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NILOA June 2019 Newsletter
 
 
 

While we are busy working towards the release of the new NILOA website, this month's newsletter focuses on announcements, resources, and opportunities for involvement. First, we are excited to share with you an update on the HBCU Collaborative for Excellence in Educational Quality Assurance (CEEQA) which has now grown to over 30 HBCUs in advance of their second annual convening this summer. We invite you read the CEEQA report and email us if you would like to learn more and/or be involved with CEEQA.

Next, we invite you to peruse a few of our many resources that can facilitate conversations with faculty around assessment. We especially highlight two Occasional Papers that can address common faculty concerns related to assessment, and our Assignment Charrette Toolkit to facilitate assignment-design workshops with your faculty.

Finally, the newsletter concludes with an informative podcast from the Association of College and University Educators (ACUE) discussing intentional and transparent assessment. As is customary, we also include useful information on relevant News items and Upcoming Conferences and Programs.

 
 
 
Get Involved with HBCU CEEQA
 CEEQA Logo
 

The Historically Black Colleges and Universities Collaborative for Excellence in Educational Quality Assurance (HBCU-CEEQA)

The HBCU Collaborative for Excellence in Educational Quality Assurance (HBCU-CEEQA) - the first collaborative of its kind - is comprised of assessment and institutional effectiveness leaders dedicated to advancing student learning, institutional quality, and student success. Originally founded by 10 institutions in 2017, CEEQA has now grown to over 30 HBCUs, and has secured NSF funding to help advance its mission to address accountability measures while being true to HBCU missions. We are proud to be partners of CEEQA as they get ready for their second national convening in Atlanta later this summer. To learn more about CEEQA, including how to get involved, please reach out to Verna Orr, NILOA Post-Doctoral Researcher and CEEQA Co-Chair, at vorr2@illinois.edu. Read more... 

 
 
Faculty and Assessment

Resources to Address Faculty Tensions with Assessment

With summer officially starting this Friday, it is the perfect time to begin implementing ways to get faculty excited about and involved in meaningful assessment. To address oft cited faculty concerns we offer two resources: our 22nd Occasional Paper "Assessment and Academic Freedom: In Concert, not Conflict" which explores the relationship between academic freedom and assessment written by a historian of academic freedom. Furthermore, to introduce ways that assessment can be embedded in ongoing faculty responsibilities, we recommend our 4th Occasional Paper "Opening Doors to Faculty Involvement in Assessment." Together, these resources can help address faculty concerns while building a common foundation for meaningful assessment work.

Resources for Professional Development: Assignment Design

There is also never a better time than in summer to prepare faculty professional development opportunities around assessment; especially as it pertains to assignment design. The NILOA Assignment Charrette Toolkit provides tools, materials, and resources for assignment design conversations that can be borrowed and adapted to local and regional contexts. Our assignment design process fosters the development and use of intentionally designed assignments through faculty-driven collaborative peer review processes. We invite you to use the toolkit to have assignment charretes with faculty on your campus! 

 
 
Teaching in Higher Ed Podcast
 
 

Dr. Natasha Jankowski, NILOA Director, joins Dr. Bonni Stachowiak in Episode 259 of the Association of College and University Educators' (ACUE) Teaching in Higher Ed Podcast. The podcast discusses intentional and transparent assessment that leverages the expertise that faculty bring to the assessment process. Assessment for accountability has led faculty and other stakeholders to be pessimistic about assessment. An intentional approach to assessment requires a collective, shared understanding of which learning goals matter, how individual courses fit in helping students achieve those goals, and using assignments that equip students with such skills and increase their agency. Read more...

 
 
News

Latest Issue of Assessment Update Now Available
The May/June 2019 issue of Assessment Update is now available! It features many useful articles, including “Organizing for Learning Improvement: What It Takes” from Andrea M. Pope and Keston H. Fulcher, and a NILOA Perspective on “The Assessment Profession in Higher Education: A Snapshot of Perceptions, Roles, and Activities” authored by Laura Ariovich, Conna Bral, Patricia Lynn Gregg, Matthew Gulliford, and Jennifer Ann Morrow.

“Walking the Walk” of Inclusion: Assessment Resources that Support Equity in Learning, Teaching and Mentoring  
Katherine Yngve, the Associate Director of Learning Outcomes Assessment at Purdue University’s new Center for Intercultural Learning, Mentorship, Assessment and Research (CILMAR), shares her thoughts on resources that can help bring an equity perspective into assessment work.

Quality Assurance and Improvement in Higher Education: The Role of the States
This report from the State Higher Education Executive Officers Association (SHEEO) and the National Association of System Heads (NASH) in partnership with Lumina Foundation seeks to inform future action for states as it relates to quality assurance. Included in the recommendations are to make program review and state authorization meaningful for quality assurance, to actively engage faculty and institutional leaders, and to treat equity as an important aspect of quality.

Beyond the Final Performance: How to Build Transferable Knowledge and Skills
Faculty have to help students transfer classroom knowledge to future context and applications. One way to do so is through encouraging reflection as Emily Moss explains by using the example of a music course.

New Edition of Change
The newest edition of Change: The Magazine of Higher Learning is now available! The issue is chock full of helpful articles, including “Large-Scale Course Redesign: Putting Reflection Into Action” from Kathy Fernandes, Brett Christie, Jean-Pierre Bayard, and Leslie Kennedy, as well as a perspectives piece from Gregory L. Heileman and Chaouki T. Abdallah titled “ABET Won't Let Us Do That!”

