Annual Conference on Teaching and Learning Assessment - CONFERENCE PROGRAM SEPTEMBER 13-15, 2017 - Drexel University

 
Annual Conference on Teaching and Learning Assessment - CONFERENCE PROGRAM SEPTEMBER 13-15, 2017 - Drexel University
Annual Conference on
Teaching and Learning
Assessment
CONFERENCE PROGRAM

SEPTEMBER 13–15, 2017
PHILADELPHIA, PA
DREXEL.EDU/ACONF
Annual Conference on Teaching and Learning Assessment - CONFERENCE PROGRAM SEPTEMBER 13-15, 2017 - Drexel University
MESSAGE FROM JOHN FRY                                               MESSAGE FROM BRIAN BLAKE
    PRESIDENT, DREXEL UNIVERSITY                                        PROVOST, DREXEL UNIVERSITY
                                 I hope you will join us at Drexel                                    The expectations placed on higher
                               for Facilitating Conversations that                                  education to foster and document
                               Matter.                                                              students’ active and deep learning
                                 I commend our Provost, Brian                                       have never been higher. We live in
                               Blake, and his team for spearheading                                 a time of economic uncertainty,
                               this event. It’s important that we                                   global interdependence, and urgent
                               share best practices across higher                                   challenges. If our students are to be
                               education. Colleges and universities                                 equipped with the skills to succeed
                               face great challenges, and we                                        in such a future, we must reject any
    must work together as colleagues to find solutions. Effective       claims of quality learning that do not include as their focus
    assessment will be critical to that process.                        students’ active learning and understanding and our ability to
      If you’re from out of town, we look forward to hosting in         assess such claims.
    you in Philadelphia. I believe Greater Philadelphia is the            At Drexel, our assessment activities are based on institutional
    hub for higher ed in the mid-Atlantic region, based on a high       values that aim to produce relevant and functional data for
    concentration of exceptional institutions and a long tradition      aligning curricular design, course content, and pedagogical
    of educational leadership. Philadelphia is also a great place to    approaches with Drexel’s mission and values. In all
    be inspired by our nation’s history, and to enjoy yourself at our   assessment activities, the faculty and staff endeavor to take
    amazing cultural destinations and great restaurants.                full consideration of the different educational and cultural
      I am pleased that Drexel’s Conference on Teaching and             backgrounds of our increasingly diverse student population.
    Learning Assessment has become an annual national and               The primary objective of our assessment program is to establish
    international event, and I look forward to seeing you here.         a practice of action research that informs planning and results
                                                                        in tangible improvements for our students.
                                                                          In attending Facilitating Conversations that Matter, you will
                                                                        enjoy three days of thought-provoking speakers, workshops,
                                                                        and invaluable networking on Drexel’s beautiful campus,
                                                                        just minutes from the heart of historic Philadelphia and the
                                                                        birthplace of our nation. Come join us as we work together to
                                                                        ensure that all students have continuous opportunities to apply
                                                                        their learning to the significant, real-world challenges which, no
                                                                        doubt, lie ahead for them.

2     BUILDING ACADEMIC INNOVATION & RENEWAL
Annual Conference on Teaching and Learning Assessment - CONFERENCE PROGRAM SEPTEMBER 13-15, 2017 - Drexel University
CONNECT WITH US

                                                                                                                                                  CONNECT WITH US
View the online version of the conference schedule at drexel.edu/aconf/program/schedule.
Here you will find all of the conference materials and session descriptions you may need.

              WIFI for the conference is sponsored by
              username » aconf2017
              password » drexel17
              WIFI Instructions:
              1. Choose the Drexel Guest network from the available wireless networks.
              2. Open a browser and attempt to access a web site, you should be directed to the Drexel Guest login page.
              3. Click on “Sponsored User” instead of visitor
              4. Enter username and password

                                                                                                                           drexel.edu/aconf   3
Annual Conference on Teaching and Learning Assessment - CONFERENCE PROGRAM SEPTEMBER 13-15, 2017 - Drexel University
LeBow Hall
                                                                                             3220 Market Street
CONFERENCE LOCATIONS

                                                                               Pearlstein Business                                 Main Building
                                                                                Learning Center                                 3141 Chestnut Street
                                                                               3218 Market Street

                                                                             Shuttle Stop

                                            Parking Garage
                                                                                                                       D
                                                                                                                  CLOSE
                                                                                                           AREA
                                                                      Papadakis Integrated
                                                                        Sciences Building
                                                                      3245 Chestnut Street
                                                                                                                                        Creese Student Center
                                                                                                                                         Behrakis Grand Hall
                                                                                                                                        3200 Chestnut Street

                           LEONARD PEARLSTEIN BUSINESS LEARNING CENTER                               GERRI C. LEBOW HALL (LEBOW HALL)
                           The Pearlstein Business Learning Center is a four-story,                  The 12-story, 177,500 square-foot home for Drexel University’s
                           40,000 square-foot facility containing numerous executive                 Bennett S. LeBow College of Business features an innovative
                           classrooms, technology such as video blackboards and                      array of classrooms and collaborative academic spaces as
                           document cameras for video conferencing with students,                    well as an environmentally friendly design underscored by a
                           corporate executives and instructors at remote locations.                 dramatic five-story central atrium.

                           CONSTANTINE N. PAPADAKIS INTEGRATED SCIENCES BUILDING (PISB)              JAMES CREESE STUDENT CENTER
                           The 150,000 square-foot building houses 44 research and                   (BEHRAKIS GRAND HALL, NORTH & SOUTH)
                           teaching laboratories for biology, chemistry and biomedical               Behrakis Grand Hall is the Creese Student Center’s ballroom,
                           engineering and a six-story atrium containing a 22-foot wide,             located adjacent to the Main Lounge and left of the lobby of
                           80-foot tall biowall, North America’s largest living biofilter            Mandell Theater. Behrakis Grand Hall is frequently utilized
                           and the only such structure installed at a U.S. university.               for banquets, lectures, meetings and conferences, as it can
                                                                                                     accommodate up to 1,200 people.

                       4   BUILDING ACADEMIC INNOVATION & RENEWAL
Annual Conference on Teaching and Learning Assessment - CONFERENCE PROGRAM SEPTEMBER 13-15, 2017 - Drexel University
SCHEDULE AT-A-GLANCE

