
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: NILOA
Time: 2:45–3:45 p.m.
Room: Kentucky 

20P – Tailoring Excel Dashboards to the Needs of Campus Units
This session will expose participants to a multi-year iterative process whereby an assessment office created interactive Excel dashboards to connect career outcome data with other student data. We will elaborate on a new set of Excel dashboards developed to raise awareness about student data available on campus, recognize the value of campus collaboration, and bring campus partners into the conversation of specific research questions to be visualized to better support their units. The final products include 1) HIP dashboard providing more granular picture of HIP participation, and 2) Equity dashboard exploring student success through an equity lens.
Ana Kriletic, Katie Boyd, and Kendall M. McGoey, Auburn University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Institution-Wide Data Collection/Use
Time: 2:45–3:45 p.m.
Room: Tennessee 

20Q – Faculty Collaboration to Enhance Assessment Practices in General Education Curriculum
Presenters will outline a comprehensive model for academic outcomes assessment that includes traditional assessment techniques within a program as well as broader assessment techniques that include a variety of faculty. Twice per year, an outcomes assessment day is hosted by academic assessment staff. This documented procedure helps ensure that improvement occurs in our general education curriculum, regardless of the modality. In addition, discussion of AAC&U Value rubrics with their respective key assessment with full-time and part-time faculty members offers an opportunity for enhanced credibility and reliability of data.
Kerry L. Jones and Michelle C. Maus, Tiffin University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: General Education
Time: 2:45–3:45 p.m.
Room: California 

20R – 35 Years of Assessment Innovation: Reflections and Future Directions
Since the 1980s, James Madison University has pushed the envelope. Senior administrators built a general education program predicated on student learning outcomes. The institution launched a first-of-its kind PhD program that not only addressed the growing need for assessment leaders but also deepened the field's research. In this session, faculty from the Center for Assessment and Research Studies will share insights they have gleaned along the journey and comment about the future of our field.
Sara Finney, Dena Pastor, and Megan Good, James Madison University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 2:45--3:45 p.m.
Room: Denver 

20S – Designing Your Enrollment Trajectory: Analyzing, Strategizing and Operationalizing Toward Enrollment Planning Success
Across institutions of higher education, recovering from the global pandemic has transformed the face of the new student recruitment landscape. This session will explore enrollment planning through a “bottom-up” collaborative analysis and ideation journey that includes primary stakeholders, capturing real-time qualitative insights that complement essential quantitative trends. The Analyze-Strategize-Operationalize (ASO) Strategic Design Model walks participants through the steps of mixed methods data analysis, strategic prioritization, methodical implementation, and success-tracking. Applying elements of the discipline of Design Thinking, this unique data-centric enrollment planning process addresses a high need for collaboration across disciplines, involving enrollment stakeholders as ethnographers and problem solvers. From there, the human-centered approach to ideation and prioritization commences. Finally, an evaluation of capabilities occurs with stakeholders, during which strategies are connected to budget, timelines, and success metrics. This session will demonstrate how one campus used the ASO Strategic Design Model in its enrollment planning approach.
Errol Wint, IUPUI
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Campus Business Operations and Services
Time: 2:45–3:45 p.m.
Room: Austin & Boston

60–Minute Concurrent Sessions: 21A–21M

21A – How Do You Know Your Students Know What You Want Them to Know?
Co-presenters will lead a panel discussion of improving measures of student learning through adaptive learning, experiential learning, formative and summative assessment, and co-curricular learning. Panelists will share their expertise and knowledge gained from their deep dive into the research as part of the Grand Challenges project. The group will discuss learning through each topic area and the methods used for measuring student learning in those contexts. Presenters will wrap up the conversation with participants by focusing on methods of measuring student learning in and out of the classroom.
Jessica N. Taylor, University of Tennessee at Chattanooga; Chadia Abras, Johns Hopkins University; Justin Hoshaw, Waubonsee Community College; Robbie Morse, Ivy Tech Community College; and Rene' Schmauder, Clemson University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Learning Improvement
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom E 

