Pre-Institute Workshop: 01A

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

Pre-Institute Workshops: 02A–02J

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

02B – Jumpstarting General Education Program Review: A Systems Thinking Approach to the Self-Study
Often overlooked in the discussion of a general education program development and assessment is the issue of program review. The Association for General and Liberal Studies (AGLS) offers two resources, “The Gen Ed Leader’s Playbook” and a “Guide to Assessment and Program Review,” to stimulate a collaborative discussion for improving a general education program. The Playbook provides leaders with various tools to help address the tough questions, such as “Why do we need Gen Ed Programs?” At the heart of the “Guide” is a set of twenty systems analysis questions to improve program quality. This workshop focuses on the initial stage of the self-study and allows attendees to “test-drive” the tools and practice some basic general education program evaluation steps.
Jody DeKorte, Purdue Global; Christine Robinson, University of North Carolina at Charlotte; and Kevin Hermberg, Dominican University New York
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: General Education
Time: 9:00 a.m.–12:00 Noon
Room: Marriott 4 (Second Floor)

02C – Designing a Comprehensive Assessment Plan for Equity-Centered Student Success
Student success is typically defined by GPA, retention, persistence, and career outcomes. To foster these outcomes, colleges and universities provide myriad support services. However, critical considerations such as basic needs, belonging, and self-efficacy are missing from this success equation, especially for minoritized students. In this workshop, presenters will share a framework conceptualizing the connection between prerequisites for success and outcomes that will guide participants through a process to develop a comprehensive assessment plan for equity-centered student success. Participants will leave with actionable strategies for assessing student success and its antecedents.
Gavin Henning, New England College; and Anne E. Lundquist, The Hope Center at Temple University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 9:00 a.m.–12:00 Noon
Room: Marriott 7 (Second Floor)

02D – Student Partnership in Assessment: Ideas for Meaningful Student Engagement
In more than three decades of work, we are yet to regularly evidence a return on the investment of student outcomes assessment. Many adjustments to the process have been made (e.g., outcomes design, motivation, instrument design, faculty buy-in). Nevertheless, the key stakeholders, students, are rarely included in the process. Instead, we must—often incorrectly—assume the student experience and build our processes accordingly. To address this issue, participants will engage in a guided redesign of a specific assessment process at their own institution; intentionally planning for student partnership.
Nicholas Curtis, University of Wisconsin-Madison; and Robin Anderson, James Madison University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Student Partnership and Engagement in Assessment
Time: 9:00 a.m.–12:00 Noon
Room: Marriott 8 (Second Floor)

02E – From Theory to Practice: Applying Propensity Score Matching in R to Evaluate the Effects of High-Impact Practices (HIPs) on Student Outcomes
This workshop provides an interactive learning environment focused on evaluating High-Impact Practices (HIPs) in higher education through advanced statistical methodologies. Given that conducting Randomized Controlled Trials (RCTs) is not feasible in higher education settings due to the lack of control over who enrolls in HIPs, a quasi-experimental approach is recommended. Participants will explore the use of the Propensity Score Matching (PSM) package in R to match data based on HIP enrollment and create a control group of students who are similar to those who participated in HIPs. This process allows for studying the causal effect of HIP participation on student outcomes, such as retention, using further analysis methods like logistic regression. By utilizing R, attendees will engage in hands-on activities to analyze sample datasets, applying PSM to control for selection bias and employing logistic regression to build predictive models. The workshop aims to equip educators and researchers with practical tools to enhance their understanding of HIP effectiveness, ultimately informing data-driven decision-making to improve student success. Through a combination of theoretical discussions, guided exercises, and group collaboration, participants will gain the skills necessary to apply these methods in their own institutional contexts. Note: Participants will need to bring their own laptop to the workshop and will be required to download the free version of R and R-Studio prior to the workshop. More information and instructions will be communicated to registered participants prior to the start of the Institute.
Alaa Alsarhan, Utah Valley University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: HIPs in the State/High-Impact Practices
Time: 9:00 a.m.–12:00 Noon
Room: Marriott 10 (Second Floor)

02F – Power BI Boot Camp: Dashboard Building for Assessment Professionals
Interactive dashboards are a powerful tool used to visualize data. As postsecondary campuses collect an increasing amount of data related to student learning, satisfaction, and success outcomes, dashboards are becoming a commonly used method to visualize data. Dashboards are highly adaptive and can be used to display many types of data, including data from learning management systems, student surveys, admissions data, demographic data, and student success indicators. This workshop will focus on building dashboards using Power BI for participants with little or no prior experience. The workshop will be a hands-on learning experience, and participants will leave with a newly created dashboard. The emphasis of the workshop will be learning the basic steps of Power BI dashboard building so that participants can use these skills in the future. Note: Participants will need to bring their own laptop to the workshop with the desktop version of Power BI installed on the laptop prior to the workshop. Participants should bring a laptop with the Microsoft Windows operating system, as the free desktop version of Power BI does not work with Mac (iOS) laptops. A dataset will be provided to participants. More information and instructions will be communicated to registered participants prior to the start of the Institute. 
Shane Schellpfeffer, University of North Dakota; Caitlyn Jessee, Florida State University; and Jeremy Fry, Indiana University School of Dentistry
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 9:00 a.m.–12:00 Noon
Room: Florida & Illinois (First Floor)

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

02H – Creating and Implementing a Sustainable Assessment Process: Practical Approaches for Harmonizing Accountability and Improvement
The fundamental purpose of assessment is to continually enhance student learning. However, in most educational institutions, the design and execution of assessments are predominantly tied to meeting external demands, such as regional and discipline-specific accreditations and state mandates. Unfortunately, this approach often relegates systematic improvements in student learning and program effectiveness to mere byproducts of the assessment process. In this workshop, we offer practical strategies for creating, implementing, and sustaining a systematic institutional assessment process. These strategies are geared toward fostering a culture of continuous improvement, particularly in light of the ongoing advancements in artificial intelligence, while also addressing compliance requirements.
Felix Wao, University of Oklahoma
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 9:00 a.m.–12:00 Noon
Room: Lincoln (Second Floor)

02I – ChatGPT and Educational Assessment: Opportunities and Challenges
Artificial intelligence (AI) is transforming how assessment practitioners, test developers, and faculty design, implement, and report assessment findings. This workshop introduces participants to using ChatGPT as a collaborative partner to enhance efficiency, effectiveness, and equity in assessment practices. Through a focus on prompt engineering, participants will explore how AI can support each stage of the assessment cycle, including writing student learning outcomes, developing instruments, analyzing results, and identifying actionable improvements. Practical examples and interactive activities will be used to demonstrate AI's potential to streamline workflows and inform data-driven decision-making. Participants will leave with hands-on strategies for integrating AI into their assessment toolkit.
John Hathcoat and Yu Bao, James Madison University; and Ruth Slotnick, Bridgewater State University
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 9:00 a.m.–12:00 Noon
Room: Michigan & Texas (First Floor)

02J – Developing Implementation Plans for Meaningful Assessment: Connecting Theory to Practice
This workshop is intended for those starting an assessment process or practice, wanting to review or revise existing assessment processes or practices, or those interested in examining the efficacy or embeddedness of assessment at the course, program, general education, student affairs, or institution-level. Workshop participants will explore a contextualized history of assessment, consider the theory connections behind design of assessment processes and data collection and use, and develop an action plan to inform local implementation of meaningful assessment. Whether faculty, staff, or administrators, this workshop provides guidance and resources pulling from a forthcoming textbook on the theory and implementation of assessment in higher education.
Joseph D. Levy, Excelsior University; and Natasha Jankowski, University of Wisconsin-Milwaukee
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 9:00 a.m.–12:00 Noon
Room: Marriott 9 (Second Floor)

Pre-Institute Workshops: 03A–03J

03A – The Scholar’s Academy: A Framework for Designing, Implementing, and Publishing High-Impact Practices
High-Impact Practices (HIPs) are transformative teaching strategies that have been widely recognized for their effectiveness in enhancing student learning, engagement, retention, and success across various educational settings. The HIPs in the States track invites educators, researchers, and practitioners to explore the multifaceted dimensions of HIPs, emphasizing evidence-based assessment, program quality, equitable access, and the impact on student success. This workshop is a comprehensive half-day session aimed at equipping participants with the skills and resources necessary to implement a HIP project and produce scholarship from it. Through discussion and facilitated application related to designing, implementing, assessing, and publishing on a high-impact practice, this workshop culminates in a ready-to-use "project in a box" for participants to take home from the conference. This experience is aimed at those who have some foundational knowledge of HIPs and their design and implementation. Note: There is also a morning Scholar’s Academy workshop, facilitated by Organizers of the Assessment Institute and Editors from such publications as Assessment Update, Research & Practice in Assessment, and the Journal of Student Affairs Inquiry, Improvement, and Impact.
Sara Evans, Kennesaw State University; and Jocelyn Evans, University of West Florida
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: HIPs in the State/High-Impact Practices
Time: 1:30 p.m.–4:30 p.m.
Room: Marriott 3 (Second Floor)

03B – Adapting to Generative AI in Ways that Support Equity and Accuracy in Measures of Student Learning
Generative AI has disrupted the educational landscape and created both challenges and opportunities for the assessment of student learning. Student work on assignments influence their learning. The grades they receive influences their success and feelings of belonging. In this workshop, the Grand Challenges in Assessment Project directors will share a model that identifies features of assignments associated with inequities in learning or the measurement of learning and provides simple modifications that improve measurement and increase equity. We will address ways in which traditional assignments are vulnerable to completion using artificial intelligence and ways in which artificial intelligence can support or interfere with student success.
Karen E. Singer-Freeman, The George Washington University; and Christine Robinson, University of North Carolina at Charlotte
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: Emerging Trends in Assessment
Time: 1:30 p.m.–4:30 p.m.
Room: Marriott 4 (Second Floor)

03C – Skills at Your Scale: How to Integrate and Assesses Workforce Skills in Curriculum
How can you integrate relevant workforce skills into curriculum and assessment today? In this workshop, participants will learn about strategies to scale the skills approach up to address entire programs, or down to individual lessons/courses, based on need and context for their own institution. Participants will learn how to leverage open tools and resources for workforce intelligence data, integrate skills into competencies and curriculum, and create a skills-denominated competency-based assessment plan. Participants will walk away from this workshop with practical knowledge and strategies to integrate workforce relevant skills into competences, curriculum, and assessment.
Laura Williams, Western Governors University; and Samantha Coen, South College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Competency-Based Education and Assessment
Time: 1:30 p.m.–4:30 p.m.
Room: Lincoln (Second Floor)

03D – Transform Your Survey Skills: From Design to Impact
Master the art of creating powerful surveys that drive real change in student success and program improvement. In this hands-on workshop, you will develop practical skills to design, distribute, and analyze surveys that generate actionable insights from students, faculty, staff, and program graduates. Designed for both beginners and experienced assessment professionals, the workshop will include strategies for crafting clear and engaging questions, effective practices for survey distribution with proven techniques to boost response rates, and techniques to create compelling data visualizations. Throughout the training, you will be able to develop and refine your own survey projects, receiving immediate feedback and practical guidance. By the end of this workshop, you will be able to: 1) identify sound principles of effective survey design, 2) create and administer well-designed surveys to improve student success, and 3) develop impactful presentations to communicate your findings. Note: Participants will need to bring their own laptop to the workshop and sign up for a free Qualtrics account or use any other preferred survey software available to them prior to the workshop. More information and instructions will be communicated to registered participants prior to the start of the Institute.
Joanna Z. Boeing, Bridgewater State University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Use of Technologies in Assessment
Time: 1:30 p.m.–4:30 p.m.
Room: Michigan & Texas (First Floor)

03E – Report Generation with Quarto
Creating reports is but one aspect of an assessment professional’s duties yet can often take up more time than desired. This can be compounded when reports are desired that have a similar structure and dataset, yet are disaggregated by program, school, year, etc. One way around this is by using Quarto to create a parent-child format for reproducible score reporting as well as report generation. Quarto allows integration of data, text, and a variety of statistical languages, allowing the assessment professional to create self-contained projects. This workshop will focus on building a Quarto report with basic parent-child functionality, as well as discussing some more advanced topics. While we will demonstrate using R, Python examples can be accessed as well. Participants should expect to have a hands-on experience, alternating between brief demonstrations followed by application of topics learned. At the end of this workshop, participants will have a Quarto project set up with parent-child functionality to take home to their institution. Note: Participants will need to bring their own laptop to the workshop and will be required to download R, RStudio, and Quarto prior to the workshop. All datasets will be provided to participants. More information and instructions will be communicated to registered participants prior to the start of the Institute.
Laura Lambert and Josiah Hunsberger, James Madison University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Use of Technologies in Assessment
Time: 1:30 p.m.–4:30 p.m.
Room: Marriott 10 (Second Floor)

03F – Building a Faculty Development Strategy to Support Advances in Assessment and Evidence-Based Pedagogy
Transform your institution with evidence-based teaching and learning practices. This workshop is designed for colleagues committed to advancing student success through innovative pedagogy, engagement, and assessment practices. Learn to move beyond traditional methods by leveraging faculty development programs with clearly articulated goals, competencies, and evidence. Explore strategies to implement and assess engagement quality, use data to identify equity gaps in student outcomes, and implement Universal Design for Learning to foster accessible and inclusive learning environments. Discover how to foster a student-centered culture by using data informed decision-making, and how to engage a variety of campus resources in supporting student learning. Walk away with actionable strategies, practical tools, and a renewed commitment to creating impactful and equitable learning experiences. This workshop is ideal for those with roles in assessment, faculty development, and oversight of High Impact Practices and other evidence-based pedagogies.
Maureen Martin and Marcus Nicks, Howard Community College
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 1:30 p.m.–4:30 p.m.
Room: Marriott 9 (Second Floor)

03G – Beyond the Numbers: Transforming Assessment Data into Compelling Stories
Assessment data is essential for institutional decision-making, but numbers alone don’t inspire action—stories do. This interactive workshop will explore how data storytelling bridges the gap between data and impact, making assessment results more accessible, engaging, and actionable. In this workshop, participants will craft evidence-based stories by framing problems, aligning evidence, building narratives, and storyboarding to engage audiences. Through real-world examples and practical strategies, attendees will develop a framework for integrating storytelling into assessment, including how to tailor narratives to different audiences, translate data into stories, incorporate narrative into visualizations, and present evidence in ways that drive engagement and decision-making. This workshop will provide participants with the confidence and tools needed to turn data into impactful stories that inform, persuade, and inspire action. Note: Participants will need to bring their own laptop/device to the workshop. More information and instructions will be communicated to registered participants prior to the start of the Institute.
Ryan Smith, Illinois State University; Becky Croxton; Colorado State University; and Kelly McCarthy, Florida Polytechnic University
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: Institution-Wide Data Collection/Use
Time: 1:30 p.m.–4:30 p.m.
Room: Florida & Illinois (First Floor) 

03H – Students at the Center: Using Equity-Centered Assessment Approaches to Challenge the Status Quo
Challenging the status quo means not only interrogating and revising our own assessment practices but also ensuring that information is used to improve learning environments for all our students, faculty and staff. In this interactive workshop, participants will learn how to apply elements of Participatory Action Inquiry to engage in equity-centered assessment. We will use case studies to illustrate specific reflective and group activities we’ve designed to engage students and faculty in context-specific inquiry for the purpose of improving learning and learning environments. Bring your assessment challenges and questions, and together we’ll brainstorm about how these (and/or other) approaches can be adapted to keep students at the center. (CANCELLED)
Bethany Miller and Nancy Bostrom, Macalester College
Presentation Type: Pre-Institute Workshop
Audience Level: Beginner
Primary Topic: Supportive Environments
Time: 1:30 p.m.–4:30 p.m.
Room: Denver (Second Floor)

03I – Reclaiming Student Learning Outcomes: Making Observable Behavior the Cornerstone of Higher Education Assessment
This workshop revisits the fundamental purpose of higher education: Student Learning Outcomes (SLOs). Participants will engage in a reflective discussion on the language used to describe learning and how shifting the focus toward observable behaviors can reshape classroom interactions, professional development initiatives, and even institutional funding models. The workshop will advocate for prioritizing knowledge creation at the beginning of a course rather than emphasizing memorization and will propose replacing traditional assessment loops with action research. Additionally, the workshop will explore the evolving landscape of higher education, including changing student expectations of degree attainment and employer demands for demonstrable skills. Practical strategies for assessing SLOs through AI-driven methods will also be shared. Participants will leave with a renewed perspective on assessment as a tool for capturing and fostering real student learning.
Jarek Janio, Santa Ana College; Marty Alvarado, SOVA Group, Nonprofit; and Nate Casale, Feedback Fruits
Presentation Type: Pre-Institute Workshop
Audience Level: Advanced
Primary Topic: Learning Improvement
Time: 1:30 p.m.–4:30 p.m.
Room: Marriott 8 (Second Floor)