                                                                                                                                                         SCHEDULE AT-A-GLANCE
WEDNESDAY, SEPTEMBER 13
9:00 – 12:00 PRE-CONFERENCE WORKSHOPS
 An Administrator’s Guide to Fostering a Faculty-Led Assessment Process                                                                PEARL 302
 Jacob Amidon & Debora Ortloff, Finger Lakes Community College
 Creating & Assessing Campus Climates that Encourage Civic Learning & Engagment                                                        PEARL 303
 Robert D. Reason, Iowa State University
 Ready, Set, Go: The New Middle States Standards and your Assessment Practice                                                          PEARL 307
 Jodi Levine Laufgraben, Temple University
 Assessment Toolbox: Supercharge the Direct Assessment of Student Services                                                             PEARL 101
 Michael C. Sachs, John Jay College
 Leading Change: Tackling Institution, Program, and Individual Challenges that Derail Assessment Initiatives                           PEARL 102
 Catherine Datte, Gannon University
 Ruth Newberry, Blackboard Inc.
1:00 – 2:00 WELCOME & OPENING PLENARY
 Creating a College Culture Where Assessment is a Pathway to Student Success                                                           MANDELL TH.
 M. Brian Blake - Provost, Drexel University
 Opening Message: Creating a College Culture Where Assessment is a Pathway to Student Success
 Sylvia Jenkins - President, Moraine Valley Community College
2:00 – 2:15 BREAK
2:15 – 3:15 CONCURRENT SESSION 1
 Building Faculty Support for a Quantitative Reasoning Requirement: Holistic Assessment of Curriculum and Learning                     PISB 104
 J Bret Bennington, Frank Gaughan, Terri Shapiro and S. Stavros Valenti - Hofstra University
 From First to Final Draft: Developing a Faculty-Centered Ethical Reasoning Rubric                                                     PISB 106
 Genevieve Amaral, Dana Dawson and John Dern, Temple University
 Student’s Leading the way: Student Driven Assessment                                                                                  PISB 108
 Timothy Burrows, Virginia Military Institute
 Closing the Loop on Data Collection and Program Improvement                                                                           PEARL 101
 Chadia Abras and Janet Simon Schreck, Johns Hopkins University
 Criterion Met. Now time to Reflect                                                                                                    PEARL 102
 Kathryn Strang, Rowan College at Burlington County
 Implementing Assessment in Student Conduct: Understanding a Balancing Act of Challenge, Support, Accountability, and Growth           LBOW 109
 Jeff Kegolis, The University of Scranton
 Faculty as Networked Improvement Community: Alignment of EdD Program Learning Objectives, Standards, and Measurable Outcomes          LBOW 209
 Joy Phillips, Kathy Geller and Ken Mawritz, Drexel University
 Building a Culture of Assessment and Embracing Technology: A Communication Studies Program Success                                    LBOW 108
 Patricia Sokolski, Jaimie Riccio and Poppy Slocum, LaGuardia Community College
3:15 – 3:30 BREAK
3:30 – 4:30 CONCURRENT SESSION 2
 Self-Esteem is Doomed: A Paradigm Shift to Self-Compassion Allow Everyone to Thrive in Higher Education                               PISB 104
 Laura Vearrier, Drexel University
 Snapshot Sessions (5 minute Mini-sessions)                                                                                            PISB 106
        Does Class Size Matter in the University Setting?
        Ethan Ake and Dana Dawson, Temple University
        I See What you Mean: Using Infographics and Data Visualizations to Communicate your Assessment Story
        Tracey Amey, Pennsylvania College of Technology
        The Impact of the 3R2V Strategy on Assessment Questions in the Science Classroom.
        Deshanna Brown, Barry University and Broward County Public Schools
        Assessing and Addressing The Digital Literacy Skills of First-Generation College Students
        Nicole Buzzetto-Hollywood and Magdi Elobeid, University of Maryland Eastern Shore
        Utilization of External Reviewers for Student Learning Assessment
        Anthony DelConte, Saint Joseph’s University
        Core Curriculum Outcomes: Reflections, Reactions, Results, and Other Assessment Tales
        Seth Matthew Fishman, Villanova University
        Developing an Exceptional Academic Advising Program Using Student Satisfaction Survey Data
        Debra Frank, Drexel University

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Annual Conference on Teaching and Learning Assessment - CONFERENCE PROGRAM SEPTEMBER 13-15, 2017 - Drexel University
Faculty Centered Assessment: getting the Right People to the Right Place at the Right Time
                                     Brooke Kruemmling, Salus University
SCHEDULE AT-A-GLANCE

                                     Showing Educators How to Teach Traumatized Students.
                                     Jonathan Wisneski and Anne Hensel, Upper Darby School District and Drexel University
                           Assessing Critical Reflection: Learning in Faculty-led Short Term Study Abroad Programs: Students in Developed Countries                    PISB 108
                           Akosa Wambalaba, United States International University
                           Both a Science and an Art: Designing, Developing, and Implementing Academic Program Evaluations that Work                                   PEARL 101
                           Erica Barone Pricci and Alicia Burns, Lackawanna College
                           Lost with ILO Assessment? No Worries, We Bet you are Heading in the Right Direction                                                         PEARL 102
                           Jacqueline Snyder, SUNY Fulton Montgomery Community College
                           Mary Ann Carroll, SUNY Herkimer County Community College
                           Our QuEST for Improving Learning: Year Two Analysis of Wellness Course Revisions                                                            LBOW 109
                           Mindy Smith and Susan Donat, Messiah College
                           Assessors of the Galaxy: Using Technology Integration to Shift a Culture                                                                    LBOW 209
                           Ryan Clancy, Mark Green and Nina Multak, Drexel University
                           30 Minute Split Sessions: 		                                                                                                                LBOW 108
                                  Assessing Student Learning in Student Affairs: There’s Just Not Enough Time!
                                  Debbie Kell, Deborah E. H. Kell, LLC
                                  Assessment Tools for Experiential Learning and Other Highly Impactful Practices
                                  Melissa Krieger, Bergen Community College
                       4:45 – 5:30 ICE CREAM SOCIAL                                                                                                              PISB ATRIUM
                       6:00 – 10:00 PHILLIES GAME                                                                                                                CITIZEN’S BANK PARK

                       THURSDAY, SEPTEMBER 14
                       7:30 – 8:30 CONTINENTAL BREAKFAST
                       8:45 – 9:45 MORNING PLENARY                                                                                                               MANDELL THEATER
                           Reclaiming Assessment: Unpacking the Dialogues of our Work
                           Natasha Jankowski, National Institute of Learning Outcomes Assessment (NILOA)
                       10:00 – 11:00 CONCURRENT SESSION 3
                           Background, Methods, and Results of a 7-year Longitudinal Assessment of Undergraduate Business Writing                                      PISB 104
                           Scott Warnock, Drexel University
                           The Wizards of Assessment: Peel Back the Curtain and Experience the Art and Science of the Assessor                                         PISB 106
                           Mark Green and Ray Lum, Drexel University
                           Learner-Focused Assessment for the Creative Mind: Cultivating Growth for All Learners                                                       PISB 108
                           Amanda Newman-Godfrey and Lynn Palewicz, Moore College of Arts and Design
                           Working Hand-in-Hand: Programmatic Assessments and Institutional Outcomes                                                                   PEARL 101
                           Frederick Burrack and Chris Urban, Kansas State University
                           Assessing Engagement in Active Learning Classrooms                                                                                          PEARL 102
                           Dawn Sinnot, Susan Hauck and Courtney Raeford, Community College of Philadelphia
                           Collecting Meaningful Assessment Data: an Accreditation Strategy                                                                            LBOW 109
                           Jane Marie Souza, University of Rochester
                           Peer-to-Peer Blueprints: Leveraging Hierarchical Learning Outcomes and Peer Consultants to Foster Faculty Discussions of Assessment         LBOW 209
                           Michael Wick and Anne Marie Brady, St Mary’s College of Maryland
                           We Need More: Novel Metrics for Classroom Assessment and Proposed Standards in Nonformal Learning                                           LBOW 108
                           Caitlin Augustin, John Harnisher and Kristen Murner, Kaplan Test Prep
                       11:00 – 11:15 BREAK
                       11:15 – 12:15 CONCURRENT SESSION 4
                           All About that ’Base: Database Design as Part of Your Assessment Toolkit                                                                    PISB 104
                           Krishna Dunston, Delaware County Community College
                           Task-based Assessment: A Step-by-Step Guideline                                                                                             PISB 106
                           Ramy Shabara, The American University in Cairo, Egypt
                           Cracking the Code of Creative “Capital:” Assessing Student Creativity in Science, Engineering and Technology Courses                        PISB 108
                           Jen Katz-Buonincontro, Drexel University
                           Comparative Program Assessment to Increase Student Access, Retention, and Completion                                                        PEARL 101
                           Catherine Carsley and Lianne Hartmann, Montgomery County Community College
                           Acting on Data: Lessons about the Use of Student Engagement Results to Improve Student Learning                                             PEARL 102
                           Jillian Kinzie, Indiana University
                           Critial Thinking: It’s Not What You Think!                                                                                                  LBOW 109
                           Janet Thiel, Georgian Court University

