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Join us for a discussion about how this framework manifests on your campus as well as on campuses that participated in a related assessment project. UPAC facilitated a two-part Assessment Summit for faculty and staff to move the needle from a good assessment process to one marked by excellence aligned with the NILOA transparency framework.
The summit aimed to better engage campus stakeholders, establish more realistic goals, write concise program learning outcomes, and increase student clarity. Participants in this session will learn to adapt strategies that lead to continuous improvement of program assessment, engage in methods designed to simplify assessment processes, and maintain more meaningful assessment practices.
Ute S. However, there are competing dialogues and tensions around the use of rubrics, be it pedagogical or administrative, as they relate to academic freedom, and implications for policy and practice. We need to work on collegial acknowledgement of the faculty struggles with rubrics usage and engage in constructive dialogue.
This session will share the success stories of faculty empowerment and the failed efforts when rubrics assessment is tied solely with the program evaluation process. This interactive session explores the design and assessment of a collaborative faculty development program at a large decentralized institution. The program was designed as a series of workshops offered by support offices across the university and incentivized through a certificate of completion.
The program was assessed with mixed-methods to compare self-reported competency to qualitative assessment of participant reflections. Participants will be prompted to consider how to utilize the wide variety of expertise and knowledge in the university when developing faculty development programs, and how to best evaluate those programs.
Christina A. For students to achieve these outcomes, faculty must have the skills to deliver meaningful, high-quality educational experiences. This session will share a novel approach to creating faculty standards to guide the acquisition of these skills. Faculty standards foster self-evaluation and can be used to create faculty development opportunities.
This case highlights outcomes around ecological approaches to health and cultural fluency. The session will ask participants to consider using the framework to develop their own shared faculty standards to support student learning outcomes. Sean J. Fitzpatrick, Renee M. Broughten, and Kara S. Koschmann, St.
Faculty are at the forefront, dealing with and preventing this practice. Specifically, it attempts to delve into questions of how they detect it, ethically approach it, and what practices they follow to inhibit this emerging practice, if any. The paper at hand sets out to understand teachers' responses to online cheating, and how they manage it in the UAE. This tension is still present and manifests in our work.
In most assessment offices, there are requirements e. Likewise, many offices offer educational development opportunities e. Participants will be encouraged to consider ways to reduce bureaucratic elements while maintaining compliance and increase educational development approaches.
A request for rewritten maps can lead to frustrated faculty and unutilized maps. To challenge this, the Student Learning and Assessment Committee at a small liberal arts college developed a process to reform curriculum mapping that engaged faculty and shifted the understanding of the value of the maps as living documents.
The process and results will be shared, and participants will reflect on both structures and relationships that may assist with their own curricular initiatives. Meredith L. This onboarding process can be useful for anyone who is interested in an administrative career or for anyone who is hiring an administrator or department chair. Various initiatives are underway in higher education to foster equitable and welcoming learning environments, but there is an elephant in the room—how are we measuring their impacts?
During this presentation we will discuss how colleges and universities can gauge the outcomes of their inclusive teaching efforts at the course, departmental, and institutional levels. We will explore existing measures that can be used to get started, as well as more robust, comprehensive assessment plans. Participants will be empowered to monitor progress towards more inclusive instruction after this keynote presentation.
Tracie M. This was the driving force for embarking on this journey. Amy J. A series of tools will be introduced that use both convergent and divergent strategies to evaluate and improve assessment practices. Accessible to all levels of experience, participants will collaboratively learn from one-another. Participants will be provided with strategies to facilitate the use of these tools across their campuses, from course-wide to university-wide assessment, allowing them to continue to generate ideas for impactful advances in assessment beyond the workshop.
This Title V project supported five cohorts in the span of five years. This study generated recommendations to create processes that sustain the grant-based practices once the funding ends. This includes identifying barriers that impede the practice of sustainability and looking at partners that can create capacity and structures beyond the grant period.
Participants will have the opportunity to recognize the principles that allow the development of a pedagogical follow-up, taking into account the characteristics of the role of the pedagogical advisor as a co-thinker, collaborator and critical friend. To do this, the dynamics of the session will be supported by activities that promote reflection through the use of surveys and analyses of case studies.
Katina I. Camargo and Fadia Khouri, Universidad del Norte Presentation Type: Poster Session Primary Track: Faculty Development FD Sharing Assessment Successes: Engaging Faculty in Learning Improvement Storytelling In this highly-interactive workshop designed for assessment professionals and faculty assessment leaders, the participants will learn the key tenets of assessment for learning improvement and how to incorporate them into publishable learning improvement stories through a combination of presentations, examples, and small group discussions.
Participants will take away practical guidance and strategies to 1 identify potential stories and story writers, 2 motivate and engage faculty members in writing and publishing, and 3 devise action plans for writing and collecting learning improvement stories.
The session will end with the dissemination of resources that includes directions for submitting stories to the Learning Improvement Community website. At Community College of Philadelphia, stakeholders worked to shift the culture of assessment from a siloed activity to one where faculty and administrators worked together. In this session, the presenters will demonstrate the steps and strategies undertaken that resulted in a positive shift in the culture of assessment.
