Jerald L. Henderson has over 30 years of experience in higher education, including teaching, assessment, program development, and student retention. He received his Ph.D. in Curriculum, Instruction, & Evaluation from the University of Illinois at Chicago in 1991. Currently, Henderson works as an independent consultant, providing workshops and consultations to various universities on topics such as assessment, strategic planning, and student retention. He also serves on the editorial board of IGI Global and as a peer mentor for the Higher Learning Commission's Persistence and Completion Academy.
Using Rubrics in the Implementation of 21st Century Learning Outcomes Across ...credomarketing
Winston-Salem State University (WSSU) has undergone a major revision of its undergraduate general education curriculum over the past seven years. The revisions included a requirement that all general education courses teach and assess one of seven institutional learning outcomes. Faculty used the AAC&U VALUE rubrics to frame the discussion about assessing the outcomes across disciplines. Reform has continued with the expectation that the institutional outcomes will be evident across the majors. This presentation provides a brief overview of the general education curriculum reforms at WSSU including the process for adopting and using the rubrics to inform the teaching and assessment of the outcomes.
Beyond the "A" Word: Assessment that Empowers Faculty to Take Risks with Peda...Robert Kelly
Assessment doesn’t have to be a dirty word. This webinar, presented by AAC&U, provides practical techniques, strategies, and use cases that demonstrate an approach to assessing student learning that promotes innovation and enables creative practices for marrying teaching and learning with authentic assessment. Panelists will provide unique perspectives on how to engage faculty and students in the assessment process in meaningful ways, and outline their experiences across a wide range of institution types, learning environments, and disciplines.
Using Rubrics in the Implementation of 21st Century Learning Outcomes Across ...credomarketing
Winston-Salem State University (WSSU) has undergone a major revision of its undergraduate general education curriculum over the past seven years. The revisions included a requirement that all general education courses teach and assess one of seven institutional learning outcomes. Faculty used the AAC&U VALUE rubrics to frame the discussion about assessing the outcomes across disciplines. Reform has continued with the expectation that the institutional outcomes will be evident across the majors. This presentation provides a brief overview of the general education curriculum reforms at WSSU including the process for adopting and using the rubrics to inform the teaching and assessment of the outcomes.
Beyond the "A" Word: Assessment that Empowers Faculty to Take Risks with Peda...Robert Kelly
Assessment doesn’t have to be a dirty word. This webinar, presented by AAC&U, provides practical techniques, strategies, and use cases that demonstrate an approach to assessing student learning that promotes innovation and enables creative practices for marrying teaching and learning with authentic assessment. Panelists will provide unique perspectives on how to engage faculty and students in the assessment process in meaningful ways, and outline their experiences across a wide range of institution types, learning environments, and disciplines.
A Radical Model for Post-Secondary Education
Thomas Zane, Ph.D.
Director of Assessment Quality and Validity
Janet Schnitz, Ed.D., Associate Provost
Assessment
The presentation showcases a draft of a comprehensive honors research framework recently published in JNCHC and refined during the European Honors Conference in Utrecht. .
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Rider University Ed.D. in Educational Leadership LaunchJamie Mitchell
This Power Point was shared by Dr. Len Goduto at the reception to celebrate the launch of Rider University's Ed.D. in Educational Leadership program. Learn more at www.rider.edu/edd
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
In an effort to increase graduate student retention and graduation rates, the University of North Texas is in the process of developing academic support services for graduate students outside the classroom. Based on data gathered as part of a larger needs-assessment, new programs include research and statistical support, expanded tutoring options, and individual academic coaching. Participants in this session will learn about the process of developing, implementing, and marketing these programs along with information on future plans for the programs including expansion, refining, and formal assessment.
A Radical Model for Post-Secondary Education
Thomas Zane, Ph.D.
Director of Assessment Quality and Validity
Janet Schnitz, Ed.D., Associate Provost
Assessment
The presentation showcases a draft of a comprehensive honors research framework recently published in JNCHC and refined during the European Honors Conference in Utrecht. .