                       6      BUILDING ACADEMIC INNOVATION & RENEWAL
Annual Conference on Teaching and Learning Assessment - CONFERENCE PROGRAM SEPTEMBER 13-15, 2017 - Drexel University
Text Analysis as Assessment for Ethical and Diagnostic Purposes                                                                                 LBOW 209
 Fredrik deBoer, Brooklyn College
 Assessment as Research: Using Compelling Questions to Inspire Thoughtful Assessment Practices                                                   LBOW 108

                                                                                                                                                                 SCHEDULE AT-A-GLANCE
 Javarro Russell, Educational Testing Service (ETS)
12:30 – 1:45 LUNCHEON PLENARY
 Plenary: An Accreditation Roundtable Discussion
 Elizabeth Sibolski - President, Middle States Commission on Higher Education (MSCHE)
 Belle Wheelan - President, Southern Association of Colleges and Schools Commission on Colleges (SACSCOC)
 Patricia O’Brien - Senior Vice President, Commission on Institutions of Higher Education of the New England Association of Schools and Colleges (NEASC)
2:00 – 3:00 CONCURRENT SESSION 5
 Knowing More About Our Students in Foundational Math and Writing Reform: Building Multi-Faceted Assessment on the Front End                     PISB 104
 Fiona Glade, University of Baltimore
 Snapshot Sessions 		                                                                                                                            PISB 106
        Assessing our Assessment: A Process for Reviewing Annual Assessment Reports
        Gina Calzaferri, Temple University
        Turning 120 Annual Reports Into a Searchable Online Planning/Reporting Database Linked to Strategic Plans
        Wenjun Chi, Saint Joseph’s University
        Rubrics: Facets That Matter
        Diane DePew, Drexel University
        The Impact of Co-Curricular Activities as an Assessment Tool on the University Students:
        Muhammad Farooq and Gehan El Enain, Abu Dhabi University
        Learning from the Assessment Process: HBCU Faculty Perspectives on Classroom and Program Review
        Pamela Felder and Michael Reed, University of Maryland Eastern Shore
        Enhancing Online Course Design by Developing Faculty-Administration Collaborations and Using Quality Matters Rubrics
        Moe Folk and Doug Scott, Kutztown University
        Collaboratively Assessing Collaboration: Self, Peer and Program-level Assessment of Collaborative Skills
        Janet McNellis, Holy Family University
        Developing an On-Line Simulation Activity: Assessing the Need and Implementing Action!
        Margaret Rateau, Robert Morris University
        Assessment in Science using I-LEARN Model
        Hamideh Talafian, Drexel University
 Implementing a Student Assessment Scholar Program: Students Engaging in Continuous Improvement                                                  PISB 108
 Nicholas Truncale, Elizabeth Chalk, Jesse Kemmerling and Caitlin Pelligrino, University of Scranton
 Organizing Program Assessment as Collaborative Problem Solving                                                                                  PEARL 101
 Barbara Masi, Penn State University
 Educational Development and Assessment: Simultaneously Promoting Conversations that Matter                                                      PEARL 102
 Phyllis Blumberg, University of the Sciences
 Listening for Learning: Using Focus Groups to Assess Students’ Knowledge                                                                        LBOW 109
 Corinne Dalelio and Christina Anderson, Coastal Carolina University.
 Gina Baker, Liberty University
 Rebooting Work Based Assessment for the 21st Century; Shifting to Digital Technologies for Student Nurses                                       LBOW 209
 Sian Shaw and Anne Devlin, Anglia Ruskin University (UK)
 Drexel Outcomes Transcript & Competency Portfolio: Empowering Students & Faculty with Evidence of Learning Using Effective Assessment           LBOW 108
 Mustafa Sualp, AEFIS
 Stephen DiPietro and Donald McEachron, Drexel University
3:00 – 3:15 BREAK
3:15 – 4:15 CONCURRENT SESSION 6
 Assessing Our Assessment: Findings and Lessons Learned Three Years Later                                                                        PISB 104
 Victoria Ferrara, Mercy College
 Everything I Ever Wanted to Know About Assessment I Learned from Reality Cooking Shows                                                          LBOW 108
 Krishna Dunston, Delaware County Community College
 Grit in the Classroom 		                                                                                                                        PISB 108
 Rebecca Friedman, Johns Hopkins University
 Decoupling and Recoupling: the Important Distinctions between Program Assessment and Course Assessment                                          PEARL 101
 Nazia Naeem, Lesley Emtage, Debbie Rowe and Xiodan Zhang - York College
 Encouraging Meaningful Assessment By Celebrating It!                                                                                            PEARL 102
 Letitia Basford, Hamline University
 Application of the Collaborative Active Learning Model (CALM) Simulation An Experiential Service Learning Approach.                             LBOW 109
 Francis Wambalaba and Peter Kiriri, United States International University
 Process-Based Assessment and Concept Exploration for Personalized Feedback and Course Analytics in Freshman Calculus                            LBOW 209
 Mansoor Siddiqui, Project One
 Kristen Betts, Drexel University
5:30 – 7:30 RECEPTION: THE PYRAMID CLUB & AQUA STRING BAND                                                                               THE PYRAMID CLUB

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Annual Conference on Teaching and Learning Assessment - CONFERENCE PROGRAM SEPTEMBER 13-15, 2017 - Drexel University
FRIDAY, SEPTEMBER 15
                       7:30 – 8:30 CONTINENTAL BREAKFAST
SCHEDULE AT-A-GLANCE

