This document discusses strategies for developing a culture of assessment at institutions of higher education. It outlines challenges such as gaining faculty ownership of assessment and providing ongoing professional development. Some of the stepping stones Longwood University has taken include establishing faculty committees focused on assessment, conducting comprehensive program reviews, and offering workshops and coaching to support assessment. The university also celebrates assessment successes through an annual conference and provides mini-grants to encourage assessment research. Developing a culture of assessment is an ongoing journey that requires continuous improvement efforts.
How Personalizing the Orientation Experience Increases Student Satisfaction a...College of DuPage
In 2011, College of DuPage piloted a completely restructured New Student Orientation (NSO) program to welcome 847 incoming, first-time students. The program shifted away from ongoing advising and registration sessions toward a campus-wide, collaborative approached focused on allowing students to customize their experience in a single-day format. From 2011-2015, more than 5,310 students have attended NSO. The program has contributed to increased term-to-term retention by 15% compared to the general population. The program has a 97% average satisfaction rate.
Presentation at 2014 Brightspace (by D2L) Ignite forum at Oklahoma City University. Oct 24, 2014. "Creating Faculty Evaluation and Mentoring Programs Using Brightspace" by Stacy Southerland, Bucky Dodd and Tracy Fairless, all of the University of Central Oklahoma
Presented for the Graduate School Teaching and Learning Committee at Keiser University as part of the Education Technology Seminar Series on August 8, 2017
12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
The technologies and people we are designing experiences for are constantly changing, in most cases they are changing at a rate that is difficult keep up with. When we think about how our teams are structured and the design processes we use in light of this challenge, a new design problem (or problem space) emerges, one that requires us to focus inward. How do we structure our teams and processes to be resilient? What would happen if we looked at our teams and design process as IA’s, Designers, Researchers? What strategies would we put in place to help them be successful? This talk will look at challenges we face leading, supporting, or simply being a part of design teams creating experiences for user groups with changing technological needs.
How Personalizing the Orientation Experience Increases Student Satisfaction a...College of DuPage
In 2011, College of DuPage piloted a completely restructured New Student Orientation (NSO) program to welcome 847 incoming, first-time students. The program shifted away from ongoing advising and registration sessions toward a campus-wide, collaborative approached focused on allowing students to customize their experience in a single-day format. From 2011-2015, more than 5,310 students have attended NSO. The program has contributed to increased term-to-term retention by 15% compared to the general population. The program has a 97% average satisfaction rate.
Presentation at 2014 Brightspace (by D2L) Ignite forum at Oklahoma City University. Oct 24, 2014. "Creating Faculty Evaluation and Mentoring Programs Using Brightspace" by Stacy Southerland, Bucky Dodd and Tracy Fairless, all of the University of Central Oklahoma
Presented for the Graduate School Teaching and Learning Committee at Keiser University as part of the Education Technology Seminar Series on August 8, 2017
12 years’ experience of adjudicating on complaints from students across the HE sector has provided the OIA with a unique perspective on how students’ complaints have changed during a time of rapid change in the sector; and how HE Providers’ procedures and approaches have evolved in order to address them. This session will inform participants of current trends and emerging themes in the complaints which students bring to the OIA. The impact of the OIA’s Good Practice Framework will be assessed. We will set out how it has been, and continues to be developed since its initial publication in December 2014 and in light of the expansion of the sector and of OIA membership. The session will use case studies and will give delegates an opportunity to discuss examples of good practice and challenges faced when dealing with complaints and appeals, with particular reference to embedding good practice and to emerging trends.
The technologies and people we are designing experiences for are constantly changing, in most cases they are changing at a rate that is difficult keep up with. When we think about how our teams are structured and the design processes we use in light of this challenge, a new design problem (or problem space) emerges, one that requires us to focus inward. How do we structure our teams and processes to be resilient? What would happen if we looked at our teams and design process as IA’s, Designers, Researchers? What strategies would we put in place to help them be successful? This talk will look at challenges we face leading, supporting, or simply being a part of design teams creating experiences for user groups with changing technological needs.
UX, ethnography and possibilities: for Libraries, Museums and ArchivesNed Potter
These slides are adapted from a talk I gave at the Welsh Government's Marketing Awards for the LAM sector, in 2017.
It offers a primer on UX - User Experience - and how ethnography and design might be used in the library, archive and museum worlds to better understand our users. All good marketing starts with audience insight.