03J – Elevate Your Student Affairs Assessment Impact: Unlock the Power of Communities of Practice
This workshop explores how assessment organizations within the Consortium of Organizations for Student Affairs Assessment (COSAA) add value to individual and campus practice, shaping assessment culture and addressing challenges. COSAA organizations include Student Affairs Assessment Leaders, Association for the Assessment of Learning in Higher Education, ACPA’s Commission for Assessment and Evaluation, NASPA’s Assessment, Evaluation, and Research Knowledge Community, Council for the Advancement of Standards in Higher Education, and the Journal of Student Affairs Inquiry, Improvement, and Impact. Workshop participants will learn how to use and engage with these organizations to navigate trends, employ successful practices, and empower contributions to the profession. The workshop will conclude with a call to action for professional organizations to better support higher education assessment through supportive Communities of Practice.
Renée Delgado-Riley, University of Oregon; Joseph D. Levy, Excelsior University; Shaun Boren, University of Florida; Kim Kruchen, University of Colorado, Boulder; Sophie Tullier, University of Delaware; Tori Rehr, The Ohio State University; and Sarah LaFrance, James Madison University
Presentation Type: Pre-Institute Workshop
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 1:30 p.m.–4:30 p.m.
Room: Marriott 7 (Second Floor)

04A – HBCU-CEEQA Meeting at Assessment Institute in Indianapolis
Join leaders and members from HBCU-CEEQA (Collaborative for Excellence in Educational Quality Assurance) to share resources, discussion opportunities for collaboration, and network with colleagues from HBCU-CEEQA who are attending the Assessment Institute in Indianapolis.   
Presentation Type: Networking Meeting
Time: 4:30–5:30 p.m.
Room: Tennessee (First Floor)

Sunday Poster Session Diagram

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

05A – Accountability, Motivation, and Insight: A Digital App for Assessment
Goal setting and achievement can be complex constructs in higher education. Individualization and monitoring of goals is associated with goal achievement. From 2015-2025, researchers have performed multiple studies of a digital application to measure competency development, knowledge translation, and goal achievement in students in their internships and workforce development programs. Students used Goal Scaling Solutions, a digital application, to select and communicate progress weekly on individualized goals. Level of incremental goal achievement will be shared along with themes from qualitative data: accountability, motivation, insight into developing own goals and client goals. Dashboard reports providing aggregated program evaluation will be demonstrated.
Ann Chapleau, Ty Faulkner, and Jennifer Harrison, Western Michigan University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 1 

05B – Advancing Student Success Through Assessment and Development of Character Skills
The mission of higher education institutions includes developing well-rounded students ready to contribute to society, yet many struggle to foster the character skills essential for long-term success. This session explores the impact of character development on student success through case studies emphasizing the need for a new approach. Presenters will introduce a new assessment tool designed to measure Character Skills, providing campuses with a practical framework for integrating character development into their student success initiatives.
Shalin Shah, Character Arc
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 2 

05C – Aligning Co-Curricular and Curricular Assessment and Reporting
Learning outcomes and assessment of co-curricular activities are areas where colleges and universities can struggle, especially in meeting accreditation requirements. Des Moines University went through a multi-step process to define co-curricular activities and develop and refine learning outcomes and assessments. Ultimately, we were able to align co-curricular assessment with our curricular learning outcome assessment to strengthen our continuous improvement process for accreditation. This presentation will guide you through our work to help you develop robust co-curricular assessment at your college/university.
Amy N. Morris and Alicia Lynch, Des Moines University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 3 

05D – Assessing Experiential Learning in Capabilities in Application and Practice (CAP)
The Masters of Science in Library and Information Science Program (MSLIS) School of Information Sciences (iSchool) at the University of Illinois, Urbana-Champaign has decades of practicum data. However, it had not analyzed Practicum in relationship to its Program Learning Outcomes (PLOs). To address this, a staff-faculty collaborative team asked, “In what ways do Practicum Experiences meet Program Learning Outcomes and needs of our students entering the workforce? What course design, student services, and assessment methods are needed?” This poster shares lessons learned from a year-long Provost Initiative for Teaching Advancement grant we earned to answer these questions.
Sharon Comstock and Ben Schaap, University of Illinois, Urbana-Champaign
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: Experiential Learning
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 4 

05E – Assessment as Celebration
How can we shape assessment to incorporate more collaboration and joy? We explored this question by seeking feedback from our community about our teaching center and to raise awareness of events marking our tenth anniversary. We developed a sequence of interactive, public prompts where people wrote, drew, or used stickers to answer questions relating to teaching and learning. Our session will reflect on this process, what we gained from it, and how it helped draw connections across the community, paired with discussions of affordances and challenges of using interactive assessment methods like these on campus to collect data and celebrate milestones.
Meghan Bathgate and Jennifer Claydon, Yale University; and Elliot Enriquez, Fairfield University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 5 

05F – Bridging Academic and Co-Curricular Domains: An Integrated and Intentional Approach to Assessment
This poster session explores the intersection of assessment leadership, student affairs, and academic representation in shaping institutional assessment practices. Rather than focusing solely on compliance or isolated departmental outcomes, we examine how a cross-functional approach fosters a more holistic view of student learning outcomes, development, and success. This poster session will center on the infrastructure needed to facilitate meaningful assessment conversations across these areas, identifying how different stakeholders contribute to shaping an institution’s assessment philosophy and process. By engaging in this dialogue, we consider: 1) Who is involved in assessment conversations, and how are they structured? 2) How do these conversations shape institutional priorities and methodologies? and 3) What happens when diverse perspectives drive assessment efforts, rather than assessment being housed in a single office? (CANCELLED)
Gaia Scagnetti Wang and Denise Mngo, Pratt Institute
Presentation Type: Poster Session
Audience Level: Advanced
Primary Topic: Strategy and Planning
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 6 

05G – Enhancing Institutional Effectiveness with National Survey of Student Engagement (NSSE) Data: A Tailored Approach at Austin Peay State University
This poster session presents Austin Peay State University's innovative approach to leveraging NSSE data for institutional improvement. By aligning NSSE results with the university president’s strategic priorities and using AI to analyze open-ended comments, APSU is able to create targeted, actionable insights. This poster will demonstrate how this tailored approach enhances institutional effectiveness, guides strategic initiatives, and promotes continuous improvement in higher education.
Brandi L. Stroecker, Austin Peay State University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 7 

05H – Implementing Artificial Intelligence (AI) in English Composition Assessment: A Collaborative Exploration with Student Researchers
In an effort to explore the integration of atificial intelligence (AI) in higher education, this project focused on the evaluation of perceptions of AI-related assessment strategies between student researchers and professional researchers. With English composition as a focal point, the AI-driven framework consisted of the policy, guidelines, and rubric that were analyzed through perceptions related to cognition, attitude, and behavior (Bandura, 1977). Through the creation and implementation of the “Perceptions of AI-Generated Assessments Model,” researchers compared and contrasted their insights and identified trends that resulted in innovation in higher education assessment.
Amy J. Heston, Walsh University; Ling Qian and Madeline M. Heston, The University of Akron; and Tatiana C. Tolson, Walsh University
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 8 

05I – Improving Data Consistency and Outcomes Assessment through Standardization
This presentation explores how data standardization can dramatically improve the efficiency of assessment processes. Using the example of transforming Handshake data in Tableau Prep, this session highlights the challenges of inconsistent data and the benefits of standardizing formats, field names, and calculations. The results of this initiative include significant time savings, reduced complexity, and increased reliability in outcomes assessment. This aligns with Wang and Strong’s (1996) Data Quality Framework, which emphasizes accuracy, consistency, completeness, and timeliness as critical dimensions for effective decision-making in assessment.
Serhan Ali Al-Serhan, Miami University - Nellie Craig Walker Hall
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 9 

05J – Pushing Boulders: Exploring the Barriers to Conducting Equity Informed Assessment
In the quest for equitable student success, assessment professionals from higher education and supporting organizations face a myriad of challenges. As part of the Grand Challenges in Assessment Project, twenty-four leaders in equity-informed assessment practices were interviewed to share their experiences. They revealed the internal and external barriers they navigate daily, from mental stress and isolation to structural obstacles. These professionals are on the front lines, striving to ensure all students have equal access and outcomes, despite the uphill battle against entrenched resistance and apathy. Their stories highlight the resilience and dedication required to push for meaningful change.
Beth Janetski and Mary Thompson, University of Wisconsin-Madison; Julene Jones, University of Kentucky; and Sarah Wu, Georgia Institute of Technology
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Grand Challenges in Assessment / Supportive Environments
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 10

05K – Testing the Digital Leadership Readiness Inventory (DLRI): A Mixed-Methods Exploration Among Graduate Healthcare Students
This study empirically tests the proposed Digital Leadership Readiness Inventory (DLRI), a framework developed from various communication-oriented theories, among twenty graduate healthcare students and two focus groups. Using mixed methods, it evaluates the framework’s clarity, relevance, and applicability across five core competencies. The findings will refine the DLRI and inform curriculum development to better prepare future healthcare leaders for digital transformation in communication, collaboration, and ethical leadership in complex health environments.
Daniel Kumahor, Indiana University Indianapolis
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Graduate/Professional Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 11 

05L – The Even Bigger Picture: Meta-Assessment of Annual Learning Outcomes Assessment (LOA) Reporting Data
In this session, we will review the meta-assessment process employed by our office to evaluate annual learning outcomes assessment reporting results. Participants will be invited to discuss how our reporting and reviewing process compares with their own and what currently existing documentation they may be able to use to inform their own meta-analysis. We will share findings from our meta-analysis of two years of reporting data and how we plan to use this data to inform upcoming work to support the 500+ programs on our campus.
Wynonna Deenene Brewer, Katie Burr, and Juyoung Kim, University of Georgia
Presentation Type: Poster Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 12 

05M – Using Power BI to Showcase Internal and External Data: Challenges, Successes, and Lessons Learned
The presenters created Power BI dashboards to enhance assessment reporting processes for a graduation survey, the National Survey of Student Engagement (NSSE), and general education data. They will discuss the development and implementation of these dashboards for internal and external data sources, moving from static summaries to dynamic reporting for self-service. While their experience centers on Power BI, the insights gained apply broadly to any dashboard platform. After engaging in this session, participants will be able to identify potential data sources for dashboards, discuss challenges for dashboard development, and identify resources for dashboard development.
Jessica M. Turos and Eric Bell, Bowling Green State University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 13 

05N – Building A Robust Tutoring Centre: Funding, Marketing, and Data
Our session details how to develop a comprehensive and highly effective tutoring center that provides personalized academic support tailored to the unique learning styles and needs of each student. This initiative aims to foster an environment that enhances student achievement, promotes academic confidence, and ensures measurable success through individualized instruction, innovative teaching strategies, and ongoing assessment. By prioritizing student-centered learning, the tutoring center will offer a structured yet flexible approach that adapts to diverse educational challenges, equipping students with the skills and resources necessary for long term academic growth.
Terron Dames and Cadmus Inniss, Central State University
Presentation Type: Poster Session
Audience Level: Beginner
Primary Topic: General Education
Time: 7:00–8:15 p.m.
Room: Indiana Ballroom A–G (First Floor)
Poster Board: 14

Exhibit Hall Information and Diagram

ABET
Exhibitor
Phone: (410) 347-7700
Email: education@abet.org
https://assessment.abet.org
Contact: Robyn Hall, Director of Professional Programs
Exhibit Booth: 5

American Association of Colleges & Universities (AAC&U)
Exhibitor
Phone: (202) 387-3760
Email: information@aacu.org
https://www.aacu.org
Exhibit Booth: 9

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

Coursedog
Gold Sponsor and Exhibitor
Sponsoring the Two Engaged Learning Thematic Keynote Sessions
Phone: (646) 600-8261
https://www.coursedog.com 
Contact: Lauren Fontana, Director of Partnerships
Exhibit Booth: 4

eLumen
Gold Sponsor and Exhibitor
Sponsoring the Two Student Success Thematic Keynote Sessions
Phone: (612) 244-2700
Email: insights@elumenconnect.com
https://www.elumenconnect.com/insights
Contact: Jerry Anderson, Regional VP Sales 
Exhibit Booth: 6

HelioCampus
Exhibitor
Phone: (844) 994-3546
Email: info@heliocampus.com
https://www.heliocampus.com 
Exhibit Booth: 14

Logan University
Exhibitor
https://www.logan.edu
Contact: Nina Kult, Director of Marketing and Communications 
Exhibit Booth: 13

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

Nuventive
Platinum Sponsor and Exhibitor
Providing Support for the Assessment Institute Free Webinar Series (2025–2026 Season)
Phone: (412) 847-0280
Email: learnmore@nuventive.com
https://nuventive.com
Contact: Denise Raney, VP of Customer Service
Exhibit Booth: 2

SPOL
Gold Sponsor and Exhibitor
Sponsoring the Two Innovative Instruction Thematic Keynote Sessions
Phone: (954) 345-7839
Email: info@spol.com
https://spol.com
Contact: Chris Miller, Account Executive
Exhibit Booth: 10

Territorium
Gold Sponsor and Exhibitor
Sponsoring the Two Supportive Environments Thematic Keynote Sessions
Phone: (785) 893-9355
Email: hi@territorium.com
https://territorium.com
Contact: Sherry Reed, Education Solutions Specialist
Exhibit Booth: 3

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

Watermark Insights
Platinum Sponsor and Exhibitor
Sponsoring the Assessment Institute Lanyards
Phone: (805) 440-4746
Email: info@watermarkinsights.com
https://www.watermarkinsights.com
Contact: Hunter Simmons, Senior Enterprise Solution Engineer
Exhibit Booth: 11

Xitracs™ by Concord USA, Inc.
Gold Sponsor and Exhibitor
Sponsoring the Two Strategic Directions Thematic Keynote Sessions
Phone: (770) 200-7465
https://www.xitracs.com
Contact: Cheryl Frangipane, Account Administration 
Exhibit Booth: 8

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

15A – Advancing Structural Consistency through Educational Networks and Design (UASCEND)
The University of Connecticut (UConn) recently received a grant from the Davis Educational Foundation, to support a multi-year project, called UConn Advancing Structural Consistency through Educational Networks and Design (UASCEND). This university-wide, multi-campus project will support faculty and academic programs to develop student-centric learning objectives; align assessment measures to objectives; design common rubrics; and/or design integrative, longitudinal, and capstone assessment measures. Faculty members collaborated on a 13-week course that will be piloted in Fall 2025 and offered to cohorts of individual course instructors, academic programs with multi-section courses, and eventually to graduate instructors.
Jamie Kleinman, Pamela Bedore, Phil Birge-Liberman, Sally Chamberland, Stephen Fitzgerald, Lauren Schlesselman, and Diego Valente, University of Connecticut
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Faculty/Professional Development
Time: 7:00–7:20 a.m.
Room: Indiana Ballroom F (First Floor) 

15B – Evaluating the Impact of Long-Term Faculty Professional Development in Adoption of Equity-Minded Teaching and Assessment Practices
While the demographics of college-going students in the U.S.A. are increasingly shifting toward a minority-majority population, students of color are consistently underrepresented when considering graduation and retention rates. As a result, there has been an increasing call to incorporate teaching practices that aim to realize the potential for success of all learners. We present a case study on the impact of a semester-long professional development course in just and equitable teaching practices upon the adoption and implementation in the classroom at a large, public R01 institution, contributing to current research in understanding how to transform teaching practice in higher education institutions.
Rachana S. Bhave, University of Colorado, Boulder
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 7:00–7:20 a.m.
Room: Indiana Ballroom G (First Floor) 

