This document provides information about a regional conference on assessment in higher education being held at Greenfield Community College on November 17, 2011. The conference agenda includes opening remarks, breakout sessions on various assessment topics, a panel discussion on LEAP affiliation in Massachusetts, and a closing. Breakout sessions will address assessing student writing, quantitative reasoning, nursing program outcomes, assessing a science core, and creative assessment methods. The panel discussion will focus on current LEAP initiatives and their implications. Presenters include faculty and staff from various Massachusetts higher education institutions. The goal of the conference is to advance a culture of assessment and share best practices around assessing student learning outcomes within and across disciplines.
This document provides information about a regional conference on assessment in higher education being held on February 9, 2012 at UMass Lowell. The conference agenda includes multiple breakout sessions in the morning and afternoon on various topics related to assessing student learning outcomes. Session topics include assessing student learning through service learning projects, using observational methods to assess theater programs, and developing valid assessment practices through defining intended learning outcomes. The document lists the organizers and presenters for each session.
This document provides information about a statewide conference on assessment in higher education that will take place on September 30, 2011 at Worcester State University in Worcester, MA. The conference is organized by AMCOA (Advancing a Massachusetts Culture of Assessment) and will focus on effective partnerships and processes that build and sustain a commitment to assessing student learning. The agenda includes a keynote address, breakout sessions on various assessment topics, and roundtable discussions. Session topics include using a commitment to student learning statement to guide assessment, assessing supplemental instruction programs, and gaining faculty engagement through team-based assessment. The document lists over 70 people involved in organizing and presenting at the conference.
This document contains contact and background information for Jessica Jay. It outlines her education including a Master's degree in Educational Leadership and a Bachelor's degree in Elementary Education. Her professional experience includes several years working as a Title I instructor and assistant in Tennessee schools. It also lists her experience working in a library and as an elementary school teacher in Missouri. The document provides references and highlights her leadership skills, responsibilities, and additional opportunities working with organizations like the Boys and Girls Club.
Sarah Maximiek has over 15 years of experience working in libraries, primarily at Binghamton University Libraries. She holds an MLS from University at Albany and has served in various roles at Binghamton including Subject Librarian for Political Science and Public Administration. Her experience includes reference and instruction, management of government documents collections, and developing digital reference services. She has presented and published work on topics like instant messaging reference and evaluating reference transactions.
The document provides a vita for Douglas K. Hartman that includes his educational background, professional experience, awards, honors, grants, and publications. It summarizes that he is a Professor of Literacy & Technology at Michigan State University, has authored nearly 50 publications, and his research focuses on new literacies, adolescent literacy, health literacy, and the history of literacy. He has received prestigious awards such as the Albert J. Kingston Award for distinguished service to literacy.
This document is a resume for Jacklyn R. Pierce, an Assistant Professor of English at Lake-Sumter State College. It outlines her education, including degrees from Saint Louis University, Clemson University, and Drury University. It also details her extensive teaching experience at various colleges, areas of expertise like online course development and accessibility, and honors/awards received. Pierce has presented at numerous conferences and facilitated leadership seminars for Phi Theta Kappa.
Janell R. Carter has over 20 years of experience as an academic librarian, currently serving as an Instructional Services Librarian at Pace University. She has a background in library science, psychology, and music performance. The resume provides details of her education and extensive experience in reference services, library instruction, collection development, and professional activities.
South Yorkshire Through Time: students as partners in community engagementSHU Learning & Teaching
This document discusses the benefits of partnerships between students and communities for public history and engagement projects. It provides examples of successful partnership projects at Sheffield Hallam University, including community oral history projects, studies of regional identity, and applied history modules involving transcription and collaboration. Student feedback indicates that these projects enhanced learning by making history more applied and meaningful, developing skills for employment, and increasing motivation, confidence, and passion for the discipline. The projects also benefited communities by involving students in the creation of shared resources.
This document provides information about a regional conference on assessment in higher education being held on February 9, 2012 at UMass Lowell. The conference agenda includes multiple breakout sessions in the morning and afternoon on various topics related to assessing student learning outcomes. Session topics include assessing student learning through service learning projects, using observational methods to assess theater programs, and developing valid assessment practices through defining intended learning outcomes. The document lists the organizers and presenters for each session.
This document provides information about a statewide conference on assessment in higher education that will take place on September 30, 2011 at Worcester State University in Worcester, MA. The conference is organized by AMCOA (Advancing a Massachusetts Culture of Assessment) and will focus on effective partnerships and processes that build and sustain a commitment to assessing student learning. The agenda includes a keynote address, breakout sessions on various assessment topics, and roundtable discussions. Session topics include using a commitment to student learning statement to guide assessment, assessing supplemental instruction programs, and gaining faculty engagement through team-based assessment. The document lists over 70 people involved in organizing and presenting at the conference.
This document contains contact and background information for Jessica Jay. It outlines her education including a Master's degree in Educational Leadership and a Bachelor's degree in Elementary Education. Her professional experience includes several years working as a Title I instructor and assistant in Tennessee schools. It also lists her experience working in a library and as an elementary school teacher in Missouri. The document provides references and highlights her leadership skills, responsibilities, and additional opportunities working with organizations like the Boys and Girls Club.
Sarah Maximiek has over 15 years of experience working in libraries, primarily at Binghamton University Libraries. She holds an MLS from University at Albany and has served in various roles at Binghamton including Subject Librarian for Political Science and Public Administration. Her experience includes reference and instruction, management of government documents collections, and developing digital reference services. She has presented and published work on topics like instant messaging reference and evaluating reference transactions.
The document provides a vita for Douglas K. Hartman that includes his educational background, professional experience, awards, honors, grants, and publications. It summarizes that he is a Professor of Literacy & Technology at Michigan State University, has authored nearly 50 publications, and his research focuses on new literacies, adolescent literacy, health literacy, and the history of literacy. He has received prestigious awards such as the Albert J. Kingston Award for distinguished service to literacy.
This document is a resume for Jacklyn R. Pierce, an Assistant Professor of English at Lake-Sumter State College. It outlines her education, including degrees from Saint Louis University, Clemson University, and Drury University. It also details her extensive teaching experience at various colleges, areas of expertise like online course development and accessibility, and honors/awards received. Pierce has presented at numerous conferences and facilitated leadership seminars for Phi Theta Kappa.
Janell R. Carter has over 20 years of experience as an academic librarian, currently serving as an Instructional Services Librarian at Pace University. She has a background in library science, psychology, and music performance. The resume provides details of her education and extensive experience in reference services, library instruction, collection development, and professional activities.
South Yorkshire Through Time: students as partners in community engagementSHU Learning & Teaching
This document discusses the benefits of partnerships between students and communities for public history and engagement projects. It provides examples of successful partnership projects at Sheffield Hallam University, including community oral history projects, studies of regional identity, and applied history modules involving transcription and collaboration. Student feedback indicates that these projects enhanced learning by making history more applied and meaningful, developing skills for employment, and increasing motivation, confidence, and passion for the discipline. The projects also benefited communities by involving students in the creation of shared resources.
Mirna Lattouf, Ph.D.- Curriculum Vitae January 2017Mirna Lattouf
Mirna Lattouf is a Principal Lecturer at Arizona State University who specializes in Religious Studies, Women's Studies, and the Bachelor of Arts in General Studies program. She has over 15 years of experience in teaching, curriculum development, study abroad program coordination, and administrative roles at ASU. Her educational background includes a Ph.D. from the University of Arizona and an M.A. from New York University. She has published books, articles, and reviews on topics related to women's issues in the Middle East. Dr. Lattouf regularly participates in academic conferences and engages in public outreach through interviews.