                       8:45 – 9:45 CONCURRENT SESSION 7
                           It’s Prime Time to Shift IE to EE Planning and Assessment – but How?                                                              PISB 104
                           Mary Ann Carroll, SUNY Herkimer County Community College
                           Jacqueline Snyder, SUNY Fulton-Montgomery
                           Curriculum Maps: Who Starts a Trip Without a Map?                                                                                 PISB 106
                           Alaina Walton and Anita Rudman, Rowan College at Burlington County
                           Using Course Evaluations to Better Understand what Your Academic Program is Messaging to Your Students                            PISB 108
                           Beverly Schneller and Larry Wacholtz, Belmont University
                           Snapshots: Mission Impossible and Other Assessment Tales                                                                          PEARL 101
                           Joanna Campbell, Maureen Ellis‐Davis, Gail Fernandez, Ilene Kleinman, Melissa Krieger, Amarjit Kaur and Jill Rivera - Bergen Community College
                           Developing Sustainable General Education Assessment: The Example of Oral Communication Assessment at St. Lawrence                 PEARL 102
                           Valerie Lehr, Christine Zimmerman and Kirk Fuoss - St. Lawrence University
                           Beyond the Classroom: A Collaborative Pilot to Unify Learning Assessment Across Six Academic Support Units                        LBOW 109
                           Jocelyn Manigo and Janet Long, Widener University
                           Many Questions, Multiple Methods: Assessing Technological Literacy and Course Design in a Modular Team-Taught Course              LBOW 209
                           Dana Dawson, Temple University
                           Best Practices in Assessment: A Story of Online Course Design and Evaluation                                                      LBOW 108
                           Gulbin Ozcan-Deniz, Philadelphia University
                       9:45 – 10:00 BREAK
                       10:00 – 11:00 CONCURRENT SESSION 8
                           Expanding and Developing Assessment Practices to include Administrative, Educational, and Student Support (AES) Units             PISB 104
                           Christopher Shults, Erika Carlson, and Marjorie Dorime-Williams - Borough of Manhattan Community College
                           Creating a General Education Capstone: Assessing Institutional Outcomes through General Education                                 PISB 106
                           Jenai Grigg and Gina MacKenzie, Holy Family University
                           Assessing Information Literacy for Community College Students: Faculty and Librarian Collaboration Leads to Student Improvement   PISB 108
                           Janis Wilson Seeley and Graceann Platukus, Luzerne County Community College
                           Community-building through Assessment Design: Reframing Disciplinary Student Outcomes as Inquiry-based                            PEARL 101
                           Brad Knight, American University
                           Data-driven Conversations to Make a Difference in Campus-wide General Education                                                   PEARL 102
                           Mindi Miller, Molly Hupcey Marnella and Bob Heckrote - Bloomsburg University of Pennsylvania
                           Should You Take Student Surveys Seriously?                                                                                        LBOW 109
                           Zvi Goldman, Jeremi Bauer, Susan Lapine and Chris Szpryngel - Post University
                           Skipping Stones or Making Splashes; Embedding Effective Assessment Practice into Faculty Repertoire                               LBOW 209
                           Dana Scott, Philadelphia University
                       11:15 – 12:00 CLOSING REMARKS		                                                                                                       PISB 120

                       8      BUILDING ACADEMIC INNOVATION & RENEWAL
CONSTANTINE PAPADAKIS INTEGRATED SCIENCES BUILDING (PISB)

                                                                                           BUILDING FLOOR PLANS
                                             ENTRANCE
                                                        1ST FLOOR

                                                           104

                                  ATRIUM

                                                           106

                              REGISTRATION

                                                           108

                        120

                                                                    ENTRANCE

  Please pardon our
campus construction
this year. Thank you.

                                                                    drexel.edu/aconf   9
LEONARD PEARLSTEIN BUSINESS LEARNING CENTER
BUILDING FLOOR PLANS

                                                                     TO LEBOW                   ENTRANCE

                                                                                                                           1ST FLOOR

                            3RD FLOOR
                           (FLOORPLAN. NOT ACTUAL                                                          101
                           STREET LOCATION)

                                                                                                                                       ENTRANCE
                                                                                MARKET STREET

                                     307                       308

                                                                                                           102

                                     303                       302

                                           301
                                                                                                                 DRAGON STATUE
                                                                                                                                         TO PISB

                                                                                                                    33RD STREET

                       10 BUILDING ACADEMIC INNOVATION & RENEWAL
GERRI C. LEBOW HALL

                                                                                          BUILDING FLOOR PLANS
                                1ST FLOOR

                              ENTRANCE

                                         MARKET STREET
                                                                          2ND FLOOR

                        109

                          ENTRANCE

                                                                           209

  Please pardon our
campus construction
this year. Thank you.

                                                                  drexel.edu/aconf   11
JAMES CREESE STUDENT CENTER
BUILDING FLOOR PLANS

                                                                                                BEHRAKIS GRAND HALL

                                                ENTRANCE
                           CHESTNUT STREET

                                             (JOE
                                                    COF
                                                        FEE)

                                             (SHA
                                                 KE S
                                                      HAC
                                                           K)

                                                                  ENTRANCE TO JAMES CREESE STUDENT CENTER

                                                                  ENTRANCE TO MANDELL THEATER

                                                                                                                             MANDELL
                                                                             PATIO                                           THEATER
                                                                                                             PATIO

                                                          PATIO

                                                                        HANDSCHUMACHER DINING CENTER
                                                                          (GLASS ENCLOSURE STAIRWAY)
                                                          PATIO
                                                                                                                     PATIO

                       12 BUILDING ACADEMIC INNOVATION & RENEWAL
CONFERENCE SCHEDULE » WEDNESDAY
WORKSHOP 1 PEARLSTEIN 302                                                   WORKSHOP #3: PEARLSTEIN 307
An Administrator’s Guide to Fostering a Faculty-Led                         Ready, Set, Go:
Assessment Process                                                          The New Middle States Standards and your Assessment Practice
Jacob Amidon & Debora Ortloff, Finger Lakes Community College               Jodi Levine Laufgraben, Temple University
The conundrum for those of us that are tasked with overseeing an            Implementation of the new Middle States standards provide an ideal

                                                                                                                                                             WEDNESDAY
assessment process at a college is that in order for the process to be      opportunity to reengage your campus in conversations about assessment.
effective, sustainable and meaningful it must be faculty led, but faculty   How do your current practices align with the new standards? Where
will not, on their own, embrace the assessment process.          In this    might you improve? In this workshop we will discuss strategies for using
workshop we will explore several techniques and tools that can be used      the new standards to renew faculty commitment to the assessment of
to foster a faculty-led assessment environment. These include how to        student learning and reenergize the campus commitment to assessing
reframe the act of assessment, building the capacity of the faculty to      institutional effectiveness.
engage in assessment, creating efficient processes around assessment        At the conclusion of this workshop participants will be able to:
and managing up to resource and protect the faculty-led process.             • Outline how their campuses strengths and weaknesses align with
Participants will work through several hands-on exercises around                new standards.
these core concepts so they can begin to create their own guide to apply     • Plan one or more ways to use the new standards to renew campus
within their own campus context.                                                commitment to assessment.
At the conclusion of this workshop participants will be able to:
 • Develop ideas for framing assessment on their campus.                    WORKSHOP #4: PEARLSTEIN 101
 • Create initial targeted professional development plan to support
     faculty leadership in assessment.                                      Assessment Toolbox:
 • Map out efficiency improvement ideas to support high quality             Supercharge the Direct Assessment of Student Services
    assessment.                                                             Michael C. Sachs, John Jay College
                                                                            The Middle States Commission on Higher Education’s publication
WORKSHOP #2: PEARLSTEIN 303                                                 Student Learning Assessment: Options and Resources, Second Edition
Creating & Assessing Campus Climates that Encourage                         states “the characteristics of good evidence of student learning include
                                                                            considerations of direct and indirect methods for gathering evidence
Civic Learning & Engagement                                                 of student learning.” Creating direct student learning assessment
Robert D. Reason, Iowa State University                                     tools within student support services can be challenging for student
After a brief discussion about the connections between campus climates      service professionals. Often many student service programs rely solely
and students’ civic learning and engagement, this session will focus on     on indirect assessment techniques such as focus groups, evaluations,
specific ways institutional leaders can create and assess those campus      satisfaction surveys, NSSE results, etc.
climates that encourage civic learning and engagement. Although the         This workshop will explore the direct student learning assessment
emphasis of the workshop will be on participant’s campus contexts, we       tools available to Offices of Student Affairs and other services offices
will use data from the Personal and Social Responsibility Inventory         on campus. These techniques and tools are both qualitative and
(PSRI), an ongoing climate assessment project at over 40 institutions,      quantitative in intention and design. This workshop will also enable
to examine what we know about these relationships broadly.                  participants to develop program goals, rubrics, and direct student
At the conclusion of this workshop participants will be able to:            learning outcomes for their student service areas – linked, of course, to
 • Articulate an understanding of how climate shapes learning on            their college’s mission and/or strategic plan. Participants should bring
    college campuses.                                                       copies of their institutional strategic goals and mission.
 • Draw connections between current (and future) campus programs            At the conclusion of this workshop participants will be able to:
    and climates that encourage civic learning and engagement.               • Explain the importance of direct assessment for planning,
 • Develop a plan that incorporates campus climate, institutional               resource allocation and student learning.
     policies and programs, and student engagement activities                • Recognize and understand the differences between direct and
    to comprehensively assess the development of civic learning                  indirect assessment in student services.
    outcomes                                                                 • Create direct assessment of Student Learning Outcomes for
                                                                                their individual areas / programs that can be incorporated into
                                                                                assessment plans.