15C – Assessing the Doctoral Capstone as a High-Impact Practice in Occupational Therapy Education
The purpose of this study was to assess the doctoral capstone as a high-impact practice in occupational therapy education. By analyzing the perceptions of Occupational Therapy Doctorate graduates, site mentors, and faculty mentors using the eight key indicators of a high-impact practice, the researcher sought to understand the value and impact of the doctoral capstone experience. A single case study design was used to survey graduates, faculty mentors, and site mentors who participated in the doctoral capstone from 2017-2024. Using a generic qualitative research approach to investigate the research questions, the researcher utilized both survey questionnaire data and interview data to further evaluate the doctoral capstone as a high-impact practice.
Erin Pemberton Melhorn, University of Tennessee at Chattanooga
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the State/High-Impact Practices
Time: 7:00–7:20 a.m.
Room: Florida & Illinois (First Floor) 

15D – Improving Student Learning, One Course Student Learning Outcome (CSLO) at a Time!
This session will focus on collaboration between LBCC’s faculty leadership and Office of Institutional Effectiveness to implement a user-friendly, data-driven SLO cycle where faculty focus on closing learning and equity gaps in SLO achievement. The session will include a history of LBCC’s processes, five-year effectiveness metrics, and live demonstrations of the way LBCC harnesses Canvas, Tableau, and other resources. Participants will learn about specific SLO metrics that have improved based on this process and will have the opportunity to practice navigating aspects of the processes themselves. Participants will also be given access to documents, resources, and support models utilized.
Trisha Wilging, Long Beach City College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Learning Improvement
Time: 7:00–7:20 a.m.
Room: Michigan & Texas (First Floor) 

15E – From Reflection to Application: Using Generative Artificial Intelligence (GenAI) in Business Education to Enhance Organizational Behavior Insights
This session explores the role of artificial intelligence (AI) in Organizational Behavior (OB) education through experiential learning and reflective poster assignments. The study analyzes students' perceptions of AI as an enabler or disruptor in team-based learning and assesses its impact on engagement and knowledge retention. Using theories such as Experiential Learning Theory (Kolb), Sociomateriality, and the Technology Acceptance Model (TAM), this study uncovers emerging themes from student reflections. Attendees will gain insights into AI’s pedagogical implications, assessment strategies for AI-based learning, and practical recommendations for integrating AI into course design to enhance critical thinking, teamwork, and innovation.
Antigoni Papadimitriou, Lehigh University; and Marius Boboc, Cleveland State University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 7:00–7:20 a.m.
Room: Marriott 1 (Second Floor) 

15F – Please Pardon Our Dust: Remodel of General Education Assessment is Underway
Mercer University is changing our approach to general education assessment. First, we are piloting population-level assessment by embedding rubrics in general education courses. With large data on student performance, we aim to identify areas for improvement across all schools/colleges. Second, we are applying Fidelity of Implementation (FOI) to ensure consistency in improving student learning. In our session, we will present data from our first year and describe how the data was used to design faculty development aimed at improving student learning. We will engage the attendees in an open discussion and solicit feedback on applying FOI to general education.
Troy Nash, Alana Alvarez, and Wesley Barker, Mercer University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: General Education
Time: 7:00–7:20 a.m.
Room: Marriott 3 (Second Floor) 

15G – Reaching a Broad Audience: Strategies for Core Course Planning
While all courses require thoughtful planning and strategic effort to provide effective reach, thinking about a core course (often one required for hundreds or thousands of students each year) means we consider best practices for identifying objectives, tools, assessment, and a broad audience. Additionally, successful strategies must plan for management of the unforeseeable. The overview for success starts with thinking of managing an emergency room and its function for the public. There is the necessity to prepareand the necessity to complete--an educator’s version of triage. (CANCELLED)
Angela J. Sisson, Indiana University Indianapolis
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 7:00–7:20 a.m.
Room: Marriott 4 (Second Floor) 

15H – Online Authentic Student Assessment Strategies as Faculty Evidence in Reappointment, Promotion, and Tenure
Since spring 2020, semester faculty in higher education have been struggling with personal and professional concerns. Within the typically well-defined system in higher education, faculty understand the expectations and performance levels related to reappointment, promotion, and tenure (RPT), and manage instruction in ways aligned with their strengths, content, and the needs of the learners. However, the COVID-19 global pandemic set many of the ideas, understandings and practices for RPT aside in favor of an unknown future in many institutions. COVID-19 impacted the higher education system during spring 2020. We can address this through online authentic assessment.
Raymond W. Francis, Central Michigan University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Emerging Trends in Assessment
Time: 7:00–7:20 a.m.
Room: Marriott 7 (Second Floor) 

15I – Gendered Leadership in Assessment: Demographics and Implications
Assessment, especially as a measure of compliance and accountability, is predominantly viewed as service work, a component of academic life that has been shown to be disproportionately taken on by women. This presentation examines survey data about assessment professionals with a lens toward gender and power. Looking at demographics of gender, positions, office scopes, and other indicators of institutional authority, the audience will examine their own institutional practices and compare them to larger national trends.
Chris Blankenship, Salt Lake Community College
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Leadership for Assessment
Time: 7:00–7:20 a.m.
Room: Marriott 8 (Second Floor) 

15J – Assessing Academic Integrity on Campus – The Academic Integrity Rating System (AIRS)
Academic integrity has become a national focus in the wake of the COVID-19 Pandemic and the introduction of generative artificial intelligence (GenAI) like ChatGPT (Wiley, 2024). Ensuring student work is authentic is a challenge facing faculty across the globe. However, research into academic integrity notes the importance of developing a campus climate that fosters academic integrity as key to mitigating student academic misconduct (Rettinger et al., 2024; McCabe et al., 2012). Most institutions evaluate student misconduct based on case rates and academic programming; the Academic Integrity Rating System (AIRS) offers an institution the opportunity to self-study their campus climate of academic integrity.
Courtney Cullen, Georgia Institute of Technology
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 7:00–7:20 a.m.
Room: Marriott 9 (Second Floor) 

15K – Rubrics/Guidelines for Self-Assessment and Improvement of Assignments
So, you’ve created an assignment with measurable learning objectives, and it’s “aligned” to ensure that its “active learning” practices and your assessments (“formative” and “summative”) are appropriate to those learning objectives. What’s next to improve your assignment’s effectiveness if it’s still not working well? This session introduces three different rubrics to help faculty consider ways to improve assignments that lead to the summative assessments: (1) objective summative assessments (quizzes, tests, assessments for which there are “best” answers), (2) “authentic” artifacts (e.g., projects, papers, professional products), and (3) reflective products (e.g., introspective products, action-plans, interpretations).
Douglas Jerolimov and Richard Turner, Indiana University Indianapolis
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Learning Improvement
Time: 7:00–7:20 a.m.
Room: Marriott 10 (Second Floor) 

15L – PowerBI for Program Assessment: Overcoming Constraints, Enhancing Insights
Effective analysis and reporting of program assessment data, particularly over multiple semesters, requires integration of data from multiple sources within a university’s data environment.  However, institutional constraints often provide limited pathways for accessing these sources. This session illustrates how PowerBI can be used to generate insights from multiple semesters of program-level assessment outcomes using datasets generated from existing workflows. In addition to facilitating long-term tracking of assessment outcomes, this approach facilitates dashboards that provide at-a-glance snapshots of assessment trends at the program, course, and assignment levels, providing more actionable feedback for faculty committees with responsibility for the programs being assessed.
Kristoffer M. Rees, Indiana University Online
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Use of Technologies in Assessment
Time: 7:00–7:20 a.m.
Room: Lincoln (Second Floor) 

15M – A Roadmap to Success: Creating the Conditions for Assessment Evidence Excellence
This session will demonstrate how the University of Northern Colorado’s Office of Assessment created the conditions to generate strong evidence for assessment-related accreditation criteria. Based on these examples, participants in this session will briefly review their own institution’s assessment practices and timelines to identify potential sources of evidence for accreditation criteria. Situating these potential sources of evidence in the context of good assessment practice, participants will identify their institution’s strengths, weaknesses, and opportunities. Participants will then identify action steps upon returning to their institutions to generate assessment-related evidence prior to their next accreditation review.
Chad M. Bebee and Samantha Buck, University of Northern Colorado
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Accreditation
Time: 7:00–7:20 a.m.
Room: Santa Fe (Second Floor) 

15N – Examining Campus Community and Sense of Belonging for Diverse Students
How do students perceive campus community? Do students feel a sense of belonging on campus? This program shares a study that examines campus climate and sense of belonging for diverse students. The study found that minority students and international students were less satisfied with their overall academic experience and social experience. Under-represented students reported lower sense of belonging, perceived the campus community to be less inclusive, and felt less respect for their identities on campus.
Yanmei Zhang, Georgia Institute of Technology, Yiyun Jie, Virginia Commonwealth University, and Jie Zhang, Purdue University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Supportive Environments
Time: 7:00–7:20 a.m.
Room: Tennessee (First Floor) 

15O – Unlocking Insights: Leveraging Natural Language Processing (NLP) in Course Evaluations
Course evaluations are essential for improving teaching and learning, yet analyzing open-ended responses remains a challenge. This project leverages Natural Language Processing (NLP) to analyze 800,000+ longitudinal course evaluation comments at NJIT, transforming qualitative feedback into actionable insights. By automating analysis, the project enhances faculty development, improves student learning experiences, and establishes a new standard for qualitative data use in institutional decision-making. This innovative approach reinforces NJIT’s commitment to faculty excellence and continuous improvement, demonstrating how AI-driven analytics can maximize the impact of student feedback on teaching effectiveness and curriculum enhancement.
Yi Meng and Shivam Sarang, New Jersey Institute of Technology
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 7:00–7:20 a.m.
Room: California (First Floor)

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

16A – The 2023 Landscape Report: Practitioners’ Perceptions on the Field of Student Affairs Assessment
The newly established research arm of the Student Affairs Assessment Leaders, the Research On and Advancing Knowledge of the Profession Committee, surveyed the professionals who had registered for the Student Affairs Assessment Leaders Listserv. Three broad categories of respondents’ institutions were found to impact respondents perceptions: institutional type, institutional designation, and accreditor. Respondents also provided qualitative data for open-ended items on the questionnaire which provided more insight to some quantitative responses. Recommendations for practice and implications for future research were provided.
Vince Nix and Lan Song, West Texas A&M University; Ellissa Brooks Nelson, University of North Carolina at Charlotte; Rebecca Gibbons, University of South Florida; Erin Thomas, Illinois State University; and Leo Young, Azuza Pacific University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Emerging Trends in Assessment
Time: 7:30–7:50 a.m.
Room: Indiana Ballroom F (First Floor) 

16B – From Apprehension to Appreciation: Fostering a Culture of Assessment with a New and Growing Team
This session presents our team’s approach to fostering a culture of assessment and data literacy within a university division supporting faculty, staff, and students. We transformed some initial apprehension about assessment into engagement through innovative strategies, including a "Data and Donuts" series, an Assessment Book Club, a newsletter, office hours, consultations, and assessment guidebooks. We reframed assessment as a nurturing process of feedback and evidence gathering. This session will detail our strategies and lessons learned, discuss positive outcomes in cultivating a data-informed decision-making culture, and provide insights on how assessment can help share stories of impact more effectively.
Jalen Blue, Janelle Coleman, Shiloh Lovette, Urmila Pandey, and Trinity Sandifer, University of Tennessee, Knoxville
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 7:30–7:50 a.m.
Room: Indiana Ballroom G (First Floor) 

16C – Just What is Equity and What is it Doing in a Nice Field Like Assessment
This presentation outlines a literature review on equity and assessment, drawing from the article Making a Grand Contribution: Professional Development Resources for Leveraging Assessment Data to Advance Equity. The review will explore how assessment practices can promote equity, identifying professional development strategies that support equitable data use in higher education. The findings will inform institutional leaders, faculty, and assessment professionals on embedding equity within assessment processes. This session will engage participants in discussions about the history of equity in assessment and its current uses, equipping them with tools to advance equitable assessment practices and institutional change.
Glenn Allen Phillips, Watermark Insights; Ciji A. Heiser, Co-Creating Action; Julene Jones, University of Kentucky; George Still, California State University, Fresno; Felicia Ramirez, Paradise Valley Community College; and Janette Schumacher, West Chester University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Supportive Environments
Time: 7:30–7:50 a.m.
Room: Florida & Illinois (First Floor) 

16D – Tracking Student Engagement: Findings from the Online Weekly Journal
There is limited tracking of ongoing student experiences, such as online weekly journals, across institutions. This study presents an assessment conducted over eight weeks at two research universities in Spring 2024 as part of a federally funded project examining students’ academic engagement, perceptions of success, and psychological factors impacting success. One key finding showed that the library was the most frequently used place on campus, followed by student organizations. Stress and social media were found to significantly affect students’ academic work. The project director will share insights on how to better support students at institutions.
Jung Mi Scoulas, University of Illinois Chicago
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 7:30–7:50 a.m.
Room: Michigan & Texas (First Floor) 

16E – Learning Outcomes Framework for Student Affairs: The Pillars of Learning
Assessing and demonstrating student learning in Student Affairs remains a challenge across diverse programs. CSU Dominguez Hills developed the Pillars of Learning, a unified framework aligning co-curricular programs with student learning outcomes. This session explores the collaborative process of the Student Affairs Assessment Workgroup, ensuring alignment with national best practices (CAS, AAC&U, NILOA) and institutional priorities. The Pillars of Learning provide a structured approach for assessing student learning and demonstrating contributions to the university’s strategic plan. Attendees will gain insights into developing division-wide outcomes, engaging stakeholders, and leveraging this model for program design, evaluation, and strategic decision-making.
Marisol Cardenas, California State University, Dominguez Hills
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 7:30–7:50 a.m.
Room: Marriott 1 (Second Floor) 

16F – Quantitative Assessment of Institutional Artificial Intelligence (AI) Policy and Practice
As generative artificial intelligence (GenAI) continues to transform higher education, institutions must assess their readiness to integrate AI effectively. This presentation introduces a rubric designed to quantitatively evaluate a university’s AI readiness and capability across key criteria including teaching, student use, research, policies, communication, and ethics. The rubric provides a structured, data-driven approach for institutional self-assessment and benchmarking. Attendees will gain insights on gathering this data across multiple stakeholder groups. This tool empowers universities to make informed decisions as they navigate the evolving landscape of AI in education.
Cara J. Gomez, Delaware State University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Advanced
Primary Topic: Artificial Intelligence
Time: 7:30–7:50 a.m.
Room: Tennessee (First Floor) 

16G – Closing the Loop on Long-Term Assessment Outcomes
This presentation will address the challenge of evaluating long-term outcomes in higher education. We will describe the generation and evaluation of long-term outcomes for a faculty development project, and we will describe how our underlying transformative goals influenced decisions about evaluation tools and reports. We will share an example connecting a logic model, outcomes, tools, and reports, and we will incorporate participants’ input about challenging long-term outcomes. We will practice using a worksheet for mapping stakeholder groups to assessment products that we designed as a tool for holding ourselves accountable for equitable reporting about our long-term outcomes.
Amy Cardace, Fairleigh Dickinson University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 7:30–7:50 a.m.
Room: Marriott 4 (Second Floor) 

16H – Decoding Psychometrics: How to Enhance MCQ Exam Quality through Effective Item Analysis
This session is designed to empower assessment professionals with the skills to analyze key psychometric data and enhance the quality of multiple-choice questions (MCQs).  It addresses the challenges faced by those without a background in educational research and dispels the myth that only subject matter experts can provide valuable insights.  Attendees will learn to identify crucial metrics, interpret psychometric data, and make informed recommendations for item revisions.  The session includes a step-by-step method for item review, real-world examples, and an activity to apply new knowledge.  Participants will leave with best practices and actionable strategies to improve MCQs at their institution.
Sarah A. McCauley, University of South Florida, Tampa; and Kelly McCarthy, Florida Polytechnic University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Beginner
Primary Topic: Grand Challenges in Assessment / Analytics and Metrics
Time: 7:30–7:50 a.m.
Room: Marriott 7 (Second Floor) 

16I – Development of a University-Wide Assessment Strategy through the Use of Generative Artificial Intelligence (GenAI) to Translate Assessment Rubrics into Disciplinary Language
Alfred University is a small comprehensive university, with five distinct undergraduate colleges and schools. Learning outcomes assessment is regularly conducted within our academic units, however, the data collected is siloed, making university-level learning outcomes assessment a challenge. In this session, we introduce a novel approach that utilizes generative artificial intelligence (GenAI) to transform our standard rubric into a discipline-specific one, incorporating accessible terminology and increasing faculty buy-in to the assessment process. We will share data and insights from applying this novel approach over the past year during our general education learning outcomes assessment efforts.
Jean A. Cardinale, Alfred University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 7:30–7:50 a.m.
Room: Marriott 8 (Second Floor) 

