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Regional Community College Assessment Conference

Schedule
Regional Community College Assessment Conference

Plan for the 2021 Assessment Conference and Workshop scheduled for April 29-30, 2021.

8:30-9 a.m.
Registration and Continental Breakfast; Vendors Open


9-9:50 a.m.
FIRST BREAKOUT SESSIONS

Hudson Auditorium

Captivate, Engross and Involve Community College Students in Learning: How to Assess Students’ Engaged Learning Experiences
Jill Sand, MEd, RRT, Dean of Health Sciences, Southeast Community College

Engaging students in the community college classroom can be overwhelming. Assessing if a student is benefiting from engaged learning can seem impossible. Through five years of experience creating engaged learning experiences, Southeast Community College developed assessment strategies for faculty to know if students are engaged in their learning. Participants will experience tools to actively assess engaged learning.

RC 157

A Golden Opportunity: Revision of STLCC Assessment Practices to Align with Missouri CORE 42
Thomas Dieckmann, Faculty; Joyce Starr Johnson, Associate Vice Chancellor for Academic Affairs, St. Louis Community College

St. Louis Community College began work in January 2018 to revise its general education requirements to align with the new Missouri Higher Education Core Transfer Curriculum (CORE 42). This session will detail the college’s work during this time to adjust our practices to respond to CORE 42-driven curricular changes, including student learning outcome revision, curriculum map realignment and summative data collection process development.

RC 175

Using Student Misconceptions to Facilitate Reflection Through the Use of Concept Inventories
Heather M. Seitz, PhD, Professor of Biology, Johnson County Community College

Concept inventories can offer insight into what misconceptions students bring into a course and help faculty develop learning activities to develop correct understanding of difficult concepts. This session will explore how these valuable tools are developed and how they highlight student misconceptions. In addition, the session will explore ways that concept inventory data can be used to guide learning in the classroom and foster conversation among faculty.

RC 183

Assessment of Co-curricular, Civic Engagement Programming
Tara Karaim, Community Based Learning Coordinator, Johnson County Community College

At Johnson County Community College, the Office of Community-Based Learning has a mission to support teaching strategies that utilize service-learning, community involvement, and real-world learning opportunities to encourage civic engagement in our students in addition to improving our community as a whole. A very noble cause, but how does one measure the success of such an endeavor? This interactive breakout session will cover the qualitative and quantitative means used by JCCC’s Community-Based Learning department to assess co-curricular programs like service-learning and the Civic Leadership program.


10-10:50 a.m.
SECOND BREAKOUT SESSIONS

RC 270

A Multi-Lens Approach to Assessing General Education Program Goals
Deborah Hann, PhD, Assistant Professor, Department of Social Sciences
Mallory Koci, MS, Clinical Instructor, Department of Interdisciplinary Studies
Rich Sleezer, PhD, Associate Dean LA&S, Director of General Education
JoLanna Kord, PhD, Assistant Provost for Institutional Effectiveness, Emporia State University

In Fall 2017, our General Education Assessment Team focused on studying the curriculum structure and assessment practices for the general education courses contributing to student learning for our General Education Goal 2: Demonstrate knowledge of concepts and principles in a wide range of academic disciplines and Goal 3: Demonstrate knowledge of similarities and differences among the world’s cultures, past and present. This presentation will share the assessment processes, findings and outcomes enabling participants to gain an understanding of how ESU implemented goal level general education assessment practices and used these results to improve the General Education program.

RC 175

Academic Indicators as Predictors of Student Success
Fiorella Penaloza, PhD, Cleveland University–Kansas City, Director of Institutional Effectiveness and Assessment

The relationship between academic indicators and licensure outcomes was evaluated as part of the review of the program’s curricular mapping and program effectiveness measures. Program effectiveness indicators analyzed included the entrance GPA, first-term GPA, and initial course grades for all required courses in the program and were analyzed using multivariate testing. Entrance GPA and performance in key courses were identified as significant factors influencing student outcomes in licensure exams.

RC 157

University Benchmark Project: A New Tool to Measure Education Support Services
Michelle Taylor, Senior Research and Data Analyst, National Higher Education Benchmarking Institute

As assessing and measuring programs move beyond the classroom, colleges are now faced with how to measure their educational support services. As a result, the Benchmarking Institute and the University of Wisconsin-Stout have partnered to create a benchmark project to provide four-year universities and colleges with unit-level data to compare themselves against peers and national norms in the administrative and student service areas. This presentation will introduce the project and show the benchmarks, reporting and how the benchmarks can be used.

RC 183

Re-Envisioning a Comparative Physiology Course – The Assessment Data
Christina Wills, PhD, Associate Professor, Biology, Rockhurst University

After the completion of curriculum reform, the General Physiology course was transformed from a test-centered mammalian (primarily human) physiology course into a writing-intensive comparative physiology course. This new design focused on two course objectives: understand physiological processes and critically analyze and articulate scientific information. A survey on student perceptions of reading scientific literature and scientific writing skills was administered on the first and last days of class. Three literature reviews were assessed with both a rubric emphasizing analysis and synthesis of concepts from primary literature and with the Association of American Colleges and Universities’ written communication VALUE rubric.

