2019 Pre-Conference Workshops
Pre-Conference Workshops - September 11, 2019
The pre-conference workshops will be held on Wednesday, September 11, 2019, 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 begin at 9:00 AM Wednesday, and the majority of the workshops conclude by 12:00pm. The AALHE Assessment Institute is a full day workshop that will include lunch and close at 4:30pm. The Work-Integrated Learning Workshop has an option of half day or full day registration. Refreshments and morning snacks are included in the fee
AALHE Assessment Institute (Full day)
Drexel's 2018 Annual Conference on Teaching & Learning Assessment 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. This full day workshop will include lunch.
Work Integrated Learning Workshop (Full or half day)
Educators from any school interested in creating or augmenting its work-integrated learning offerings (internship, cooperative education, or flexible-work arrangement) are encouraged to attend the September x workshop. This hands-on experience will allow participants to link theory with practice and to grapple with real-world implementation choices. Internationally recognized facilitators will use sample data and scenarios from the Steinbright Career Development Center to engage participants in real-world discussions as they move into the rich and growing potential of work-integrated integrated learning...
Going Beyond Needs Assessments: Using Learning Metrics to Support High-Impact Faculty Development
Developing high-impact educational development experiences for faculty often begins by determining their needs. To do this, many Centers for Teaching and Learning and other faculty development entities deploy surveys to their faculty and instructors. Unfortunately, needs assessment surveys, from my experience, tell educational developers what they already know—faculty need everything and have no time to address these needs...
Trends in Assessment: Enduring Principles, Emerging Opportunities
What should students know and be able to do? What credible evidence is used to determine progress toward learning goals? How can assessment practices and results support meaningful improvements in student learning and institutional effectiveness? These questions have been at the heart of assessment’s efforts in higher education for the last quarter century...
Integration of General Education and the Major
Our institutions tend not to be organized or function towards intentional alignment of student learning experiences. Students learn everywhere, but the institutional organization tends to require students to take the jumble of experiences and organize them for themselves. How do we help students make sense of it all? This workshop will use the Learning Systems Paradigm, a framework to help participants reflect on the organization of their institution, how work might be accomplished within that organization, and whom they might involve in that work....
Cognitive Load & Student Success: Examining the Critical Balance Between Content, Instruction & Assessment
Advancements in neuroscience are transforming what is known about the brain, mind, and learning. For educators, these advancements provide key insights that can be applied to course development, instruction, and assessment to support student success. This interactive session is designed for individuals who teach, plan to teach, design courses, or involved in a course review process. The session discusses evidence-based practices related to student learning, Carnegie Unit, credit-hour policy, and the critical balance between course content, instruction, and assessment...
Dazzling Others with your Effective Teaching through Rubrics, Analytic Tools, and Cools Charts
Higher education institutions need to demonstrate that their teaching is effective for varied stakeholders including accreditors, legislators, students, employers and the public at large. However, faculty and administrators may be at a loss on how to define good teaching and how to assess teaching practices. Learning-centered teaching is an evidence-based best educational practice that defines aspects of effective teaching (Blumberg, 2009).Teaching effectiveness can be measured using learning-centered teaching rubrics. This workshop will introduce a revision of the components of learning-centered teaching along with revised evidence-based rubrics...
Increasing Equity Using Evidence-Based Assessment
To achieve equity, we must examine the extent to which assessment choices contribute to the perpetuation of achievement gaps. Montenegro and Jankowski (2017) assert the importance of employing culturally responsive assessment as a means of increasing equity in higher education. In this workshop we will teach participants about a model of culturally relevant assessment (Singer-Freeman, Hobbs, & Robinson, in press) and evidence-based methods of assessment that measure learning equally in all groups of students. We will share innovative uses of data from our campus in which we have disaggregated assignment grades to reveal areas in which assessments appear to evoke false achievement gaps...