This document provides an overview of Lynda Kellam's education and experience. It summarizes that she has a PhD in American History from UNCG, as well as master's degrees in Library and Information Studies from UNCG and Political Science from UW-Madison. For over 10 years, she has worked as a librarian at UNCG, currently as the Data Services and Government Information Librarian. She also serves as the Assistant Director for the International & Global Studies program and teaches courses as an adjunct lecturer. The document lists her publications, presentations, and workshops focusing on topics related to data services, instruction, and reference.
This document provides a curriculum vitae for Ronald Marlin Knorr, including his education, academic positions, courses taught, research projects, publications, and presentations. It lists his doctoral and master's degrees from Clemson University and MBA from University of North Florida. Currently he is an Assistant Professor at Mercer University, where he teaches undergraduate and graduate courses and advises students. He has directed numerous capstone research projects and dissertations. His research focuses on topics such as Rosenwald Schools and evaluating education programs. He has authored and co-authored several books and peer-reviewed publications.
The Education Law Association (ELA) is a national, nonprofit member association offering unbiased information to its professional members about current legal issues affecting education and the rights of those involved in education in both public and private K-12 schools, universities, and colleges. Together, our professional community anticipates trends in education law and supports scholarly research through the highest value print and electronic publications, conferences, seminars, and other professional forums. Members receive additional publications, first notifications, and free or special pricing on publications, webinars, seminars, and conferences.
Josie L. Rush is a PhD candidate at Duquesne University studying literature. She has over 6 years of experience as a writing consultant and mentor at both Duquesne University and Seton Hill University. Her teaching experience includes leading first-year writing courses and tutoring at the high school level. She has published an article in 2014 and presented her research at several academic conferences from 2010 to 2015.
Suzan Phillips has over 15 years of experience in teaching English and administering developmental education programs. She received her M.A. in English from Winthrop University and has held positions including Assistant Professor, Chair of the Bridge Program at Charleston Southern University, and Adjunct Instructor at various universities. Her resume outlines her educational background, employment history, teaching experience, administrative experience managing developmental programs, conference presentations, publications, and references.
Suzanne Rivard is an experienced project coordinator with over 25 years working with non-profits on community development, health promotion, and volunteer engagement initiatives. She has developed programs like Upper Canada School Travel Planning and Family Health Councils. Rivard also created tools like the Healthy Communities Asset Inventory and facilitated the development of the Healthy Communities Vision. Currently, she works as an independent consultant and holds volunteer leadership roles with organizations like Heart & Stroke Foundation and school boards.
Victoria Falls is one of the largest waterfalls in the world, spanning 2km wide and 110m high. It was discovered by David Livingstone in 1855, who described the scenery as something "angels in their flight" would gaze upon. Shared between Zimbabwe and Zambia, visitors can enjoy bungee jumping, elephant riding, boat cruises on the Zambezi River, and safaris to view animals in their natural habitat rather than a zoo. With 5-star hotels and lots of activities, Victoria Falls provides the perfect spot for a memorable vacation.
The minutes summarized a meeting of the AMCOA team hosted by MassBay Community College. Key discussion points included:
- Updates on the upcoming February assessment conference
- Commissioner Freeland emphasized the goal of improving teaching and learning across the state's public higher education system
- There was discussion around how the AMCOA group could better influence deeper changes in faculty practices and engage adjunct faculty, such as through campus visits, online resources, and professional development days. Moving forward, AMCOA would continue to share best practices while also advising and supporting campuses.
This document lists over 300 colleges and universities that are members of the Liberal Education & America's Promise (LEAP) Campus Action Network. LEAP is an initiative that promotes excellence in liberal education for all students nationwide. The network members represent public and private institutions across the United States that are committed to LEAP's vision of an educated and engaged citizenry.
The document summarizes the minutes from the eighth meeting of the Advancing a Massachusetts Culture of Assessment (AMCOA). Key details include:
- Representatives from 22 institutions attended the meeting hosted at Northern Essex Community College to focus on assessing student writing.
- Two assessment experiments were summarized, including a collaboration between Framingham State University and MassBay Community College to improve transfer student experiences, and an experiment comparing rubrics between Bristol Community College and Massasoit Community College.
- An update was provided on a draft proposal for continued Davis Educational Foundation funding for AMCOA activities in areas like system-wide learning outcomes assessment, campus assessment support, and increased faculty/staff engagement.
Tecnologias de información para los negociosWada Hdz
Este documento define conceptos clave de tecnologías de información para negocios como hardware, software, componentes de una computadora como la CPU y memoria, y clasificaciones de computadoras. También describe tecnologías modernas como multimedia, cliente-servidor, realidad virtual e hipertexto. El documento concluye que el manejo e intercambio de información es necesario para que las empresas sean más productivas.
The document summarizes observations from a group discussion about using the VALUE rubric and an institutionally-developed rubric to score student writing samples. Some key points made include:
- The group had difficulties differentiating criteria in the VALUE rubric and found the institutionally-developed rubric to be more specific and useful for providing feedback.
- There was disagreement over scoring some samples due to ambiguity in the rubrics and differences in interpreting the assignment and standards between disciplines.
- The group felt improvements could be made to the rubrics by adding a 0 point scale, not applicable categories, and providing more norming information and training.
The minutes summarized the fourth meeting of AMCOA (Assessment in Massachusetts Colleges and Universities). Representatives from 15 institutions attended. Plans were discussed for naming AMCOA co-chairs to represent different institution types. Updates were provided on extending meeting lengths and scheduling future meetings. Preparations for an upcoming assessment conference were reviewed.
This document lists dates and locations for upcoming meetings and conferences of the AMCOA organization between August 2011 and April 2012. Meetings will be held monthly at various community colleges in Massachusetts, while regional conferences are scheduled in September, November, and February at schools including Worcester State University, Greenfield Community College, and UMASS-Lowell.
The document lists the dates, locations, and volunteer hosts for upcoming meetings and conferences of the AMCOA organization between August 2011 and May 2012. It provides this information separately for monthly AMCOA Meetings that will take place at different community college campuses across Massachusetts and for larger statewide conferences occurring in September, November, February, and April at various university locations. Each event is identified along with the volunteer school representative coordinating it.
The agenda covered presentations and discussions around assessment practices at various community colleges, drafting guidelines for an assessment methods database, and setting the agenda for future AMCOA meetings. It also provided information on past and upcoming assessment conferences, including regional conferences in November 2011 and February 2012 and a statewide conference in April 2012.
The agenda discusses the upcoming sixth meeting of the AMCOA (Assessment Methods Community of Assessment). The meeting will be hosted at Bristol Community College in Fall River on November 9th from 10am to 12:30pm. The meeting will include welcome remarks, an update on the November 17th assessment conference, a presentation on Bridgewater State's assessment practices, a discussion on communication and information dissemination, and a discussion of a proposed assessment methods database. Future AMCOA meeting dates through 2012 are also listed.
This document provides minutes from the second meeting of the AMCOA (Assessment of Massachusetts Colleges and Universities Association). The meeting was hosted by Northern Essex Community College on June 27, 2011 with representatives from 26 institutions in attendance.
Key discussions and decisions included: confirming Kerry McNally as the new Administrative Assistant for AMCOA; receiving an update on planning for the September 30th statewide assessment conference; agreeing that partnership and collaboration should be overarching themes of the conference and future meetings; and recognizing the need to better educate faculty and staff on national assessment frameworks like LEAP and the Degree Qualifications Profile.