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Rider University Ed.D. in Educational Leadership LaunchJamie Mitchell
This Power Point was shared by Dr. Len Goduto at the reception to celebrate the launch of Rider University's Ed.D. in Educational Leadership program. Learn more at www.rider.edu/edd
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
In an effort to increase graduate student retention and graduation rates, the University of North Texas is in the process of developing academic support services for graduate students outside the classroom. Based on data gathered as part of a larger needs-assessment, new programs include research and statistical support, expanded tutoring options, and individual academic coaching. Participants in this session will learn about the process of developing, implementing, and marketing these programs along with information on future plans for the programs including expansion, refining, and formal assessment.
Dynamic Modulus Master Curve Construction Using Christensen-Anderson-Marastea...IJERA Editor
Dynamic modulus is a fundamental property used in most mechanistic analysis of pavement response as well as material input for design of flexible pavement. Correspondingly, the E* of HMA master curve incorporated time and temperature effects. The aim of this study is to obtain dynamic modulus and phase angle data using the Christensen-Anderson-Marasteanu (CAM) model based on master curve. Samples were prepared according to the AASHTO TP 62-03 Standard Test Method for Determining Dynamic Modulus of Hot-Mix Asphalt Concrete Mixtures. The results show that the dynamic modulus is decreasing with increase of temperature for all mixtures while it is opposite trend with the phase angle. In terms of resistance of rutting, the JAPAN AC-20 is a good potential mix at frequency of 25 and 10 Hz while USA and JAPAN AC-13 mixes are good for fatigue resistance at same frequency respectively. From the Goodness-of-fit statistics, all the mixture gave an excellent correlation when R^2≥0.90 and Se/Sy ≤0.35. Nonetheless, the correlation coefficient R^2 is not always a reliable coefficient to measure the Goodness-of-fit for nonlinear regression analysis. Furthermore, they may have local or overall biases in the predictions that can reduce significantly its accuracy under certain conditions.
Electro-Disinfection of Municipal Wastewater: Laboratory Scale Comparison bet...IJERA Editor
Electrodisinfection of wastewater has been investigated extensively in the past, although a consensus over the use of direct current (DC) or alternating current (AC) as the most efficient electricity source has not been reached to date. The research presented herein compares the use of DC and AC in electrodisinfection of municipal wastewater aiming to provide conclusive evidence on the benefits of using one type of current over the other. During the experimental phase, a bench-scale electrodisinfection reactor equipped with iridium oxidecoated titanium electrodes was operated continuously, and E.coli inactivation, free and total chlorine generation were measured. The results observed indicate that, under the experimental conditions, DC represents a more efficient and economical alternative to electrodisinfection than AC.
Students First 2020 - Creating a comprehensive student support ecosystemStudiosity.com
As we continue this year's online Symposium series, we were joined by Professor Angela Hill, DVC Education at ECU and Professor Rowena Harper, Director, Centre for Learning and Teaching at ECU, who generously shared Edith Cowan's in-depth and dedicated approach to student support.
Session Chair: Prof Judyth Sachs, Chief Academic Officer, Studiosity
The attached document provides a detailed listing of activities and accomplishments spanning a more than 20 year career in higher education and academic research.
1. Jerald L. Henderson
70 Odyssey Drive
Tinley Park, IL 60477
Phone: 708-650-5221
Email: jhenderson174@yahoo.com
EDUCATION
University of Illinois at Chicago, Chicago, IL
Ph.D. in Curriculum, Instruction, & Evaluation (1991)
Dissertation: The Impact of Study Skills Curriculum on Freshman Year Persistence: A Path
Analytic Model / Dissertation Chair: Dr. John Smart
Henderson State University, Arkadelphia, AR
M.S. in Social Agency Counseling
Roosevelt University, Chicago, IL
B.A. in English, Psychology minor
PROFESSIONAL ACCOMPLISHMENTS / EXPERIENCE
o Admitted into the Persistence and Completion Mentor Training Academy sponsored by
the Higher Learning Commission. Peer Mentors provide assistance and support to
institutions that join the academy to address student persistence and completion related
challenges at their respective institutions.