21B – Gap Analysis and Data Visualization: Creating a More Equitable Assessment Culture in Higher Education
The aim of this session is to present the process used to determine the extent to which core competency development has been achieved among racial and gender groups in several academic programs at a mid-size urban serving university. A gap analysis will be presented that highlights differences observed when the actual state of competency development is compared to an expected state. Engaging visualizations that incorporate best practices and formal statistical tests will be employed to present the results of the gap analysis. The authors suggest that culturally responsive assessments are a key to closing identified academic achievement gaps.
Billie Anderson and Dea Marx, University of Missouri Kansas City (UMKC)
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Diversity, Equity, and Inclusion
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom F

21C – Standing Up: Efficacy of Upstander Intervention Workshop in Medicine
Mistreatment of medical students, trainees, and faculty, including abusive and discriminatory behavior by patients/visitors and colleagues, commonly occurs and negatively affects those who are the target of these behaviors. While many educators are committed to developing a positive environment, they often lack the necessary skills to facilitate discussions about these harmful acts when they occur. In 2021, the faculty development and diversity team at IU School of Medicine delivered a series of workshops to over 900 faculty and learners. Presenters will provide an overview of the workshop, how efficacy was assessed using the Kirkpatrick model (2006), and notable pre-post results.
Amy Ribera, Emily Braught, Megan Palmer, and Alvaro Tori, Indiana University School of Medicine
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Faculty Development
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom G 

21D – Equipping Students with Relevant Job Skills Through Experiential Learning Courses
Anchored in the NACE job skills best practices, this panel of high-impact practices enthusiasts from Middle Tennessee State University will share EXL techniques and strategies they use in their classrooms to maintain HIPS integrity while ensuring graduates know what to expect and are prepared for the realities of the post-covid job market. Presenters will demonstrate how their Experiential Learning (EXL) courses prepare students with necessary job skills as identified by the NACE Career Readiness Competencies.
Carol Swayze, Odie Blackmon, Mike Boyle, and Janet McCormick, Middle Tennessee State University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: HIPs in the States (High-Impact Practices)
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom A-D 

21E – Using Accreditation Standards to Strengthen Student Affairs Assessment Practices
It’s never too early to start! Whether your institution’s accreditation reaffirmation is around the corner or just completed, it’s time to start thinking about how Student Affairs processes, practices, and services play a role in the accreditation of your institution. Join us as we provide baseline knowledge on the role of Student Affairs in accreditation, how you can start planning for your next review, and some of the things we’ve learned along the way at the University of Georgia. This session is for you whether you are the accreditation liaison for your division or just graduated from a master’s program.
Katie H. Burr and Annie Carlson Welch, University of Georgia
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Student Affairs and Co-Curricular Programs and Services
Time: 4:00–5:00 p.m.
Room: Michigan & Texas 

21F – Identity! Why Identity Development in Learning is Critical: How Fraternities and Sororities are Vital Partners
This session will explore why identity is important to student learning and how we go about starting to measure identity in positive ways that will not only enhance student learning but recast fraternities and sororities as a place for positive identity development. Drawing on theory and practical application, presenters will encourage session attendees to consider how to incorporate and assess identity development in their own practice and contexts.
Mary Howard-Hamilton, Indiana State University; Becky Gleason, Zeta Tau Alpha Fraternity; and Rafael Matos, Phi Beta Sigma Fraternity, Inc.
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginners
Primary Track: Fraternity and Sorority Life
Time: 4:00–5:00 a.m.
Room: Marriott 1

21G – Starting Strong as Assessment Leaders
So, you’ve been hired as an assessment leader at your institution. Or, perhaps you’ve been assigned the task of overseeing assessment for your area. Now what? This interactive workshop will provide participants with insight and resources to start strongly in their assessment roles. Participants will work collaboratively to identify initiatives that can benefit their institution and build their own resumes as assessment professionals. Participants will discuss methods for prioritizing tasks, organizing processes, and building stakeholder relationships. This session would be particularly helpful for new assessment leaders, but could be useful for leaders at any stage looking for a “refresh.”
Amanda Wornhoff and Allie Michael, Austin Peay State University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Leadership for Assessment
Time: 4:00–5:00 p.m.
Room: Marriott 2 

