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Western Michigan University 2017 Assessment Conference, Office Of Assessment And Undergraduate Studies Apr 2017

Western Michigan University 2017 Assessment Conference, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

Included here is the schedule and session descriptions from the 8th Annual WMU Assessment Conference held on March 17, 2017. The conference, sponsored by the Office of Assessment and Undergraduate Studies at Western Michigan University, is a one-day event where those new to outcomes assessment can come and learn fundamental knowledge about the field, but it is also a place where those who have worked as leaders in outcomes assessment can come and extend their knowledge and skills and network with colleagues. Conference offerings included learning opportunities on various assessment topics for both academic and student supports units.


Reconnecting With “Why” To Move Beyond Assessment Sticking Points, Kristen Mckinney Apr 2017

Reconnecting With “Why” To Move Beyond Assessment Sticking Points, Kristen Mckinney

Assessment in Action Conference

We have made great steps forward in developing assessment infrastructure on our campuses, but often find ourselves still struggling with really making use of the data we collect. Assessment can feel like a chore rather than something that truly has meaning for our work. In this session, Dr. McKinney will discuss how re‐connecting assessment with our core goals and purposes can help refocus our energy and attention in ways that help us use data more effectively to tell our story.


Honing In On What To Measure, Kristen Mckinney Apr 2017

Honing In On What To Measure, Kristen Mckinney

Assessment in Action Conference

Institutional and departmental outcomes are framed in necessarily broad terms as we articulate the key values and goals of our work. Bridging the gap between those broad outcomes and more tailored and measurable program and service specific outcomes can be difficult. This session will present some ideas and strategies for developing outcomes and guide participants through the process of drafting outcomes for their own programs.


Assessment As Ally: Focusing On What Matters, Gloria Rogers Apr 2017

Assessment As Ally: Focusing On What Matters, Gloria Rogers

Assessment in Action Conference

Too many times, the assessment of student learning becomes an exercise of futility where faculty time is squandered and the result is many data and no information that is useful for the improvement of student learning. When properly understood and implemented, the assessment process can provide meaningful results that inform faculty about the achievement of outcomes, the alignment of the curriculum, and what can be done to improve student learning. Topics which will be discussed are the importance of well‐defined outcomes, curriculum mapping, the development of systematic processes, and reporting results for action.


Defining Outcomes, Gloria Rogers Apr 2017

Defining Outcomes, Gloria Rogers

Assessment in Action Conference

This workshop will engage participants in the writing of measurable outcomes and how they relate to scoring rubrics. Group discussion and formal feedback will enhance the understanding of the critical role of well‐defined outcomes in the assessment process.


Transforming Data Into Information, Gloria Rogers Apr 2017

Transforming Data Into Information, Gloria Rogers

Assessment in Action Conference

Data are collected but how do we transform the data to meaningful information that can be used to improve student learning. A case study will be used to explore the criteria for an assessment plan that will lead to actionable information.


Using Data To Tell Your Story, Kristen Mckinney Apr 2017

Using Data To Tell Your Story, Kristen Mckinney

Assessment in Action Conference

We are increasingly faced with a dizzying array of options for how to display data. How do we make informed choices about what will really aid the user in telling a compelling story versus those that are just “pretty”? This session will review aspects of visual perception that influence how we process visual information, as well as discuss the messages conveyed by various visual displays and how to select options that best aid the reader in understanding key data points.


Designing Impact Studies In Education In The Past 15 Years: Have We Made Any Progress?, Jessaca Spybrook Feb 2017

Designing Impact Studies In Education In The Past 15 Years: Have We Made Any Progress?, Jessaca Spybrook

Spring Convocation

Dr. Spybrook presented this at the 2017 Spring Convocation as the Emerging SCholar for 2016 at Western Michigan University. It was based on research done with Ran Shi and Ben Kelcey.


Writing Observable And Measurable Learning Outcomes, Eli Collins-Brown Apr 2016

Writing Observable And Measurable Learning Outcomes, Eli Collins-Brown

Assessment in Action Conference

This session will show how to write learning outcomes that are useful to the student and essential for faculty who want to improve student learning and assessment in their courses. Writing observable and measurable outcomes is not a difficult task once you learn the process to follow. By the end of this session, participants will be able to distinguish between content, learning activities and learning outcomes and apply the three-step process for writing observable and measurable learning outcomes.


