1A

“Yes, I Can”: Practical Assessment that Works Even During Shortages of Time, Energy, and Money  
Does the sentiment in the title sound encouraging? If so, bring a campus team to Indianapolis on Sunday October 25 for an all day work session focused on an assessment project or task of your choice. Campus teams (minimum of 3 and a maximum of 7 members) provide a set of questions and a purpose to be achieved in a day-long work session. Each team will have an assessment mentor for the day plus access to assessment experts and materials focused on the following:  program review, reaccreditation, outcomes-based designs, institutional assessment, rubrics, indirect and direct assessment, analysis of student evidence, course and program level assessment , ”closing the loop,” and more depending on the interests and needs of the teams. Mini-workshops will be scheduled during the day for individual teams, or groups of teams, or individuals to address issues, problems or interests that emerge from the work.  Team intentions will determine the agenda for the day. 

1. Application approval must be obtained from Amy Driscoll prior to team members registering for this workshop.
2. All members are expected to register for the full Institute in addition to this workshop. A minimum of 3 and a maximum of 7 members comprise a team.
3. You may register for the Institute prior to approval and add this workshop later, but we would prefer that you and your group members wait to register for the Institute until you have received confirmation that your application has been approved or declined.  Upon approval you will receive an approval code to register for this Pre-Institute workshop as well as register for the full Institute.  
4. The registration for this workshop is limited and priority will be given to early submissions and to those campus teams with specific intentions for their work. 
5. Deadline to submit an application for this workshop is September 25, 2009.
6. No onsite registration for this workshop.
7. Please complete and submit the application.  You will receive a response from Amy Driscoll upon completion of her review.

Special application and approval required before registering.  To be considered for the workshop, please complete the application form at http://planning.iupui.edu/ai/pre-inst/workshop/.  You will receive an email response from Amy Driscoll upon completion of her review.

Amy M. Driscoll, Carnegie Foundation for the Advancement of Teaching; Douglas J. Eder, Southern Illinois University Edwardsville; Gary J. Williams, Crafton Hills College; and Swarup E. Wood, California State University Monterey Bay

1B

Web 2.0 Tools for Formative Assessment and Interactive ePortfolios

Web 2.0 tools facilitate interaction and feedback. In this hands-on workshop, evaluate mostly free tools to create interactive ePortfolios that support reflection and formative assessment: blogs, wikis, Google Apps (Docs and Sites) and social networking.  Make simple additions to your existing ePortfolio strategy to create a more interactive, engaging environment.

Helen C. Barrett, University of Oregon

1C

Assessment Clear and Simple:  Practical Steps for Institutions, Departments, and General Education

Emphasizing simplicity, feasibility, and effectiveness, this workshop offers a step-by-step plan for institutions, departments, and general education to build on what they are already doing, discard what is not working, get faculty on board, enhance student learning, meet the institutions own needs, and work with external accreditors.  Special attention to current national developments such as the Voluntary System of Accountability, new eportfolio developments, projects of the AAC&U and others, assessment software, and appropriate uses of standardized tests or survey instruments.

Barbara E. Walvoord, University of Notre Dame

1D

A Comprehensive Assessment Plan for a Large Entering Student Unit:  Planning, Implementing, and Using Assessment Results

Assessment is an essential component of program development and refinement in University College, the entering student unit at IUPUI that serves over 8,000. Comprehensive assessment activities are often necessary to plan, implement, and continuously improve first-year programs. All major programs, including orientation, advising, and peer mentoring, are regularly scheduled for reviews, a two-year process with self-study and outside review components. We plan to present some major assessment strategies such as improving and proving effectiveness, using assessment results for planning and resource decisions, involving faculty, measuring student learning outcomes, using quantitative and qualitative approaches, and linking data to action. We will also discuss some major challenges we have faced with implementing assessment plans. This workshop has been designed to appeal to those who are just beginning assessment activities on their campuses and for those who are interested in improving existing assessment programs.