While many educators are committed to developing a positive environment, they often lack the necessary skills to facilitate discussions about these harmful acts when they occur. In , the faculty development and diversity team at IU School of Medicine delivered a series of workshops to over faculty and learners. Presenters will provide an overview of the workshop, how efficacy was assessed using the Kirkpatrick model , and notable pre-post results.
Do students know what assessment is and why learning outcomes are important? Do all your faculty and staff know how to design assessments and complete assessment reports? Have you eliminated all the Assessment Assassins lurking in the shadows of your institution?
If you answered no to any of these questions, you may need an Assessment Developer! The Assessment Developer role was created at Glendale Community College AZ to meet the educational needs of faculty, staff, and students. Join us to learn how to adapt one or more of their projects for use at your institution. Additionally, the institutional goal of student success drives faculty development endeavors, and it's imperative that all faculty, especially those at HBCUs, are equipped with the knowledge, skills, and tools to provide a quality educational experience to their students.
Amber C. It can be an effective professional development mechanism. An FLC explores how faculty can gather and submit evidence of teaching effectiveness for annual review and promotion. Peer-supported review of teaching P-SR is a method that promotes reciprocal learning through discussions and reflections of teaching artifacts. The study of multiple FLC cohorts will gather non-tenured faculty perceptions to determine if conducting peer-supported reviews in an FLC builds confidence and alters teaching behaviors.
We use embedded assignments to collect data and a common rubric for scoring. We will focus this presentation on sharing details of our assessment methods, including student and course selection, types of assignments, and methods for scoring artifacts. We will share results and lessons learned related specifically to our Reason Quantitatively and Cultivate Wellness outcomes. Lastly, this session will address common problems and share solutions that have been implemented to create a sustainable faculty-led college-wide assessment plan.
This equips them with a creative, meaningful, empowering, and productive development. Deep interaction and positive contributions to the society are rewarding experiences and offer students ownership, as well as a platform to internalize analytical solutions. In this session, attendees will examine pragmatic ways to offer substantial pedagogical techniques to ensure the assignments are embedded.
We have conducted direct assessment comprehension tests and indirect assessment student surveys to assess and improve our program since it started in In , we are designing a blended learning course, incorporating on-demand contents with smaller sized face-to-face class activities. Rubrics help to clarify goals; communicate expectations; and assess student performance in an accurate, unbiased, and consistent way. As Leavell College revamped their general education assessment process, they discovered a common rubric was instrumental for assessing student learning and beneficial in creating a simple, realistic, and sustainable assessment process.
In this session, I will share our development of a common rubric for assessing one general education competency. The principles we learned can help other institutions looking to develop or revise their existing general education assessment process. Sandra F.
The process of identifying common points of intersection between General Education assessment and classroom instruction is a vital extension of assessment in order to facilitate continuous improvement. In this presentation, the road from assessment to instruction will be followed using examples and an interactive game to discuss ways in which assessment can inform instructional strategy.
Participants will construct a unique path from assessment to classroom instruction to take back to their institution. It is focused on the pivotal technologies used to develop and implement the centralized and automated data collection and reporting process. At the forefront of the new approach is the use of Power BI to aggregate and visualize student performance on learning outcomes at different levels of detail.
These visualizations allow faculty and other stakeholders to direct their efforts on the analysis and use of the reported student performance data to identify potential areas for improvement and effectively target solutions. Twice per year, an outcomes assessment day is hosted by academic assessment staff. This documented procedure helps ensure that improvement occurs in our general education curriculum, regardless of the modality.
Kerry L. Jones and Michelle Maus, Tiffin University Presentation Type: Minute Concurrent Session Audience Level: Beginner Primary Track: General Education GE General Education Creating a General Education Assessment Process In developing a comprehensive assessment process for their general education programs, those responsible for assessment must ask and answer several questions related to how their general education competencies support and meet their institutional mission and satisfy their regional accreditors.
In answering these questions, our faculty determined that we needed to overhaul our general education assessment process. In this session, I will share the Leavell College journey to develop from scratch a new assessment process that would work in our setting. The principles we learned can help other institutions seeking to develop or revise a general education assessment process.
The program, known as the Liberal Arts Core, was built on a distribution model with assessment retrofitted. In , the faculty senate formed a committee to re-envision general education with assessment at the forefront. Over the next four years, the committee met diligently to design and implement a new program built on best practices and transparency. UNI Foundational Inquiry UNIFI was born out of the process, featuring measurable outcomes, several best practices, available micro-credentials, and over accepted courses.
In this session, attendees will review the leadership pipeline application developed by Charan and colleagues and the box grid on performance and potential first reported by Noe. While understanding the need for succession planning is cognitively sound, organizations may value a step-wise methodology for hiring, identifying, nurturing, and promoting talent.
Herein, the discussion will emphasize transitions and development for academic deans and the role of assessment in the process of documenting and communicating performance metrics. Norming and calibrating raters to interpret and implement institutional rubrics has helped us strengthen inter-rater reliability and yield a consistency in scoring. This session engages attendees to participate in the norming exercise using anchor student papers and our faculty collectively developed rubric.