                                                                                                                             drexel.edu/aconf           13
1:00 – 2:00 P.M.

                  WELCOME & OPENING PLENARY                                                  sponsored by
                  BRIAN BLAKE, PROVOST (Mandell Theater)
                  Greetings and welcoming remarks will be issued by Dr. Brian Blake, Provost and Executive Vice President
                  for Academic Affairs.

              12:30 – 1:45 MANDELL THEATER                                      Learning/Director of the Library; and public services librarian   Presidents’ Council. In 2016, she was elected to the American
WEDNESDAY

                                                                                at Moraine Valley Community College in Palos Hills, Illinois,     Association of Community College’s (AACC) Board of Directors
                                  Creating a College Culture                    and director, Library Services and public services librarian at   and also serves on the AACC’s Commission on Global Education.
                                  Where Assessment is a                         Virginia Union University, Richmond, Virginia. Her educational    In 2016, she was elected to serve a two-year term as an
                                  Pathway to Student Success                    background includes a Ph.D. in Education and Human Resource       Associate Member Regional Representative of the Hispanic
                                                                                Studies w/specialization in Community College Leadership          Association of Colleges and Universities (HACU). She is a
                                  Sylvia Jenkins
                                                                                from Colorado State University, an MLS/Master of Library          member of the Illinois Green Economy Network (IGEN)
                                  Dr. Sylvia Jenkins was appointed the fifth    Science from State University of New York at Albany, and a        President’s Steering Committee. She serves on the Cook County
                                  president of Moraine Valley Community         B.S. in English Education from Grambling State University.        Workforce Investment Board and the Forest Preserve District of
                                  College on July 1, 2012. Moraine Valley                                                                         Cook County’s Conservation and Policy Council. She previously
                                                                                    She serves on several boards, including the League for
                                  Community College is the second largest                                                                         served on the Forest Preserve District of Cook County’s Next
                                                                                Innovation in the Community College, Community Colleges
              community college in Illinois. Dr. Jenkins previously served as                                                                     Century Conservation Plan as well as a state-wide Northeastern
                                                                                for International Development (CCID), Moraine Area Career
              vice president, Academic Affairs; dean, Academic Development                                                                        Illinois Public Transit Task Force.
                                                                                Systems CEO Council, Chicago Regional College Program,
              and Learning Resources; assistant dean, Center for Teaching &
                                                                                and the South Metropolitan Higher Education Consortium

              WORKSHOP #5: PEARLSTEIN 102                                                                       2:00 – 2:15 P.M.
              Leading Change: Tackling Institution, Program, and                                                BREAK
              Individual Challenges that Derail Assessment Initiatives                                          Refreshments Available
              Catherine Datte, Gannon University
              Ruth Newberry, Blackboard Inc.
                                                                                                                2:15 – 3:15 P.M.
              In keeping with the theme Facilitating Conversations that Matter, this
              interactive workshop engages participants in conversations focused
              on successful change initiatives related to assessment. Participants
                                                                                                                CONCURRENT SESSION 1
              will learn to implement the Kotter change model, prioritize initiatives,
              solicit support, and develop an implementation plan to move a change                              2:15 – 3:15 PISB 104
              initiative toward success. Success involves a thoughtful, realistic project                       Building Faculty Support for a Quantitative Reasoning
              plan, driven by a coalition and supported by a “volunteer army” that
              can serve as spokes-persons, role models, and leaders to move the
                                                                                                                Requirement: Holistic Assessment of Curriculum and Learning
              effort forward. Participants will also learn from one another successful                          J Bret Bennington, S. Stavros Valenti, Frank Gaughan and
                                                                                                                Terri Shapiro, Hofstra University
              strategies to overcome barriers and resistance that limit forward
              movement. Attendees will document their SWOCh, gaps, and vision                                   We will present a holistic model of outcomes assessment that addresses the
              with the assistance of the co-presenters Catherine Datte and Ruth                                ‘fit’ between learning goals and learning opportunities in the curriculum
              Newberry using the Change Leadership Workbook. In a combined                                      while also collecting data on student learning. To illustrate our model, we
              approach of information gathering and self-appraisal, attendees                                   will present data and analyses from a recent assessment of Quantitative
              will begin to develop their unique implementation plans and receive                               Reasoning. If done well, analyses of goal‐curriculum fit can be powerful
              guidance regarding specific nuances and challenges related to their                               motivators for faculty and administration to cooperate on curricular
              institution. Throughout the workshop, Catherine and Ruth will award                               innovation. This approach led to a broadly supported improvement in
              books related to the specific challenges that are often associated with                           the general education curriculum at Hofstra–a quantitative reasoning
              assessment planning, change leadership, and team building.                                        requirement–that was adopted less than two years after first being proposed.
                                                                                                                This session will provide attendees with a blueprint for holistic assessment
              At the conclusion of this workshop participants will be able to:
                                                                                                               – combining curriculum analysis with student learning assessment – as well
               • Identify and prioritize critical actions associated with best
                                                                                                                as a sustainable method for collecting data using online survey tools that
                   practices in program or institution assessment along with
                                                                                                                could be scaled up to large numbers of participants with little added effort.
                  documenting practical action steps.
               • Learn strategies from peers and share challenges and successes.                                LEARNING O UTCO MES :
               • Create individualized action steps that drive their assessment                                  1. Participants will learn how to collect and analyze data on learning
                   process.                                                                                         opportunities and engagement within the curriculum (i.e., goal‐
                                                                                                                    curriculum fit).
                                                                                                                 2. Participants will learn a sustainable / scalable method for
                                                                                                                    measuring student learning outcomes
                                                                                                                Audience: Intermediate