Future AMCOA meeting dates were set through November 2011. Peggy Maki also proposed
This document contains contact information for individuals involved in assessment activities at various higher education institutions in Massachusetts. It lists the name, role, email address and phone number of two point people and one additional contact for each institution, including several community colleges, state universities, and the University of Massachusetts system. The point people listed would be the primary contacts for assessment-related discussions or initiatives involving their respective institutions.
The document lists three co-chairs for the AMCOA team: Neal Bruss, an associate professor of English at the University of Massachusetts Boston; Maureen Melvin Sowa, a professor of history at Bristol Community College; and Bonnie Orcutt, a professor of economics and chair of the Liberal Arts and Sciences Curriculum at Worcester State University.
Mirna Lattouf, Ph.D.- Curriculum Vitae January 2017Mirna Lattouf
Mirna Lattouf is a Principal Lecturer at Arizona State University who specializes in Religious Studies, Women's Studies, and the Bachelor of Arts in General Studies program. She has over 15 years of experience in teaching, curriculum development, study abroad program coordination, and administrative roles at ASU. Her educational background includes a Ph.D. from the University of Arizona and an M.A. from New York University. She has published books, articles, and reviews on topics related to women's issues in the Middle East. Dr. Lattouf regularly participates in academic conferences and engages in public outreach through interviews.
This document provides an overview of Lynda Kellam's education and experience. It summarizes that she has a PhD in American History from UNCG, as well as master's degrees in Library and Information Studies from UNCG and Political Science from UW-Madison. For over 10 years, she has worked as a librarian at UNCG, currently as the Data Services and Government Information Librarian. She also serves as the Assistant Director for the International & Global Studies program and teaches courses as an adjunct lecturer. The document lists her publications, presentations, and workshops focusing on topics related to data services, instruction, and reference.
This document provides a curriculum vitae for Ronald Marlin Knorr, including his education, academic positions, courses taught, research projects, publications, and presentations. It lists his doctoral and master's degrees from Clemson University and MBA from University of North Florida. Currently he is an Assistant Professor at Mercer University, where he teaches undergraduate and graduate courses and advises students. He has directed numerous capstone research projects and dissertations. His research focuses on topics such as Rosenwald Schools and evaluating education programs. He has authored and co-authored several books and peer-reviewed publications.
The Education Law Association (ELA) is a national, nonprofit member association offering unbiased information to its professional members about current legal issues affecting education and the rights of those involved in education in both public and private K-12 schools, universities, and colleges. Together, our professional community anticipates trends in education law and supports scholarly research through the highest value print and electronic publications, conferences, seminars, and other professional forums. Members receive additional publications, first notifications, and free or special pricing on publications, webinars, seminars, and conferences.
Josie L. Rush is a PhD candidate at Duquesne University studying literature. She has over 6 years of experience as a writing consultant and mentor at both Duquesne University and Seton Hill University. Her teaching experience includes leading first-year writing courses and tutoring at the high school level. She has published an article in 2014 and presented her research at several academic conferences from 2010 to 2015.
Suzan Phillips has over 15 years of experience in teaching English and administering developmental education programs. She received her M.A. in English from Winthrop University and has held positions including Assistant Professor, Chair of the Bridge Program at Charleston Southern University, and Adjunct Instructor at various universities. Her resume outlines her educational background, employment history, teaching experience, administrative experience managing developmental programs, conference presentations, publications, and references.
Suzanne Rivard is an experienced project coordinator with over 25 years working with non-profits on community development, health promotion, and volunteer engagement initiatives. She has developed programs like Upper Canada School Travel Planning and Family Health Councils. Rivard also created tools like the Healthy Communities Asset Inventory and facilitated the development of the Healthy Communities Vision. Currently, she works as an independent consultant and holds volunteer leadership roles with organizations like Heart & Stroke Foundation and school boards.
Victoria Falls is one of the largest waterfalls in the world, spanning 2km wide and 110m high. It was discovered by David Livingstone in 1855, who described the scenery as something "angels in their flight" would gaze upon. Shared between Zimbabwe and Zambia, visitors can enjoy bungee jumping, elephant riding, boat cruises on the Zambezi River, and safaris to view animals in their natural habitat rather than a zoo. With 5-star hotels and lots of activities, Victoria Falls provides the perfect spot for a memorable vacation.
The minutes summarized a meeting of the AMCOA team hosted by MassBay Community College. Key discussion points included:
- Updates on the upcoming February assessment conference
- Commissioner Freeland emphasized the goal of improving teaching and learning across the state's public higher education system
- There was discussion around how the AMCOA group could better influence deeper changes in faculty practices and engage adjunct faculty, such as through campus visits, online resources, and professional development days. Moving forward, AMCOA would continue to share best practices while also advising and supporting campuses.
This document lists over 300 colleges and universities that are members of the Liberal Education & America's Promise (LEAP) Campus Action Network. LEAP is an initiative that promotes excellence in liberal education for all students nationwide. The network members represent public and private institutions across the United States that are committed to LEAP's vision of an educated and engaged citizenry.
The document summarizes the minutes from the eighth meeting of the Advancing a Massachusetts Culture of Assessment (AMCOA). Key details include:
- Representatives from 22 institutions attended the meeting hosted at Northern Essex Community College to focus on assessing student writing.
- Two assessment experiments were summarized, including a collaboration between Framingham State University and MassBay Community College to improve transfer student experiences, and an experiment comparing rubrics between Bristol Community College and Massasoit Community College.
- An update was provided on a draft proposal for continued Davis Educational Foundation funding for AMCOA activities in areas like system-wide learning outcomes assessment, campus assessment support, and increased faculty/staff engagement.
Tecnologias de información para los negociosWada Hdz
Este documento define conceptos clave de tecnologías de información para negocios como hardware, software, componentes de una computadora como la CPU y memoria, y clasificaciones de computadoras. También describe tecnologías modernas como multimedia, cliente-servidor, realidad virtual e hipertexto. El documento concluye que el manejo e intercambio de información es necesario para que las empresas sean más productivas.
The document summarizes observations from a group discussion about using the VALUE rubric and an institutionally-developed rubric to score student writing samples. Some key points made include:
- The group had difficulties differentiating criteria in the VALUE rubric and found the institutionally-developed rubric to be more specific and useful for providing feedback.
- There was disagreement over scoring some samples due to ambiguity in the rubrics and differences in interpreting the assignment and standards between disciplines.
- The group felt improvements could be made to the rubrics by adding a 0 point scale, not applicable categories, and providing more norming information and training.
The minutes summarized the fourth meeting of AMCOA (Assessment in Massachusetts Colleges and Universities). Representatives from 15 institutions attended. Plans were discussed for naming AMCOA co-chairs to represent different institution types. Updates were provided on extending meeting lengths and scheduling future meetings. Preparations for an upcoming assessment conference were reviewed.
This document lists dates and locations for upcoming meetings and conferences of the AMCOA organization between August 2011 and April 2012. Meetings will be held monthly at various community colleges in Massachusetts, while regional conferences are scheduled in September, November, and February at schools including Worcester State University, Greenfield Community College, and UMASS-Lowell.
The document lists the dates, locations, and volunteer hosts for upcoming meetings and conferences of the AMCOA organization between August 2011 and May 2012. It provides this information separately for monthly AMCOA Meetings that will take place at different community college campuses across Massachusetts and for larger statewide conferences occurring in September, November, February, and April at various university locations. Each event is identified along with the volunteer school representative coordinating it.