16J – Sharing the Vision: Combining Efforts for a Cohesive Reporting Process
The purpose of co-curricular assessment is to determine the effectiveness of units and programs that directly affect the student experience in higher education. While academic assessment is rather straightforward, assessment of units that are both faculty- and student-facing can be more complicated. In particular, these co-curricular units may have any combination of student-learning goals and program or unit goals. To meet the needs of these varied units, we began a team approach to build a singular reporting structure for assessment of Student Affairs and Co-curricular units. This presentation will explore the creation of the structure and the impact seen on units.
Dory Thompson, Katie Boyd, and Vanessa Harrison, Auburn University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 7:30–7:50 a.m.
Room: Marriott 9 (Second Floor) 

16K – From Surveys to Synergy: The Evolution of Our Doctor of Physical Therapy Program Assessment
From the initial charge to a final Assessment Matrix, we share our journey in developing a culture and associated processes of program assessment. Sharing our story from our start to current operations, we will illustrate how our Assessment Committee Leadership and Program Leadership transitions were key to our success. We will discuss strategies used to educate Program Faculty, our use of exam software for tracking of relevant assessment information, implementation of an Assessment Matrix to monitor relevant assessment areas, and modification of prior attempts as we built our Program assessment.
Michael Bridges, Tzurei Chen, and Sheryl Sanders, Pacific University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Graduate/Professional Education
Time: 7:30–7:50 a.m.
Room: Marriott 10 (Second Floor) 

16L – Intercultural Orientation and Exchange Among Global Tourism Students
By participating in the Indiana University Virtual Global Learning Fellowship, I partner with an instructor in Conception, Chile. We created a collaborative online international learning experience (COIL) between her Chilean students and my students at Indiana University-Indianapolis. Our objectives for this exchange included collaborating cross-culturally, applying tourism-related topics in synchronous online meetings, and meeting Sustainable Development Goal (SDG) 4 to ensure inclusive and equitable quality education throughout the experience. Meetings included introductions, exchange of information, and final presentations. Through this inclusive course design, students worked cross-culturally to produce a final infographic representing a tour package while reflecting on personal growth and cultural understanding.
Amy M. Johnson, Indiana University Indianapolis
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the State/High-Impact Practices
Time: 7:30–7:50 a.m.
Room: Lincoln (Second Floor) 

16M – How to Not Drown in Data: Making Sense of General Education with a Deep Dive into Data
How deep do you go when assessing general education? At Austin Peay State University, general education is typically reviewed at the course level based on student performance on Student Learning Outcomes. However, after successfully navigating the SACSCOC reaffirmation of accreditation process, the Gen Ed Committee paused assessment and decided to go deeper into the data to focus on things like student demographics and course structure. This presentation will focus on the findings of that data deep dive, as well as the suggestions the researchers identified for moving forward with general education.
Allie Michael and Nick Kirby, Austin Peay State University
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: General Education
Time: 7:30–7:50 a.m.
Room: Santa Fe (Second Floor) 

16N – Closing the Loop with Generative Artificial Intelligence (GenAI): Empowering Faculty to Streamline Assessment and Reflection
Many faculty members struggle to "close the loop" in assessment due to overwhelming workloads, time constraints, and the challenge of reflecting on past data while managing their teaching, research, and service obligations. This session explores how generative artificial intelligence (GenAI) tools can support faculty in making data-informed decisions, streamlining assessment reflections, and integrating assessment into their workflow without sacrificing privacy or academic integrity. Through practical demonstrations, faculty will learn how AI can help them analyze trends, develop actionable insights, and improve student learning—all while reducing the stress of juggling multiple responsibilities in higher education.
Karol A. Batey, Manuel Fernandez, and Beena George, University of St. Thomas; and Christopher Born, The Catholic University of America
Presentation Type: Rise-and-Shine 20-Minute Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 7:30–7:50 a.m.
Room: California (First Floor) 

Thematic Keynote Sessions: 17A–17E

17A – HIPs 2.0: Perspectives on the Next Frontier of High-Impact Practices
This session will begin with a discussion of the commonly used definitions of high-impact practices (HIPs) and their essential characteristics. The presenter will share perspectives on the benefits of establishing an ecosystem of HIPs to provide a spectrum of engagement opportunities for a broad array of students throughout their college careers. This session will offer various approaches for evaluating the impacts of HIPs, as well as critical leadership and infrastructure support for sustainable success of HIPs in different institutional contexts for consideration. The presenter will also offer her own perspectives on the state of HIPs as a long-time practitioner, and the audience will be invited to share their thoughts and experiences.
Catherine Chan, University of Wisconsin-Madison
Presentation Type: Thematic Keynote Session
Audience Level: Intermediate
Primary Topic: Engaged Learning
Time: 8:15–9:15 a.m.
Room: Indiana Ballroom E (First Floor)
Sponsor: Coursedog

17B – Leveraging Intervention Mapping to Guide Innovative and Effective Programming in Higher Education
Drawing on experiences at James Madison University in both academic and student affairs, this session suggests that innovation in instruction or any programming on campus would benefit from adopting an intervention science approach. If we really hope to engage in effective innovative strategies to impact what students know, value, and can do, we need a robust process to guide and sustain programming efforts. Could Intervention Mapping, a common and expected approach in health-education programming, help higher education professionals design, justify, and improve their instructional and programming strategies? We explain how an Intervention Mapping approach aligns with, yet enhances, the typical outcomes assessment approach used in higher education. Importantly, an Intervention Mapping approach forces us to ask and answer two basic questions about curriculum/programming: “Why should this curriculum/programming result in desired outcomes?” (i.e., program theory) and “Will the intended curriculum/programming be experienced by students?” (i.e., implementation fidelity). This “enhanced” programming and assessment approach has potential to afford better-designed, well-implemented curriculum/programming that could demonstrably improve student learning and development.
Sara Finney and Riley Herr, James Madison University
Presentation Type: Thematic Keynote Session
Audience Level: Intermediate
Primary Topic: Innovative Instruction
Time: 8:15–9:15 a.m.
Room: Indiana Ballroom A–D (First Floor)
Sponsor: SPOL

17C – From Data to Action: Storytelling with Data
Crafting meaningful data stories is essential for driving impactful change on campus. This session explores how to humanize assessment findings by integrating narratives that highlight student success. Participants will gain practical tips for crafting compelling data stories, engaging diverse campus stakeholders, and embedding sustainable data collection cycles into departmental and divisional practices. Learn strategies to ensure reporting and accountability are seamlessly integrated into timelines, fostering a culture where data informs action and enhances student experiences.
Shaun Boren, University of Florida; Renée Delgado-Riley, University of Oregon; Kimberly Kruchen, University of Colorado, Boulder; Joseph D. Levy, Excelsior University; Tori Rehr, The Ohio State University; and Heather Strine-Patterson, Virginia Tech
Presentation Type: Thematic Keynote Session
Audience Level: Intermediate
Primary Topic: Student Success
Time: 8:15–9:15 a.m.
Room: Marriott 5 (Second Floor)
Sponsor: eLumen

17D – Closing the Loop with Change Management: Maximizing the Impact of Assessment in Higher Education
All change is not created equal, nor are all change efforts equally successful. Additionally, the assessment cycle step that is least discussed but most difficult to implement is using assessment data for change and improvement. A panel of authors from the recent book Maximizing the Impact of Assessment in Higher Education: Closing the Loop with Change Management will share how to move from data to action utilizing change management theories, frameworks, and models.
Cindy Cogswell, New York University; Keston H. Fulcher, James Madison University; Gavin Henning, New England College; Natasha Jankowski, University of Wisconsin-Milwaukee; and Jillian Kinzie, Indiana University Bloomington
Presentation Type: Thematic Keynote Session
Audience Level: Intermediate
Primary Topic: Strategic Directions
Time: 8:15–9:15 a.m.
Room: Marriott 6 (Second Floor)
Sponsor: Xitracs™ by Concord USA, Inc.

17E – Promoting Cultures of Belonging on Campus: Strategies and Insights from HBCU-CEEQA Colleagues
Colleges and universities continue to attract, educate, and graduate students from historically under-represented, -served, and -resourced backgrounds. There is a need to foster a sense of belonging with and for our students, along with attending to their holistic personal, academic, and professional needs and aspirations. This thematic keynote session offers insights from HBCU-CEEQA member institutions concerning effective strategies for promoting inclusive environments across the higher education sector.
Mark Howse, Morehouse School of Medicine and HBCU-CEEQA, and colleagues representing HBCU-CEEQA
Presentation Type: Thematic Keynote Session
Audience Level: Intermediate
Primary Topic: Supportive Environments
Time: 8:15–9:15 a.m.
Room: Kentucky (First Floor)
Sponsor: Territorium

Concurrent 60-Minute Sessions: 18A–18W

18A – The Quantified Impact of Proactive Outreach on Student Achievement
Student persistence and academic achievement remain persistent challenges in higher education, particularly in online learning environments and among at-risk students. Despite strong curriculum design, dedicated faculty, and robust student support, engagement remains a key missing factor. This quantitative, quasi-experimental study examines the impact of proactive versus reactive faculty outreach on student course completion and performance in online business courses at an open-enrollment university. Analyzing over 100,000 student experiences across 3,320 course sections from 2022–2023, findings highlight the effectiveness of proactive messaging in improving student persistence. Participants will gain insights into evidence-based outreach strategies that enhance student engagement and success. (Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award)
Catherine McBride, Keya Simon, and Cindy Solari, Colorado Technical University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Learning Improvement
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom E (First Floor)

18B – Data for All: Creating Effective and Accessible Visualizations for Everyone
Making informed decisions based on data is key to effective assessment. However, not all data is presented in a way that is accessible to everyone. During this session participants will learn how to develop high quality charts and graphs that are ADA compliant. Participants will learn basic principles of graphical excellence such as, distortion, chart junk, and data-to-ink ratio. Participants will also learn about principles from the US Access Board for developing PPT presentations, Excel spreadsheets, and PDFs that are in compliance with Section 508 of the Rehabilitation Act. Practice opportunities and question-and-answer sessions are embedded throughout the workshop.
Daniel J. Trujillo, Harrison College of Pharmacy - Auburn University; Jeff Barbee, The Ohio State University; and Ramya Kumaran, University of Illinois, Urbana-Champaign
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Supportive Environments
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom F (First Floor)

18C – Do You Have a Code of Ethics for Assessment Practice?
If it exists, does anyone know about it or use it? Presenters will provide an informational overview and interactive session exploring Cambridge International’s use of a Code of Ethics to support global assessment practices, certifying evidence of learners’ academic achievements. A Code of Ethics example will be shared to stimulate discussion and understanding about this resource. The session describes the value of an Assessment Code of Practice and the commitment to transparency. Every campus needs codes and procedures that represent a set of standards against which assessment is conducted and serves as the foundation on which assessment processes are built.
Pamela Kerouac and Chantel Reynolds, Cambridge International
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Campus Business Operations and Services
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom G (First Floor)

18D – ePortfolios = Accountability: Real World Audiences Help Students Create and Curate Stronger Work; Real World Audiences Help Faculty Create Better Assignments
Eight in ten employers say ePortfolios are a window into job applicants’ career readiness (AAC&U, 2023). A subsequent Insider Higher Education article suggested that ePortfolios are the new transcript: transcripts are good, but “ePortfolios are better.” And, the value of ePortfolios [when done well] as a High-Impact Practice are well documented. Still, some faculty are reluctant to integrate ePortfolios into their courses. When students do create portfolios, professors are reluctant to require students to make them public. This session explores published ePortfolios to motivate stronger student work. Hear student voices and faculty insights on ways public-facing ePortfolios enhance learning.
Debbie Oesch-Minor, Tara Callahan, and Maddie Davila, Indiana University Indianapolis; and Olivia Bradford, Indiana University Indianapolis Alumni
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the State/High-Impact Practices
Time: 9:30–10:30 a.m.
Room: Indiana Ballroom A–D (First Floor)

18E – Rubrics for Virtual Global Learning: Icebreakers and Beyond
To democratize global learning, universities are leveraging virtual experiences that connect students worldwide. This session explores the presenters' newly designed rubrics for Intercultural and Global Learning, which are based on the AAC&U's VALUE rubrics. The rubrics apply to learning goals for Intercultural Knowledge, Intercultural Exchange, Global Self-Awareness, and Global Competence. These tailored rubrics are useful not just to evaluate student learning, but also to create assignments that go beyond icebreakers.  The presenters will share the results of their piloted use at IU Indianapolis by faculty participating in the Virtual Global Learning fellowship program.
Kimmaree Murday, Indiana University Bloomington; Douglas Jerolimov and Amy Johnson, Indiana University Indianapolis
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the State/High-Impact Practices
Time: 9:30–10:30 a.m.
Room: Florida & Illinois (First Floor)

18F – How it Started...How it’s Going: One Assessment Team’s Continuous Journey
In 2023, Harford Community College presented a session at the Assessment Institute focusing on how the newly formed Academic Assessment Team (AAT) successfully got academic program reviews back on cycle. This year, the team returns to share how we have grown, how we have expanded our focus, and how we are working to cultivate a culture of assessment across campus. Attendees will learn how the college’s AAT has revitalized and reshaped academic assessment practices and fostered a supportive assessment environment for faculty. We will also address shared challenges related to building an assessment culture and explore strategies for improvement.
Olivia Rines, Alison Amato, and Julianne Taylor, Harford Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Community Colleges
Time: 9:30–10:30 a.m.
Room: Michigan & Texas (First Floor)

18G – From Collection to Connection: Leveraging First Destination Data through Collaborative Efforts
Auburn University assessment staff will share how the creation of a data working group helped enhance efforts with First-Destination Survey data collection, which has ultimately led to informed decision-making among the de-centralized college units around AU’s campus. This newly created group facilitates data sharing, fosters stakeholder engagement, and models the way for future university partnerships. Attend to learn how collaborative approaches to leveraging data can support student excellence and learn more about how a data working group like this can impact your campus.
Stuart A. Miller and Yvette Stone, Auburn University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Institution-Wide Data Collection/Use
Time: 9:30–10:30 a.m.
Room: Marriott 1 (Second Floor)

18H – Get in Touch! A Case Study in Leading Implementation of a New Assessment Management System
Assessment Management Systems (AMS) are a commonly implemented tool in streamlining the formal assessment process. Despite the various benefits an AMS can promise, implementation is not guaranteed to be free of resistance or unexpected challenges. Therefore, this session walks through a case study of rolling out an AMS at the presenters’ home institution. Best practices for AMS implementation will be highlighted through various phases of the case study. Principles from theories of leadership and change management will also be derived for attendees’ consideration.
Terrance Cao, Pepperdine University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Leadership for Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 3 (Second Floor)

18I – Advancement of Assessment Culture and Processes at Heartland Community College
This session will provide an in-depth exploration of the assessment processes at Heartland Community College (HCC) and how they align with the institution’s commitment to student success. By examining current assessment practices, challenges, and successes at our institution, the presentation will offer actionable strategies for improving the effectiveness of the assessment process and developing a culture of assessment. Topics will include integrating both formative and summative assessments in the courses, assessment of the college’s Essential competencies aligned with the learning objectives in the courses, using data to inform instructional decisions, and fostering a culture of continuous improvement.
Manjushri Kishore and Phil Vandiver, Heartland Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Strategy and Planning
Time: 9:30–10:30 a.m.
Room: Marriott 4 (Second Floor)

18J – What to Expect When You’re Expecting: Vendor Advice on Preparing to Implement a New Technology
Choosing the right assessment technology is a critical decision for institutions seeking to enhance data collection, analysis, and reporting. This session brings together leading assessment technology vendors to discuss key considerations before purchase and implementation. Topics include aligning technology with institutional goals, getting your institutional house in order, anticipating challenges, and evaluating vendor reputation. Attendees will gain practical insights to make informed decisions, avoid common pitfalls, and maximize the impact of their investment in assessment technology.
Will Miller, Embry-Riddle Aeronautical University; Summer Jackson, Anthology; Jamie Kerr, SPOL; Glenn Allen Phillips, Watermark Insights, and Jenna Ralicki, HelioCampus
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Use of Technologies in Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 5 (Second Floor)

