Upcoming Training or Webinars Related to Assessment
RARE Model: Interpersonal Strategies for Inclusive and Collaborative Assessment Practice
Wednesday, February 26, 2020, at 12:30pm PST / 2:30pm CST / 3:30pm EST
In fostering a positive assessment culture on campus, assessment professionals must develop and sustain collaborative relationships with faculty and staff. Building alliances across the institution and facilitating ownership and autonomy in assessment requires a toolkit of interpersonal strategies. The presenters recently co-developed the RARE Model, a strengths-based approach to assessment practice, which emphasizes relationship-building as foundational for success (Clucas Leaderman & Polychronopoulos, 2019). In this session, the presenters will explain the RARE Model in depth, including specific strategies for inclusive practice, and discuss how these strategies may be employed intentionally with faculty and staff to promote positive assessment culture and collaboration. Assessment practitioners will benefit from learning and reflecting upon several adaptability skills that are necessary for effectively partnering with campus stakeholders to support best practices in assessment.
Gina B. Polychronopoulos, Ph.D.
Assistant Director of Assessment, Christopher Newport University
Emilie Clucas Leaderman, Ed.D.
Assistant Director of Assessment, Santa Clara University
Applying and Leading Assessment in Student Affairs
In partnership with National Louis University, the Student Affairs Assessment Leaders (SAAL) are thrilled to share details for the fourth run of our free MOOC, “Applying and Leading Assessment in Student Affairs”. We’ve had over 1200 students in each of our previous course runs, with our course last year boasting a 19.83% completion rate (huge for a MOOC!) and 92% of students giving a 4 out of 5 for course quality.
The 8-module course starts February 24 and ends April 19. It’s completely self-paced, so you can work through it on your own time during those two months (82% of students spend 2 hours or less per week on the course). Whether new to assessment or looking for a topical refresh, the course is a great opportunity to gain free access to resources and engage with 1000+ colleagues. Registration opens January 13.
To learn more about the course:
- Visit SAAL’s website for the course.
- Stay tuned for SAAL blog coming next week with outcomes from last year and new announcements for this year’s course.
- Register for a webinar live session with course instructors on February 4 at 4 p.m. Eastern.
NWCCU WEBINAR: INTERSTATE PASSPORT: STREAMLINING TRANSFER FOR INCREASED STUDENT SUCCESS
Thursday, February 27, 2020
Noon – 1 pm (Pacific Time)
Anna Galas, Director, Academic Leadership Initiatives, Western Interstate Commission for Higher Education
Dan Kline, Professor of English, Director of General Education, University of Alaska Anchorage
Sherry Simkins, Division Chair, Communication and Fine Arts, North Idaho College
Michael Torrens, Director of Analysis, Assessment and Accreditation, Utah State University
This webinar will introduce a participants to Interstate Passport®, a growing national program that facilitates block transfer of completed lower-division general education attainment based on student learning outcomes rather than on specific courses and credits. Students who transfer with a Passport to another member institution are recognized as having completed all lower-division general education requirements prior to transfer, regardless of course titles and number of credits. Presenters will speak to why Interstate Passport is needed, how it works, the benefits for students, faculty and institutions working toward student success based on their own institutional experiences, and provide the latest data on students who transfer have earned a Passport.
Leveraging Technology to Support Your Self-Study & Accreditation Visit
With numerous stakeholders and an evolving set of guidelines, preparing for your campus self-study and accreditation site visit can be challenging. It’s more important than ever to demonstrate how you’re working to improve student and institutional outcomes; yet, many institutions still struggle with disconnected data, as well as technology systems and processes that make it challenging to uncover the kind of insights that drive meaningful change—and provide evidence for your self-study narrative.
In this interactive webinar, institutional leaders will share their experiences breaking down data silos, fostering a culture of transparency and collaboration, and leveraging technology that provides a more holistic picture of program and institutional quality — empowering them to tell their institutions’ stories for regional accreditation.
February 27, 2020
2:00-3:00 pm EST
New Rules on Accreditation and the Future of the HEA – What it Means!
The U.S. Department of Education recently released its 519-pages of federal regulations covering accreditation, taking effect July 2020, while the House Education and Labor Committee introduced a new version of the Higher Education Act (HEA) — last authorized in 2008 — called the College Affordability Act.