Student Employment: Incorporating Learning On The Job, Kathy Collins Apr 2016

Student Employment: Incorporating Learning On The Job, Kathy Collins

Assessment in Action Conference

Evaluations of a student's performance are often a required part of one's development. More importantly, they are an important part of a student's learning experience. This session will explore the creation of learning outcomes and tracking tools for student employment experiences across higher education.


Are We There Yet? Assessing Our Progress In Assessment, Katharine Cummings Apr 2016

Are We There Yet? Assessing Our Progress In Assessment, Katharine Cummings

Assessment in Action Conference

This session will present a descriptive continuum to help determine progress in creating and implementing an assessment system. Attendees will have the opportunity to use the continuum to assess their own department's progress as well as to refine the descriptions included in the continuum.


Student Learning Outcomes: Tools, Planning, And Contribution To Institutional Goals, Kathy Collins Apr 2016

Student Learning Outcomes: Tools, Planning, And Contribution To Institutional Goals, Kathy Collins

Assessment in Action Conference

On our campuses, students spend a significant amount of time outside of the formal classroom. What are we doing to creatively think about capturing this learning and evaluating it to enhance the student experience? There are numerous ways to develop assessment plans, tools, and learning outcomes to provide evidence of student learning. Even more important is preparing and supporting quality professionals in the field to do quality assessment work.


Student Learning Outcomes Of Involvement, Kate Bates Apr 2016

Student Learning Outcomes Of Involvement, Kate Bates

Assessment Fellows Grant

Kate Bates and Stephanie Beld, from the Department of Student Activities and Leadership Programs at Western Michigan University, shared this poster at the Assessment in Action Conference 2016 on April 8. They were the recipients of one of the 2015-2016 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes. The focus of their project was to assess and compare the impact and learning outcomes of students involved in Registered Student Organizations and LeadCorp Interns that are directly advised by SALP staff. This poster provided information regarding their assessment project.


The Effects Of Strengths-Based Curriculum On First-Year Students, Melissa Holman Apr 2016

The Effects Of Strengths-Based Curriculum On First-Year Students, Melissa Holman

Assessment Fellows Grant

Melissa Holman and Rachel Carlson, from the College of Education and Human Development at Western Michigan University, shared this poster at the Assessment in Action Conference 2016 on April 8. They were the recipients of one of the 2015-2016 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes. The focus of this project was to expose WMU CEHD First Year Seminar students to a strengths-based curriculum, coach them to apply their strengths, expose the students to campus resources and supports, enhance their student experience to help with retention, and increase the self-reported level of intrinsic motivation ...


Assessing Students Rule-Bound Writing Development, Kim Ballard Apr 2016

Assessing Students Rule-Bound Writing Development, Kim Ballard

Assessment Fellows Grant

Kim Ballard, from the Writing Center at Western Michigan University, shared this poster at the Assessment in Action Conference 2016 on April 8. She was the recipient of one of the 2015-2016 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes. The focus of her project was to help WMU students learn to incorporate rule-bound Lower Order Concerns into their personal writing style. This poster provided information regarding her assessment project.


Evaluation Of The Master Of Arts Hybrid Program In Psychology, Denise Ross, Cynthia Pietras Apr 2016

Evaluation Of The Master Of Arts Hybrid Program In Psychology, Denise Ross, Cynthia Pietras

Assessment Fellows Grant

Denise Ross and Cynthia Pietras, from the Department of Psychology at Western Michigan University, shared this poster at the Assessment in Action Conference 2016 on April 8. They were the recipients of one of the 2015-2016 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes. The focus of their project was to measure the effectiveness of the Master of Arts Hybrid Program in Psychology including program satisfaction, content knowledge and professionalism. This poster provided information regarding their assessment project.