18K – Grand Challenges: Integration of Rapid Pedagogical Improvements through Assessment Practices
This presentation explores the integration of Rapid Pedagogical Improvements through effective assessment practices. It examines various assessment strategies, including diagnostic, formative, and summative assessments, alongside authentic and data-driven approaches. By defining Rapid Pedagogical Improvement, the presentation highlights the importance of agility in teaching practices and the continuous cycle of feedback and adjustment. Just-in-time teaching is presented as a precursor to Rapid Pedagogical Improvement. Additionally, critique of current assessment methods, including challenges and limitations, is addressed. Research questions focus on whether assessment practices facilitate rapid pedagogical change. The session concludes with discussions on methodologies, limitations, and future directions. (Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award)
Chadia Abras, Johns Hopkins University; and Jessica Taylor, University of Tennessee at Chattanooga
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Grand Challenges in Assessment / Emerging Trends in Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 6 (Second Floor)

18L – Basic Needs and Academic Outcomes: Findings and Recommendations from The 2023 - 2024 Hope Center for Student Basic Needs National Survey
The link between basic needs security and persistence is unequivocal: 79% of student respondents to The Hope Center for Student Basic Needs National Survey who had previously stopped out of college told us it was due to basic needs insecurity. This session highlights findings from the national survey along with promising practices for colleges and universities to support student basic needs and policy recommendations for systemic change.
Anne E. Lundquist, The Hope Center at Temple University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Emerging Trends in Assessment
Time: 9:30–10:30 a.m.
Room: Marriott 7 (Second Floor)

18M – Navigating Artificial Intelligence (AI) Grading Implementation: Lessons from a Pilot Study on Institutional Readiness and Student Experience
This session presents key findings from an initial pilot study of AI grading implementation at Brigham Young University-Idaho, highlighting critical considerations for assessment professionals, AI Offices, technology leadership, and faculty leaders. Through examination of stakeholder perspectives, institutional readiness factors, and student feedback, we explore the complexities of integrating AI grading tools while ensuring assessment integrity and enhancing the student learning experience. The presentation offers practical insights into building collaborative frameworks between early adopters and skeptics, establishing protocols for tool validation, and ensuring that AI grading serves rather than dictates pedagogical goals.
Kyle Dillon and Jodi Robison, Brigham Young University - Idaho
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 9:30–10:30 a.m.
Room: Marriott 8 (Second Floor)

18N – 'Reshaping Reality and Retention’: Meaning-Making Intervention of Under-Represented Minoritized (URM) Student-STEM Assessment Experience
Student perception is a powerful mechanism through which students not only make meaning of their academic experience, but also about themselves. One such avenue for meaning-making is classroom assessment, more specifically, grades. Meaning-making can be particularly consequential for URM students in the STEM context, where institutional performance gaps are most apparent. Given research that suggests URM students perceive grades as differential (and sometimes, more damaging) than their non-URM counterparts, how can instructors help shift perceptions of grades in STEM? This proposed session aims to engage participants in discussion of potential classroom intervention relative to STEM and meaning-making of grades, toward more equitable outcomes for all students.
Manisha Chase, California State University, Northridge
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: STEM Education
Time: 9:30–10:30 a.m.
Room: Marriott 9 (Second Floor)

18O – Creating a High-Impact Assessment Framework: Aligning Student and Academic Affairs for Collaborative Student Success
In today’s dynamic higher education landscape, integrating student and academic affairs is crucial to cultivating a student-centered environment that promotes academic success and holistic growth. Pratt Institute developed an evolving, collaborative assessment model to unify traditionally siloed divisions, enhance institutional learning outcomes, and improve student success. This session introduces our innovative and collaborative approach to assessing student learning.Our model treats student learning as a holistic journey, where curricular and co-curricular experiences are interconnected. A shared framework includes clearly defined student affairs learning outcomes aligned with all institute goals. This framework leverages student affairs data—from leadership to wellness initiatives—to map outcomes.
Denise Mngo, Pratt Institute
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 9:30–10:30 a.m.
Room: Marriott 10 (Second Floor)

18P – Assessing Courses in Real Time Using Student Performance Metrics
In today’s data-driven education landscape, real-time assessment enhances student learning by providing immediate feedback and actionable insights. Research confirms that formative assessment improves engagement and achievement (Black & Wiliam, 1998; Hattie & Timperley, 2007). This session explores how educators can use student performance metrics, key performance indicators (KPIs), and advanced tools like LMS analytics and AI-driven insights (Siemens & Long, 2011) to improve instructional effectiveness. Participants will engage in discussions and hands-on activities to implement real-time assessment strategies, personalize learning, and proactively support student success through data-driven decision-making.
James R. Tarr, Colorado Technical University; and Holly Rick, American InterContinental University System
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Analytics and Metrics
Time: 9:30–10:30 a.m.
Room: Lincoln (Second Floor)

18Q – The Impact of General Education Learning Outcomes on Assessment and Curriculum at a Community College
Delta College has developed an integrated general education model which is incorporated in all degrees.  We will share details of our assessment committee structure and methods for collecting scores and analyzing results. Recently, our General Education Learning Outcomes (GELOs) have impacted discussions regarding Delta’s graduation requirements for its associate degrees. We will focus our presentation on the impact that the GELOs have had on our curriculum.  We will also discuss some problems that we have faced and solicit feedback from attendees on ways to move forward.
Eric Wiesenauer, Casey Armour, and Jonathan Garn, Delta College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: General Education
Time: 9:30–10:30 a.m.
Room: Santa Fe (Second Floor)

18R – Advancing Our Culture of Assessment through Faculty Development Planning
Effective assessment practices are crucial for fostering student success and institutional effectiveness. At the College for Financial Planning, the Office of Institutional Research and Effectiveness (OIRE) and the Center for Excellence in Teaching and Learning (CETL) have developed a strategic partnership to support faculty in integrating meaningful assessment into their teaching. Through tailored training programs, ongoing professional development initiatives, a new Faculty Fellowship program, an assessment speaker series, and conference support, this collaboration aims to build assessment literacy, encourage evidence-based teaching practices, and promote professional growth.
Jeffrey J. Barnette and Bethany Alden-Rivers, College for Financial Planning
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 9:30–10:30 a.m.
Room: Kentucky (First Floor)

18S – Collaborating with Students as Stakeholders: Enhancing Institutional Success
Students are essential stakeholders in higher education, influencing institutional and academic success. Collaborating with Students as Stakeholders explores stakeholder theory, emphasizing student engagement in assessment and decision-making. Using Burrow’s Multiple Lenses Approach, it examines power, influence, cooperation, and challenges among stakeholders. The session will provide strategies for fostering trust, gathering student input, and integrating them into essential decision-making processes. Through practical examples, this session will highlight how student collaboration enhances institutional effectiveness. By prioritizing student voices, institutions can create comprehensive policies that align with their needs, ensuring a more vibrant and receptive educational environment.
Ashley N. Ballard, University of North Florida
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Partnership and Engagement in Assessment
Time: 9:30–10:30 a.m.
Room: Tennessee (First Floor)

18T – Authentic Assessment for Student Learning Outcomes Improvement – Course-Level SLOs and Canvas Outcomes
This session will focus on one department’s efforts to move course-level SLO assessment toward meaning, authenticity, and equity. It will detail the process and results of a pilot to move from quiz-based assessments to rubric-based assessment for SLOs using Canvas Outcomes in ways that were intentional and transparent to students and with a commitment to focus more on learning than grades. Live demonstrations of how this work appears in Canvas and Tableau will be shared, as well as the department’s plans for next steps. Participants will also learn about specific SLO metrics that are improving based on this process.
Trisha Wilging, Long Beach City College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 9:30–10:30 a.m.
Room: California (First Floor)

18U – Lend Your Voice: Focus Group for GenAI Survey for Higher Education Assessment Professionals
Generative Artificial Intelligence (GenAI) continues to reshape the roles, responsibilities, interactions, and capabilities of assessment professionals in collegiate contexts. Through periodic administrations, the GenAI Survey for Higher Education Assessment Professionals gather and share insights from assessment professionals on the adoption, application, and implications of GenAI in higher education assessment practices. This interactive focus group session will provide an overview of recent findings and engage participants in a discussion of the implications and opportunities for informed policy, professional practice, future research related to GenAI for the assessment profession. Lend your voice to this timely and significant discussion. There are two options for this session (participants need only attend one): Monday, October 27, 2025, from 1:45-2:45 p.m. in Denver; and Tuesday, October 28, 2025, from 9:30-10:30 a.m. in Denver.
Ruth Slotnick and Joanna Z. Boeing, Bridgewater State University; and Bobbijo Pinnelli, Walden University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 9:30–10:30 a.m.
Room: Denver (Second Floor)

18V – Bloom’s Taxonomy: The Power of Verbs and Content
This interactive session explores Bloom's Taxonomy as an essential framework for clearly defining student learning outcomes. Participants will discuss the importance of combining Bloom’s action-oriented verbs (e.g., analyze, create, evaluate) with specific disciplinary content. Together, we'll share practical examples, exchange ideas, and develop strategies to align Bloom's Taxonomy with content areas across disciplines. Participants are encouraged to bring examples from their own fields to enrich the conversation and collaboratively identify effective practices.
Jarek Janio, Santa Ana College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 9:30–10:30 a.m.
Room: Arizona (First Floor)

18W – Enhancing Student Feedback through Artificial Intelligence (AI): A Practical Demonstration from Graduate-Level Education
This hands-on experience addresses a significant challenge in graduate-level education: the need for high-quality, personalized feedback. Leveraging our experiences as educators and professional mentors, this presentation showcases how Artificial Intelligence (AI), particularly widely available tools like ChatGPT, can revolutionize student feedback. The session will demonstrate how AI can maintain rigorous academic standards while personalizing feedback, moving away from traditional approaches that often leave feedback feeling impersonal and generic or that are time-consuming for faculty to draft. A live demonstration will show how AI aligns feedback with grading rubrics and instructor styles, enhancing the relevance and impact of feedback received by students.
Christopher Prentiss, National War College, National Defense University; and Melissa LaDuke, National Intelligence University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 9:30–10:30 a.m.
Room: Marriott 2 (Second Floor) 

Concurrent 60-Minute Sessions: 19A–19W

19A – Collaborative Inquiry into Teaching: A Journal Club Approach to Scholarship of Teaching and Learning (SoTL)
This panel highlights a faculty journal club centered on the Scholarship of Teaching and Learning (SoTL). Participants with varying levels of SoTL expertise were engaged in reading and discussing research on teaching across disciplines. A diverse group of panelists will share how these readings have influenced their approach to course and program-level assessment, as well as their paths to promotion/tenure. While there is limited literature on journal clubs for SoTL educational development, they are offered as SoTL programming through teaching centers. This session will also explore emerging trends in SoTL and offer practical guidance for adopting similar professional learning models to support evidence-based teaching and assessment in diverse academic settings.
Carol Hostetter, Anusha S. Rao, Richard Turner, Julie Stella, and Aparajita Sengupta, Indiana University Indianapolis; Erin Schafer, Indiana University Northwest; and A'ame Joslin, Indiana University Columbus
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom E (First Floor)

19B – From Feedback to Action: Evaluating Antiracism Diversity Equity and Inclusion (ADEI) in Social Work
The proposed presentation will provide participants with a framework for understanding assessment of antiracism diversity equity and inclusion (ADEI) at the Grand Valley School of Social Work. The presentation will include a discussion of developing an assessment model for ADEI to administer to our students through surveys and focus groups. Additionally, presenters will discuss how this process aligns with accreditation activities in social work education. The presentation will include insights about ADEI activities and efforts in the context of our current educational settings. The presentation will conclude with findings and how the social work department has made changes based on the results.
Scott J. Berlin, Alyssa Beil, and Jamie Langlois, Grand Valley State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Supportive Environments
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom F (First Floor)

19C – Analyzing Small Sample Sizes After Disaggregation: Exploring Observation-Oriented Modeling for Assessing Learning Outcomes
Traditionally, assessment professionals use analyses relying upon null hypothesis significance testing (NHST), but those tools have limitations when analyzing small samples or disaggregated data. This study used common NHST analytical techniques, compared their results, and then explored an alternative technique that perhaps allows for a more precise understanding of learning outcomes. These findings show how meaningful disaggregation and interrogation of collected data can help instructors improve pedagogy and materials, as well as serve the field at large by suggesting alternative analytical tools to glean meaningful results from difficult-to-analyze data.
Vince Nix and Lan Song, West Texas A&M University; Joseph D. Levy, Excelsior University; and Sarah Wu, Georgia Institute of Technology
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Analytics and Metrics
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom G (First Floor)

19D – University of Tennessee, Knoxville (UTK) Goes Global! Strategies for Measuring Student Global Leadership Development and Sense of Belonging
This session introduces an assessment team’s approach to evaluating cultural immersion experiences at the University of Tennessee, Knoxville. Our strategy integrates formative and summative assessment with quantitative and qualitative methods to assess student growth across key program pillars: leadership, service, cultural competence, community engagement, and reflective practice. The model employs surveys, interactive activities, focus groups, and rubrics to measure development and self-reflection, capturing immediate learning outcomes and long-term impacts on academics, career aspirations, and a sense of belonging. Participants will gain practical strategies for designing assessment plans that align with program objectives and institutional priorities in global education.
Shiloh Lovette, Jalen Blue, Lamar Bryant, Janelle Coleman, María Martínez Weiss, and Urmila Pandey, University of Tennessee, Knoxville
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the State/High-Impact Practices
Time: 10:45–11:45 a.m.
Room: Indiana Ballroom A–D (First Floor)

19E – Exploring the Demographics and Graduation Rates Associated with Student Participation in Multiple Experiential Learning High-Impact Courses
Presenters in this session will review data from a longitudinal study at Middle Tennessee State University exploring the relationship between the number of experiential learning (EXL) courses taken and student graduation likelihood analyzing demographic factors such as race, sex, and age. Faculty, well versed in Experiential Learning (EXL) pedagogy, will then explain how their courses contribute to student success and graduation rates at Middle Tennessee State University. Faculty members will highlight examples of high-impact teaching practices they incorporate, such as collaborative assignments, capstone projects, internships and community-based learning opportunities in their courses.
Carol Swayze, Odie Blackmon, Janet McCormick, and Jim Rost, Middle Tennessee State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the State/High-Impact Practices
Time: 10:45–11:45 a.m.
Room: Florida & Illinois (First Floor)

19F – Revising Institution-Wide Learning Outcomes through the Lens of a Co-Curricular Record
The Spartan Experience Record helps undergraduate Spartans articulate their learning in co-curricular experiences. To create shared language across our large, decentralized campus, we established 28 university-wide learning outcomes that display on a students’ SER, and within fall 2023, identified they needed revision. Determining the committee composition and responsibilities was done with much intention to ensure success. Colleagues that desire to review learning outcomes on any scale will benefit from our experiences. We will detail our structure process and committee tasks, and ways we ensured an open and productive space of inquiry, as well as how we implemented revisions.
Sarah Schultz and Shannon Logan, Michigan State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 10:45–11:45 a.m.
Room: Michigan & Texas (First Floor)

19G – Exploring Student Self-Assessment in General Education: Using Survey Tools for Enhancing General Education Program Assessment
Enhancing a broader initiative to assess its general education program, New Jersey Institute of Technology (NJIT) is piloting a process for student self-assessment of their proficiency in general education learning outcomes. This session will focus on the design and methodology of a pre- and post-test procedure for facilitating students’ self-assessment using existing tools. Participants will explore the context of NJIT’s general education assessment initiative, the development of program-level holistic developmental rubrics, relevant literature, and the findings and implications of the student self-assessment process. Attendees will leave with adaptable rubrics and self-assessment survey examples for their own institutional contexts. (Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award)
Jeremy Reich and Yi Meng, New Jersey Institute of Technology
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: General Education
Time: 10:45–11:45 a.m.
Room: Marriott 1 (Second Floor)

19H – The EDGE Effect: Transforming Professional Development through Leadership Growth
Traditional leadership development programs focus on individuals in supervisory roles, leaving many professionals without structured opportunities to enhance leadership competencies. The EDGE for Success program was designed to fill this gap, equipping faculty and staff with essential leadership, communication, and facilitation skills. This session will present findings from The EDGE Effect, a research study assessing leadership confidence and self-efficacy growth in non-traditional leaders. Participants will engage in interactive discussions and small group activities to explore how institutions can integrate mentorship-based professional development to support faculty, staff, and accreditation needs.
Melisa Pierce, Whiddon College of Medicine
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 10:45–11:45 a.m.
Room: Marriott 2 (Second Floor)