o Recently appointed as a member of the IGI Global Editorial Board: November 2014-
Present. Purpose of the board is to review and advise publishers regarding chapter
submissions on upcoming book: Facilitating Higher Education Growth through
Fundraising and Philanthropy.
o Post-Secondary Advisory Council for AVID (Advancement via Individual Determination). A
non-profit organization that has developed a comprehensive educational support system that
assists at-risk students to excel academically. The system has demonstrated significant success
over the last thirty years in helping students excel academically. The system is now being piloted
for the same population at the post-secondary level (i.e., two year and four year institutions). The
board serves in an advisory capacity to help the organization’s system be as successful at the
post-secondary level.
o Over 30 years of experience in teaching, program development, curricular development,
university-wide assessment and assessment initiatives, and student retention.
o Successfully implemented institution-wide assessment and evaluation initiatives for
administrative, educational, and support units across campus as co-chair of the university
self study steering committee. (This activity facilitated a culture of assessment across the
campus in preparation for the 2003 NCA-Higher Learning Commission comprehensive
visit and also resulted in a commendation by the Peer Review team for the university-
wide assessment practices.)
2. o Over 12 years of experience as a Consultant-Evaluator (Peer Reviewer) for North Central
Association – Higher Learning Commission (team and consultative experience in both
comprehensive and focus visits)
o Chair of the University-Wide Assessment Committee. Successfully implemented
programming activities developed to educate and raise awareness across campus of the
role of assessment in improving student learning and student services which created a
culture of assessment and improved student learning.
o Facilitated workshops as co-chair of the Strategic Planning Committee for university-
wide constituents regarding the components of strategic planning, its importance to the
university’s viability, and the role each stakeholder plays in the planning process.
o Designed and facilitated workshops that assisted administrators from various offices
across campus with assessment / evaluation terminology, applications to their respective
units or offices, and the importance of ‘closing the feedback loop’ and sustainability once
the assessment process begins
o Served on (6) Dissertation Committees for Doctoral candidates
o Grant Panel Reviewer and chaired grant panel for the Department of Education (9 years
of experience)
o Grant Panel Reviewer for AmeriCorps (2 years of experience)
o Received high evaluations by a variety of university constituents after conducting
workshops on topics such as assessment, strategic planning, student retention, etc.
PERSONAL PROFILE
o Superior communication skills and the ability to help others understand obscure concepts
and educational themes
o Excellent interpersonal skills with the ability to encourage and motivate students, faculty,
and staff to try new methods and strategies to improve student learning and services to
students
o Highly skilled and comfortable in working with large and small group dynamics
o Superior problem-solver for both academic and non-instructional units on a university
campus
o Highly sensitive and empathic towards individuals struggling with difficult problems and
decisions
o Excellent assessment and evaluation skills which can be valuable and insightful for any
program, unit, or department within an institution
RESEARCH & PROFESSIONAL ACTIVITIES
o Webinar Presentation(s): Designing and Developing Assessment Plans (2016) / Utilizing
Data Analytics to Improve Student Persistence and Completion Rates (2015)
o Presenter at the American Evaluation Association / Topic: Conducting an Institutional
Audit (Assessment and Retention) (2013)
o Co-wrote grant which resulted in over $10,000 worth of resources (monetary and
services) for various offices on campus
o Wrote grant which secured $2,000 to the Counseling Center for Computer Technology
3. o Facilitated Workshops / Consultations for academic and student support units –
University of Wisconsin-Oshkosh; Dillard University; and North Carolina Central
University
o Panelist at AERA (American Educational Research Association) / Topic: Assessing Pre-
Service Teachers
o Published and edited bi-monthly Assessment Newsletter: Assessment News, which
brought the importance of assessment and related activities to the forefront. (A letter of
commendation from the President was sent as a result of this effort.)
o As the Effective Study Program Coordinator within the Counseling Center, program and
staff development was implemented and made mandatory for all peer (student)
counselors who worked in the department. As a result, students serviced by the program
increased by 50%.