CAS Professional Standards for Higher Education  
The Council for the Advancement of Standards in Higher Education (CAS) has released its 10th edition of the CAS Professional Standards for Higher Education. The book explores professional standards for many of the programs and services provided to students in higher education.

What Is Critical Digital Pedagogy, and Why Does Higher Ed Need It?
Jesse Stommel, University of Mary Washington, and Martha Burtis, University of Mary Washington, discuss how critical pedagogy can benefit online courses. Included in the discussion is a conversation on replacing traditional grades with more authentic evidence of student learning such as assignments, self-evaluations, and reflections.

Want to Understand Your Students Better? Try Being One
Faculty recently shadowed undergraduate students as they went through their courses to understand what it is like to be a current student. The experience helped faculty better understand the demands students face, and motivated them to change their pedagogy. Among the changes, faculty now focus on engaging students at the beginning of class, making the course and material more welcoming, and ensuring students understand how different learning activities connect and what is expected of them.

Making Sense of Metrics
John Warner shares his thoughts on higher education metrics after attending the Disquantified conference held at UC Santa Barbara this past May. Among his takeaways are the dangers of using aggregated historical data to make predictions about how individual learners will fare in terms of outcomes, as well as the need to clearly define what truly matters and should be measured when determining the impacts of college.

Our Students Can’t Write. We Have Ourselves to Blame (Premium Content)
The reality is that college students need help developing their writing skills, and higher education needs to step up its efforts in providing support; including expanding writing-intensive courses beyond the first-year and rewarding faculty that integrate writing development into their courses.

Research Experiences Have Major Benefits
A recent study finds that community college students who participate in faculty-mentored research experiences are more likely to succeed than students who do not. Research experiences increased the likelihood of students transfering to research intensive universities, reporting a higher sense of belonging in the college, perservering in STEM disciplines, and graduating with a degree in STEM.  

Register for the 2019 Assessment Institute
Registration is now open for the 2019 Assessment Institute in Indianapolis happening October 13-15! As is customary, NILOA will once again have its own track at this year's Institute, which will be keynoted by Dr. Natasha Jankowski, NILOA Director. We hope to see you there!

Job Announcement:

Director of Outcomes Assessment
Rock Valley College is currently searching for a Director of Outcomes Assessment to support student learning outcomes assessment, program evaluation, and other continuous improvement efforts of academic and non-academic units. Please refer to the job posting for further details.

 
 
Upcoming Conferences and Programs

June 17-19. 2019 HEDS Annual Conference.
Asheville, NC. Higher Education Data Sharing Consortium (HEDS).

June 17. Assessment by Design Online Workshop: A Comprehensive Overview Workshop.
Johnson County, KS. Johnson County Community College.

June 19. 2019 Summer Assessment Symposium.
Houston, TX. University of Houston.

June 20. Webinar- Student Learning Assessment 101.
11:00 am. Arkansas Department of Higher Education.
**Dr. Gianina Baker, NILOA Assistant Director, will be the presenter.

June 24. Webinar: Self-Direction in CBE and Navigating Challenges in CBE Research
12:00 PM CST. National Research Collaborative on CBE/L.

June 26-27. Assessment in Higher Education (AHE) International Conference.
Manchester, UK. Assessment in Higher Education (AHE) Network.
**Wednesday, June 26th at 5:30-6:00 pm. Dr. Natasha Jankowski, NILOA Director, and Erick Montenegro, NILOA Communications Coordinator and Research Analyst, will present “Leading Change with Equity in Mind: An Institutional View of Learning Design.”

June 30. Proposals Due: The Second Annual Universal Design for Learning in Higher Education Conference.
East Hartford, CT. Goodwin College.

July 8-11. 2019 Teaching and Learning National Institute.
Olympia, WA. Washington Center at the Evergreen State College.
**NILOA is a proud partner of the Teaching and Learning National Institute where NILOA Senior Scholars Pat Hutchings and Jillian Kinzie will have significant involvement. 

July 9-12. Student Affairs Assessment Institute.
Toronto, Canada. American College Personnel Association (ACPA).

July 10. Proposals due- AERA 2020 Annual Meeting.
San Francisco, CA. American Educational Research Association (AERA).

July 11-12. CEEQA National Convening.
Atlanta, GA. HBCU Collaboration for Excellence in Educational Quality Assurance (CEEQA).
**NILOA will be in attendance as a proud partner of CEEQA, and Dr. Natasha Jankowski, NILOA Director, will be a Keynote speaker.

July 12. Assessment by Design Online Workshop: A Comprehensive Overview Workshop.
Johnson County, KS. Johnson County Community College.

July 15-17. CARLI Counts.
Champaign, IL. University of Illinois at Urbana-Champaign.
**Tuesday, July 16. Dr. Gianina Baker, NILOA Assistant Director, will be a speaker.

July 15-18. 2019 AAEEBL Annual Meeting.
New York City, NY. Bronx Community College.
**Wednesday, July 17, 9:00-10:00 am. Dr. Natasha Jankowski, NILOA Director, will be delivering the Keynote address “Documenting Learning: Transforming Assessment with ePortfolios.”

July 16-19. 2019 Institute on Integrative Learning and Signature Work.
Atlanta, GA. Emory University.

 
 
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