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2020 Pre-Conference Workshops

The pre-conference workshops will be held on Wednesday, September 9, 2020, before the opening plenary later in the afternoon. These workshops are offered as an optional service to conference attendees and are separately priced. All pre-conference workshops will be half day except for the AALHE Assessment Institute which will be three sessions split over Wednesday and Thursday. 

AALHE Assessment Institute (3 sessions over 2 days)

Drexel's 2018 Annual Conference on Teaching & Learning Assessment hosted the first AALHE Assessment Institute.  This Institute will provide a framework for ways to better understand how to use information and data to inform decision making. The facilitators will work to use examples from many different types of institutions and will encourage dialogue among all participants in order to model good practices for determining how, when, and why to use assessment.   

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Curriculum Design and Student Writing Cooperating to Facilitate Assessment in Community Engagement, Student Learning, and Civic Awareness

Higher education curricula continue to address two challenges beyond general education and the major: developing civic/community engagement and promoting students’ employability. These curricular efforts do not always fit neatly into curricular infrastructure, including assessment, because of their often fluid and uniquely-experiential nature. While there is often intentional clarity, operational certainty remains a challenge. Students, faculty, curriculum designers, administrators, and learning assessors can contribute in meaningful ways to the development of both civic and career awareness ...

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Engaging Voices to Make Hard Choices: Involving Stakeholders in Resource Allocation and Program Prioritization

In the current landscape Institutions of Higher Education are often faced with budget crises. As a result, institutions often need to make hard decisions about resource allocation. These decisions may include program prioritization, cutting athletic programs, and space restructuring. Approximately 70 percent of chief academic officers indicate they will have to reallocate funds for academic programs (Jaschik & Lederman, 2018). However, when determining how to allocate funds, institutions are often faced with a variety of different perspectives from many stakeholders. The art of prudent and sustainable resource allocation comes from...

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New Normal for Higher Education: Understanding and Embracing an Aging Society

An aging society brings unique challenges to as well as opportunities for all facets of society including Colleges and Universities. Higher Education institutions will be challenged as they navigate the significant, and permanent, demographic transformation underway as the American population ages. This demographic shift of consumers of education will change campuses from the traditional “youthful” undergraduate and graduate student body to a community of adults across all life stages. This expanded life course requires re-envisioning the role of Colleges and Universities....

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Using Data to Support Teaching & Learning

Collecting and analyzing data has become an inescapable aspect of the workplace from healthcare to politics. However, the prospect of data-driven decision making in higher education has elicited a range of reactions from instructors who fear their teaching will be reduced to a numbers game to administrators who believe that data analysis will solve their most vexing academic problems. In this pre-conference session, we will explore not only how quantitative and qualitative data can be used to support program evaluation but also the inherent strengths and limitations of each analysis. Using the Temple University General Education Program as a case study, we will...

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