            14 BUILDING ACADEMIC INNOVATION & RENEWAL
2:15 – 3:15 PISB 106                                                               driven decision making is key to maintaining successful and effective
                                                                                   programs. Data analysis is key to assess effectiveness of student learning
From First to Final Draft:                                                         and curricular relevance. Closing the loop on data collection is key in
Developing a Faculty-Centered Ethical Reasoning Rubric                             making smart decisions in program design, improvement, and delivery
Genevieve Amaral, John Dern and Dana Dawson                                        LEARNING O UTCO MES :
Temple University                                                                   1. Participants will be guided in using effective strategies on creating
In this session, we will address how faculty and administrators implemented            descriptive assessment rubrics.
a faculty-centered rubric development process. Over the course of one               2. Participants will be exposed to strategies on how to analyze data
academic year, the team developed, refined and deployed a rubric for the               for course, program, and unit level improvements. They will

                                                                                                                                                                     WEDNESDAY
assessment of ethical reasoning in a core text program at a large, urban,              understand how to triangulate multiple measures in order to drive
state-related institution. What began as an institutionally mandated process           decisions for curriculum effectiveness.
ultimately shed light on unstated, but inherent program goals, and created         Audience: Intermediate
opportunities to raise awareness of how ethical reasoning informs text
selection and learning activities. Presenters will review the program’s history,   2:15 – 3-15 PEARLSTEIN 102
challenges and lessons learned during rubric development, and plans for
implementation. Participants will gain insight into the creation of organic        Criterion Met. Now time to Reflect
assessment tools that contribute meaningfully to day‐to‐day teaching and           Kathryn Strang Rowan College at Burlington County
curriculum development, and the process of building rubrics to address             Rowan College at Burlington County’s assessment process serves as
skills such as ethical reasoning which can be ambiguous and value‐laden.           a systematic mechanism to measure the strengths and weaknesses
L E A RN I N G OUT COM E S:                                                        of the college’s academic offerings on a continuous basis. Through
  1. Participants will better understand the stages of crafting an assessment      the implementation of self‐reflection summaries the Assessment
     rubric, and strategies for involving faculty in all aspects of the process.   Chairs use this tool to highlight what they have learned by conducting
  2. Participants will better understand how to validate a rubric and              the assessments whether the criterion was met or not. Often these
     employ it to carry out a direct assessment of student learning.               summaries involve very detailed and specific adjustments to the
Audience: Beginner                                                                 curriculum and instructional delivery. Kathryn will lead a PowerPoint
                                                                                   presentation followed by a learning activity and a Q&A session
                                                                                   designed for professionals with experience in assessment/teaching/
2:15 – 3:15 PISB 108
                                                                                   learning who seek to develop strategies for a continuous improvement
Student’s leading the way: Student Driven Assessment                               process of assessments. In this session she will outline RCBC’s academic
Timothy Burrows Virginia Military Institute                                        assessment process and the tools and strategies used to establish a
This session details the development of a student driven assessment                strong continuous improvement cycle. Kathryn will take participants
of leadership outcomes that support the Virginia Military Institute’s              through the process of generating assessment results, interpreting these
mission of developing confidence “in the functions and attitudes of                results, and analyzing their implications through the use of reflection
leadership.” Often students are not familiar with the role of assessment           summary instrument. At the end of the session, participants will be
in higher education and lack a general understanding of processes                  able to understand how outcomes can be used to create an environment
in place to help an institution improve. Including students helped to              of continuous improvement.
create a high‐level of buy‐in and a sense of ownership (Kuh, Ikenberry,            LEARNING O UTCO MES :
Jankowski, Cain, Etwell, Hutchings, & Kinzie; 2015). This session               1. Participants will be able to employ a culture of continuous
is relevant because it provides a positive example of participant                      improvement by learning how to: • implement change based upon
evaluation and assessment (Ftizpatrick, Sanders, & Worthen;                        assessment outcomes from various well‐defined performance
2011) in a holistic and natural setting. This process highlights how the               indicators
relationship between several academic‐support units and students can                2. Participants will be able to employ a culture of continuous
foster stakeholder buy‐in and ownership.                                               improvement by learning how to: • design a reflective summary
L E A RN I N G OUT COM E S:                                                            tool to use at their college
  1. Participants will be able to develop new possibilities for student            Audience: Intermediate
     driven assessment practices at their home institution.
  2. Participants will be able to debate the benefits, pitfalls, and challenges    2:15 – 3-15 GERRI C. LEBOW HALL, 109
     facing the implementation and use of student driven assessments.
                                                                                   Implementing Assessment in Student Conduct: Understanding a
Audience: Intermediate
                                                                                   Balancing Act of Challenge, Support, Accountability, and Growth
2:15 – 3-15 PEARLSTEIN 101                                                         Jeff Kegolis The University of Scranton
                                                                                   When considering assessment within a Division of Student Affairs,
Closing the Loop on Data Collection and Program Improvement                        historically Student Conduct is a particular functional area that creates
Chadia Abras and Janet Simon Schreck Johns Hopkins University                      challenges for administrators and educators. Although learning may
This session aims to present how to collect effective data from course             take place over the course of time in one’s student experience with the
assessments using descriptive rubrics. The session will also present               conduct process, it may be difficult to understand how a student believes
how data collected can be analyzed and utilized to close the loop                  they are growing through their circumstances and/or the competencies
on course and program improvements. Creative and effective ways                    they have improved upon through reflection and processing of their
to derive meaningful inferences from assessment data sets will be                  situation. Ultimately, this session focuses upon how assessment of
explored. In light of an assessment driven culture at most institutions            the conduct process was implemented, specifically related to conduct
of higher education and compliance with accrediting agencies, data‐                meetings and the results students identified related to their experience.

                                                                                                                                     drexel.edu/aconf           15
Depending on the size of one’s institution or one’s Student Affairs            implementing assessment mechanisms while wrestling with technical
              division, attendees who attend this session will be able to engage             limitations resulted in a stronger and better articulated program.
              in dialogue related to best implementing assessment to understand              Building a culture of assessment is the best answer to the current
              competency measurement, the importance of connecting assessment to             skepticism over the value of a college education. The systematic
              one’s office mission statement/division’s priorities/university’s strategic    inquiry into teaching and student learning provides a way for higher
              plan. Additionally, Student Conduct is a programmatic area that may            education institutions to demonstrate accountability. Our presentation
              be difficult to assess due to the nature of the process and a student’s        will show the applicability of our college’s assessment model. / We will
              lack of willingness to be held accountable. Therefore, through this            explain how we gained faculty participation, how we implemented a
              session, attendees will engage in conversation around their individual         loop system of assessment, how we overcame technological limitations,
WEDNESDAY

              department’s implementation of assessment and complete a SWOT                  and what we learned in the process. This should help attendees who
              analysis of how their assessment is implemented.                               have to revise curriculum and develop relevant methods of assessment
              L E A R N I N G OUT C OM E S:                                                  especially for a digital ability.
                1. Participants will discuss best practices related to assessment within     LEARNING O UTCO MES :
                   one’s functional area, and future direction of their assessment based      1. Participants will formulate a proposal for programmatic
                   on lessons learned from previous assessment utilized.                         assessment.
                2. Participants will acquire skills to help develop assessment of             2. Participants will design exercises that assess digital ability
                   specific competencies in relation to their programmatic areas.                effectively.
              Audience: Intermediate                                                         Audience: Beginner

