Highlights of Recent Assessment Presentations

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This presentation was delivered on April 25, 2017 to the President’s Cabinet meeting at Eastern International College. There were two related goals. First, to examine how sustainable assessment and evaluation processes can be integrated at the course, program and college levels as a “three-legged stool” at an allied health college with diverse programs. Second, to demonstrate how innovative formative assessment practices play a key role in authentic assessment at an allied health college. This presentation includes experiences gleamed from implementing this framework at two prior academic institutions to which Dr. Ziner served as Director of Assessment and Accreditation.

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This presentation was delivered on June 29, 2016 to the faculty, research staff and administration of East Stroudsburg University. The goal was to review and apply a best practices theoretical framework that helps us envision (and rigorously study) the conditions that foster student success and to examine how well ESU is achieving Goal One (i.e., Maximizing Student Success) of their Strategic Plan. Existing secondary data, housed in Banner, was analyzed in the context of this presentation.

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This presentation was delivered at the PACT Conference to Higher Education leadership in PA on April 16, 2016. Designed to stimulate thought and interest about conducting comparisons of Proficiency Profile (and other) outcomes that help us answer three key questions: 1) In what ways can we determine how our students’ background characteristics, including their Level of Preparedness (i.e., a subset of “INPUTS” in the Logic Model) have impacted their growth across all GEN ED areas measured at the course and program levels and through the Proficiency Profile? 2) In what ways can we determine how educational experience (i.e., “OUTPUTS” in the Logic Model) has impacted each student panel’s growth in all GEN ED areas measured at the course and program levels and through the Proficiency Profile? 3) In what ways can Proficiency Profile (and other) outcomes help evaluate and enhance a General Education program?

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This presentation was delivered on January 12, 2016 at ESU to review the methods used to conduct the NSSE Student Services Focus Group Pilot Study. Objectives included 1) Describing the composition of the four FG sessions’ participants, 2) Reviewing the highlights of the FG’s exploratory study findings and 3) Discussing the next steps leading to a confirmatory study of ESU students.

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This presentation was developed in response to a MSCHE recommendation that the university directly assess its General Education Program. During the Spring and Fall 2016, a series of presentations of this slideshow were made to the University Assessment Committee, Provost’s Office and General Education Committee. This assessment framework was approved and implemented as a pilot study prior to MSCHE’s site team visit in the Spring 2017. ESU received commendation for its assessment efforts, in response to the site team visit.

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This presentation was made for ESU’s Provost in August 2016. There were several research objectives addressed: (1) To identify reasons why students left ESU found through Banner codes over a four- and six-year time frame, (2) To expand our understanding of why students leave ESU by merging 2016 Campus Experience Survey of Undergraduates (CESU) with Banner data (by student ID) to explore additional factors that contribute to why students leave based on current data on those who left, and (3) To identify and highlight a series of open-ended (qualitative) responses from students who recently left ESU about why they would probably-to-definitely not enroll again at ESU.

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This presentation was delivered on September 11, 2013 at Drexel University’s annual assessment conference. The year’s theme was “Evidence-Based Learning: Insights and Experiences.” The objectives of the presentation were twofold. First, to have attendees a) envision the alignment between course-embedded Student Learning Outcomes (SLOs), Program Outcomes (POs) and Drexel’s Student Learning Priorities (DSLPs) and b) recognize the importance of this alignment to achieve the Drexel promise of delivering quality programs. Second, to have attendees develop and assess a programmatic alignment between one course-embedded student learning outcome, program outcome and DSLP, using a brief exercise used in the evaluation of online programs.