Assessment At The College Level: Core Comptencies, Sue Caulfield Apr 2016

Assessment At The College Level: Core Comptencies, Sue Caulfield

Assessment Fellows Grant

Sue Caulfield, from the School of Interdisciplinary Health Programs at Western Michigan University, shared this poster at the Assessment in Action Conference 2016 on April 8. She was the recipient of one of the 2015-2016 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes. The focus of her project was to assess student writing in the College of Health and Human Services as a core competency across the college. This poster provided information regarding her assessment project.


Western Michigan University Assessment In Action Conference 2016, Office Of Assessment And Undergraduate Studies Apr 2016

Western Michigan University Assessment In Action Conference 2016, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

Included here is the schedule from the 7th Annual WMU Assessment in Action Conference 2016. The conference, sponsored by the Office of Assessment and Undergraduate Studies at Western Michigan University, is a one-day event where those new to outcomes assessment can come and learn fundamental knowledge about the field, but it is also a place where those who have worked as leaders in outcomes assessment can come and extend their knowledge and skills and network with colleagues. Conference offerings included learning opportunities on various assessment topics for both academic and student supports units.


Making Academic Change Happen-Any Way We Can?, Julia Williams Apr 2016

Making Academic Change Happen-Any Way We Can?, Julia Williams

Assessment in Action Conference

Within the higher education community, there are repeated calls for changing the way we educate our students. And yet, despite the development of research-based teaching strategies, innovative co-curricular projects, and many years of funding and development from a variety of foundations and corporations, change in higher education is not pervasive. The lack of systemic change points to an important problem with the approach to change that the higher education community has pursued thus far. Current change approaches have not fostered the necessary knowledge, skills, and abilities (KSA) in motivation, communication, collaboration, and persuasion that are the foundation for change on ...


From Artifact To Assessment To Evaluation-Closing The Loop In Continuous Improvement, Julia Williams Apr 2016

From Artifact To Assessment To Evaluation-Closing The Loop In Continuous Improvement, Julia Williams

Assessment in Action Conference

As faculty, we understand well the process by which we assess students and provide them with feedback on their work; in this way, we "close the loop" in order for students to learn and improve. The same process of assessment and feedback characterize the institutional improvement loop; by collecting and analyzing a variety of data, we can make informed decisions in order to make improvements. The challenge is to understand how classroom assessment activities map and can support continuous improvement at the program and institutional levels. In this workshop, we will explore multiple classroom assessment techniques in order to understand ...


Let's Talk About Assessment!, David S. Reinhold Apr 2015

Let's Talk About Assessment!, David S. Reinhold

Assessment in Action Conference

This presentation was from the plenary session at the Western Michigan University Assessment in Action Conference 2015 which took place on Friday, April 3. The session was an interactive discussion highlighting some of the main topics of assessment. Attendees were asked to respond to various questions regarding assessment issues using clickers and each question was followed by a group discussion of the results. The session also laid the framework for the sessions presented at the conference that day.


Investigation Of A Career Exploration Course's Impact On Student Career Development, Mark St. Martin, Adam Osborne, Shaakira Jones, Michael Bobbitt Apr 2015

Investigation Of A Career Exploration Course's Impact On Student Career Development, Mark St. Martin, Adam Osborne, Shaakira Jones, Michael Bobbitt

Assessment Fellows Grant

Mark St. Martin, Associate Professor, Western Michigan University Counseling Center, Adam Osborne, MA, Shaakira Jones, MA and Michael Bobbitt, MS, at WMU shared this poster at the Assessment in Action Conference 2015 on April 3. The group were recipients of one of the 2014-2015 WMU Assessment Fellows Grants to conduct research to measure the effectiveness of the UNIV 1020 Career Exploration and Development course at WMU on student career knowledge and decision-making skills. This poster provided information regarding their assessment project.


Effect Of Information Literacy Instruction On Students In The Revamped Phys 3100 Course, Carrie C. Leatherman, Christopher Hoffmann Apr 2015

Effect Of Information Literacy Instruction On Students In The Revamped Phys 3100 Course, Carrie C. Leatherman, Christopher Hoffmann

Assessment Fellows Grant

Carrie Leatherman, University Libraries and Chris Hoffmann, Department of Physics at Western Michigan University, shared this poster at the Assessment in Action Conference 2015 on April 3. They were recipients of one of the 2014-2015 WMU Assessment Fellows Grants to conduct research on assessing the effectiveness of information literacy instruction by teaching students to use appropriate sources when doing their pre-lab write-ups for their course, PHYS 3100: Intro to Modern Physics Lab. This poster provided information regarding their assessment project.