              2:15 – 3-15 GERRI C. LEBOW HALL, 209                                           3:15 – 3:30 P.M.
              Faculty as Networked Improvement Community: Alignment of EdD                   BREAK
              Program Learning Objectives, Standards, and Measurable Outcomes                Refreshments Available
              Joy Phillips, Kathy Geller and Ken Mawritz, Drexel University
              This manuscript describes how Drexel University School of Education
                                                                                             3:30 – 4:30 P.M.
              faculty have aligned EdD program principles with Carnegie Project for
              the Educational Doctorate (CPED) design principles, national Council
              for the Accreditation of Educator Preparation (CAEP) Advanced Program
                                                                                             CONCURRENT SESSION 2
              Standards, Drexel Student Learning Priorities (DSLPs), and the Drexel
              School of Education Program Themes / Proposal provides example of
                                                                                             3:30 – 4:30 PISB 104
              a participatory, bottom‐up process to align outcomes and assessment            Self-Esteem is Doomed: A Paradigm Shift to Self-Compassion
              activities that includes data/evidence with program‐level learning
              priorities. Faculty in EdD program aligned Program Learning Outcomes
                                                                                             Allow Everyone to Thrive in Higher Education
                                                                                             Laura Vearrier, Drexel University
              with national and institutional standards. Participants can use this process
              as a model for developing a cycle of continuous program improvement.           The goal of this session is to teach educators about the elements of self‐
              Faculty will share a multi‐step process of identifying program learning        compassion—self‐kindness, shared humanity, and mindfulness— and how
              outcomes (PLOs) beginning with individual course learning outcomes.            this construct is more productive than self‐esteem. Self‐ esteem involves
              This interactive session provides participants with templates (see attached)   the need to feel above average and special in comparison to others and will
              as examples and as working documents to enable participants to engage in       inevitably wane in higher education settings. / In a society where being
              such assessment work at their own institutions.                                average is unacceptable but the norm, most assessments will be perceived
                                                                                             as failures and be unpleasant for the educator and the learner. Self‐
              L E A R N I N G OUT C OM E S:
                                                                                             compassion involves transitioning from self‐judgement to self‐kindness,
                1. Reflections from discussion of faculty working as a network
                                                                                             isolation to common humanity, and disconnection to mindfulness. This
                   improvement community to align EdD program learning
                                                                                             construct allows for a more positive experience. / Self‐ compassion is for
                   objectives with national standards and measurable student
                                                                                             the attendee to learn about for personal well‐being. They can then guide
                   learning outcomes.
                                                                                             assessments with the principles of self‐compassion for a more fulfilling,
                2. Examples in the form of templates for conducting program‐level
                                                                                             productive process for themselves as well the learner.
                   alignment of program learning objectives, standards, and student
                   learning outcomes.                                                        LEARNING O UTCO MES :
              Audience: Intermediate                                                          1. Participants will be able to understand the components of self‐
                                                                                                 compassion and how it differs from self‐esteem
                                                                                              2. Participants will be able to apply self‐compassion for oneself
              2:15 – 3-15 GERRIE C LEBOW HALL 108                                                and then use the construct to guide productive self‐ refection in
              Building a Culture of Assessment and Embracing Technology:                         learners
              A Communication Studies Program Success                                        Audience: Advanced
              Patricia Sokolski, Jaimie Riccio and Poppy Slocum. LaGuardia
              Community College
              This session will tell the successful story of a community college
              communication studies program faced with the challenge of
              implementing and assessing new general education competencies.
              Revising objectives and learning outcomes, creating new assignments,

            16 BUILDING ACADEMIC INNOVATION & RENEWAL
3:30 – 4:30 PISB 106                                                           reading strategy was developed to assist students to decode test items
                                                                               and unlock the meaning of test questions. Good readers interact
Snapshot Sessions (A Collection of Mini Sessions)                              with the text and decode, read fluently, activate their vocabulary
SS1: Does Class Size Matter in the University Setting?                         knowledge, and use multiple text comprehension strategies. Science
Ethan Ake and Dana Dawson, Temple University                                   assessments contains an assortment of information such as graphic
                                                                               organizers, graphs, photos, drawings, and other graphic features. The
This shapshot session presents the findings of a multilevel model
                                                                               3R2V strategy assists struggling readers to strive towards such tasks.
examining the relationship between class size and Temple University
                                                                               Attendees will explore the potentials of the struggling reader and how
General Education course grades for 172,928 grades nested in 7,704
                                                                               the 3R2V strategy could be the bridge to their achievement in science.
sections across ten semesters in a five year period (Fall 2011‐Spring

                                                                                                                                                                    WEDNESDAY
2016). The study is currently under review for journal publication. The        LEARNING O UTCO MES :
findings, which indicate that class size is NOT a statistically significant     1. Participants will explore the components of the 3R2V Strategy
variable in predicting General Education course grades, have                       and its potential benefit to struggling readers.
implications in terms of teaching and learning, classroom dynamics              2. Participants will examine the implementation process of the 3R2V
and policy changes. Class size is a particularly important issue today             Strategy in the classroom.
given budgetary pressures IHEs face (e.g. declining state aid, RCM). As        Audience: Beginner
per the conference theme, Facilitating Conversations that Matter, this
session aims to stimulate conversation among stakeholders about the            SS4: Assessing and Addressing the Digital Literacy Skills of
role of class size. The findings also encourage stakeholders to weigh the
complex relationship between class size and student achievement and            First-Generation College Students
consider class size in relation to pedagogy and assessment.                    Nicole Buzzetto-Hollywood and Magdi Elobeid, University of
                                                                               Maryland Eastern Shore
L E A RN I N G OUT COM E S:
  1. Participants will be able to understand the relationship between          The assessment of the digital literacy skills of first‐generation students
     class size and student achievement (1) for all students in all course     attending a historically Black university through the use of the IC³
     types, (2) in the ten General Education program domains and (3)           certification program with incoming freshmen will be discussed as
     for the five student racial groups.                                       well as an evaluation of a core course offered as part of the institutions
  2. Participants will be able to critically consider how a statistically      general education curriculum. There is a common, and growing,
     non‐significant result is influenced by pedagogy, assessment and          misconception that students enter higher education with the digital
     student‐instructor interaction.                                           literacy competencies necessary for success; however, the research
Audience: Intermediate                                                         shows major skill deficiencies among students. This topic is relevant
                                                                               as institutions strive to meet the needs of students with varying levels
                                                                               of technological readiness. Attendees will be provided with relevant
SS2: I See What you Mean: Using Infographics and Data                          questions to help them evaluate the effectiveness of their current plan
Visualizations to Communicate your Assessment Story                            for addressing the digital literacy competencies of students.
Tracey Amey, Pennsylvania College of Technology                                LEARNING O UTCO MES :
Effective Data visualizations and infographics are highly useful tools          1. Participants will be able to critically discuss the relevance of
for conveying messages and complex information. This session will                  assessing and addressing the digital literacy skills of students with
demonstrate easy‐to‐use and readily‐accessible tools, from Powerpoint              a particular emphasis on students who may be from underserved
to free online programs, that can be used to communicate the story                 populations.
your data tells in an engaging and approachable manner. Representing            2. Participants will be to use relevant questions to evaluate the
assessment data visually can be an effective and approachable way to               effectiveness of their current plan for assessing and addressing the
gain a quick, yet profound understanding of complicated data. This                 digital literacy competencies of students.
session will provide simple, yet effective tools for the user to create data   Audience: Advanced
visualizations. Assessment data can be overwhelming, not only to those
working with it, but also to those who are try to understand it. Data          SS5: Utilization of External Reviewers for Student Learning
visualization provides an alternative way for the user and the audience
to approach data and can be done with common tools, like Powerpoint.           Assessment
                                                                               Anthony DelConte, Saint Joseph’s University
L E A RN I N G OUT COM E S:
  1. Participants will gain a new awareness of the effectiveness of data       The session will discuss use of external assessors of interpersonal and
     visualization for complicated data sets.                                  oral communication skills in real life role‐play scenarios. Students
  2. Participants will learn about common and easy‐to‐use tools that           must convince a reviewer to part with a resource using the skills and
     can create data visualizations                                            techniques practiced in the course involving selling skills. Many of our
Audience: Beginner                                                             interactions involve a series of communications where we persuade
                                                                               or influence thinking or behavior. The ability to communicate that we
                                                                               have something of value to offer in exchange for something else that we
SS3: The Impact of the 3R2V Strategy on Assessment Questions                   value is essential for those in the sciences, humanities, and in business.
in the Science Classroom.                                                      The ability to “sell” is critical to success in the world. According to Pink,
                                                                               only one out of nine workers have a job title that includes sales. As
Deshanna Brown, Barry University and Broward County Public Schools
                                                                               educators, we are selling nearly every day. Evaluating this skill set can
High‐stakes testing are assessments with consequences positive or
                                                                               be accomplished in role play scenarios using external reviewers.
negative, such as student retention or promotion (Vacca and Vacca,
2009 p. 164). To help my students succeed on science assessments, a