Tips and tricks on how to effectively plan and carry out the process will be shared. This coincided with the development of a Three-Year Roadmap for assessment and a path toward specific outcomes for general education that led to the creation of Graduate Attributes. After three years of implementation, this presentation will examine areas of strength and improvement for assessment.
Further, this presentation will cover the processes of a collaborative assessment process by using Communities of Practice for general education assessment, signature assignments, and a graduate attribute alignment process created under the theoretical framework of Constructivist Alignment.
Robyne L. How do we express our land-grant mission in our curriculum? How do we infuse real-world global relevancy and engaged learning opportunities into our curriculum to reach all students? The results suggest that student global learning outcomes scores significantly vary across academic majors. The incorporation of these new ideas will be a vital part of our Strategic Planning sessions, which will begin in June. The future is indeed bright, exciting, and dynamic. Our first century has built a rock-solid base of greatness, and we plan to add to that base in century number two, with our Lord and Savior Jesus Christ commanding the way.
May God bless you and your families, and may He also continue to bless Cathedral High School for another years! Robert A. Bridges, Ph. Tom Greer, Hon. We gather in commemoration of scholars, athletes, and artists who comprise the graduating class. Thank you for blessing us with teachers who have guided each of us along this four year journey.
Thank you for our parents, ready to catch us every time we fall. And thank you, Lord, for walking beside us and granting us the strength needed to meet every challenge we have faced. Though we often look back on our journey, we also look forward as the Class of travels miles apart. May we remain connected through our hearts, through our prayers, and through our home at Cathedral.
For change of address: Please contact Lisa Farley at Contact Grace Trahan-Rodecap at Preparations for next school year are well underway, and we look forward to new developments of the Innovation Center that have strengthened our momentum to serve our generations of the future. As we continue to enhance the learning environment for our students, we also continue to strive to be the servant leaders that Jesus has called us to be.
Our educators are filled with zeal to provide our students more opportunities and life skills that will support their future hopes and dreams. I want to recognize and thank the following individuals who brought many different gifts and talents to Cathedral. We sincerely thank them for their years of service and dedication and wish them the best! May the road rise up to meet you.
May the wind always be at your back. May the sun shine warm upon your face, and rains fall soft upon your fields. And until we meet again, May God hold you in the palm of His hand. The family has been part of the Cathedral community since the late s. The Innovation Center will push Cathedral to the forefront of education with a space that not only promotes interdisciplinary learning and exploration, but also enhances our academic approach to science and captivates our students.
Michael Browning is a longtime supporter of Cathedral High School. In , he was honored with the Bishop Chartrand Award, the highest award given by Cathedral. Christian Browning currently serves as secretary of the Cathedral Board of Directors. To make a gift to Cathedral, visit gocathedral. Jen Alexander, Director of Theatre Arts, also expressed deep gratitude for the gift. Thanks to everyone who made All Out Irish Day a success! Whether you gave, shared on social media, rocked your blue and gold or simply followed along as we showed what life is like on the hill in , you made a true and lifelong impact!
We are happy to report that your donations helped unlock all of the matching gift challenges. Thanks to all of our generous supporters who provided a matching gift. We needed additional donors before 3 p. Mission accomplished! Thanks for being such a good sport, John! We asked Dr. All three of these outstanding educators have contributed to Cathedral being the school she is today. From the bottom of our hearts, we thank them for their service and ask God to bless them today and always.
Tom Greer, HON. I also assisted with girls softball. What positions have you held at Cathedral High School? Since I came to Cathedral, my position has been given many titles. In addition to my administrative role, I have taught classes and coached Which role was your favorite? Regardless of the title in any given year, the work was always focused on helping the students and being present to students. The circumstances of helping and guiding may have been different, but building relationships was the focus.
Dealing with students and their families in challenging circumstances is difficult, but in the end, if it is accomplished with all of the right reasons and intentions, it is the most rewarding of all the experiences. What are your favorite memories? There have been so many memories over the years. Daily interactions with students and their families, connecting with graduates, and being part of the Cathedral community have made my time at Cathedral a gift.
On a personal note, one of my favorite Cathedral memories is having the opportunity to see all four of my children walk across the stage to receive their Cathedral diploma. I know what a difficult task it is to complete four years of working hard and achieving as they all did. Their foundational success was formed and modeled at Cathedral and is partially why they are great people today. It has also been a blessing to see my granddaughter start down the same path as a current student at Cathedral.
What will you miss most about Cathedral? What I will miss the most are the Cathedral students. Every day for 30 years, I have driven up the hill thinking about the students with whom I was going to encounter that day. Students have always been the catalyst for my drive to be present to them and for them each day. Duplicating that joyful experience every day for 30 years was a gift.
I pray they live the Holy Cross values and they become a Servant Leader forever. I have been a classroom teacher for all my years at Cathedral. I have served as chair or co-chair of the English department as well. Additionally, I have worked as senior class moderator, Student Council moderator, Brain Game moderator, and Books and Bagels moderator.
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