Sessions / Speakers
Please consider joining us for this excellent opportunity to learn from an accomplished and distinguished professional in the assessment field.
Featured Presenter: Dr. Natasha Jankowski
Dr. Natasha Jankowski serves as Associate Director of the National Institute for Learning Outcomes Assessment (NILOA) and Research Assistant Professor with the Department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign. She has presented at numerous national conferences and institutional events, and written various reports for NILOA. She is also co-author on the recently released book, Using Evidence of Student Learning to Improve Higher Education. Her main research interests include assessment and evaluation, organizational evidence use, and evidence-based storytelling. She holds a PhD in Higher Education from the University of Illinois, an M.A. in Higher Education Administration from Kent State University, and a B.A. in philosophy from Illinois State University.
Workshop Title: Making a Difference: Assessment in Community Colleges
This workshop will present a lay of the land of assessment activities in community colleges, discussing the value and purpose for engaging with assessment. Participants will explore supporting and using assessment focused on students and their learning through institutional examples. Further, participants will examine what assessment might look like within their specific institutional or programmatic context and leave with action plans focused on how to do assessment that makes a difference for students and their learning.
Keynote Speaker: Dr. Catherine Wehlburg
Dr. Catherine Wehlburg is the Associate Provost for Institutional Effectiveness at Texas Christian University in Fort Worth, Texas. She has taught psychology and educational psychology courses for more than 25 years, serving as department chair for some of that time and then branching into faculty development and assessment. Dr. Wehlburg has worked with both the Higher Learning Commission of the North Central Association and the Commission on Colleges with the Southern Association of Colleges and Schools as an outside evaluator. During a sabbatical year in the late 1990s, Dr. Wehlburg worked as a Senior Associate with the American Association for Higher Education (AAHE).
She is the author of many chapters and articles and of two books: Promoting Integrated and Transformative Assessment: A Deeper Focus on Student Learning and Meaningful Course Revision: Enhancing Academic Engagement Using Student Learning Data. She is currently the editor-in-chief of New Directions for Teaching and Learning and has been the editor for To Improve the Academy.
As an educational psychologist, faculty member, and administrator, Dr. Wehlburg has always been interested in how people learn, what they learn, and how we know that they have learned. This interest has led her into areas of faculty development, pedagogy, and assessment. She strongly believes that assessment of student learning should be done primarily to inform teaching in order to improve learning and, then, as a secondary purpose, to document that learning for others. Teaching, learning, and assessment are all a part of the educational process. Thus, the assessment of learning should lead to transformation of the course, the department, and even the institution.
Keynote Address Title: Assessment as a Transformative Process: It Really Is For Us!
Why do we have to do assessment? Won’t it just go away? What a waste of time assessment is – when can we go back to teaching? These are just some of the many questions that come up when discussing assessment, and they are very good questions. But assessment can be a useful tool – it can help with teaching and learning decisions, it can inform faculty and departments about what students know (and what they don’t yet know). It is a valuable tool if we can use it right. Assessment really is for us – it is for faculty, for students, and for anyone who cares about student learning.