The agenda covered presentations and discussions around assessment practices at various community colleges, drafting guidelines for an assessment methods database, and setting the agenda for future AMCOA meetings. It also provided information on past and upcoming assessment conferences, including regional conferences in November 2011 and February 2012 and a statewide conference in April 2012.
The agenda discusses the upcoming sixth meeting of the AMCOA (Assessment Methods Community of Assessment). The meeting will be hosted at Bristol Community College in Fall River on November 9th from 10am to 12:30pm. The meeting will include welcome remarks, an update on the November 17th assessment conference, a presentation on Bridgewater State's assessment practices, a discussion on communication and information dissemination, and a discussion of a proposed assessment methods database. Future AMCOA meeting dates through 2012 are also listed.
This document provides minutes from the second meeting of the AMCOA (Assessment of Massachusetts Colleges and Universities Association). The meeting was hosted by Northern Essex Community College on June 27, 2011 with representatives from 26 institutions in attendance.
Key discussions and decisions included: confirming Kerry McNally as the new Administrative Assistant for AMCOA; receiving an update on planning for the September 30th statewide assessment conference; agreeing that partnership and collaboration should be overarching themes of the conference and future meetings; and recognizing the need to better educate faculty and staff on national assessment frameworks like LEAP and the Degree Qualifications Profile.
Future AMCOA meeting dates were set through November 2011. Peggy Maki also proposed
This document contains contact information for individuals involved in assessment activities at various higher education institutions in Massachusetts. It lists the name, role, email address and phone number of two point people and one additional contact for each institution, including several community colleges, state universities, and the University of Massachusetts system. The point people listed would be the primary contacts for assessment-related discussions or initiatives involving their respective institutions.
The document lists three co-chairs for the AMCOA team: Neal Bruss, an associate professor of English at the University of Massachusetts Boston; Maureen Melvin Sowa, a professor of history at Bristol Community College; and Bonnie Orcutt, a professor of economics and chair of the Liberal Arts and Sciences Curriculum at Worcester State University.
This document provides information about an upcoming statewide conference on assessment in higher education, including:
- The date, time, and location of the conference at UMass Boston
- A list of over 50 people involved in organizing and presenting at the conference
- An agenda outlining the schedule of opening remarks, breakout sessions on various assessment topics, and a keynote presentation
- Descriptions of 10 breakout sessions that will cover practical assessment strategies and lessons learned from various institutions
- The goal of the conference is to bring together assessment professionals to share best practices, discuss challenges, and advance the culture of assessment across Massachusetts higher education.
Program on Prosocial Behavior, Baylor University 2013-2014
-Designed and developed both quantitative and qualitative research instruments to measure character virtues and
cheating in college
-Worked directly with Gallup, Inc. to finalize instruments and collect data
Research Assistant: Department of Curriculum and Instruction, Baylor University 2009-2013
-Assisted with data collection, analysis, and manuscript preparation for funded research projects
-Conducted literature reviews and wrote sections of manuscripts
-Recruited participants and scheduled data collection sessions
-Coded and analyzed qualitative data using NVivo
-Entered and analyzed quantitative data using SPSS
Research Assistant: Department of Sociology, Southwest Minnesota State University 2002-2004
-Ass
Alex Hartley has a Master's of Education expected in May 2014 from UMass Boston and a Bachelor's in Neuroscience and Behavior and Psychology from Wesleyan University in 2010. She has experience teaching science in Boston Public Schools through the Boston Teacher Residency and has led workshops for high school students at the South End Technology Center in Boston. Her career has focused on education, including administrative roles assisting schools in Washington D.C. and experience teaching physics, biology, and French to middle school students through the Breakthrough Collaborative in Philadelphia.
John Reiff has over 40 years of experience in higher education, having held leadership roles directing civic engagement and service-learning programs at several universities. He has extensive experience teaching, developing faculty, evaluating programs, and consulting to promote civic learning and community engagement. Reiff's background demonstrates deep expertise in civic engagement, service-learning, and higher education administration.
The Task Force on the Evaluation of Teachers and Administrators in Massachusetts recommends a new statewide framework for educator evaluation. Key features of the proposed framework include using multiple measures of student learning and growth as significant factors in evaluations, establishing statewide standards and performance ratings, and implementing a 5-step evaluation cycle of self-reflection, goal-setting, implementation, formative assessment, and summative evaluation. The Task Force believes this framework can transform evaluation from a compliance exercise into a catalyst for professional growth if implemented effectively with support from the Department of Elementary and Secondary Education.
Edwards- Information Literacy: Sequenced, tiered and integratedIFLA_InfolitRef
The Mansfield Library at the University of Montana implemented a new sequenced and tiered information literacy curriculum. The curriculum is integrated across various levels of study from first-year to graduate programs. At the first-year level, information literacy instruction serves as the basis for further instruction in later years. Skills are built upon through the second, third, and fourth years of study. The curriculum is also integrated into two-year programs. Assessment of information literacy includes student and faculty feedback and tracking learning outcomes at different academic levels.
Meghan M. Roe is a PhD candidate in Rhetoric and Composition at Texas Christian University. Her dissertation focuses on multimodal composing, multiliteracy centers, and collaboration with writing programs. She has a MA in English from TCU and a BA in English from Missouri State University. Roe has held various academic appointments at TCU including graduate writing consultant and graduate instructor. She has published and presented her research on topics including multimodality, writing centers, and disability studies. Roe has received several awards and grants for her scholarship.
This curriculum vita outlines the educational and professional background of William Allan Kritsonis. It summarizes that he holds a PhD in Educational Administration and Supervision from The University of Iowa from 1976. He has over 40 years of experience working in various professor and administrative roles in education. Currently, he is a tenured professor at Prairie View A&M University, where he has worked since 2004.
This document provides a summary of Linda Buturian's teaching experience and qualifications. It lists her positions as a Senior Teaching Specialist and English Instructor, along with the courses she has taught. It also outlines her experience coordinating digital projects and as an iPad Mobile Learning Content Coordinator. Finally, it lists some of her fellowships, awards, grants, and presentations related to her work in teaching, digital storytelling, and international education.
This document presents the revised 2011 South Carolina Social Studies Academic Standards for kindergarten through 12th grade. It was approved by the State Board of Education on August 18, 2011. The standards are organized by grade level and include standards for K-3, 4-5, 6-8, and high school courses. The theme for the standards is civic education to provide students with the knowledge needed for informed citizenship. The standards were developed based on prior South Carolina standards, national standards, and the standards of other states.
A working white paper of the topics, ideas, and challenges of working in a digital economy. This document was created from the notes taken during the CRR Un-Conference at The Ohio State University.
Shawn Quinn has over 15 years of experience in education, including experience as an assistant principal and social studies teacher. He holds a Bachelor's degree in Education from Indiana University Southeast and a Master's degree in Education from Western Kentucky University. His resume outlines his professional experience as an assistant principal at North Todd Elementary School since 2015, as well as his previous teaching experience at several middle schools. It also lists his educational background, references, and presentations given at various conferences on education-related topics.
This document discusses Southwestern University's goals for a globally focused science education program and the need for a new science facility. It notes that Southwestern has a strong tradition of preparing science graduates for leadership roles through hands-on research experiences. However, the current science building is outdated and does not meet the needs of collaborative, interdisciplinary research. The proposed new science center would provide modern labs, classrooms, and equipment to support experiential learning and prepare students for 21st century scientific careers. The president invites support for this $24 million project, which could help secure the long-term future of science at Southwestern.