o Association of Institutional Researchers (AIR) Fellow – Freshman Year Experience
Summer Assessment Institute (2006)
o University Summer Academy Team member (BEAMS Project) charged with examining
strategies to improve student retention on campus through improved customer service –
(2005)
o Consultant Evaluation Training / Certification (Higher Learning Commission) North
Central Association (2001)
o Research Consultant for Chicago Public Schools – ‘Comparison of Student Achievement
Scores between Magnet Schools and Local Area Schools’ (1993)
PRESENTATIONS (An Overview)
o Conducting an Institutional Audit (2013)
o What is Assessment – (2000, 2001, 2003, 2008, & 2009)
o Preparing for the RHIA Exam – (2000 – 2009)
o Attending Graduate School: A Viable Option – (2004 – 2009)
o Effective Assessment Practices (2008)
o Student Retention and Assessment – (2005 / 2006)
o Dealing with Disruptive Students - (1997 – 2002)
o Training Peer Mentors – (1996)
o Building Survival Skills for Graduate School – (1995)
o Time Management / Test-taking Skills – (1992)
TEACHING EXPERIENCE
o Developmental Reading
o English Composition
o Study Skills
o Freshman Seminar (e.g., Psychology, Study Skills, Life Skills, Cultural Diversity)
UNIVERSITY MEMBERSHIPS
4. o Chair of the University-Wide Assessment Committee
o Co-Chair of the North Central Re-accreditation Self Study Steering Committee
o Chairman of the North Central Subcommittee Examining Previous Concerns (Athletics)
o Chairman of the University Assessment Subcommittee
o Co-Chair of the Communications Committee
o Co-Chair of the University’s Long Range / Strategic Planning Committee
o Retention Subcommittee
o Chairman of the Multicultural Subcommittee
o Faculty Senate (Departmental Representative)
o Enrollment Management Marketing Team (EMMT)
o Faculty Athletic Representative Association (FARA) (Executive Committee Member –
2001 – 2003)
o Division I Vice President of FARA (Faculty Athletic Representative Association (2004 –
2005) (NCAA)
o Athletic Advisory Steering Committee (Chair)
o Training and Development Committee
o Policy and Monitoring Committee
o Administrative Retreat Committee
CAREER HISTORY
o 2000 – 2011 – Director of Assessment and Program Quality, Academic Development,
Chicago State University, Chicago, Illinois
o 1998 – 2000 – Research Coordinator for Grants, Student Affairs, Chicago, State
University, Chicago, Illinois
o 1991 to 2000 – Counselor/Associate Professor, Chicago State University, Chicago,
Illinois
o 1979 to 1991 – Academic Skills Specialist/Counselor, University of Illinois-Chicago,
Chicago, Illinois
o 1977 to 1979 – High School Reading Chair/English Teacher, Aquinas High School,
Chicago, Illinois
o 1975 to 1977 – Special Programs Counselor, Henderson State University, Arkadelphia,
Arkansas
PROFESSIONAL AFFILIATIONS
o American Evaluation Association
o Independent Consulting Group / Assessment in Higher Education (AEA Topic Interest
Groups)
o Peer Reviewer – Higher Learning Commission
o Peer Mentor for the Persistence and Completion Academy – Higher Learning
Commission
COMPUTER SOFTWARE KNOWLEDGE / SKILLS
5. o SPSS (PC Versions 15; 16; 17; and 18.0)
o SNAP SURVEY (PC Versions 8.0 / 9.0)
o Survey Monkey
o Microsoft Office Suite (Word, Publisher, and Power Point)
LinkedIn Website:
www.linkedin.com/pub/jerald-l-henderson-ph-d/34/337/176/
6. o SPSS (PC Versions 15; 16; 17; and 18.0)
o SNAP SURVEY (PC Versions 8.0 / 9.0)
o Survey Monkey
o Microsoft Office Suite (Word, Publisher, and Power Point)
LinkedIn Website:
www.linkedin.com/pub/jerald-l-henderson-ph-d/34/337/176/