Goal Attainment Scaling: An Interprofessional Assessment Of Student Learning, Ann M. Chapleau, Jennifer Harrison, Kathryn Hillenbrand, Edward Roth, Kimberly Searing Apr 2015

Goal Attainment Scaling: An Interprofessional Assessment Of Student Learning, Ann M. Chapleau, Jennifer Harrison, Kathryn Hillenbrand, Edward Roth, Kimberly Searing

Assessment Fellows Grant

Ann Chapleau, from the Department of Occupational Therapy, Jennifer Harrison, from the School of Social Work, Kathryn Hillenbrand, from the Department of Speech Pathology and Audiology, Edward Roth, from the Department of Music Therapy, and Kimberly Searing, from the Bronson School of Nursing at Western Michigan University, shared this poster at the Assessment in Action Conference 2015 on April 3. The group were recipients of one of the 2014-2015 WMU Assessment Fellows Grants to conduct research on assessment of personal professional development for students at WMU at selected clinical training locations. This poster provided information regarding their assessment project.


Writing Observable And Measurable Learning Objectives, Eli Collins-Brown Apr 2015

Writing Observable And Measurable Learning Objectives, Eli Collins-Brown

Assessment in Action Conference

This session will show participants how to write learning objectives (or outcomes) that are useful to the student and essential for faculty who want to improve student learning and assessment in their courses. Writing observable and measurable outcomes is not a difficult task once you learn the process to follow. By the end of this session, participants will be able to distinguish between content, learning activities and learning objectives and apply the three-step process for writing observable and measurable learning objectives.


Rubrics: The Good, The Great And The Awesome, David S. Reinhold Apr 2015

Rubrics: The Good, The Great And The Awesome, David S. Reinhold

Assessment in Action Conference

The basic contents of a good rubric will be discussed, as well as the versatility of rubrics. The session will spend some time on rubric calibration and introduce how rubrics can be used for both grading and assessment.


Assessment Resources: How Do I Find The Help I Need?, Karen Stokes Chapo Apr 2015

Assessment Resources: How Do I Find The Help I Need?, Karen Stokes Chapo

Assessment in Action Conference

If you are searching for best practices for assessment and/or education and assistance with all things pertaining to assessment of student learning, this session will show you where to find some reliable and useful online resources including information about local assessment conferences.


Western Michigan University Assessment In Action Conference 2015, Office Of Assessment And Undergraduate Studies Apr 2015

Western Michigan University Assessment In Action Conference 2015, Office Of Assessment And Undergraduate Studies

Assessment in Action Conference

No abstract provided.


You've Collected Tons Of Assessment Data, Now What?, David S. Reinhold Apr 2015

You've Collected Tons Of Assessment Data, Now What?, David S. Reinhold

Assessment in Action Conference

The early results of Academic Program Planning at Western Michigan University in 2015 indicate that many units within the university are having some issues with closing the assessment loop. Data is gathered and reported, but often times, program improvements are not the result of data analysis. This session discussed how we can keep our eye on the assessment prize, continuous improvement.


Student Support Unit Assessment Panel, Anne Lundquist, Kate Bates, Laura Darrah, Dianna E. Sachs Apr 2015

Student Support Unit Assessment Panel, Anne Lundquist, Kate Bates, Laura Darrah, Dianna E. Sachs

Assessment in Action Conference

Staff in 3 Student Support Units at Western Michigan University shared information and lessons learned during this panel session at the Western Michigan University Assessment in Action Conference 2015:

¨ Laura Darrah, Residence Life: Using National Benchmark Data for Affirmation, Improvement and Change

¨ Diana Sachs, University Libraries: Direct and Indirect Assessment Initiatives, including studies of student and faculty satisfaction, learning, and perception of library resources and services.

¨ Chris Sligh and Kate Bates, Student Activities and Leadership Programs: Sharing Outcomes and Results: Using Assessment to Tell Your Story