This document provides information about an event called the "Swap Shop: Enhancing Learning and Teaching Through Assessment and Feedback" held at the University of Chichester. The event featured keynote speakers on issues related to assessment and feedback and sessions showcasing examples of assessment and feedback practices from various subject disciplines. It included presentations from professors, a vice president of the National Union of Students, and contributors from other universities. The program outlined the schedule of speakers and sessions to be held at the event.
Alicia R. Douglas has over 15 years of experience in community relations and multicultural recruitment at Rockhurst University. She has held leadership roles in numerous community organizations and initiatives. She published a case study on town-gown relations and regularly presents at conferences on building university-community partnerships.
Sharon Morgenthaler has over 30 years of experience supporting underserved populations through education. She currently works as a Learning Products Manager at University of Maryland University College, where she supports academic partnerships and oversees projects involving instructional design. Previously, she held positions as a Project Director, Director of Academic Success, and coordinator of various educational programs focused on literacy, family involvement, and college access for low-income communities. Morgenthaler has a PhD in Educational Administration from American University and has received awards for her work developing online academic support systems and community partnerships.
This curriculum vitae outlines Amanda McGowan's educational and professional background. She earned a PhD in rhetorical criticism from the University of Southern Mississippi in 2015, an MA in communication from the University of Wisconsin-Milwaukee in 2008, and a BA in political science and communication from the University of Minnesota-Duluth in 2006. She has taught at various universities since 2008 and has published several papers and made many conference presentations on political communication and rhetoric.
Jeffrey B. Linn has over 30 years of experience in education, including roles as a principal, director of staff development, associate professor, and chair of educational administration. He holds a Ph.D. in Curriculum and Instruction from Penn State University and has taught at multiple universities. His professional experiences include administrative leadership, teaching, coaching, and conducting professional development workshops on topics such as differentiated instruction, data analysis, and assessment.
Similar to 2011 11-17+amcoa+conference+program (20)
This document contains attendance records for supplemental instruction sessions for a basic algebra course. It lists the student ID and name for 13 students along with their attendance on various dates from September 8th to December 13th. It also provides the course information including semester, instructor, SI leader, and meeting days and times.
This document summarizes an assessment of Supplemental Instruction (SI) conducted at Northern Essex Community College. The assessment found that student attendance at SI sessions varied significantly across subjects, with the highest attendance in a math class and the lowest in an English class. Students who attended over half of the SI sessions were more likely to earn a C or better and less likely to fail. Based on these results, the college plans to take steps to better promote SI sessions to students and encourage attendance, with a goal of one-third of students attending over half of sessions. They will collect additional data in the fall to evaluate whether these measures improve attendance and student outcomes.
Sarah Quast, a professor of chemistry at Middlesex Community College, uses service learning projects in her course to support learning outcomes. Her students mentor girls from a local club in hands-on chemistry experiments. The students design age-appropriate experiments and create posters about green chemistry. Assessment of student learning through reflections, surveys, and lab scores show overwhelmingly positive feedback and that students' understanding of science and confidence increases. Both Quast's students and the girls gain valuable experiences through active participation and sharing knowledge outside the classroom.
This document discusses the assessment of learning outcomes in a nursing program at Northern Essex Community College. It describes developing an assessment plan as part of the program review, including mapping outcomes to curriculum and assessments. The program uses ATI comprehensive exams to assess program-level outcomes annually. The results provide subscale performance that mirrors NCLEX content areas. To make the results more useful, the program developed a template to interpret ATI group data and scheduled annual assessments mapped to program objectives. This will help identify areas for improvement and evaluate impacts of curriculum changes over time.
This document provides recommendations for the agenda of an upcoming conference with the overarching theme of "Partnerships". It recommends that the conference include:
1) A keynote address by Peggy to introduce the theme of partnerships and their importance in achieving assessment goals.
2) Concurrent sessions so attendees can participate in all discussions.
3) A discussion on Lumina Degree Qualifications Profile and what Massachusetts becoming a LEAP state means for campuses.
4) Presentations on collaborative models for faculty, institutional research, and assessment staff to work together productively.
This document lists the dates, locations, and volunteer school hosts for upcoming meetings and conferences of the AMCOA from May 2011 through April 2012. It provides information on 8 AMCOA meetings to take place at various community colleges across Massachusetts as well as 4 statewide conferences, including regional conferences in Western and Eastern Massachusetts in the fall of 2011 and spring of 2012. Each event is noted along with its location and volunteer coordinator from the hosting school.
The document summarizes minutes from the third AMCOA meeting held on August 18, 2011 at Holyoke Community College. [1] Representatives from 21 institutions attended along with state higher education officials. [2] The meeting included discussions on assessment experiments and conferences, and a presentation from Commissioner Freeland on the importance of assessment. [3]
This document lists sites and dates for upcoming meetings and conferences of the AMCOA organization between May 2011 and April 2012. It provides the host school, location, and contact person for each AMCOA meeting, as well as the host school chairs for three regional conferences in September 2011, November 2011, and February 2012 and the site for a statewide conference in April 2012.
The document compares student survey results between those in learning communities (LC) and non-learning communities (Non-LC) at BHCC. Students in LCs reported higher scores in active and collaborative learning, student effort, academic challenge, student-faculty interaction, and support for learners. They also felt they did more critical thinking, worked more with other students, and received more support. Retention rates were also higher for the LC cohort compared to all BHCC students for both spring 2010 and fall 2010 semesters.
The document outlines draft guidelines for establishing an assessment methods database. It discusses important questions around the scope and focus of the database before establishing criteria. The guidelines propose a two-phase approach: Phase One would collect degree/program level assessment methods and include details like learning outcomes, assessment elements, rubrics and a SWOT analysis. Phase Two would collect course-level methods from various disciplines, focusing on assisting faculty development of assessment tools for their classrooms. Submitted methods would include assignment details, assessment explanations, metrics and alignment with general education competencies. The goal is to share effective practices across institutions.
Institutional research at Middlesex Community College supports the college's program review process in two key ways: by providing programs with standardized data packets and by working with administrators to clarify questions and identify additional useful data. The program review process assesses program effectiveness, including student success and learning, to help strengthen evidence-based practices and resource allocation as part of the college's new strategic plan.
This survey asked instructors of Supplemental Instruction (SI) classes at NECC about their experiences working with SI tutors and their perceptions of the effectiveness of the SI program. Instructors were asked questions about tutor participation in SI classes, meetings with tutors outside of class, encouraging student attendance at SI sessions, and their views on differences between conducting SI classes and traditional classes. The responses would be used to improve NECC's SI programs.
The document summarizes assessment activities and initiatives at Middlesex Community College to improve student writing skills and success. It describes:
1) Revisions to pedagogy and curriculum to embed writing skills and student success behaviors through initiatives like writing coaches, vertical teaming, and an Accelerated Learning Program.
2) Assessment results of student writing from 2007 and 2010 that show percentages of students at adequate or above levels in areas like ideas, organization, and grammar.
3) The Accelerated Learning Program which allows students to take English Composition I and a writing skills seminar concurrently, and data showing higher completion rates for students in this program compared to others.
