Teagle Scholar Program, Wabash National Study data, and using evidence to improve student learning at 2012 AAC&U Annual Meeting
At the upcoming annual meeting of the Association of American Colleges and Universities, several Teagle Assessment Scholars will share lessons learned from the Teagle Assessment Scholar Program; and representatives from three institutions in the Wabash National Study will present on correlating retention data with Wabash Study, NSSE, and CLA data to address the quality of learning for first-year students. The following information from the AAC&U Annual Meeting Program (PDF) details presentations specifically related to the work of the Center of Inquiry, the Teagle Assessment Scholar program, and the Wabash National Study. See the meeting website for more information about the conference.
Pre-Meeting Symposium – Reversing a Civic Recession: What Higher Education Can Do
What the Research Reveals: Experiences that Matter
Wednesday, January 25
1:30–2:30 p.m.
Constitution A
Sylvia Hurtado, Professor and Director of the Higher Education Research Institute (HERI), University of California, Los Angeles; Charles Blaich, Director of Inquiries, Center of Inquiry in the Liberal Arts, Wabash College
Moderator: Nancy O’Neill, Director of Integrative Programs, AAC&U
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Meeting Sessions
Understanding Retention with NSSE/Wabash/CLA Data: Case Studies of Five Innovative Institutions
Thursday, January 26
10:30–11:45 a.m.
Conference Theatre
Representatives from innovative institutions will discuss their efforts to correlate retention data with NSSE/Wabash/CLA data to address the quality of learning for first-year students. Panelists and session participants will share first-year retention strategies at their respective institutions and address subsequent direct and indirect assessment measures.
Carol Trosset, Director of Institutional Research, Hampshire College; Peter Baratta, Executive Assistant to the Provost, The Richard Stockton College of New Jersey; Michelle Barton, Associate Professor of Psychology, New College of Florida; Sirkka Kauffman, Assistant Dean for Academic Affairs, Marlboro College
This session is presented by the Consortium for Innovative Learning Environments
Developing Assessment Skills Via “Institutional Service Learning”
Friday, January 27
8:45–10:15 a.m.
Independence FG
A growing number of academics view assessment as part of their professional identity. The Center of Inquiry’s Teagle Assessment Scholar Program seeks to develop academics so they can help their own institution and other institutions use evidence to strengthen liberal education. This session, in which Teagle Scholars share lessons learned from the program, will be particularly useful for those wishing to build institutional assessment capacity and support the professional development of individuals leading campus assessment efforts.
Charles Blaich, Director, Center of Inquiry at Wabash College and the Higher Education Data Sharing Consortium, Wabash College; Frank Boyd, Associate Provost, Illinois Wesleyan University; Lori Collins-Hall, Professor and Chair, Sociology, Hartwick College; Lori Dawson, Dean, School of Humanities and Social Sciences, Worcester State University; Mandy Moore, Assistant Professor, Business Division, John Brown University
Cultivating a Culture of Evidence-Based Decision Making about Student Learning
Saturday, January 28
8:30–9:30 a.m.
Lafayette Park
Developing a campus culture that encourages and facilitates faculty use of data to improve student learning is a prerequisite to future success for any college. How can administrative leaders work with faculty to help create a culture that both values and utilizes evidence about student learning? Colleges and universities collect a great deal of data about students and student learning—and most of it goes unused, particularly by faculty. This session will explore principles and strategies to facilitate faculty ownership of the evidence about student learning that many of our institutions are already collecting, and help systematize the ways in which faculty use that data to make decisions about curriculum, course design, and teaching.
Michael Reder, Director, Joy Shechtman Mankoff Faculty Center for Teaching & Learning, Connecticut College, and Senior Teagle Assessment Scholar, Wabash National Study of Liberal Arts Education; Richard Holmgren, Chief Information Officer and Associate Professor of Mathematics, Allegheny College; Paul Kuerbis, Director, Crown Faculty Center and Professor and Chair, Education, Colorado College