Upcoming Training or Webinars Related to Assessment
Success at Scale
Strategies to Improve Outcomes for Underserved Students
Date: Monday, December 09, 2019
Time: 2:00 PM Eastern Standard Time/11:00 AM Pacific Standard Time
Duration: 1 hour
Inside Higher Ed’s new special report, Success at Scale: Strategies to Improve Outcomes for Underserved Students, studies the strategies and solutions institutions are using to improve student outcomes. Some are well-known but little understood. Others are small in nature but show great promise. Explore the efforts of community colleges and regional public universities, which are the workhorses of higher education and whose share of the total student population pie is inversely proportional to the news media attention they typically receive.
The following topics and more will be addressed during this webcast:
- The City University of New York’s project to improve graduation rates for community college students seeking associate degrees
- The challenges that college goers with children endure.
- How institutions are adopting guided pathways models and the work it takes to do so.
- The prevalence of transfer students and how institutions can better serve them and tighten leaky pipelines.
Inside Higher Ed news editor Paul Fain and education writer Mikhail Zinshteyn will lead a lively discussion on these topics on Monday, December 9, 2019.
Past Trainings and Webinars: Recordings
General Education Assignment Charrette
March 1, 2019, 8:30 a.m. to noon PST
University of Idaho Commons, Crest-Horizon Room
The session will begin with a review of effective assessment practices and an overview of one of the most effective ways to assess student learning: the course assignment. Assignments are powerful teaching tools, and their design is one of the most consequential intellectual tasks that faculty undertake in their work as educators. Yet that work is often private and unavailable for collegial exchange and knowledge building. The charrette — a term borrowed from architecture education, denoting a collaborative design process — will be an opportunity to talk with other faculty interested in trading ideas about the design and use of the various tasks, projects, papers and performances we set for our students. The charrette will aim to stimulate ideas about how to strengthen the assignment you bring, or think together about an assignment that might work for assessment of the general education course you teach. Attendees should bring an assignment that they would like to share with colleagues, refresh or adapt for assessment of the course’s learning outcome(s). If you do not have an assignment that you believe currently aligns to the outcomes, come anyway and leave with ideas!
Watch Recording (Morning Session)
|23:04||Assessment Practices in Learner-Centered Institutions (from instructor perspective)|
|27:12||Effective Assessment Practices (from NILOA)|
|35:20||Best practices do not specify assessment to “Meet accreditor needs”
BUT! Accreditors have standards (which need to be met)
|38:49||Triangulation (regarding student achievement/student outcomes)|
|44:26||Opportunities for Program Review|
|45:31||Institutional Effectiveness: What Can Be Improved?|
|47:07||Improving the Institution: Instructional Effectiveness|
|47:55||Questions from participants|
|57:29||Effective Assignments (from presenter and from participants)|
Learning Outcome Development Workshop (Student Affairs/Co-Curricular)
March 1, 2019, 2-4 p.m. PST
University of Idaho Commons, Aurora Room
Currently, many student service, student support services and co-curricular programs identify expected student outcomes for their programs. The session will provide an overview of institutional effectiveness and frameworks to help determine learning expectations and evidence to support achievement within student support services. During this session, staff members will create at least one institutional learning outcome statement for the unit. To assist in crafting statements, academic support service staff members are asked to bring samples of their current assessment measures, such as use of program services or facilities, user satisfaction, needs assessment of users or student learning outcomes. These are all examples of tools that may already be used to inform progress currently being made toward goals to further improve programs. Light refreshments will be provided during this session.
Watch Recording (Afternoon Session)
|12:28||What is Institutional Effectiveness? (specific to student support units)|
|15:30||Improving the Institution: Institutional Effectiveness|
|17:12||Assessment in Learner-Centered Institutions (for student support units)|
|20:46||Assessment is the Ongoing Process Of…|
|22:20||The Student Experience|
|23:38||Students are Complex|
|25:39||Support Services, Co-Curricular|
|28:05||Assessing the Co-Curricular|
|30:30||Goals vs. Outcomes|
|32:15||Tips for Writing Outcomes|
|34:31||U of I’s ULOs|
|35:26||Higher Education is at a Crossroad|
|36:41||NASPA Professional Competencies|
|37:33||The CAS Frame Works|
|38:12||A Taxonomy of Student Outcomes|
|40:39||How Do We Measure Outcomes?|
|41:10||Absolute vs. Value-Added Outcomes|
|44:07||Direct vs. Indirect Assessment|
|45:17||Student Support Assessment: Source of Evidence|
|47:31||Ways to Collect Direct Evidence|
|54:22||Outcomes Assessment Plan (5-column model)|