This document summarizes a presentation about using the Teacher Work Sample (TWS) to assess teacher candidates. It discusses the components of the TWS, how it is used in a capstone assessment course at the University of Massachusetts Lowell, and some lessons learned about assessment. The TWS involves teachers designing, implementing, and analyzing an instructional unit. It is used in an online capstone course to demonstrate teacher candidates' ability to help all students learn. Students complete the TWS project, receiving continuous peer and instructor feedback, and document their work through weekly memos and by contributing to a public class wiki.
The Reverse Multiple-Choice Method (RMCM) presents content for teaching or testing using a multiple-choice question format. It formalizes reinforcement and explanation by requiring examinees to identify why answers are correct or incorrect, and modify incorrect answers by changing facts to make them correct. This forces analysis and comparison of concepts. RMCM aims to harness the power of "wrong" answers and be more efficient than open-ended questions while allowing automated scoring.
The document summarizes the minutes from the ninth meeting of the AMCOA (Assessment in the Massachusetts Public Higher Education System). Key points:
- Representatives from 22 institutions attended the meeting hosted at Bunker Hill Community College.
- Presentations were given on two assessment experiments focusing on writing standards and critical thinking. Groups then used rubrics to score examples of student work.
- Plans were discussed for future AMCOA meetings and conferences, including presenting on quantitative reasoning assessment.
- Attendees participated in a working session to assess exit-level critical thinking using the AAC&U Critical Thinking VALUE rubric and one developed by BHCC.
The agenda outlines the tenth meeting of the AMCOA (Assessment and Measurement in Higher Education) to be hosted by Framingham State University on May 1, 2012. The meeting will include a welcome from President Flanagan, a presentation on assessing quantitative reasoning by Peggy Maki, and planning for the 2012-2013 academic year including the dates for AMCOA meetings and statewide conferences. The results of surveys on assessment topics and the March critical thinking scoring will also be summarized.
The document provides an agenda for the Ninth AMCOA Meeting hosted by Bunker Hill Community College. The agenda includes initial discussions setting dates and topics for upcoming meetings and conferences on assessment. It also includes updates on a previous assessment conference, summaries of assessment experiments from two community colleges, and a summary of worksheets from a previous meeting. The agenda concludes with marking calendars for the next AMCOA meeting focused on assessing quantitative reasoning and an upcoming statewide assessment conference at UMass-Boston on gathering and acting on evidence to improve student learning.
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1. i
Thursday, November 17, 2011
8:30 a.m. to 3 p.m.
Greenfield Community College
Greenfield, MA
Regional Conference
on Assessment in
Higher Education
AMCOA AM
AMCOA AMAdvancingaMassachusetts
CultureofAssessment
Assessing Student Learning Outcomes
Within and Across the Disciplines
2. 2
AMCOA Team Members
Pamela Annas, Associate Dean, College
of Liberal Arts, University of
Massachusetts Boston
Kristina Bendikas, Associate Dean for
Assessment and Planning, Massachusetts
College of Liberal Arts
Gaelan Benway, Associate Professor
of Sociology, Quinsigamond
Community College
William Berry, Associate Professor,
Language and Literature Department,
Cape Cod Community College
Neal Bruss, Associate Professor,
English Department, University of
Massachusetts Boston
Ann Caso, Associate Director of
Institutional Research, Framingham
State University
Barb Chalfonte, Senior Research Analyst,
Institutional Research, Springfield
Technical Community College
Susan Chang, Director of Assessment,
Framingham State University
Christopher Cratsley, Interim Director of
Assessment, Fitchburg State University
Thomas Curley, Dean of Humanities,
Berkshire Community College
Neal DeChillo, Associate Provost and
Dean, College of Health and Human Ser-
vices, Salem State University
Melissa Fama, Vice President of
Academic Affairs, Mount Wachusett
Community College
Kate Finnegan, Professor of Education,
Greenfield Community College
James Gubbins, Assistant Professor, Inter-
disciplinary Studies and Faculty Fellow in
Assessment, Salem State University
Wendy Haynes, Associate Professor and
Coordinator of the MPA Program,
Co-Chair of NEASC Steering Committee,
Bridgewater State University
Lois Hetland, Faculty, Art Education,
Massachusetts College of Art and Design
Peter Johnston, Dean of Academic
Advising and Assessment, Massasoit
Community College
Elizabeth Johnston-O’Connor, Director
of Institutional Research and Effectiveness,
Cape Cod Community College
Kathy Keenan, Associate Vice President
for Planning and Research, Massachusetts
College of Art and Design
Nina Keery, Professor of English,
MassBay Community College
Susan Keith, Associate Professor of
English and the English Department
Chair, Massasoit Community College
Terri Kinstle, Associate Professor of
Psychology, Holyoke Community College
Donna Kuizenga, Special Assistant
to the Provost, University of
Massachusetts Boston
David Langston, Professor of English/
Communications, Massachusetts College
of Liberal Arts
Paul Laverty, Professor of Mathematics,
Mount Wachusett Community College
David Leavitt, Director of Institutional
Research, Bunker Hill Community College
Carol Lerch, Assistant Vice President
of Assessment and Planning, Worcester
State University
Charlotte Mandell, Vice Provost for
Undergraduate Education, University of
Massachusetts Lowell
Elise Martin, Associate Dean of Assess-
ment, Middlesex Community College
Timothy McLaughlin, Chair of the
English Department; Co-chair of Student
Learning Outcomes Assessment Program
(SLOAP), Bunker Hill Community College
Linda Meccouri, Professional Develop-
ment Coordinator; Professor, Multi Media
Technology, Springfield Technical
Community College
Maureen Melvin Sowa, Professor of
History, Division of Social and Behavioral
Sciences, Bristol Community College
Brenda Mercomes, Academic Affairs Vice-
President, Roxbury Community College
Javad Moulai, STEM Division Faculty
Member, Roxbury Community College
Bonnie Orcutt, Professor of Economics
and Chair, Liberal Arts and Sciences
Curriculum, Worcester State University
Richard Panofsky, Assistant Chancellor
for Institutional Research & Assessment,
University of Massachusetts Dartmouth
Richard Parkin, Assistant Vice President/
Academic Affairs, Springfield Technical
Community College
Mark Patrick, Assistant Dean of Academic
Affairs, Massachusetts Maritime Academy
Lisa Plantefaber, Associate Dean,
Institutional Research and Assessment,
Westfield State University
Charles Prescott, Assistant Professor
of English, Berkshire Community College
Benjamin Railton, Associate Professor of
English, Coordinator of American Studies,
Fitchburg State University
Judy Raper, Director of Student Develop-
ment, Greenfield Community College
Yves Salomon-Fernandez, Dean of
Institutional Planning, Research and
Assessment, MassBay Community College
John Savage, Faculty, Science,
Middlesex Community College
Nancy Schoenfeld, Dean of Human
Services & Science, Quinsigamond
Community College
Dawne Spangler, Director of the Center
for Teaching, Learning and Assessment,
North Shore Community College
Martha Stassen, Assistant Provost,
Assessment & Educational Effectiveness,
University of Massachusetts Amherst
Susan Taylor, Professor, Mount
Wachusett Community College
Judy Turcotte, Director of Planning and
Assessment, Holyoke Community College
Suzanne Van Wert, Professor of English,
Northern Essex Community College
Laura Ventimiglia, Dean for Academic
Assessment, Curriculum, and Special Pro-
grams, North Shore Community College
Michael Vieira, Associate Vice President
for Academic Affairs, Bristol
Community College
Ellen Wentland, Assistant Dean of
Educational Effectiveness, Northern Essex
Community College
Marcellette Williams, Senior Vice
President, Academic Affairs, Student
Affairs & International Relations,
University of Massachusetts
President's Office
Amanda Woods, Professor, Science and
Mathematics Department, Massachusetts
Maritime Academy
Michael Young, Associate Provost for
Academic Planning and Administration,
Co-Chair of NEASC Steering Committee,
Bridgewater State University
Ellen Zimmerman, Associate Vice
President for Academic Affairs,
Framingham State University
3. 3
Conference Agenda
All locations refer to the Core of the Main Building except that of the Panel Discussion, which is in the South Wing of the Main Building.
