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Sunday, November 4, 2007

Assessment Clear and Simple:  Practical Steps for Institutions, Departments, and General Education
Barbara E. Walvoord, University of Notre Dame

Does Your Assessment Information Help You Plan?
Ephraim Schechter, HigherEdAssessment.com

Multiple Faculty Development Perspectives on the Electronic Portfolio Experience
Sharon J. Hamilton, Elizabeth J. Rubens, Susan Kahn, Catherine Buyarski, Lynn Ward, John Gosney, and Mary Price, IUPUI

Monday, November 5, 2007

A Comparison of Student and Faculty Assessment of Learning Community Outcomes
Deborah N. Smith and Ken W. Hill, Kennesaw State University

A Decade of Indian Experience in Assessment and Accreditation
Bangalore Seshadri Madhukar, National Assessment and Accreditation Council

Adult Student Learning: Engaging Adjunct Faculty in Assessment Conversations and Efforts
Emily C. Richardson and Brigitte Valesey, Widener University

A Model for Assessment of Academic Advising
Charlie L. Nutt, Kansas State University; and Susan Campbell, University of Southern Maine

An Empirical Review of Faculty and Administrative Attitudes on Outcomes Assessment at Public Colleges and Universities in Kentucky
Michael B. Daniel, Sullivan University

Assessing the Learning Impact of College Teaching Workshops
Christian M. Reiner, Joan Jurich, and Juan Velasquez, Purdue University

Assessment and Evaluation of a Five-Year Career ePortfolio Project
Sherri A. Ondrus and Karen Bonsignore, NYC College of Technology/City University of New York

Assessment as Change Management: Creating Advocates for Improvement
Randy L. Swing, Policy Center on the First Year of College

Assessment of Moral Reasoning in Traditional and Nontraditional Students
David W. Kale, Brenita Nicholas, and John Washatka, Mount Vernon Nazarene University; and Joel Frederickson, Bethel University

Assessment Results – How Can They Lead to Curriculum Changes?
Nancy J. Thannert and George Meier, Robert Morris College

Building Faculty Support for Outcomes Assessment through Faculty Development and the Implementation of an Online Assessment Management System
Jeremy D. Penn, Linda Young, and Elizabeth Walter-Shea, University of Nebraska-Lincoln

Conducting an Inventory of Inquiry/Research-Based Education of Undergraduates
Loraine H. Phillips, Texas A&M University

Doing Assessment as if Learning Matters Most: Simple, Practical Classroom- and Course-Level Approaches  
Thomas A. Angelo, Victoria University of Wellington, New Zealand

Embedded Test Questions – Longitudinal Study
Bambi Hora, University of Central Oklahoma

Engaging Faculty in Assessing Graduate Program Learning Outcomes
Pamela J. Bowers, Oklahoma State University; and Martha J. Reineke, University of Northern Iowa

E-Portfolios:  Just Another Technology Project or a Lever for Educational Change?
Jeff Haywood, University of Edinburgh

Extreme Makeover:  Building a Foundation for Meaningful Program Assessment
Tace T. Crouse and Paula S. Krist, University of Central Florida

Faculty Effects on the First-Year Experience at the University of Delaware: Does Living with Like Majors Matter?
Kathleen L. Pusecker and Karen Stein, University of Delaware

Grading Learners’ Work in Web 2.0 – Rigor, Comparability and Academic Boards
Jeff Haywood, University of Edinburgh

Institutionalizing Service Learning:  How Does Assessment Fit?
Jill R. Arensdorf, Fort Hays State University

Integrating, Assessing, and Documenting Success Skills for Improved Student Learning
Bonnie L. Allen Smith, Hocking College

Moving Beyond ‘Whadja Get?’ – Exploiting the Multiple Uses of Classroom Assessment
Marilla Svinicki, University of Texas at Austin

One Year and Three Year Postgraduation Alumni Surveys:  An Assessment Tool in Pharm.D. Programs
Corinne C. Ramaley, Sushma Ramsinghani, Shay E. Phillips, Andrew B. Morris, Vera C. Campbell, Damien R. Fisher, June G. Javier, Tonya S. Martin, Susan M. Morris, Joanne K. Morse, Francis A. Ndemo, and Hugh M. McLean, Hampton University

Planning General Education Assessment
Ephraim Schechter, HigherEdAssessment.com

Re-accreditation and the New National Agenda for Accountability: Reconciling WASC and Spellings through Learning Outcomes Assessment, One University’s Response
William D. Murry, University of San Francisco

Service Learning Assessment – Drilling for Data
Gregory W. Phillips, Blinn College