19I – TiLTing in Competency-Based Curriculum: A Case Study from the Dental School
What are the struggles and benefits of applying the TiLT (Transparency in Teaching and Learning) framework in a competency-based curriculum? This session presents a case study on the application of TiLT in dental school curriculum for international students. Participants will brainstorm additional benefits and challenges of using TiLT and discuss best practices for adapting the framework to competency-based curricula. Although the case study focuses on students joining their cohort mid-program, it is also relevant for guiding students in the early stages of competency-based programs by providing clear purpose, tasks, and criteria for success.
Minnie Cho, Indiana University Indianapolis
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Competency-Based Education and Assessment
Time: 10:45–11:45 a.m.
Room: Marriott 3 (Second Floor)

19J – Transitioning to 8-Weeks: Cause and Effect
Condensed academic terms (8-week courses) enhance student engagement, reduce burnout, and increase overall academic success. However, condensing courses from the 16-week format to the 8-week format requires a lot of effort for faculty. Course redesign requires looking at all aspects of the course including content delivery, assignments, and assessment to ensure these align with the course learning objectives. Join us as we explore our journey from pilot to full-scale implementation of 8-week courses, focusing on our processes, faculty training, assessment adaptations, and the challenges encountered along the way.
Lindsey Knapp and Amy Stahl, Marion Technical College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 10:45–11:45 a.m.
Room: Marriott 4 (Second Floor)

19K – From Data to Action: Leading Assessment in Polarizing Times
In an era of increasing political and social polarization, assessment professionals lead within complex landscapes to ensure data is used to drive meaningful change. This session features a panel of professionals exploring how to move from data collection to organizational change while leading assessment efforts with integrity and impact. Participants will answer a series of questions focused on current and evolving challenges, examples of their practice, and strategies they use to center student and organizational success in the assessment journey.
Ciji A. Heiser, Co-Creating Action; Renée Delgado-Riley, University of Oregon; Julene Jones, University of Kentucky; Heather Strine-Patterson, Virginia Tech; and Kevin Wright, The Center Consultancy
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 10:45–11:45 a.m.
Room: Marriott 5 (Second Floor)

19L – Seeking Your Vignettes for a Grand Challenges in Assessment Book Project
We are looking for compelling stories that illustrate successful implementation of assessment practices, innovative approaches to data visualization and communication, equity-centered assessment initiatives, and rapid pedagogical improvements driven by assessment data. Your experiences could be featured in our book, helping create a comprehensive resource that reflects diverse institutional contexts and challenges. Whether you're wrestling with implementation fidelity, developing data stories that drive change, or advancing equity through assessment, we want to hear from you. Join us for an interactive session exploring the Grand Challenges in Assessment book project. We'll describe the types of vignettes we are seeking for the book. Come ready to share and contribute to this important conversation about assessment's future in higher education.
Karen E. Singer-Freeman, George Washington University; Jessica Taylor, University of Tennessee at Chattanooga; and Christine Robinson, University of North Carolina at Charlotte
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Grand Challenges in Assessment / Assessment Methods
Time: 10:45–11:45 a.m.
Room: Marriott 6 (Second Floor)

19M – Assessment Alchemy: Turning Vision into Reality through Strategic Leadership
This session will explore the critical role of leadership in driving effective assessment practices. Participants will engage in interactive discussions and case studies to develop a deeper understanding of leadership strategies that enhance assessment processes. Theoretical foundations will be drawn from educational leadership and assessment theories, with a focus on practical application. The session will conclude with actionable insights and strategies for participants to implement in their institutions, fostering a culture of continuous improvement and accountability.
Brandy M. Barksdale, The University of Texas at San Antonio
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 10:45–11:45 a.m.
Room: Marriott 7 (Second Floor)

19N – The New 10: ACCELERATE: Assessment Principles for Best Practice
The original Nine Principles of Good Practice for Assessing Student Learning (AAHE, 1992, 1996) have been ubiquitously used across our field of practice for the last thirty years or so. The development of ACCELERATE: Assessment Principles for Best Practice (2025) emerged from a revisiting of these original Principles as part of the 2024-25 President's strategic initiative for the Association for Assessment of Learning in Higher Education (AALHE), led by Dr. Constance Tucker. Attendees will learn about the new 10 principles of assessment best practice co-created over this past year by Assessment professionals in the field. Participants will learn how you can deploy these 10 principles at your institution in academic, co-curricular, and administrative assessment, in teaching and learning and skills and workforce development, as well as in accreditation and program/peer review to help us all serve our learners and assure their success better. Additionally, attendees will be invited to participate in future publishing, research/scholarship, and thought leadership work during this session.
Constance Tucker, Oregon Health and Science University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 10:45–11:45 a.m.
Room: Marriott 8 (Second Floor)

19O – Artificial Intelligence (AI)-Driven Assessment: Aligning Learning Outcomes with Smarter Rubrics
Artificial intelligence (AI) is revolutionizing assessment, offering tools to align evaluations with institutional and course-level goals. This session explores how we utilized AI to enhance our Canvas Outcome integration. This process provided faculty more ownership to develop adaptive rubrics that could be used across the programmatic and general education curriculum, monitor progress, and refine assessments through data insights. Join us we explore how we used AI to develop, design, and integrate assessment into our Canvas environment to enhance learning outcomes and instructional effectiveness campus-wide.
Tim McKenna-Buchanan and Justin Lunsford, Manchester University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 10:45–11:45 a.m.
Room: Marriott 9 (Second Floor)

19P – From Data to Action: What Five Years' of General Education Assessment Taught Us
Over the past five years, Southern Methodist University (SMU) has implemented a structured approach to assessing and improving student learning in its Common Curriculum, which includes 18 components assessed on a three-year cycle. Using a juried assessment process, SMU collects over 4,500 student artifacts and evaluates 1500+ samples annually, engaging faculty in norming and inter-rater reliability checks to ensure robust results. This presentation highlights SMU’s experiences with data collection, faculty rater training, and targeted improvements to assignment design and pedagogy that have led to measurable learning gains. Attendees will gain actionable strategies for impactful assessment practices at their institutions. (Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award)
Yan Cooksey, Southern Methodist University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: General Education
Time: 10:45–11:45 a.m.
Room: Marriott 10 (Second Floor)

19Q – Learning Improvement: Promoting an Assessment Approach to Achieve Meaningful Growth in Student Learning
Evidence that assessment has led to real improvements in student learning remains elusive in higher education. Assessment professionals and educators are increasingly interested in tightening the connections between assessment activities, improvement action, and evidence of improvement in student learning. This session will present tenets outlined by the Learning Improvement Community to focus greater attention on improvement and showcase tools and approaches in enacting assessment to improve student learning. In addition, there will be a discussion of how one university has decided to tackle this area of lack at their institution.
Dan Stroud, West Texas A&M University; and Jillian Kinzie, Indiana University Bloomington
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Learning Improvement
Time: 10:45–11:45 a.m.
Room: Lincoln (Second Floor)

19R – From Obligation to Opportunity: Building a Culture of Assessment by Engaging Faculty and Students
For many institutions, assessment too often remains a compliance-driven task rather than a tool for meaningful improvement. Shifting this mindset requires intentional efforts to cultivate a culture of assessment that emphasizes learning, reflection, and action. This session will explore how a dynamic assessment process enhances learning outcomes in general education, specifically within an introductory sociology course. We will demonstrate how fostering faculty engagement, supporting pedagogical innovation, and engaging student participation coincide with enhanced institutional effectiveness. Designed for those new to assessment or looking to refine their approach, this session will provide tangible takeaways to support the evolution of assessment.
Bartell M. Berg, Hanover College; Timothy Rosignol, and Adam Sizemore, University of Southern Indiana
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: General Education
Time: 10:45–11:45 a.m.
Room: Santa Fe (Second Floor)

19S – Engaging Latino/a Students: NSSE Indicators as Predictors of Academic Achievement at HSIs
Despite increasing enrollment trends, Latino/a students have the lowest educational attainment among all races and ethnicities in the United States. Latino/a students face persistent barriers to academic achievement. This session explores how engagement indicators from the National Survey of Student Engagement (NSSE) predict Latino/a student success. Using a quantitative ex post facto study, we examine the relationships between engagement and academic performance. Findings provide actionable insights for institutions seeking to enhance student engagement and retention through data-informed decision-making. Attendees will leave with strategies for leveraging NSSE data to improve student outcomes, particularly among historically underrepresented groups.
Karol A. Batey, University of St. Thomas; and Shelby Vaughn, Baylor University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Partnership and Engagement in Assessment
Time: 10:45–11:45 a.m.
Room: Kentucky (First Floor)

19T – Student’s Self-Reported Effort: A Missing Piece in Course Evaluations?
This study examines the role of student self-reported effort in end-of-term course evaluations, analyzing data from 5,222 responses across three course types. Contrary to concerns that students would uniformly rate themselves at the highest level, findings reveal variation in self-assessment scores. Correlational analysis highlights significant relationships between self-scores and course satisfaction, particularly regarding engagement and preparation. Results suggest that student self-evaluation items provide meaningful insights, reinforcing the value of active participation and preparedness in affecting course perceptions. Implications for instructional practice and course evaluation development are addressed.
Mark Urtel, Indiana University Indianapolis
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Partnership and Engagement in Assessment
Time: 10:45–11:45 a.m.
Room: Tennessee (First Floor)

19U – What Reliability and Validity Evidence Do I Need? Developing Strong Assessments from Start to Finish
How do we design assessment tools that work well? This presentation describes a decision-making framework for practitioners who develop assessment tools and need to share evidence about reliability and validity. We present a faculty development project for which we needed to compose survey questions, adapt published survey questions, and design a novel rating scale. We will highlight essential steps for deciding whether to use an existing assessment tool or to create a new one, while clarifying how reliability and validity evidence varies for common use cases. We will practice using a worksheet to operationalize the framework with examples from attendees’ contexts.
Amy Cardace, Fairleigh Dickinson University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 10:45–11:45 a.m.
Room: California (First Floor)

19V – Streamlining Student Achievement and Continuous Improvement with Insights
Come meet Insights for Canvas Outcomes, the app that extends the power of Canvas to support comprehensive outcomes assessment. Not only does it make gathering data for accreditation easier, but it makes assessment more effective and meaningful. See how Insights can help you track outcome mastery, retain and leverage longitudinal data, and develop a deeper understanding of student performance. With Insights, you can engage your community around outcomes assessment, align outcomes to accreditation standards, and improve the institution’s ability to drive meaningful change - all without ever leaving Canvas. You’ll also get a sneak peek into our designs for a new student-facing experience, which will allow students to be able to see their aggregated results, request external assessment for field experience or prior learning, and see where they can earn more skills and badges.
Jerry Anderson and Erin Bentrim, eLumen; Amy A. Birge-Caracappa and Diael Thomas, Community College of Philadelphia
Presentation Type: Concurrent 60-Minute Sponsor Session
Audience Level: Intermediate
Primary Topic: Accreditation
Time: 10:45–11:45 a.m.
Room: Denver (Second Floor)
Sponsor: eLumen

19W – Assessing Learning in the Age of AI: From Behavior to Products
As education rapidly moves towards AI-driven instruction, traditional direct observation of student behavior is evolving. This interactive session confronts the challenge of assessing student learning when behaviors are mediated or observed indirectly through products such as digital artifacts, AI-generated outputs, or collaborative online projects. Participants will discuss the implications of AI on existing assessment practices and consider innovative methods to validate learning through indirect evidence. The session seeks contributions and insights from educators navigating this transformation, aiming to develop practical guidelines for robust, authentic assessment in an AI-enhanced educational landscape.
Jarek Janio, Santa Ana College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 10:45–11:45 a.m.
Room: Arizona (First Floor)

Concurrent 60-Minute Sessions: 20A–20U

20A – The Impact of a University-Wide Assessment of Real-World Experiences on Student Success
This case study explores the implementation and assessment of an experiential learning initiative designed to enhance student success, skill development, and real-world application of knowledge at the University of Houston. The university’s SACSCOC Quality Enhancement Plan initiative integrates hands-on projects, community partnerships, and experiential practices to bridge academic learning and professional readiness. This session will 1) explore frameworks for evaluating learning outcomes including skill development, career readiness, and personal growth through a mixed-methods assessment, and 2) highlight the initiative’s design, challenges, successes, and lessons learned, offering practical insights for adopting or refining experiential learning assessment practices.
Christina Williams and Anne Dayton, University of Houston
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Experiential Learning
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom E (First Floor) 

20B – Who Counts? Crafting Inclusive Demographic Questions for Equity in Assessment
Assessment practitioners use demographic questions as a tool for disaggregating data to uncover disparities in experiences and outcomes across different groups and to support efforts to close achievement and opportunity gaps. This session will explore the impact of how we ask demographic questions. Participants will gain insights into why demographic questions matter, who they include or exclude, and how a more socially just approach can enhance understanding and promote student success. Through practical strategies and discussion, this session will empower attendees to design demographic questions that foster equity and inclusivity in assessment practices.
Joanna Z. Boeing, Bridgewater State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Supportive Environments
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom F (First Floor) 

20C – [Re]Fueling Faculty Engagement: Incentives for Outcomes Assessment Participation
Our collaborative, iterative dialogue aims to increase faculty participation in outcomes assessment. This session will explore tangible returns-on-engagement for faculty, seeking to understand what truly resonates with them. It will examine preferred recognition methods, exploring how to acknowledge their vital contributions. Finally, it will discuss integrating outcomes assessment into faculty evaluation processes, ensuring their contributions are formally valued and rewarded.
Seth Matthew Fishman, Villanova University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom G (First Floor) 

20D – “Getting to Know People and Getting to Feel Known by Others” - Assessing a Required Program for Incoming Undergraduates
This interactive presentation focuses on Community at Cornell (CAC), a required program completed by over 3000 incoming undergraduates per year. CAC helps students prepare for learning from and with others who have different backgrounds, perspectives, and values during their time in college. Those who attend this presentation can expect to: understand the CAC program and which qualitative and quantitative data have been collected to assess its impact since its beginning in 2018; apply an approach to dialogic communication that is introduced to participants during CAC; discuss findings from CAC assessment data and how they have been used.
Rachel Sumner, Nimot Ogunfemi, and Marissa Rice, Cornell University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the State/High-Impact Practices
Time: 1:15–2:15 p.m.
Room: Indiana Ballroom A–D (First Floor) 

20E – HIPs Student Panel: Evolution from Intern to Behind-the-Scenes Support of an Internship Program
Hear directly about high-impact practices from our students: Learn about the Life-Health Sciences Internship (LHSI) Program at Indiana University Indianapolis. This highly regarded program connects and supports undergraduates as they complete year-long internships with faculty on campus and has recently expanded from 75 to 125 interns. This session features student ambassadors sharing their experience both as interns and working behind the scenes as ambassadors. These students have seen both sides of the intern experience and are a key component to feedback and assessment of intern learning. They provided invaluable insight and support as we expanded the program.
Daniel Keim, Brandi Gilbert, Melanie Reyes, Ariana Garcia, and Kelli Davis, Indiana University Indianapolis
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the State/High-Impact Practices
Time: 1:15–2:15 p.m.
Room: Florida & Illinois (First Floor) 

20F – Measuring the Effectiveness of a Student’s College Transition: Employing Time-to-Value as a Student Success Metric
How can we measure students’ successful transition to university? Traditional metrics like retention and time-to-degree take time to assess and offer an incomplete picture. “Time-to-value” provides a real-time gauge of whether students recognize the value of their education. This session explores how institutions are using this metric and offers strategies to implement it on your campus. Participants will discuss methods to identify when, why, and how students buy into their education’s value, leading to stronger academic and professional outcomes. Join us to discover innovative ways to support student success.
Jonathan D. Fuller, Virginia Commonwealth University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Undergraduate Education
Time: 1:15–2:15 p.m.
Room: Michigan & Texas (First Floor) 

20G – From Implementation to Intentionality: Configuring Nuventive to Reflect and Advance Our Assessment Practice
This session offers a behind-the-scenes look at how our institution moved beyond the initial implementation of Nuventive to thoughtfully configuring the platform to reflect our evolving assessment framework. Designed for assessment professionals, we'll share how we structured Nuventive to mirror our institutional assessment processes, aligned the assessment and strategic planning modules to support integrated planning, and collaborated with Nuventive to incorporate process enhancements directly into the platform. Learn how intentional design, cross-functional collaboration, and a focus on continuous improvement allowed us to move from simply using Nuventive to shaping it into a meaningful and strategic tool for assessment.
Kiwanis Burr McTier and George Pinkney, IV, Florida Agricultural & Mechanical University
Presentation Type: Concurrent 60-Minute Sponsor Session
Audience Level: Intermediate
Primary Topic: Use of Technologies in Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 1 (Second Floor)
Sponsor: Nuventive 