Location
8:30 a.m. Registration and Coffee/Refreshments Main Lobby,
1st Floor
9:00 a.m. Opening
Judith Turcotte, Conference Co-Chair and Director of Planning and Assessment,
Holyoke Community College
Ellen Wentland, Conference Co-Chair and Assistant Dean of Educational Effectiveness,
Northern Essex Community College
Introduction of New AMCOA Faculty Co-Chairs
Neal Bruss, Associate Professor, English Department, University of Massachusetts Boston
Maureen Melvin Sowa, Professor of History, Division of Social and Behavioral Sciences,
Bristol Community College
Bonnie Orcutt, Professor of Economics and Chair, Liberal Arts and Sciences Curriculum,
Worcester State University
Welcome
Robert Pura, President, Greenfield Community College
Remarks
Richard M. Freeland, Commissioner, Massachusetts Department of Higher Education
Dining
Commons,
1st Floor
9:30 a.m. Breakout Sessions (Participants will attend one session each; see descriptions and presenters on pages 4–5.)
Session 1. Assessing Student Writing at Middlesex Community College C203, 2nd Floor
Session 2. Assessing Quantitative Reasoning Across the Disciplines C215, 2nd Floor
Session 3. Assessing Learning Outcomes in Nursing Programs C427, 4th Floor
Session 4. Assessing the Science Core at Massachusetts College of Liberal Arts C201, 2nd Floor
Session 5. Creative Assessment Workshop C208, 2nd Floor
10:35 a.m. Roundtables: "Collegial Conversations about Assessing Critical Thinking,
Quantitative Reasoning, and Writing Skills"
Kristina Bendikas—Discussion Leader on Writing Skills, Associate Dean for Assessment and Planning,
Massachusetts College of Liberal Arts
Elizabeth Johnston-O’Connor—Discussion Leader on Critical Thinking, Director of Institutional
Research and Effectiveness, Cape Cod Community College
Linda Meccouri—Discussion Leader on Quantitative Reasoning, Professional Development
Coordinator; Professor, Multi Media Technology, Springfield Technical Community College
Dining
Commons,
1st Floor
11:45 a.m. Lunch: "Usable Results: How Can We Get Them?"
Peggy Maki, Consultant for the AMCOA Project, Massachusetts Department of Higher Education
Dining
Commons,
1st Floor
1 p.m. Breakout Sessions (Participants will attend one session each; see descriptions and presenters on pages 5–6.)
Session 6. There Must be Fifty Ways to Do Assessment C208, 2nd Floor
Session 7. Liberal Arts and Sciences Outcomes Assessment: Closing the Loop or
Spiraling in the Right Direction?
C201, 2nd Floor
Session 8. Revising Gen Ed: Being More Intentional about Student Achievement
of Institutional Student Learning Outcomes
C215, 2nd Floor
Session 9. Creating a Culture of Assessment at North Shore Community College C203, 2nd Floor
2:05 p.m. Panel Discussion: "LEAP Affiliation in Massachusetts: Current Initiatives and
Implications for Colleges"(See description and presenters on page 7.)
Sloan Theater,
Ground Floor
(South Wing)
3:00 p.m. Close
4. 4
Breakout Session Information
Session 1. Assessing Student Writing at Middlesex Community College By Middlesex Community College
Presenters: Stan Hitron, (former) English Department Chair; Elise Martin, Associate Dean of Assessment
Description: Learn about MCC’s 2010 assessment of student writing using a “value-added” model to learn more
about how and to what degree students develop as writers over their time at the college. Topics
including collaboration with ongoing program-level assessment work, evidence collection points,
assessment team-building, and integration of relevant CCSSE data will be discussed, and assessment
tools and results will be shared.
Expected Outcomes:
Learn about the processes and approaches MCC used to assess students’ writing1.
Discuss how you might adapt the College’s processes and approaches for your own institution2.
Session 2. Assessing Quantitative Reasoning Across the Disciplines By Holyoke Community College
Presenters: John Donnellan, Professor of Business; Nicole Hendricks, Professor of Criminal Justice; Terri Kinstle,
Professor of Psychology; Judith Turcotte, Director of Planning and Assessment
Description: “Quantitative Reasoning (QR) Is A 'Habit of Mind,' Competency, and Comfort in Working with
Numerical Data” (Quantitative Literacy VALUE Rubric, AAC&U, value@aacu.org). Members of
Holyoke Community College’s General Education Assessment Committee, comprised of faculty,
staff, and administration, would like to share the results of their most recent research addressing
one of the College’s five general education competencies: quantitative reasoning across the curricu-
lum. Members of the Committee conducted focus groups with students and assessed outcomes
with work samples from a variety of academic departments such as economics, biology, music,
psychology, and math. Learn about the committee’s methodology, results, and insights and ways
in which you may develop tools to assist and support your institution in developing its own
assessment within and across disciplines.
Expected Outcomes:
Learn about how the College decided to gather evidence of quantitative reasoning1.
Adapt our methodology to your institution’s focus on assessing general education outcomes2.
Session 3. Assessing Learning Outcomes in Nursing Programs By Northern Essex Community College
Presenters: Patricia Demers, Assistant Dean, Division of Health Professions; Francine P. Pappalardo, Nursing Curriculum
Coordinator; Ellen Wentland, Assistant Dean, Academic Program Review, Outcomes Assessment, and
Educational Effectiveness
Description: Nursing programs annually administer tests from a National Testing organization (ATI), the content
of which maps onto the programs’ learning outcomes. Until 2011, when we became involved in
our program review at Northern Essex Community College, useful information from these tests
about students’ abilities, related to our learning outcomes, had not been readily apparent nor
systematically examined. We, therefore, decided to develop a template to record test data, track
students’ performance on specific outcomes over time, and identify any areas of persistent weakness.
In this session learn about how we designed this useful template and how results can be used to
inform program improvements and planning.
Expected Outcomes:
Use the design process followed to design your own outcomes tracking templates for any programs1.
with similar test report data
Experience the usefulness of systematically recording and tracking assessment data for both program2.
evaluation and improvement efforts
5. 5
Session 4. Assessing the Science Core at Massachusetts College of Liberal Arts By MCLA
Presenter: Adrienne Wootters, Associate Professor of Physics; Kristina Bendikas (Facilitator), Associate Dean for
Assessment and Planning, Massachusetts College of Liberal Arts
Description: In the fall of 2008, Massachusetts College of Liberal Arts (MCLA) began a three-year cycle of
assessment of its general education science program, the Science/Technology Core Curriculum.
Hear about our learning outcomes, process of assessment, and the successes, challenges, and lessons
learned as we complete the first cycle and move into the next. Share your own institution’s
experiences with assessing a science core.
Expected Outcomes:
View a three-year cycle of assessing a general education science program1.
Learn what MCLA learned about its program2.
Share your own experiences with assessing a science core3.