Strategies for Coordinating, Enhancing, and Assessing a Distributed Model for the First-Year Experience
Matt B. Fuller, Amy Roser, and Danielle Lindsey, Illinois State University

Student Learning Outcomes Assessment Begins with FYE
Andrea J. Beranek, Carlow University

The Institutional Portfolio: A Performance-Based Model for Assessment of General Education
Jeffrey A. Seybert, Johnson County (KS) Community College

The Outcomes in the Majors (OIM) Project: Identifying and Assessing Learning Outcomes within the Major
Jerry K. Stonewater, Beverley A. Taylor, Andrea I. Bakker, Gary Shulman, and Cecilia Shore, Miami University (Ohio)

Tying Assessment to Vision and Mission Using Baldrige Criteria
Rebecca J. Sisk and Kimberly A. Johnston, Methodist College of Nursing

Using a Managed Internship with Mentor Evaluation as a Capstone Experience and a Means for Program Improvement
David C. Drueckhammer, Tarleton State University

Using an Electronic Assessment Management System to Ensure Consistent Learning Outcomes
Cynthia Tweedell, Harry Hall, and Jim Freemyer, Indiana Wesleyan University; and Dan Wright, LAT, Inc.

Using Assessment Findings to Improve General Education at Wright State University
Joe K. Law, Jean Edwards, Susan Carrafiello, Richard Bullock, Lillie Howard, Dan DeStephen, Evan Osborne, Cathy Sayer, and Jeanne Fraker, Wright State University

Using Assessment Information to Enhance Learning and Success
Charles C. Schroeder, Noel-Levitz

Using Technology to Support General Education Outcome Assessments
William Loker and Steven J. Adams, California State University, Chico

Using What We Know
George D. Kuh, Indiana University

Tuesday, November 6, 2007

A Model to Create a Culture of Assessment in a School of Health Technology
Hesta Friedrich-Nel and Linda de Jager, Central University of Technology (CUT), Free State, South Africa; and Joyce Mac Kinnon, IUPUI

An Evaluation of SQA: Development of Evaluation Process in a Proposed System of Quality Assurance for Programs of Study in a Public University in Greece
Antigoni Papadimitriou, Maria Koemtzi, Katerina Gotzamani, Fotis Vouzas, Stella Xirotiri-Koufidou, and George Tsiotras, University of Macedonia - Thessaloniki (Greece)

Assessing Assessment: Taking Stock on Your Own Campus
Peter T. Ewell, National Center for Higher Education Management Systems (NCHEMS)

Assessment Based on Howard Gardner’s Theory of Multiple Intelligences
Mysore Narayanan, Miami University

Can We Fatten a Hog Just by Weighing It?  Using Program Review to Improve Teaching Effectiveness and Learning Outcomes  
Thomas A. Angelo, Victoria University of  Wellington, New Zealand

Critical Thinking:  How a Small College Tackled a Large General Education Competency and Won
David A. Schuermer and Beth A. Moore, Madisonville Community College

Cross-Unit Assessment Development Strategy
Sawyer A. Hunley, Dude Coudret, and Katie Weekley, University of Dayton

Debunking the Mystery of Program Review:  Tips and Techniques for Engaging Faculty and Staff
Stacey L. Randall and Angela Tee, Waubonsee Community College

E-Portfolios and Student Learning in Graduate Education: Case Study Research Results
Mary E. Zamon, George Mason University

Learning A Lot Without Wasting People’s Time: Assessing the First-Year Seminar
James M. Sloat, Washington and Jefferson College

Performance-based Assessment of Quality and Capability of Educational Support Programs
Julia J. Pet-Armacost and Robert L. Armacost, University of Central Florida

Problems with Using Low-Stakes Tests to Assess Student Learning
Rosemary E. Sutton, Cleveland State University

Sustaining A Culture of Assessment in Science
Trudy W. Banta, Drew C. Appleby, and Andrew D. Gavrin, IUPUI

Switching to Online Course Evaluations: Some Things to Consider
Christian M. Reiner and Kimberly Arnold, Purdue University

The Assessing Critical Thinking (ACT) Project: Promoting Faculty-Designed Assessment in the Classroom
Andrea I. Bakker and Beverley A. Taylor, Miami University (Ohio)

Transformative Assessment: Changing Paradigms and Enhancing Teaching and Learning
Catherine M. Wehlburg, Texas Christian University

Using NSSE to Enhance Student Engagement and Student Success:  Lessons from the Field
George D. Kuh and Jillian Kinzie, Indiana University