The presentation covers the following:
1) An introduction to UX
2) Ethnography, with definitions and examples of 7 ethnographic techniques
3) User-centred design and Design Thinking
4) Examples of UX-led changes made at institutions in the UK and Scandinavia
5) Next Steps - if you'd like to try out UX at your own organisation
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
An immersive workshop at General Assembly, SF. I typically teach this workshop at General Assembly, San Francisco. To see a list of my upcoming classes, visit https://generalassemb.ly/instructors/seth-familian/4813
I also teach this workshop as a private lunch-and-learn or half-day immersive session for corporate clients. To learn more about pricing and availability, please contact me at http://familian1.com
Artificial intelligence (AI) is everywhere, promising self-driving cars, medical breakthroughs, and new ways of working. But how do you separate hype from reality? How can your company apply AI to solve real business problems?
Here’s what AI learnings your business should keep in mind for 2017.
3 Things Every Sales Team Needs to Be Thinking About in 2017Drift
Thinking about your sales team's goals for 2017? Drift's VP of Sales shares 3 things you can do to improve conversion rates and drive more revenue.
Read the full story on the Drift blog here: http://blog.drift.com/sales-team-tips
How to Become a Thought Leader in Your NicheLeslie Samuel
Are bloggers thought leaders? Here are some tips on how you can become one. Provide great value, put awesome content out there on a regular basis, and help others.
CCCOER OER Degree Research with Achieving the Dream, SRI Education, and rpk G...Una Daly
An OER-based degree, sometimes referred to as a Zero-Textbook-Cost degree, is a pathway to a degree or credential with no textbook costs. Faculty have redesigned the courses in the pathway to use open educational resources (OER) instead of traditional commercial textbooks and early research shows students are succeeding as well or better than peers in traditional courses while saving up to 25% on the cost of attendance. Additional research has shown that a college may be able to increase tuition revenue through increased student persistence and success in these pathways.
With the largest OER degree grant initiative of its kind launched last year at 38 colleges in 13 U.S. states, Achieving the Dream, has undertaken research to look at the academic and financial impact to students and their institutions. Grant partners SRI, along with partner rpk GROUP, is conducting research and evaluation to identify impact and cost as well as the facilitators and barriers to successful implementation of this model. Join us to hear from the researchers about methodology, benefits and challenges for colleges, and findings from the first semester of the grant.
When: Wed, April 12 1st, 10amPST/1pmEST
Featured Speakers:
Jessica Mislevy, PhD is a senior researcher with SRI Education’s Center for Technology in Learning and one of the key researchers for the ATD OER Degree Initiative.
Rick Staisloff is the founder and a principal of rpkGROUP, a leading national consulting firm supporting colleges, universities, and other non-profits with their growth and reallocation strategies, who leads the cost analysis for institutions and students participating in the ATD OER Degree Initiative.
NCLCA is a professional organization that addresses the development and concerns of learning centers and learning center
professionals. The Learning Center Leadership Certification program was implemented as a way to promote excellence in learning
center leadership. The most recent NCLCA program to support learning centers and promote excellence is the Center of
Excellence program. This session will describe the development of the program, including the role of Learning Center Best
Practices (Frank Christ), Council on Advancement of Standards(CAS) in Higher Education, and John Gardner's Institution of
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why your center should strive for this designation
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Purpose: To explore how systems of E&A can be used to improve the quality, equity and efficiency of school education.
Focus: A Review of national approaches to E&A in school education (primary and secondary schools)
Comprehensive approach: The Review looks at the various components of E&A such as:
Student assessment;
Teacher appraisal;
School evaluation;
The appraisal of school leaders;
Education system evaluation.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
OECD Review on Evaluation and Assessment Frameworks for Improving School Outc...EduSkills OECD
Claire Shewbridge
Analyst, Education and Training Policy Division, Directorate for Education. OECD
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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1. Institution-Wide Assessment Practice:
Initiating Sustainable Strategies to Foster a
Culture of Assessment and Scholarly Inquiry
December 8, 2013
SACSCOC 2013 Annual Meeting
Dr. Linda Townsend
Longwood University
Office of Assessment and Institutional Research
2. What challenges have you faced?
Challenges to Institution-Wide
Assessment Brainstorm
3. 15 Elements of Assessment Success (Weiner, 2009)
"Only when an institution is on the path to
meeting these standards can its claim to
have a culture of assessment be taken
seriously."