Session 5. Creative Assessment Workshop By Springfield Tech. Community College and Salem State University
Presenter: Janet Crosier, Associate Professor of English, Springfield Technical Community College; James Gubbins (Facilita-
tor), Assistant Professor, Interdisciplinary Studies and Faculty Fellow in Assessment, Salem State University
Description: In colleges where the second level of English Composition is the literature semester, one common
goal for instructors is to challenge students to think both critically and analytically about literature
and to respond using their own creativity and originality. Students are asked to read and respond to
genres of literature, principally poetry, short story, and drama. One question then arises: “How does
an instructor accurately assess a student’s analysis, creativity, and critical thinking skills?” Answers
might lie in final exams that go beyond the traditional essay or multiple choice question and answer
patterns. Why not let students design and present creative projects that call for artistry, music,
theatrics, or film? This workshop shares some creatively challenging assessments that measure
reading, writing, and so much more for our English Composition II students.
Expected Outcomes:
Showcase best practices of creative final assessments1.
Consider how you can go beyond traditional assessment methods to capture student learning2.
Session 6. There Must be Fifty Ways to Do Assessment By Greenfield Community College
Presenters: Anna Berry, Disability Services; Kate Finnegan, Education Faculty; Paul Lindale, Art Faculty; Judy Raper,
Student Development; Anne Wiley, Psychology/Women’s Studies Faculty
Description: When we consider effective methods of assessment in higher education, often we focus on systematic
and intentional means of gathering information and data. The reality is that through our
relationships with students, informal conversations and observations, we are constantly gathering
useful information that can enhance our instruction, programs and policies. Join Greenfield
Community College faculty and staff to learn about ways we increased our awareness of the organic
opportunities for assessment that abound in our work and used this learning to enhance the quality
of our students’ education.
Expected Outcomes:
Consider non-traditional means of gathering information in and outside the classroom.1.
Learn about collaborative methods faculty and staff can use to assess students’ needs via programs2.
that connect curricular and co-curricular learning.
6. 6
Session 7. Liberal Arts and Sciences Outcomes Assessment: Closing the Loop or
Spiraling in the Right Direction? By Fitchburg State University
Presenters: Jennifer Berg, Assistant Professor of Mathematics; Christopher Cratsley, Interim Director of Assessment, Visiting
Professor of Graduate and Continuing Education; Elizabeth Gordon, Assistant Professor of Geo/Physical
Sciences; Benjamin Railton, Associate Professor of English, Liberal Arts and Sciences Council Chairman
Description: Fitchburg State University’s Liberal Arts and Sciences (LA&S) Curriculum addresses five student
learning objectives. Our efforts to analyze data on student learning have allowed us to “loop” back
and revisit our LA&S program. Rather than repeating the loop, we have headed in a new direction,
defining objectives, program requirements, and assessment processes. This session will provide the
audience with specific information about the LA&S course approval process that has emerged from
the work of the LA&S council in 2011, including the rubrics utilized to assess the Fitchburg State
University LA&S objectives and the ways in which they parallel elements of the LEAP VALUE rubrics.
Expected Outcomes:
Learn about a course approval process based on analysis of student work1.
Understand how the LA &S rubrics parallel elements of the LEAP VALUE rubrics2.
Session 8. Revising Gen Ed: Being More Intentional about Student Achievement
of Institutional Student Learning Outcomes By Middlesex Community College
Presenters: Elise Martin, Associate Dean of Assessment; John Savage, Faculty Chair of Gen Ed Committee
Description: Learn how Middlesex Community College is revising its General Education program and require-
ments for students in order to more intentionally provide students with increased opportunities to
practice and develop competency with our Institutional Student Learning Outcomes. One reason
for this revision is our recent institutional-level assessment of students’ writing, demonstrating to us
that our graduating students are not the proficient writers that we expect them to be. This finding
suggested to us that our current Gen Ed distribution requirements were not sufficient for building
these essential skills and abilities – “One course does not a writer make.” Attendees will be provided
with an outline of MCC’s new Gen Ed plan.
Expected Outcomes:
Learn about MCC’s newly revised General Education Plan based on assessment results1.
Consider how you may want to build or rebuild your general education curriculum to improve2.
students’ general education competencies
Session 9. Creating a Culture of Assessment at North Shore Community College
By North Shore Community College
Presenters: Saradha Ramesh, Senior Special Programs Coordinator / Academic Assessment; Dawne Spangler, Director,
Center for Teaching, Learning, and Assessment; Laura Ventimiglia, Dean for Academic Assessment, Curriculum,
and Special Programs
Description: Question: What methods are useful in encouraging overall campus support, including from faculty
and administrators, for student learning outcomes assessment? Based on three broad principles—
(1) Inform, (2) Communicate, and (3) Trust—learn how North Shore Community College has
developed an assessment culture. By examining and redefining assessment options, we now offer an
assessment menu to staff and faculty—a variety of new assessment projects at different levels, ranging
from the institution level to the lesson/project level. As a result of this non-hierarchical, dynamic
approach to assessment, we have built trust through open dialogue about assessment findings.
Expected Outcomes:
Develop strategies to promote a culture of assessment1.
Develop strategies to improve faculty buy-in and increase engagement with an assessment culture2.
7. 7
Panel Discussion Information
Final Session. LEAP Affiliation in Massachusetts: Current Initiatives and Implications for Colleges
Presenters: Patricia Crosson, Senior Advisor for Academic Policy, Massachusetts Department of Higher Education
Kristina Bendikas, Associate Dean for Assessment and Planning, Massachusetts College of Liberal Arts;
James Gubbins, Faculty Fellow in Assessment and Assistant Professor, Interdisciplinary Studies, Salem State
University; Elise Martin, Associate Dean of Assessment, Middlesex Community College; Bonnie Orcutt,
Professor of Economics and Chair, Liberal Arts and Sciences Curriculum, Worcester State University;
Judith Turcotte, Director of Planning and Assessment, Holyoke Community College; Ellen Wentland,
Assistant Dean, Academic Program Review, Assessment, and Academic Effectiveness, Northern Essex
Community College; Peggy Maki (Facilitator), Consultant for the AMCOA Project, Massachusetts Department
of Higher Education
Description: Beginning with Patricia Crosson’s description of what a possible affiliation with LEAP (Liberal
Education and American’s Promise) entails, you will hear how six institutions have aligned their
general education outcomes with the LEAP outcomes and the VALUE rubrics (Valid Assessment
of Learning in Undergraduate Education). Learn about each campus’s experiences and participate
in an alignment exercise that you may adapt for your own campus.
Expected Outcomes:
Learn how campuses have aligned their general education outcomes with those of LEAP1.
Use or adapt an alignment exercise for your own institution2.
8. 8
We will produce the best-educated
citizenry and workforce in the nation.
We will be a national leader in research
that drives economic development.
www.mass.edu/visionproject
The AMCOA Regional Conference is supported by a grant
from the Davis Educational Foundation awarded to the
Massachusetts Department of Higher Education.
Additional Special Thanks to:
CONFERENCE CO-CHAIRS
Judith Turcotte, Holyoke Community College
Ellen Wentland, Northern Essex Community College
CONFERENCE PLANNING GROUP
Susan Chang, Framingham State University
Elise Martin, Middlesex Community College
Bonnie Orcutt, Worcester State University
Judy Raper, Greenfield Community College
Maureen Melvin Sowa, Bristol Community College
Lisa Plantefaber, Westfield State University
John Savage, Middlesex Community College
HOST INSTITUTION
Robert Pura, Greenfield Community College
And the Presidents, Vice Presidents, and Chief Academic Officers
of the Massachusetts Public Higher Education System