If you’re struggling to make sense of it all, we invite you to join this webinar moderated by Dr. Terry Hartle, Senior Vice President for Government and Public Affairs at the American Council on Education. Hear from leaders in accreditation, public education policy, and members of the federal Negotiated Rule-making Committee on how such legislation may impact both institutions and the accrediting bodies that serve them.
Our expert panel will share their perspectives on:
- the new accrediting regulations and what institutions can expect to see in 2020 and beyond
- the changes accrediting bodies are making right now and why
- the future of the College Affordability Act and its implications for colleges and universities
March 10, 2020
2:00-3:00 pm EDT
Past Trainings and Webinars: Recordings
General Education Assignment Charrette
March 1, 2019, 8:30 a.m. to noon PST
University of Idaho Commons, Crest-Horizon Room
The session will begin with a review of effective assessment practices and an overview of one of the most effective ways to assess student learning: the course assignment. Assignments are powerful teaching tools, and their design is one of the most consequential intellectual tasks that faculty undertake in their work as educators. Yet that work is often private and unavailable for collegial exchange and knowledge building. The charrette — a term borrowed from architecture education, denoting a collaborative design process — will be an opportunity to talk with other faculty interested in trading ideas about the design and use of the various tasks, projects, papers and performances we set for our students. The charrette will aim to stimulate ideas about how to strengthen the assignment you bring, or think together about an assignment that might work for assessment of the general education course you teach. Attendees should bring an assignment that they would like to share with colleagues, refresh or adapt for assessment of the course’s learning outcome(s). If you do not have an assignment that you believe currently aligns to the outcomes, come anyway and leave with ideas!
Watch Recording (Morning Session)
|23:04||Assessment Practices in Learner-Centered Institutions (from instructor perspective)|
|27:12||Effective Assessment Practices (from NILOA)|
|35:20||Best practices do not specify assessment to “Meet accreditor needs”
BUT! Accreditors have standards (which need to be met)
|38:49||Triangulation (regarding student achievement/student outcomes)|
|44:26||Opportunities for Program Review|
|45:31||Institutional Effectiveness: What Can Be Improved?|
|47:07||Improving the Institution: Instructional Effectiveness|
|47:55||Questions from participants|
|57:29||Effective Assignments (from presenter and from participants)|
Learning Outcome Development Workshop (Student Affairs/Co-Curricular)
March 1, 2019, 2-4 p.m. PST
University of Idaho Commons, Aurora Room
Currently, many student service, student support services and co-curricular programs identify expected student outcomes for their programs. The session will provide an overview of institutional effectiveness and frameworks to help determine learning expectations and evidence to support achievement within student support services. During this session, staff members will create at least one institutional learning outcome statement for the unit. To assist in crafting statements, academic support service staff members are asked to bring samples of their current assessment measures, such as use of program services or facilities, user satisfaction, needs assessment of users or student learning outcomes. These are all examples of tools that may already be used to inform progress currently being made toward goals to further improve programs. Light refreshments will be provided during this session.
Watch Recording (Afternoon Session)
|12:28||What is Institutional Effectiveness? (specific to student support units)|
|15:30||Improving the Institution: Institutional Effectiveness|
|17:12||Assessment in Learner-Centered Institutions (for student support units)|
|20:46||Assessment is the Ongoing Process Of…|
|22:20||The Student Experience|
|23:38||Students are Complex|
|25:39||Support Services, Co-Curricular|
|28:05||Assessing the Co-Curricular|
|30:30||Goals vs. Outcomes|
|32:15||Tips for Writing Outcomes|
|34:31||U of I’s ULOs|
|35:26||Higher Education is at a Crossroad|
|36:41||NASPA Professional Competencies|
|37:33||The CAS Frame Works|
|38:12||A Taxonomy of Student Outcomes|
|40:39||How Do We Measure Outcomes?|
|41:10||Absolute vs. Value-Added Outcomes|
|44:07||Direct vs. Indirect Assessment|
|45:17||Student Support Assessment: Source of Evidence|
|47:31||Ways to Collect Direct Evidence|
|54:22||Outcomes Assessment Plan (5-column model)|