20H – HBCU Collaborative for Excellence in Educational Quality Assurance (HBCU CEEQA) / Maximizing Impact: How Accreditation and Assessment Work Together for Institutional Success
This session explores Morehouse School of Medicine’s (MSM) approach to bridging institutional accreditation requirements with program-level assessment. Using scenarios from MSM’s ARC-PA, CEPH, LCME, and SACSCOC accreditation efforts, we demonstrate strategies for aligning assessment practices across health professions programs to drive continuous improvement. Attendees will gain insights into integrating institutional priorities with program-specific needs, fostering a data-driven culture, and leveraging assessment results for strategic planning. This session is ideal for assessment professionals, accreditation leaders, and faculty seeking practical strategies to enhance accreditation alignment and institutional effectiveness while promoting sustainable assessment practices.
Brandi N. Newkirk and Beatrice Porter, Morehouse School of Medicine
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HBCU-CEEQA / Accreditation
Time: 1:15–2:15 p.m.
Room: Marriott 2 (Second Floor) 

20I – Progressive Learning Autonomy Assessment Tool to Improve Clinical Performance
The shift from traditional apprenticeship models to competency-based medical education (CBME) has highlighted the need for structured feedback to enhance clinical training. This proposal introduces a progressive autonomy learning model that integrates frequent, actionable feedback to address gaps in traditional evaluation methods. By employing a structured assessment framework focusing on case complexity, student preparedness, and autonomy levels, this model facilitates skill development and fosters independence. Data from a pilot at Indiana University School of Dentistry will validate the model through inter-rater reliability and correlation analysis. Expected outcomes include improved resident readiness, enhanced patient care, and faculty development, advancing clinical education. (Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award)
Monica P. Gibson and Vanchit John, IU School of Dentistry
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Competency-Based Education and Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 3 (Second Floor) 

20J – Generative Artificial Intelligence (GenAI): Organizing Your Work for Presentations and Publications
In an effort to increase the potential of presenters and published professionals in the field of assessment, this session will focus on utilizing generative artificial intelligence (GenAI) in ways to help assessment professionals craft professional presentations and publishable papers in the field. The group will explore the ethical implications of using generative AI to support research and ways to navigate the murky world of using generative AI to support your work process. We will guide participants through the use of tools like Gamma, Google Notebook, ChatGPT, and Consensus to demonstrate how to create outlines, find appropriate literature, organize literature on your topic, and build slides from your work.
Jessica Taylor, University of Tennessee at Chattanooga and Glenn Allen Phillips, Watermark Insights
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Artificial Intelligence
Time: 1:15–2:15 p.m.
Room: Marriott 4 (Second Floor) 

20K – From Templates to Talk: Leveraging Artificial Intelligence (AI) to Enrich Faculty Engagement in Assessment
Traditional assessment processes often reduce faculty engagement to bureaucratic form-filling, limiting the depth and value of assessment efforts. At Embry-Riddle, we have reimagined this process by leveraging AI to transform faculty conversations into meaningful assessment documentation. Instead of filling out templates independently, faculty participate in recorded discussions about how they know students are achieving learning outcomes. AI then transcribes and structures these insights, allowing faculty to refine and finalize reports. This method fosters deeper reflection, uncovers barriers, and enhances the assessment process—making it richer, more efficient, and more impactful. Join us to explore this innovative approach and its transformative effects.
Will Miller, Embry-Riddle Aeronautical University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 1:15–2:15 p.m.
Room: Marriott 5 (Second Floor) 

20L – So You Want to Write an Assessment Book….Steps and Tips
The assessment literature has been growing in recent years, but there continue to be gaps in the research and scholarship that need to be filled. Many seasoned assessment practitioners have ideas for filling these gaps and have the requisite knowledge to do so but may not know how to get started. In this session, the editors of the recently published Maximizing the Impact of Assessment in Higher Education: Closing the Loop with Change Management will discuss their publication journey from ideation to publication. They’ll discuss collaboration strategies, process pitfalls and challenges, and share tips for success.
Gavin Henning, New England College; and Cindy Cogswell, New York University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Topic: Leadership for Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 6 (Second Floor) 

20M – Reflection as a Career-Minded Tool
This session highlights data on career-informed undergraduate education in the American Association of Colleges and Universities employer study and explores implications for educational meaningfulness and talent readiness in reflection as a career-minded tool for owning and articulating one’s abilities for success on the job. Multi-disciplinary faculty from a Michigan urban regional comprehensive university will share career-minded reflective practices used in a Certificate in Humanistic Inquiry that incorporates humanities-oriented methodologies and questions to guide human-centered lines of inquiry through themes of technology, sustainability, justice, and leadership in Humanities and non-Humanities designated general education courses. Participants will engage in reflection and discussion.
Stephanie Roach, Jennifer Alvey, and Kazuko Hiramatsu, University of Michigan-Flint
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: General Education
Time: 1:15–2:15 p.m.
Room: Marriott 7 (Second Floor) 

20N – Assess, Improve, Repeat: A Strategic Approach to University-Wide Annual Program and Co-Curricular Reviews
Effective university-wide annual academic and co-curricular reviews can drive continuous quality improvement. This session provides impact examples and explores strategies to make assessment processes more relevant, leverage evidence, and sustain a culture of perseverance in ongoing improvement efforts. Participants will gain practical tools for facilitating meaningful annual assessments, analyzing year-over-year trend data effectively, and maintaining engagement across the institution.
Debi Gerger, West Coast University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 1:15–2:15 p.m.
Room: Marriott 8 (Second Floor) 

20O – Artificial Intelligence (AI) Pilot: A Co-Assessor for Business Core Competencies
This multiple-case study pilots artificial intelligence (AI) as a co-assessor for business core competencies, examining its validity (Messick, 1989), learning analytics (Siemens, 2013), and competency-based assessment. Using a mixed-methods approach, AI-generated assessments (Walters) are compared with human evaluations to assess reliability and fairness. Data analysis identifies AI’s strengths, limitations, and biases. The findings suggest that AI enhances assessment efficiency but requires human oversight. Conclusions highlight AI’s potential to support objective, scalable evaluation in business education. This study impacts higher education assessment models by advancing AI-driven competency assessments while ensuring ethical implementation in academic evaluations.
Nhung T. Pham, Texas Christian University; and David Disabito, Western New England University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Artificial Intelligence
Time: 1:15–2:15 p.m.
Room: Marriott 9 (Second Floor) 

20P – Key Ingredients of Program Review in Higher Education: Insights from a Collaborative Study in the United States, United Kingdom, and Japan
While enhancing internal quality assurance (QA) remains a pressing global issue, empirical research on the topic is limited. To address this gap, researchers from the United States, the United Kingdom, and Japan have conducted an international collaborative project to investigate global QA trends in higher education and examine the interaction between internal QA and accreditation, focusing on program review and assessment. By presenting the results of ongoing comparative research on program review practices and their interaction with accreditation, the authors will engage participants in a discussion on enhancing educational quality in higher education from a global perspective.
Toru Hayashi, Kanazawa University; Andrea Beach, Western Michigan University; Masayuki Fukano, Osaka Metropolitan University; and Satoshi Ozeki, University of Miyazaki
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Leadership for Assessment
Time: 1:15–2:15 p.m.
Room: Marriott 10 (Second Floor) 

20Q – Ctrl+Alt+Dlt: Refreshing the Assessment Wheel for A Community College
When administration changes, demands and roles change. Well established protocols for assessment in a community college help make modifications to include stronger ties for data storytelling for an entire institution. The college-wide changes are not only applicable for a post-COVID environment, but also helpful in conveying these changes as a component of the self-study report for a re-accreditation report and onsite visit. Join us for a session to explore the findings from our journey.
Natacia Owens and Sharla Anke, Butler County Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Community Colleges
Time: 1:15–2:15 p.m.
Room: Lincoln (Second Floor) 

20R – Redesigning Assessment Processes: Revision from the Ground Up
Our post-COVID return to normal program review practices did not go as smoothly as planned. Lengthy narratives and unclear directions did not suit our current needs, and recent restructuring and program prioritization led to the advent of new types of data analysis. Recognizing that our assessment practices were no longer in alignment with each other, we determined our best road forward was to reimagine our entire assessment and review process and timeline. Using the HLC Program Review Workshop as a springboard, we developed a new six-year assessment and review cycle for all programs on our campus.
Jennifer Schroeder, Millikin University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 1:15–2:15 p.m.
Room: Santa Fe (Second Floor) 

20S – Does Your Co-Curricular Data Bring You Joy?
Co-curriculum programs offer students the opportunity to leverage learning outside of the classroom and develop a more complete skill set. Data for co-curricular programs may be collected for a variety of purposes and maintained in multiple datasets. This can lead to clutter and difficulty finding/effectively utilizing data. This session will describe an approach to “Marie Kondo” your data. Join us as we discuss how to declutter and tidy your data to bring joy.
Jennifer Grundey, Michelle Musser, and Kelly Shields, Ohio Northern University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Student Affairs and Co-Curricular Programs and Services
Time: 1:15–2:15 p.m.
Room: Kentucky (First Floor) 

20T – Leading from Within: A Study of Assessment Practitioners’ Experiences
Assessment work is a lot of things—challenging, enlightening, frustrating, inspiring, and fraught. The presenters will describe the results of a qualitative study of assessment practitioners conducted at the 2024 Assessment Institute (AI). Participants shared a wealth and range of experiences that speak to the complexities of engaging in continuous improvement in higher education. The presenters will identify common themes and experiences, implications and recommendations for practice, and ask session attendees to reflect on the results. We will also briefly provide updates on the two other research projects conducted at AI 2024 and describe the research project at AI 2025.
Erica Eckert and Beth E.W. Nahlik, Kent State University; and Andy Sokolich, Cuyahoga Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Leadership for Assessment
Time: 1:15–2:15 p.m.
Room: California (First Floor) 

20U – Building a Curriculum Map and Assessment Plan
A well-designed curriculum map and assessment plan facilitate alignment between learning outcomes, instructional strategies, and evaluation methods. This session provides a practical, step-by-step approach to developing a curriculum map and assessment plan that integrates program goals, student learning outcomes, and key assessments. Attendees will learn how to identify gaps, enhance coherence, and implement an assessment plan that informs continuous improvement. Practical examples and templates will be shared to streamline the process. By the end of the session, participants will be equipped with actionable strategies to create a meaningful, data-driven framework for curriculum assessment and improvement.
Cara J. Gomez and Megan Rothermel, Delaware State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment Methods
Time: 1:15–2:15 p.m.
Room: Denver (Second Floor)

Concurrent 60-Minute Sessions: 21A–21O

21A – Student Success as a Key Metric: Strengthening Assessment at the School Level
This presentation demonstrates how assessment results from one program can improve the overall school-level assessment process. The project started by setting clear goals to evaluate student success within a single program. By gathering and analyzing data from different stages of the student journey, valuable insights were gained. These findings helped develop strategies that could be applied to other programs, leading to broader improvements. The process concluded with practical recommendations to enhance assessment practices, ensuring a data-driven approach to continuous improvement.
Jie Zhang, Purdue University; Yiyun Jie, Virginia Commonwealth University; and Yanmei Zhang, Georgia Institute of Technology
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Analytics and Metrics
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom G (First Floor)

21B – Shifting Institutional Culture through Assessment: The CLAS Voyage Student Experiences and Perceptions Survey
Across higher education, institutions struggle with limited resources and siloed information. In this presentation, we will discuss our efforts in the College of Liberal Arts and Sciences at Grand Valley State University to foster collaboration and shift institutional culture through a student survey focused on belonging, perceptions of embedded peer support, and the eight elements of high-impact practices. We will discuss our process of collaborating with campus partners to create the survey, what we have learned from the survey, insights gained from instructor focus groups, and how these insights have shaped professional development.
Bradford M. Dykes and Rachel Campbell, Grand Valley State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: HIPs in the State/High-Impact Practices
Time: 2:45–3:45 p.m.
Room: Indiana Ballroom A–D (First Floor)

21C – Crafting Better Exams: A Hands-On Session for Improving Your Multiple-Choice Test Questions
Writing exam questions that accurately assess student knowledge is challenging. Many courses utilize  multiple-choice questions to evaluate student learning. However, most instructors are not trained in question writing, which can limit the ability of exams to measure student achievement of learning objectives. We will share best practices in item writing and how to apply them to create high-quality questions, as well as how to use generative AI as an item improvement tool. Bring your multiple-choice exam questions to this hands-on session! Together, we’ll apply best practices and leverage AI tools to enhance the quality and effectiveness of your assessment items.
Mary S. Kopale and Benjamin Shultz, University of Illinois Chicago, Retzky College of Pharmacy
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 2:45–3:45 p.m.
Room: Florida & Illinois (First Floor)

21D – Charting a Path for a Successful Affirmation
This session offers a practical roadmap for navigating the reaffirmation process with clarity and purpose. Attendees will gain actionable insights into effective planning, organization, and strategies for reviewing accreditation standards, with a focus on crafting compelling narratives. Distinctive in its emphasis on analyzing the nuances of standard language—such as verbs and punctuation—this presentation equips participants with transferable skills that can be applied across various accreditors. Whether preparing for reaffirmation or improving institutional processes, attendees will leave empowered with tools and techniques to ensure success.
Carolyn Beamer and Angela Bryan, University of West Florida
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Accreditation
Time: 2:45–3:45 p.m.
Room: Michigan & Texas (First Floor)

21E – Hitting the Mark: An External Pathway for Competency-Based Remediation in Teacher Education
This pilot study examines the implementation of professional development modules as a systematic intervention for teacher education candidates based on rubric performance in common assessments. Sourced from the Indiana Learning Lab and aligned with InTASC standards, these modules provide targeted support in areas such as lesson planning, bias, and assessment practices. The intervention operates outside traditional grading structures and course structures, emphasizing competency-based improvement. Modules include content review, a quiz, and a reflection, with certificates uploaded for monitoring. In the pilot, approximately 11% of candidates were assigned a module. This innovative approach ensures continuous skill development and tracks competency gains aligned with established teaching standards.
Jenn Barce and Amber Reed, Purdue University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Competency-Based Education and Assessment
Time: 2:45–3:45 p.m.
Room: Marriott 3 (Second Floor)

21F – Mapping the Way to Automated Assessment Data Collection
Programmatic mapping is time consuming. But detailed mapping can ease assessment processes from identifying artifacts to determining follow-up action. What if programmatic mapping allowed you to automate the data collection process? This presentation explains how Colorado Technical University leveraged our detailed outcome mapping to collect assessment data in any given term. We will demonstrate our outcome mapping process from individual assignments through program learning outcomes. Then we will demonstrate how we have integrated these maps into our strategic planning, allowing us to pull data on student progress toward those learning outcomes in any given term throughout the student life cycle.
Margaret Carmack and Tonya Haas, Colorado Technical University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Strategy and Planning
Time: 2:45–3:45 p.m.
Room: Marriott 4 (Second Floor)

21G – Empowering Student Affairs through Monthly Assessment and Professional Development: A Sustainable Model for Engagement and Impact
This presentation will showcase an innovative and sustainable approach to increasing engagement and assessment buy-in through a dual-series model: a monthly assessment workshop series and a monthly professional development series. While the topics of each respective series are not directly linked, the coordination and execution of having each series host a once-monthly workshop serves to increase overall divisional engagement and foster stronger partnerships between the Planning & Assessment office and the other departments. The session will explore the design, implementation, and outcomes of these initiatives, offering practical strategies that can be replicated or adapted at other institutions.
Kelsey H. Guy and Ogorchukwu Johnson, Mississippi State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 2:45–3:45 p.m.
Room: Marriott 7 (Second Floor)

21H – Assessment of Student Learning in Academic Programs
This session will share a comprehensive process of assessing academic programs essential for supporting continuous improvement. Attendees will be introduced to a program assessment model, starting with the development of performance indicators that reflect desired program outcomes. We will explore the mapping of these indicators to the curriculum, ensuring alignment between instructional objectives and program outcomes. The session will also cover the selection of effective assessment methods and measures and strategies for data collection. Participants will learn how to analyze assessment results to identify trends and evaluate findings to ultimately promote a culture of learning improvement and informed leadership.
Gloria Rogers and Robyn Hall, ABET, Inc.
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 2:45–3:45 p.m.
Room: Marriott 8 (Second Floor)

