W4 - Better Together: Workshopping Faculty Development and Assessment Partnerships
In a recent Change Magazine article, Jillian Kinzie and Pat Hutchings noted that faculty developers are increasingly committed to connecting their work to larger institutional goals and agendas, including assessment, while assessment professionals are moving toward approaches more intentionally grounded in what faculty do in their own classrooms and programs.
The boundaries between assessment and faculty development are blurring, with more integrated approaches in support of improved student learning on the rise. Beyond organizational redesign, the effective integration of assessment and faculty development efforts will require sustained attention to the larger institutional context and culture in which such work goes forward. The intentional design of structures, language, and processes can promote and strengthen a culture in which assessment and professional development are seen as part of a shared institutional commitment to learn what works well for all students.
Join us for a rich exploration of these ideas, and develop ideas for what you can do at your institution to foster stronger connections between faculty development and assessment.
Jillian Kinzie is Associate Director, Center for Postsecondary Research and the National Survey of Student Engagement (NSSE) Institute, Indiana University School of Education. She conducts research and leads project activities on effective use of student engagement data to improve educational quality and issues of teaching and learning, and serves as senior scholar with the National Institute for Learning Outcomes Assessment (NILOA) project. She is co-author of Assessment in Student Affairs (2016); Using Evidence of Student Learning to Improve Higher Education (2015); Student Success in College (2005/2010); One Size Does Not Fit All: Traditional and Innovative Models of Student Affairs Practice (2006), and Piecing Together the Student Success Puzzle(2007). She is co-editor of New Directions in Higher Education and serves on the boards of the Washington Internship Institute, and the Gardner Institute for Excellence in Undergraduate Education. Kinzie earned her PhD from Indiana University in higher education with a minor in women’s studies. Prior to this, she served on the faculty of Indiana University and coordinated the master’s program in higher education and student affairs. She also worked in academic and student affairs at Miami University and Case Western Reserve University.
Pat Hutchings' work has focused on a variety of strategies for creating a campus culture of teaching and learning: student learning outcomes assessment, assignment design, integrative learning, the peer collaboration and review of teaching, and the scholarship of teaching and learning. Prior to her work with NILOA she was senior scholar and vice president at The Carnegie Foundation for the Advancement of Teaching. Recent publications include The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact, co-authored with Mary Taylor Huber and Anthony Ciccone (2011); and, as part of the NILOA team, Using Evidence of Student Learning to Improve Higher Education (2015). She received her BA from Northwestern University and a Ph.D. in English from the University of Iowa.
Monica Stitt-Bergh serves as an internal consultant for and offers workshops on learning outcomes assessment, and she plans and conducts institutional assessment projects. She has spent the last ten years working to create a positive view of assessment and increase use of assessment findings. Previously, Monica assisted with the University’s writing-across-the-curriculum program and implementation of a new general education program. Her classroom experience includes teaching courses on writing as well as social science research methods. She is a former president of the Association for the Assessment of Learning in Higher Education and the Hawai‘i-Pacific Evaluation Association. Monica received her BA in English from the University of Michigan and her MA in Composition and Rhetoric and PhD in Educational Psychology from the University of Hawai‘i. She has published and given conference presentations on program learning outcomes assessment in higher education, writing program evaluation, self-assessment, and writing-across-the-curriculum.