21H – Norming on Student Artifacts for General Education Assessment: Tips and Tricks
Assessing general education is hard. At Southern Methodist University, we’ve adopted a post-hoc assessment model for assessing student learning in general education. Student artifacts are collected across different outcomes using a sampling method and assessed by trained faculty/raters (juried) anonymously each summer. Norming and calibrating raters to interpret and implement institutional rubrics has helped us strengthen inter-rater reliability and yield a consistency in scoring. This session engages attendees to participate in the norming exercise using anchor student papers and our faculty collectively developed rubric. Tips and tricks on how to effectively plan and carry out the process will be shared.
Yan Cooksey and Dayna Oscherwitz, Southern Methodist University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: General Education
Time: 4:00–5:00 p.m.
Room: Marriott 4 

21I – Selling Assessment – Using Resources from the Communication Studies Discipline to Make Assessment Attractive, Engaging, and Persuasive to Multiple Stakeholders
The Communication Studies Discipline can provide a great deal of insight and direction for assessment professionals on how to communicate with multiple stakeholders most effectively, whether in one-on-one, group, or public speaking settings. Using these strategies can increase the likelihood of maturing and advancing assessment initiatives on campus.
Ashley A. Vasquez, Johnson County Community College; and Michelle Selk, San Jacinto College
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Leadership for Assessment
Time: 4:00–5:00 p.m.
Room: Marriott 7 & 8 

21J – Oregon Health & Science University's (OHSU) Journey to Building an Assessment Database and Application: Lessons Learned and Recommendations
Oregon Health & Science University (OHSU) launched a new institutional assessment process in 2017. At the same time, it began the search for a way to collect institutional program assessment data in a way that was easy for programs to enter themselves, while also providing useful data for the institution to extract. This presentation describes the process by which OHSU developed its own homegrown technical solution that was tailored to its specific institutional assessment requirements. Presenters will also showcase what the app looks like for end users, and will describe the benefits and challenges to creating a homemade assessment application.
Mark A. Rivera and John Ansorge, Oregon Health & Science University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Use of Technologies in Assessment
Time: 4:00–5:00 p.m.
Room: Marriott 9 & 10 

21K – Assessment Made Simple by Microsoft Products
In the era of low enrollment and increasing budget constraints, institutions must utilize resources at hand to further assessment work. Learn how Indiana Wesleyan University has utilized Microsoft products to create a robust assessment system. This system further organized assessment processes, greatly increased accessibility to data related to assessment, had minimal budgetary implications, and has been well received by faculty and program leaders. Join this session to learn how you can leverage available tools to enhance assessment processes at your institution.
Aaron Metzcar and Dedra Daehn, Indiana Wesleyan University
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Use of Technologies in Assessment
Time: 4:00–5:00 p.m.
Room: Lincoln 

21L – Remediation: Tips for Offering a Second Chance to Demonstrate and Assess Minimum Competency
It has become increasingly more common for Doctor of Pharmacy programs to offer students course remediation opportunities. Successful remediation allows students to remain on track to graduate and maintains on-time progression rates. Remediation approaches vary in terms of timing, maximum opportunities allowed per student, structure, preparation efforts, and faculty workload. This session will highlight the remediation practices of three pharmacy programs. The pros and cons of each will be described, providing best-practice approaches to remediation and tips for enhancing remediation at other institutions. The impact that the different remediation approaches have had on curricular outcomes, retention, and on-time progression will be shared.
Jeremy Hughes, Chicago State University; Katelyn Alexander, East Tennessee State University; and Lauren Angelo, Rosalind Franklin University of Medicine and Science
Presentation Type: 60-Minute Concurrent Session
Audience Level: Intermediate
Primary Track: Graduate/Professional Education
Time: 4:00–5:00 p.m.
Room: Santa Fe 

21M – The Value of Simplicity: Using Familiar Technology for Broad Engagement in Program Assessment
What technologies are actually needed to support the assessment of student learning outcomes? This presentation shows how readily available technology can be used to support effective, accessible assessment processes. We begin with an interactive discussion of the barriers to faculty engagement in assessment, then present three case studies of basic technology use: creating simple dashboards on spreadsheets, creating assessment archives in a learning management system, and collecting General Education data using a standard office suite. The final segment will be devoted to small group discussions where participants consider how they might apply what they have learned to their own institutions.
Janet Bean, Katie Cerrone, and Jennifer Hebert, University of Akron
Presentation Type: 60-Minute Concurrent Session
Audience Level: Beginner
Primary Track: Use of Technologies in Assessment
Time: 4:00–5:00 p.m.
Room: Kentucky