                                                                                                                                   drexel.edu/aconf            17
L E A R N I N G OUT C OM E S:                                                    SS8: Faculty Centered Assessment: Getting the Right People to
                1. Participants will be able to determine innovative ways to evaluate
                   interpersonal and oral communication skills.                                the Right Place at the Right Time
                2. Participants will be able to utilize external assessors to validate         Brooke Kruemmling, Salus University
                   student learning outcomes                                                   This session will discuss the importance of selecting members for a
              Audience: Beginner                                                               faculty university‐wide assessment committee who are positioned most
                                                                                               appropriately to contribute to both programmatic and institutional
                                                                                               assessment goals. This presentation will identify the challenges with
              SS6: Core Curriculum Outcomes: Reflections, Reactions, Results,                  selecting such individual and the strategies used to develop a cohesive and
              and Other Assessment Tales
WEDNESDAY

                                                                                               functional committee. In the current landscape of educational outcomes
              Seth Matthew Fishman, Villanova University                                       assessment, accrediting bodies are focusing on engagement at all levels
              The presenters will candidly convey the challenges faced with their current      of the program. Creating an effective assessment committee builds upon
              strategy from our core curriculum’s first large‐scale assessment project         institutional tools to promote sound assessment practices. Given the
              using an ePortfolio. We focus on our Foundation courses, the shared              standards relative to assessment of most accrediting bodies, it is critical to
              intellectual experience of interrelated courses all undergraduate Arts           establish college or program level processes to ensure that faculty have the
              & Sciences students take. We will discuss the lessons learned from our           ability to remain engaged in their own assessment practices.
              pilot experience in 2016 and current process which reviews a sample of           LEARNING O UTCO MES :
              ePortfolios, which involved 15 evaluators from four departments. Attendees        1. Participants will recognize the importance of engaging the
              will benefit from learning about the process of utilizing ePortfolio and             appropriate faculty in the key assessment committee roles.
              working with multiple departments and academic disciplines, along with            2. Participants will understand the logistical challenges with using
              evaluator recruitment, training, and tech issues and costs.                          time effectively, and selecting the right individuals to participate
              L E A R N I N G OUT C OM E S:                                                        in a university assessment committee.
                1. Participants will gain at least one strategy to assess a general            Audience: Intermediate
                   education/core curriculum.
                2. Participants will identify challenges faced when utilizing                  SS9: Showing Educators How to Teach Traumatized Students
                   technology coupled with evaluative review teams.
                                                                                               Jonathan Wisneski and Anne Hensel, Upper Darby School
              Audience: Intermediate                                                           District and Drexel University
                                                                                               Increasingly, schools are working to educate and test children who are
              SS7: Developing an Exceptional Academic Advising Program                         living with trauma. It is important that educators understand how
                                                                                               trauma impacts their students so that they can respond appropriately to
              Using Student Satisfaction Survey Data                                           effectively educated these students. This content matters because students
               Debra Frank, Drexel University
                                                                                               who are impacted by traumatic events learn and behave differently. This
              In this session, I will show how we used student feedback on their               presentation will summarize current research about trauma and its effects
              experiences with their academic advisors to improve advisor performance          on brain development. We will discuss best practices for working with
              and achieve an overall satisfaction rate of over 92% to 97% on advisor           children living with trauma and share practices that we have implemented
              efficacy, advisor characteristics, and advising satisfaction from baselines of   in our building to build a trauma‐ informed staff and school environment.
              72% to 84%. I will share the Qualtrics survey that was developed in‐house
                                                                                               LEARNING O UTCO MES :
              and reviewed by NACADA academic advising experts. There is a direct
                                                                                                1. Participants will learn skills and strategies to support students
              connection between student retention and effective academic advising.
                                                                                                   dealing with trauma.
              Without clear student feedback systematically collected from advisees,
                                                                                                2. Participants will learn how to teach other adults the action steps
              advisors have tendencies to overrate their own efficacy and consider any
                                                                                                   to deal with students who have suffered from trauma.
              negative student feedback as anomalous. By providing clear feedback
                                                                                               Audience: Beginner
              and benchmarking performance against the average of high performing
              advisors, advisors motivation to participate in professional development
              activities and to accept mentoring was increased. As a result, lower             3:30 – 4:30 PISB 108
              performing advisors worked to improve their performance to meet the              Assessing Critical Reflection: Learning in Faculty-led Short Term
              standards set by the advising manager and the high performing advisors.
              Advisors who are able to establish positive relationships with their advisees    Study Abroad Programs: Students in Developed Countries
              and then get positive feedback about their work feel appreciated and this        Akosa Wambalaba, United States International University
              increases job satisfaction and productivity.                                     Critical reflection is a transformative learning outcome of the
              L E A R N I N G OUT C OM E S:                                                    embedded faculty led short term study abroad program (Gaia, 2015;
                1. Participants will be able to explain the connection between clear           Russell and Reina,2014) Windows to the World-France at United
                   feedback and staff performance.                                             States International University. We look at short term study abroad
                2. Participants will be able to identify the elements of an effective          assessment activities and assess evidence of critical reflection skill
                   student satisfaction survey.                                                learning by developing country students in a developed country, with
              Audience: Intermediate                                                           implications on assessment objectives and methods. The focus is on
                                                                                               assessing process oriented transformative learning (Mezirow,1998)
                                                                                               through multiple channels: engaging field discussions, informal
                                                                                               interviews (novel), videos, home campus presentations and thematic
                                                                                               research. Faculty in short term study abroad programs must
                                                                                               continuously provide evidence of the competencies students acquire,

            18 BUILDING ACADEMIC INNOVATION & RENEWAL
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