Hudson Auditorium

The Truth about Assessment: Debunking Widespread Misconceptions
Kevin W. Joseph, PhD, and Cynthia Goudeau, PhD, University of Kansas

The University of Kansas division of Student Affairs and Undergraduate Studies have worked to develop meaningful assessment practices linked to the institution’s strategic plan. A key component of our efforts centers on building the assessment knowledge and capacity of division staff. In this session, we will address six assessment misconceptions frequently arising when engaging with student affairs practitioners. We will also provide tips, strategies and specific examples related to the assessment of co-curricular programs and services.


11 a.m.-12:15 p.m.
KEYNOTE ADDRESS
Hudson Auditorium

Everything You Wanted to Know About Assessment but Were Afraid to Ask
Jeremy Penn, PhD, President of the Association for the Assessment of Learning in Higher Education
College of Education, University of Iowa

As educators we think we know what it means to assess. Yet when we engage in program assessment we are often left pondering questions about assessment that either we think we should not be asking because we are afraid of what the answer might or we think we should not be asking because there is no good answer. In this session intended for new and seasoned assessment leaders and participants, we will try to address assessment’s most difficult and persistent questions. While we may not be able to definitively answer all difficult assessment questions, by the end of the session attendees will increase their confidence in answering tough assessment questions and will have a firm foundation for the history and possible future for assessment.


12:15-1:30 p.m.
LUNCH in RC 101 & Vendor Fair in the Atrium

1:30-2:20 p.m.
THIRD BREAKOUT SESSIONS
RC 157

Q&A with Keynote Speaker
Jeremy Penn, PhD, President of the Association for the Assessment of Learning in Higher Education
College of Education, University of Iowa

RC 175

Assessment in Student Affairs
Franklyn Taylor, EdD, Campus VP for Student Affairs
Laura Davidson, Campus Vice President of Student Affairs, St. Louis Community College

This session chronicles a Student Affairs division’s quest to develop and enhance its assessment practices. Participants will be introduced to the strategies utilized and the lessons learned. The session will be beneficial to all.

Hudson Auditorium

The Good, the Bad and the Ugly of Assessment
Tammie B. May, Executive Director of Curriculum and Assessment, Metropolitan Community College

Feeling underprepared, overwhelmed and just not ready for assessment? This presentation will take a candid look at the assessment work taking place at Metropolitan Community College while also highlighting the many challenges faced by so many institutions across the nation today and the impact these challenges have on creating a meaningful culture of assessment.

RC 270

Urban Legends, Fables and Myths: A Guide to Assessment
Sheri Barrett, EdD, Director, Assessment, Evaluation and Institutional Outcomes
Professor Darla Green, Interior Design, Johnson County Community College

This session will explore the common barrier to successful assessment as well as practices related to using Action Research design as a framework for faculty to improve student learning in the classroom and in programs. Participants will complete an “Assessment Research Question” exercise as well as review the most common assessment tools and when to use them.

RC 183

Assessing Physical Spaces to Maximize Student Learning Success
Cynthia Kane, Professor, Instruction & Assessment Library
Megan Mahoney, Assistant Professor, Instruction and Cataloging Support Librarian, Emporia State University Libraries and Archives

Collecting data about how patrons use physical learning spaces and using it to inform space planning for long-term learning needs is an example of using best practices of assessment for ongoing improvement. This presentation will explore the results of a library building usage study at the William Allen White Library building, Emporia State University. We will describe our experiences with a mixed-method approach, including quantitative surveys, unobtrusive observations, flip charts, focus groups, and individual interviews of students, faculty and staff. These assessment techniques reveal patron preferences regarding group and individual study spaces, physical technology needs, service locations and other factors affecting the overall use of the library building.


2:30-3:45 p.m.
PANEL DISCUSSION
Join the last session of the Assessment conference for a panel of your colleagues from around the region. Questions will focus on the Ups, Downs, In-and-Outs of Assessment.

Hudson Auditorium

Panel Participants:
Sheri Barrett, EdD, Director, Office of Assessment, Evaluation & Institutional Outcomes, Johnson County Community College
Cecelia Brewer, EdS, Dean, Academic Support and Assessment, Kansas City Kansas Community College
Frederick Burrack, PhD, Director of Assessment, Kansas State University
Annalisa Gramlich, MS, MA, LPC, Director of Assessment and Accreditation, Rockhurst University
Franklyn Taylor, EdD, Campus VP for Student Affairs, St. Louis Community College
Kevin W. Joseph, PhD, Director of Assessment and Strategic Initiatives, University of Kansas

Facilitator:
Mickey McCloud, PhD, Vice President of Academic Affairs and Chief Academic Officer, Johnson County Community College