2022 Pre-Institute Workshops
All Pre-Institute Workshops will be held on Sunday, October 9, 2022. You may sign up and pay for any of the Pre-Institute Workshops when completing the registration form. Fees for workshops are in addition to Institute registration fees.
Full–Day Workshops | 9:00 a.m. – 4:30 p.m.
Half–Day Workshops | 9:00 a.m. – 12:00 p.m.
Half–Day Workshops | 1:30 p.m. – 4:30 p.m.
Sunday, October 9, 2022
Full–Day Workshops | 9:00 a.m. - 4:30 p.m. ($150.00 ea.)
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: Intermediate
Primary Track: Assessment Methods (AM)
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: Student Affairs and Co-Curricular Programs and Services (SA)
Sunday, October 9, 2022
Half–Day Workshops | 9:00 a.m. - 12:00 Noon ($75.00 ea.)
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 (GE)
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 (LA)
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 (FD)
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 (AM)
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 and University of Kentucky; John Eric Lingat, U.S. Government; and Kaitlyn Mathews, University of Kentucky
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Learning Improvement (LI)
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 (ET)
2G – 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 (UT)
Sunday, October 9, 2022
Half–Day Workshops | 1:30 p.m. - 4:30 p.m. ($75.00 ea.)
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, & Inclusion (DV)
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: Beginner
Primary Track: HIPs in the States (HP)
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 (ET)
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 Curtis, Marquette University; and Robin Anderson, James Madison University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Student Partnership and Engagement in Assessment (ST)
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, Association for Institutional Research (AIR); Michele J. Hansen, IUPUI; Cyndi Langin, Teachers College, Columbia University; and Bethany Miller, Macalester College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Track: Diversity, Equity, & Inclusion (DV)
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 (FD)
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