Assessment Institute Special Topic Virtual Sessions
Free Zoom-based Webinars for the Higher Education Community
The Assessment Institute will host 5 complimentary Zoom-based 60-minute webinars throughout the year featuring national leaders from HIPs in the States (High-Impact Practices). These sessions are open to anyone in the higher education community.
Wednesday, November 30, 2022 | 3:00-4:00 p.m.
Wednesday, February 22, 2023 | 3:00-4:00 p.m.
Wednesday, April 19 2023 | 3:00-4:00 p.m.
Wednesday, June 21, 2023 | 3:00-4:00 p.m.
Wednesday, August 23, 2023 | 3:00-4:00 p.m.
Thanks to eLumen for sponsoring this season's Assessment Institute special topic virtual sessions.
Wednesday, November 30, 2022, 3:00 p.m.– 4:00 p.m. Eastern
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| 3:00 p.m. - 4:00 p.m. |
2:00 p.m. - 3:00 p.m. |
1:00 a.m. - 2:00 p.m. - |
12:00 p.m. - 1:00 p.m. |
New Research from the National Society for Experiential Education (NSEE)
The Research & Scholarship Committee of NSEE investigates the contemporary context of experiential education. What are the administrative barriers to access? How are faculty attitudes shaped by canonical research in the field? Why is equitable participation so elusive? Participants will gain a fresh perspective on some of the most urgent of our unanswered questions and leave with ideas for proposals to the annual NSEE conference, the HIPs in the States track of the Assessment Institute, and the peer-reviewed Experiential Learning and Teaching in Higher Education.
Moderator:
- Ken O’Donnell, California State University Dominguez Hills
Presenters:
- Patrick M. Green, Loyola University Chicago
- Bill Heinrich, Orbis, Mindset
- Kristina Phillips, Jackson State University
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Wednesday, February 22, 2023, 3:00 p.m.– 4:00 p.m. Eastern
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| 3:00 p.m. - 4:00 p.m. |
2:00 a.m. - 3:00 p.m. |
1:00 p.m. - 2:00 p.m. |
12:00 p.m. 1:00 p.m. |
HIPs and Student Affairs: Expanding Transformation and Support
For the last decade, High-Impact Practices have become all the rage; however, campuses vary greatly in the degree to which student affairs educators are involved in these efforts. During this panel session, speakers familiar with implementing high-impact practices will discuss the benefits and limits they see when student affairs educators apply their skills to develop these experiences, answering the question, “What role(s) do student affairs educators play in High-Impact Practices?”
Moderators:
- Jillian Kinzie, Indiana University
- John Zilvinskis, Binghamton University, State University of New York
Presenters:
- TBD
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Wednesday, April 19, 2023, 3:00 p.m.– 4:00 p.m. Eastern
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MOUNTAIN TIME |
PACIFIC TIME |
| 3:00 p.m. - 4:00 p.m. |
2:00 a.m. - 3:00 p.m. |
1:00 p.m. - 2:00 p.m. |
12:00 p.m. - 1:00 p.m. |
High-Impact Teaching: What we can learn from Teaching and Learning Centers to support faculty and staff in creating high-quality HIPs for our students?
Teaching and learning centers are ubiquitous on our 2-year and 4-year campuses. Instructional designers, consultants, and faculty fellows regularly and consistently work with faculty to develop and refine their pedagogical practices to benefit students and their learning in the classroom and in online or hybrid course formats. Much of this work is rooted in the scholarship of teaching and learning literature and elevated and disseminated through organizations like the POD Network, the Online Learning Consortium, the Teaching Professor Conference, and Educause. The field of high-impact practices has developed over the past 15 years alongside these professional networks. Some HIPs, such as undergraduate research, learning communities, and service learning, have had dedicated conferences and professional organizations and networks supporting the work of faculty, staff, and program directors doing this work. This session will examine the ways in which work in teaching and learning centers and work in the field of HIPs can be more intentionally integrated, sharing best practices for professional development for faculty and staff, and grounding all of the collective work in evidence-based practice.
Moderators:
- Jerry Daday, IUPUI
- Carleen Vande Zande, National Association of System Heads
Presenters:
- Denise Bartell, Kent State University
- Caroline Boswell, University of Louisville
- Fay Yokomizo Akindes, University of Wisconsin System-Office
- Matt Lexow, Southwest Tennessee Community College
- Amy Cicchino, Embry-Riddle Aeronautical University
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Wednesday, June 21, 2023, 3:00 p.m.– 4:00 p.m. Eastern
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| 3:00 p.m. - 4:00 p.m. |
2:00 a.m. - 3:00 p.m. |
1:00 p.m. - 2:00 p.m. |
12:00 p.m. - 1:00 p.m. |
The Tip of the Spear: HIPs as Drivers of Educational Reform
A persistent challenge with higher education reform - including the move to high-impact practices - is that the status quo is layered with so many traditions, constituencies, and interdependencies. Good work by individual faculty members and the odd grant-funded office is constrained on different sides by the velvet ropes of financial aid rules, or the requirements accreditors set for contact hours, or by faculty contracts, or the way employers and graduate schools expect a transcript to look. Weave enough of these velvet ropes together and they feel like a brick wall.
Because they set the rules of engagement across multiple colleges at a single institution, Divisions of Academic Affairs are important allies in the drive to reform. For example, provosts can adjust funding formulas to incentivize the teaching that promotes equity in their context. They can encourage faculty committees to consider engaged learning as part of tenure review. And they can direct staff to foreground alternatives to traditional contact time in the materials they prepare for accreditation. As they do, their institutions contribute to important national dialogues about Comprehensive Learner Records, differential pay for faculty, micro-credentials, and ePortfolios.
It’s scary. Money, institutional prestige, and professional reputations are at stake, and most reform efforts fail. But the evidence of HIPs efficacy is a powerful motivator, steeling nerve. Join us for a discussion with three provosts playing it close to the edge, using high-impact practices as the point of entry for deeper, more lasting change.
Moderator:
- Ken O’Donnell, California State University Dominguez Hills
Presenters:
- TBD
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Wednesday, August 23, 2023, 3:00 – 4:00 p.m. Eastern
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CENTRAL TIME |
MOUNTAIN TIME |
PACIFIC TIME |
| 3:00 p.m. - 4:00 p.m. |
2:00 a.m. - 3:00 p.m. |
1:00 p.m. - 2:00 p.m. |
12:00 p.m. - 1:00 p.m. |
An Update: Delivering on the Promise, or Getting Shipwrecked
The editors of Delivering on the Promise of High-Impact Practices reunite to recap the findings from this web series, with a particular focus on failure analysis. Each chapter of the book is a success story of some kind. What do we discover when things go horribly wrong? Which educators have come washing in to high-impact practices on the high tide of public interest, and then decided to stick around even after the tide goes out? Who will be left when the party moves on? Fifteen years into this keen interest, it may be time to recognize that all good cruises come to an end, and plan now for the inevitable shipwreck.
Moderators:
- John Zilvinskis, Binghamton University State University of New York
- Jillian Kinzie, Indiana University
- Ken O’Donnell, California State University Dominguez Hills
- Carleen Vande Zande, National Association of System Heads
- Jerry Daday, IUPUI
Presenters:
- TBD
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