For a better experience, click the Compatibility Mode icon above to turn off Compatibility Mode, which is only for viewing older websites.

Drexel University hosted the 2nd annual Conference on Assessment of Teaching and Student Learning

Roughly 2,500 years ago, Heraclitus said, “Change is the only constant.” Those who know Drexel University understand the truth of those words. Our faculty and staff are always striving to improve our classes, programs, facilities and services. This newsletter, now in its third year was conceived as a forum for the Drexel community to share quality improvement initiatives, noteworthy events as well as staff and faculty opinions about how to make Drexel even better.
In that spirit then, may we invite you to read and comment on the following:

On September 9-11, Drexel University hosted the 2nd annual Conference on Assessment of Teaching and Student Learning entitled Building Academic Innovation and Renewal. The purpose of the conference is to bring together individuals who are interested in the study of teaching and learning in order to share ideas/programs and to network. The sharing of ideas between institutions enriches all and strengthens Higher Education overall. Over 430 attendees, including assessment professionals, provosts, faculty and sponsors, from 137 different institutions attended the event on campus. The robust program contained pre-conference workshops, four plenaries and eight concurrent blocks with a variety of presentations. Overall there was a total of 75 presentations from 137 presenters representing 50 different institutions from 26 states and also from Senegal. To see the full schedule of programming, click here. The conference showcased Drexel facilities including, the Papadakis Integrated Sciences Building, Pearlstein Business Learning Center and Gerrie C. LeBow Hall. The full conference also began with a welcoming speech from Drexel Provost M. Brian Blake in the Mandell Theater.

Experiential education is the cornerstone of the Drexel undergraduate curriculum, and it has been for nearly 100 years (initiated in 1919). 90+% of undergraduate students are enrolled in either the 4 year: one co-op or the 5 year: 3 co-op program. UG co-op at Drexel (for the vast majority of programs) consists of a 6 month period hands on, major related work and experiences for our students. Other colleges/universities offer Work Integrated Learning (WIL) in many different ways and lengths of time including a traditional summer internships and service learning. Assessment of the learning outcomes for WIL is essential as the majority of these programs are part of the curriculum. This is the case with Drexel University where co-op is an academic requirement for any student enrolled in a co-op concentration. Because of this, on October 19-21, Drexel University will host the World Association of Cooperative Education (WACE) annual Assessment Institute.

The recognition of program competencies is often overlooked as students enroll in courses within a given curriculum. In addition, the transparency of assessment techniques for student learning outcomes mapped to competencies is often unnoticed. Explicit program mapping and assessment in master program/course templates would enhance learner success in achieving program competencies. School of Public Health Professor, Dr. Ray Lum, has been working with instructional designers, Joel Rodriguez and Stephanie Sutcliffe in order to design a template to do just that. “The template project provides a “platform” to integrate best practices in course mapping, course design, direct/defensible assessment and accessibility at one location for the School of Public Health. The template provides transparency to faculty, students and administrators in learning outcomes and competencies. It provides scalable and sustainable methods that assure quality,” Lum offered.

The Quality Improvement Quarterly is published in the Fall, Winter and Spring Quarters. We invite readers to submit their story ideas to Joseph Hawk at

Stephen DiPietro
Associate Vice Provost