Scott Evenbeck, Michele J. Hansen, and Gayle Williams, IUPUI

1E

Capstones Experiences and Their Uses in Learning and Assessment: Fundamental Approaches and Strategies
This workshop highlights how capstone experiences from a variety of disciplines can be used to enhance and document student learning outcomes.  Purposes of capstones will be presented, organizing approaches to capstones will be discussed, powerful pedagogies employed in capstones will be highlighted, and ways to tie capstones to assessment activities—both in the discipline and to general education—will be shared.  Case studies, example syllabi and assignments, and methods of developing and involving faculty will also be examined.

Stephen P. Hundley and Karen E. Black, IUPUI

1F

Writing Proposals for Course/Curricular Reform

This session is designed to assist faculty who have little or no experience writing a grant proposal for external funding to support curriculum development. Topics to be discussed include aspects of the proposal development process including writing a problem statement, describing an appropriate intervention, clearly identifying expected outcomes and selection of an evaluator.

Pratibha Varma-Nelson, IUPUI and Nancy Pelaez, Purdue University

1G

End-of-Course Evaluations: Revisiting their Content Validity to Help Improve Teaching and Learning

Are you satisfied with your program’s end-of-course evaluation? Does it fulfill the needs for which it was intended (student satisfaction, tenure, etc.)? This workshop introduces content validity analysis as an accessible method for analyzing what these evaluation instruments measure and provides a hands-on opportunity for participants to use this approach.

Howard R. Mzumara, Danielle R. Fulayter, Kyle M. Huerkamp, Ingrid M. Ritchie, Jacqueline H. Singh, and Randi L. Stocker, IUPUI

1H

Moving From One-Shot Wonders to a Coherent Campus Plan for Diversity: Using Assessment Results to Create a Campus Culture of Diversity

Institutions of higher education state that they value diversity among their faculty, staff, and student body, as well as development of the knowledge, attitudes, and skills required to work in a diverse environment. However, assessment of outcomes associated with efforts to promote diversity is challenging. During this interactive workshop, the facilitators will share several assessment techniques that have been used successfully to evaluate diversity initiatives. These techniques include developing diversity performance indicators, evaluating the physical campus environment, understanding the success of multicultural programming, and selecting appropriate survey instruments.

Karen M. Whitney and Robert W. Aaron , IUPUI; and A. Katherine Busby, Tulane University

1I

Institutional Portfolios Reconsidered:  Using Technology to Support Planning, Assessment, and Accountability

The first electronic institutional portfolios, created in the late 1990s, focused on using the relatively new capabilities of the World Wide Web to make our institutions more transparent and accountable.  Presenting our institutions in this new format also catalyzed important intra-institutional discussions and change.  A decade later, technological capabilities and the accountability environment for higher education have both seen changed considerably.  How are colleges and universities using the Web today to demonstrate effectiveness and accountability for accreditation and other purposes?  What lessons from the experiences of the past ten years remain relevant?  This interactive session will explore the evolution of institutional portfolios over the past ten years, examine current practices (including electronic student portfolios), and envision possible future scenarios.  Come prepared to share your institution’s experience and to work on ideas for the future. 

Susan Kahn, IUPUI; and Kathi A. Ketcheson, Portland State University

1J

Program Review:  Purposes, Perspectives, and Processes

Program Review is a widely-acknowledged approach to improving quality in higher education.  This workshop identifies the purposes of program review and examines its evolution and impact in helping colleges and universities improve student learning outcomes.  Perspectives of faculty, chairs, academic unit leaders, and central administrators will be shared.  The process of planning for, conducting, and using the results from program review will be highlighted.

Karen E. Black and Stephen P. Hundley, IUPUI

Writing Essay Assignments for Calibrated Peer Review (CPR)

Calibrated Peer Review (CPR)™ is a Web-based program that enables frequent writing assignments even in large classes with limited instructional resources. CPR can reduce the time an instructor now spends reading and assessing student writing because students peer review essays. This workshop will assist instructors in creating their own writing assignments with guidelines for student peer reviews.

Nancy Pelaez and Ellen Gundlach, Purdue University