21I – Applying Outcomes Assessment to Support Persistence in STEM Learners
This session will demonstrate a STEM classroom-based implementation of Learning Outcomes Assessment by 1) describing a deliberate data collection method, 2) sharing initial learning data insights, 3) employing a data-informed instructional intervention, and 4) reflecting on implications for developing a STEM curriculum model that is designed to support student success. We will discuss how assessment-driven feedback can aid in developing persistence in learners by introducing an implementation of a rubric used to help students identify their strengths alongside specific gaps that can be targeted for improvement.
Natalya Voloshchuk and Karen Harris, Rutgers University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: STEM Education
Time: 2:45–3:45 p.m.
Room: Marriott 9 (Second Floor)

21J – Hook Your Gen Ed Class to Career Competencies Day One
Show your gen ed students day one the connections between your class and the career competencies they want to grow. This session will demonstrate how to engage students in a discussion of relevant career competencies and their application in a gen ed class. This activity can serve as an icebreaker and promote a sense of belonging as you guide students to the purpose of a gen ed class. Whether in a synchronous or asynchronous setting, students will know that your gen ed class helps them achieve their career goals.
Jessica Rabb, Nashville State Community College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: General Education
Time: 2:45–3:45 p.m.
Room: Marriott 10 (Second Floor)

21K – Zero to Hero: How Leveraging Year 0 Builds a Stronger Quality Enhancement Plan (QEP) Assessment Plan
Georgia Institute of Technology developed a Quality Enhancement Plan (QEP) to create Leaders in Progress and Service. Direct and indirect measures of student’s ability to meet three student learning outcomes (SLOs) are vital to the assessment plan. These SLOs include: 1) students will be able to integrate multiple perspectives in defining complex problems; 2) students will be able to reflect on their identity development as professionals; and 3) students will be able to describe how their actions as professionals impact society. To determine the validity of the assessment plan, a pilot assessment was undertaken during Year 0.
Courtney Cullen, Georgia Institute of Technology
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Experiential Learning
Time: 2:45–3:45 p.m.
Room: Lincoln (Second Floor)

21L – Students Finding Their Place through General Education
The general education curriculum in higher education, if designed properly with faculty leadership, can prepare students for their roles in a fast-changing 21st Century World. A small university in Kentucky created a newly reframed core curriculum in 18 months that positions student learning in the context of Finding Your Place at UPIKE. Learn how this school retained its learning outcomes but more intentionally tied them to the new framework. In addition, learn how faculty deliberately use institution-wide rubrics on the course management system that allow for assessing general education competencies.
Meg Wright Sidle and Justin Hazlewood, University of Pikeville
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: General Education
Time: 2:45–3:45 p.m.
Room: Santa Fe (Second Floor)

21M – Understanding Resident Interactions: Identifying Positive and Negative Trends for Student Support Using Artificial Intelligence (AI) through NVivo
This session explores the use of artificial intelligence (AI) in NVivo 14 with 20,000 documented resident conversations provided by undergraduate student staff living on campus. Through Curricular Approach outcomes, conversations are collected and reviewed for trending themes and phrases that may need follow-up. These intentional conversations are logged and analyzed by AI functionality of NVivo 14 providing data on sentiment of responses and holistic coding of responses. This allows staff to direct practices of student support through resident follow-up and intentional programming. This is easily adapted to student employees, student leaders, and any large amount of qualitative data collected about student experience.
Garrett J. Tur, Julie Ridgway, and Lauren Ivankovich, Ball State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Artificial Intelligence
Time: 2:45–3:45 p.m.
Room: Kentucky (First Floor)

21N – Transforming Higher Education: A Synergistic Ecosystem for Continuous Improvement through Internal Community Engagement
Higher education institutions face increasing pressures to adapt in a rapidly changing landscape. This presentation introduces the “Campus-Engaged Assessment for Higher Education Transformation,” a novel framework designed to address these challenges. Grounded in systems thinking, collaborative governance, and community-engaged research (CEnR) and community-based participatory research (CBPR) principles, it offers a holistic and adaptive approach for continuous improvement and institutional effectiveness. The concept of “community” is redefined to include internal stakeholders—students, faculty, and staff—fostering shared ownership and collaborative action. Traditional hierarchical structures often lead to inefficiencies and communication breakdowns, highlighting the need for this new approach. (Semi-Finalist for the Research & Practice in Assessment (RPA)’s Best Scholarly Presentation Award)
Naima Wells, Embry-Riddle Aeronautical University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Topic: Assessment Methods
Time: 2:45–3:45 p.m.
Room: Tennessee (First Floor)

21O – Dear Diary, LOL
Many colleges use learning journals (LJs) to assess students, especially in subjects that require reflection and critical thinking. LJs are common in arts, education, business, healthcare, and engineering. Digital LJs help track progress in real time, making learning easier for students and teachers. As AI tutors become more advanced, LJs will play an even bigger role. "Dear Diary, LOL" isn’t just a journal—it’s a fun, game-based way to track learning with quests, daily challenges, badges, leaderboards, mystery prompts, and team challenges.
Thomas K. Gillespie and Elizabeth Kostal, South University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Emerging Trends in Assessment
Time: 2:45–3:45 p.m.
Room: California (First Floor) 

Concurrent 60-Minute Sessions: 22A–22O

22A – Curriculum Mapping with Technology
Curriculum mapping is an important factor in strategic planning. Curriculum maps show intended directions in pedagogy, helping to ascertain congruity between desired outcomes and what is actually taught. Using curriculum mapping with assessment tools such as Anthology can help streamline data collection, processing, and reporting. Such tools can serve as storage banks for data-driven decision making. In a recent survey, we noticed that a gap exists between familiarity with assessment-related terms, including curriculum mapping, and actual engagement with the concepts. The current endeavor is intended to help institutions of higher learning engage and strengthen their curriculum mapping endeavors.
Monica Desir, Laura Carroll, Anneris Coria-Navia, and Florence Kamau, Andrews University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Use of Technologies in Assessment
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom F (First Floor)

22B – Assessment Culture: Using "Assessment 101 in Higher Education" to Engage Faculty and Staff in the Assessment Process
This session explores the use of a book study, focusing on Assessment 101 in Higher Education, to enhance faculty/staff professional development in assessment best practices. Conducted at two colleges of nursing within the same health system, the book study involved four sessions designed with constructivist principles, including discussions and application exercises. Book study participants complete pre- and post-assessments to evaluate the effectiveness in improving knowledge and application of assessment practices. The session will share book study effectiveness and lessons learned as well as provide guidance on adapting the book study model for other institutions to support professional development in assessment.
Elizabeth Harp, Christina Garcia, and Jennifer Larson, Saint Anthony College of Nursing and Saint Francis Medical Center College of Nursing
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom G (First Floor)

22C – Advice and Insights: Story of an Interdisciplinary Scholarship of Teaching and Learning (SoTL) Research Team
Assessment Institute participants’ roles vary, but some things stay the same: a passion for data and improving student experiences. To help you lean into these passions, this session will share insights and practical tips for furthering your Scholarship of Teaching and Learning (SoTL) research endeavors. Join us to hear about our 5-year research journey as an unlikely interdisciplinary SoTL research team made up of both faculty and staff. We’ll share our story and strategies for building a research team, co-writing, retreats, using technology, building a research pipeline, and becoming a scholarly practitioner as a staff member.
Kathryn Marten and Heather Kaminski, University of Wisconsin-Green Bay; and Dianne Murphy, Marquette University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the State/High-Impact Practices
Time: 4:00–5:00 p.m.
Room: Indiana Ballroom A–D (First Floor)

22D – Incorporating Community-Engaged High-Impact Practices into Interior Architecture Curriculum: Exploring Design Theories for Transitional Needs
This in-class charette engages interior architecture students in high-impact practices by applying design theories to real-world scenarios involving individuals transitioning from challenging life circumstances. Through collaborative analysis and the application of design principles, students developed practical, sustainable, and human-centered solutions, enhancing their learning experience and societal impact.
Kristi Julian, Middle Tennessee State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: HIPs in the State/High-Impact Practices
Time: 4:00–5:00 p.m.
Room: Florida & Illinois (First Floor)

22E – Utilizing the Five-Year Review Process as a Strategic Tool for Continuous Institutional Assessment
This presentation will explore how an institution utilizes five-year reviews to foster an institutional culture of continuous improvement. The presenters will share how reviews can be an effective data collection tool and identify ways in which academic departments and administrative units can utilize the review process for quality improvement and innovation in alignment with strategic campus priorities.
Tanisha N. Stevens and Alicia Hutchings, University of Missouri-St. Louis
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Strategy and Planning
Time: 4:00–5:00 p.m.
Room: Michigan & Texas (First Floor)

22F – Elevating Advising: Standardizing Best Practices for Faculty Led Student Success
Explore the role of faculty-led advising in boosting student success through implementing standardized best practices. This session explores key insights from Tennessee State University’s Quality Enhancement Plan, highlighting the impact of faculty development and student outcomes. Gain insights from both a faculty member and the QEP manager as they share effective, practical strategies to foster faculty engagement, assessing effectiveness, and scaling initiatives. Whether you are refining advising models or seeking to enhance institutional engagement, this session offers practical takeaways to transform faculty advising at your institution. Join us to explore a structured approach that balances consistency with student-centered flexibility.
Melody L. Cottingham and Alexis Heaston, Tennessee State University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Faculty/Professional Development
Time: 4:00–5:00 p.m.
Room: Marriott 3 (Second Floor)

22G – Using Data to Drive Continuous Improvement in Online Course Assessments
In this session, participants will explore the importance of using assessment data to drive continuous improvement in online courses. By understanding how to collect, analyze, and interpret both quantitative and qualitative data, faculty can make informed decisions to enhance student learning outcomes, improve course design, and foster greater engagement. Practical strategies for using data to identify learning gaps, personalize learning, and align assessments with course objectives will be discussed. Participants will leave with actionable insights and tools to implement data-driven improvements that support ongoing instructional success in the online learning environment.
Cindy Solari, Catherine McBride, and Keya Simon, Colorado Technical University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Assessment in Online Courses and Programs
Time: 4:00–5:00 p.m.
Room: Marriott 4 (Second Floor)

22H – Human vs. Machine: A Comparative Study of Faculty and Artificial Intelligence (AI)–Based Scoring of Student Work
As artificial intelligence (AI) continues to transform education, its role in grading and assessment remains a highly debated topic. This session presents a comparative study analyzing the effectiveness, accuracy, and consistency of faculty scoring student work versus AI-based assessment tools. Through empirical research and discussion, we aim to explore the strengths and weaknesses of both approaches, implications for pedagogy, and the potential future of AI-assisted grading.
Kerry L. Jones, Tiffin University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Artificial Intelligence
Time: 4:00–5:00 p.m.
Room: Marriott 7 (Second Floor)

22I – Academic Engagement and Success: Insights from a Federally Funded Study Across Two Universities
This presentation explores academic engagement patterns, psychological factors, and definitions of success among students at two diverse public research universities. Funded by a federal grant to develop robust assessment tools, this study utilized the Student Academic Engagement and Success (SAES) survey, administered in Spring 2024. The findings highlight both commonalities and differences in students' goal management, learning support, concentration, and information-seeking behaviors. While students at both institutions reported challenges with distractions, they expressed strong confidence in locating and utilizing information effectively. These findings present opportunities for cross-campus collaboration to enhance student engagement and success.
Jung Mi Scoulas, University of Illinois Chicago
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 4:00–5:00 p.m.
Room: Marriott 8 (Second Floor)

22J – Redefining Success: Inspiring Accountability and Growth through Contract Grading
In a world where grades often overshadow growth, contract grading offers a transformative approach. Join us for an inspiring session on Redefining Success, where we’ll explore how contract grading redefines accountability, motivates students, and fosters genuine learning over mere performance. Learn how this method, tailored for a college classroom, promotes self-direction and deep engagement, empowering students to take charge of their educational journey. Whether you’re curious about grading reform or seeking fresh strategies to inspire your students, this talk will equip you with insights and practical tools for nurturing authentic academic growth.
Andrea L. Mescall, Franklin College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Assessment Methods
Time: 4:00–5:00 p.m.
Room: Marriott 9 (Second Floor)

22K – Research and Programmatic Impacts of Cultivating Long-Term Alumni Relationships
Building and maintaining strong relationships with alumni is an essential component for sustaining the success and impact of educational programs. This presentation will highlight the Center for Dialogue & Pluralism (CDP) at Cornell University. CDP leverages alumni relationships to facilitate current programs and conduct mixed methods research studies. Attendees of this session will explore successful models of alumni involvement, reflect on their institutional practices, and develop action plans for enhancing their alumni networks. By the end of the session, participants will leave with practical strategies to cultivate alumni relationships and to create potential research collaborations for long-term assessment.
Marissa Rice, Nimot Ogunfemi, and Rachel Sumner, Cornell University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Student Partnership and Engagement in Assessment
Time: 4:00–5:00 p.m.
Room: Marriott 10 (Second Floor)

22L – Ready, Set, Grow: Building a Robust Institutional Assessment Infrastructure
Pratt Institute has long embraced a strong culture of assessment, but like many institutions, these efforts were often confined to individual departments or programs. Now, we're taking the next step—building a cohesive, institution-wide assessment infrastructure that seamlessly bridges policy and practice. Join us as we share our journey and provide actionable strategies for implementing a comprehensive assessment process across the entire institution. Participants will leave with practical tools to cultivate a unified approach to assessment that drives continuous improvement, including training on and the effective use of a digital assessment platform. (CANCELLED)
Denise Mngo, Pratt Institute
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Institution-Wide Data Collection/Use
Time: 4:00–5:00 p.m.
Room: Santa Fe (Second Floor)

22M – Utilizing Institutional Survey Data for Program Assessment
Attendees will gain comprehensive insights into the Illinois Chancellor's Senior Survey (CSS) and its alignment with the Illinois Campus-wide Student Learning Outcomes (ISLOs). The presentation will cover the characteristics of the CSS, the ISLOs, and their connection. Participants will learn about the program-level student learning outcomes assessment process at Illinois, distinguishing between direct and indirect evidence of student learning. The session will highlight how CSS data is utilized to evaluate student learning at the program level and discuss the applicability of this approach for other institutions. Attendees will reflect on adapting these practices to enhance their own assessment processes.
Linell Edwards, University of Illinois Urbana-Champaign
Presentation Type: Concurrent 60-Minute Session
Audience Level: Beginner
Primary Topic: Institution-Wide Data Collection/Use
Time: 4:00–5:00 p.m.
Room: Kentucky (First Floor)

22N – Built to Last: An Organizational Structure That Can Bear the Assessment Load
Is your institution’s organizational structure built to effectively support all the “moving parts” required for assessment of student learning? Are you confident this structure will stand the test of time? Based on a survey of community colleges in Illinois, we will examine how different schools have setup their institutions to make the assessment magic happen! Who leads? Who works with instructors? Who handles data? Who makes the technology work? And finally...who is involved in the actual assessment of student learning process? Together, let’s examine some “blueprints” that can perhaps guide the building of an effective organizational structure for assessment!
Alan Boerngen, Kaskaskia College
Presentation Type: Concurrent 60-Minute Session
Audience Level: Intermediate
Primary Topic: Campus Business Operations and Services
Time: 4:00–5:00 p.m.
Room: Tennessee (First Floor)

22O – From Compliance to Innovation: How Leadership, Collaboration and Culture Drive Effective Assurance of Learning
The focus of this presentation is to describe the importance of dynamic relationship between leadership, collaboration and culture when creating the assurance of learning (AoL). Providing a real-world example of revising an assessment plan, presenters will discuss how leadership and collaboration enhanced the design of an assessment plan aimed at improving student success. The session will include a role-play to demonstrate how assessments can transform into dynamic tools that not only measure learning but also foster deeper comprehension and continuous progress with effective leadership, collaboration, and culture.
Tamara Merseli and Jennifer Laubenthal, Central Michigan University
Presentation Type: Concurrent 60-Minute Session
Audience Level: Advanced
Primary Topic: Leadership for Assessment
Time: 4:00–5:00 p.m.
Room: Denver (Second Floor)