http://www.aaup.org/AAUP/pubsres/aca
deme/2009/JA/Feat/wein.htm
4. Stepping stones on the assessment culture pathway
– Faculty ownership
– Comprehensive
program review
– Ongoing professional
development
– Information sharing
– Celebration of
successes
– Continuous journey
for improvement
Longwood University's stepping stones include:
5. Faculty ownership of assessment programs
• Faculty Senate: Committee on
Academic Outcomes Assessment
and Program Review
• Department Assessment
Committees
• Program Coordinators responsible
for assessment report entry in
WEAVEonline
• Faculty Competency Team Leaders
for assessment of 6 core
competencies - CT, IL, OC, QR, SR,
WC
• Faculty of General Education
Committee responsible for review
of GE goal/outcome assessment
6. Comprehensive program review
• Longwood University Program Review Policy (Revised April
2011)
– Emphasis on program quality enhancement
– Aligned with SACS principles and SCHEV requirements
– Identification of roles in the program report review process :
• Department Chair and Department Program Review Team
• External Review Team (Committee on Academic Outcomes Assessment
and Program Review)
• Dean and Associate/Assistant Dean responsible for assessment
• Dean and Provost
7. Ongoing professional development
• Interactive assessment
report writing
workshops - academic &
nonacademic
• WEAVE Introductory and
Tips & Tricks workshops
• Academic &
Nonacademic
Assessment Coaches
• Webinar coordination:
– Understanding
Assessment Results with
Linda Suskie
– How to more effectively
use the MFT results for
improving students’
learning with William
Wynne
• Using WEAVE in
institutional planning
and budgeting
8. Information sharing
• Institutional Effectiveness audit process
– Assessment Coaches use of 2011-12 audit
comments
– One-on-one coach consultations for
feedback and support
IE Audit Comments Example
9. Celebration of successes
• Longwood University
Assessment Conference
– Celebration of assessment
achievements
– Promote "Longwood best
practice"
– Engage faculty/staff in the
dialogue of building a
"culture of evidence"
– Initiated January 2011 –
internal only
– January 2012 – external
guest speakers and
internal presenters
– First virtual conference in
2013
10. Continuous journey for improvement
• Longwood Assessment Mini-grant Program (LAMP)
– Initiated January 2012
– Encourage campus-wide participation in research on and
practice in assessment
– Develop scholarship of assessment and explore Longwood’s
best practice models in conducting assessment
– Expected to share major findings/experience of assessment at
the Longwood Assessment Conference and other professional
conferences
11. What are other strategies for meeting the
challenges & fostering an assessment
culture?
Other Strategies Brainstorm
12. “Perhaps the most compelling indicator of an
assessment culture is what occurs when any new
initiative or proposal is advanced. Automatically, the
questions asked will be: What are the goals and
objectives? How will we assess the effort?”
(Weiner, 2009)
The path to a culture of assessment – alone or altogether?
Editor's Notes
Brainstorming activity – accessible to all online for viewing
American Association of University Professors – Academe Online
Define each
The committee shall be responsible for promoting the quality and effectiveness of the academic curriculum. The committee will monitor, oversee, and evaluate academic Biennial Reports and Program Reviews to ascertain the extent of compliance with Longwood’s assessment policy. The committee will evaluate all academic assessment reports except for those related to general education (which is under the purview of the Committee on General Education). The committee will also make recommendations to the Senate on issues related to assessment of academic programs.
From previous SCHEV team leader meeting discussions, collaboration of WCC, CTC, ILC derived. Faculty raters for WCC, CTC, ILC, and OCC are from multiple disciplines representative of the 3 academic colleges. SRC & QRC collaborated on the communication to students and lab scheduling. After the spring 2013 presentation of competency findings to the GE Committee members, faculty have initiated a review of writing-intensive (WI) course syllabi for further clarification of WI policy with faculty and potential WI policy revision.
CAOAPR members rewrote and streamlined the self-study component so that it would be aligned with SACS principles and SCHEV requirements.
Disliked the negative tone of the old policy, noting how the stated purpose of the process was a “recommendation for program termination or continuation.” As a result, CAOAPR members reorganized the policy and placed an emphasis on quality enhancement. Under new policy, 2011-12 program review (PR) began.
To further improve the PR process, a PR template developed by a program going through 2011-12 PR was adopted and modified by CAOAPR members for use by and consistency for all programs going through 2012-13 PR.
Share 2012-13 comments:
What did you learn from being an assessment coach?
What did you learn about yourself from this experience? Strengths and weaknesses you discovered for yourself?
What do you believe went well this summer?
What do you wish could have gone better?
What suggestions would you have if OAIR is able to continue the Assessment Coach approach?
“Celebrating participation in assessment is of tremendous value.” (Weiner, 2009)
Share proposal titles for 2013. Share data on proposal submissions and acceptance increase from 2012.
Faculty involved in feedback on proposals and in selection process
Brainstorming activity – accessible to all online for viewing
