Building a Flourishing Academic Community with Assessment

Sponsored by the Office of Academic Affairs

Friday, February 1, 2019
9 a.m.–1:30 p.m.
The Fawcett Center

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Intended Takeaways

  1. Choose a practice to adapt for your own program
  2. Identify a colleague who might help or model a useful idea
  3. Connect your own student data to the bigger picture, or find a way to use big-picture data to inform your own program outcomes and plans for change
  4. Consider how learning about student outcomes and achievement can help your department and the university to flourish.

Agenda

(Click for Fawcett Center floor plan)

8:30–9:00 a.m. Check-in and coffee Grand Ballroom
9:00 a.m. Welcome and Opening Remarks
W. Randy Smith, Vice Provost for Academic Programs
Bruce A. McPheron, Executive Vice President and Provost
Grand Ballroom
9:20–10:15 a.m. Institution-Wide Reporting and Data-Driven Improvement: Implications and Ideas for Academic Programs
Gary Kennedy, Senior Associate Director of Research
Office of Enrollment Services
Shanna Jaggars, Assistant Vice-Provost of Research
Undergraduate Education
Grand Ballroom
10:30-11:20 a.m. Breakout Sessions Breakout Rooms
11:30 a.m.-12:20 p.m. Breakout Sessions Breakout Rooms
12:20 Lunch begins
Grand Ballroom
12:30 Closing Plenary

Jonathan Baker, Faculty Fellow for Strategic Initiatives
University Institute for Teaching and Learning

Grand Ballroom

Session Descriptions

Institution-Wide Reporting and Data-Driven Improvement: Implications and Ideas for Academic Programs

Grand Ballroom

Gary Kennedy, Senior Associate Director of Research
Office of Enrollment Services

Shanna Jaggars, Assistant Vice-Provost of Research
Undergraduate Education

Panelists will discuss how assessment data illuminates the “big picture” of the university, including patterns and trends of access and enrollment, what we can learn from institutional data analytics, and Ohio State’s participation in large-scale, data-driven projects (e.g., The American Talent Initiative, University Innovation Alliance, etc.). These projects give us useful baselines for our own program outcomes and student achievement, and provide examples of how to use data for not just reporting, but also improving student outcomes.

Download Gary Kennedy’s Slides >>>

Download Shanna Jaggars’s Slides >>>


Concurrent Breakout Sessions

Assessing Graduate Program Curriculum Renewal in Horticulture and Crop Science and in Engineering Education
This session will be repeated in both time slots.

Michelle Jones, Ph.D., Professor
Department of Horticulture and Crop Science

Ann Christy, Ph.D., Professor
Department of Engineering Education

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Highland Room

The Department of Horticulture and Crop Science and the Department of Engineering Education have recently undertaken graduate curricular renewal projects and are currently at different stages of their processes. Representatives from both departments will share and answer questions about their experiences, progress, and lessons learned.

Assessing Undergraduate Program Curriculum Renewal: Geography and Women’s Gender and Sexuality Studies
This session will be repeated in both time slots.

Darla Munroe, Ph.D., Interim Chair
Department of Geography

Jackie Stotlar, M.A., Program Coordinator
Department of Women’s, Gender and Sexuality Studies

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Franklin/Hamilton Room

The departments of Geography and Women’s Gender and Sexuality Studies have recently undertaken undergraduate curricular renewal projects and are currently at different stages of the process. Representatives from both departments will share and answer questions about their experiences, progress, and lessons learned.

Building Assessment in from the Beginning: New Curricular Programs in eSports and Sustainability
11:30 a.m. only

Deb Grzybowski, Associate Professor of Practice
Department of Engineering Education

Elena Irwin, Professor
Department of Agricultural, Environmental & Developmental Economics

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Hancock Room

As new academic programs are developed, it is useful to create the assessment plan as part of that initial design work. Key faculty from two programs that are currently being created at Ohio State, eSports and Sustainability, will share how they have worked to be sure that they will have ways of collecting and using outcomes data as soon as their programs launch.

Laying the Foundation for Ongoing Assessment of Writing: The English 1110 Program Assessment Process in 2018
This session will be repeated in both time slots.

Edgar Singleton, Ph.D., Director of First-Year Writing
Department of English

Dan Seward, Ph.D., Senior Lecturer and Administrative Associate for Rhetoric, Composition & Literacy
Department of English

Monroe Room

In 2017-18, at the request of the university Arts and Sciences Curriculum Committee, the First-Year Writing Program undertook a programmatic evaluation. With the cooperation of faculty and instructors from all Ohio State campuses, the formal element of this process was completed with the submission of a report in July 2018. One further result of this process, however, has been the creation of a culture of data collection for purposes of both direct and indirect assessment that will serve the program in future years. This session will first focus on the principles behind the assessment design and then chronicle the development of materials, collection of data, recruitment and training of readers, evaluation of data, and preparation of the final report. An examination of this process would not be complete without also addressing the complexities of evaluating student writing—the essentially qualitative result of critical thinking and situational awareness—as a component of overall program evaluation. The session will then move to questions about the process and invite the perspectives of colleagues regarding ongoing assessment efforts.

Redesigning Instruction: An Introduction to Component 3 of the UITL Teaching Support Program
This session will be repeated in both time slots.

Facilitated by faculty affiliates and partners of the University Institute for Teaching and Learning

Alumni Lounge

Over 2,000 OSU instructors have already participated in the first two components of the University Institute for Teaching and Learning Teaching Support Program. This session will introduce participants to the third component, Instructional Redesign (IR). Through IR, university teachers intentionally infuse evidence-based practices into instruction with the goal of increasing student learning and enhancing the student experience. UITL and partner faculty and staff involved in program development will highlight: 1) IR objectives, pathways, processes and requirements; 2) spring pilot priorities and objectives; and 3) ways to think about assessing the impact of change in instruction as part of an IR portfolio.

Using Data in STEM Course Redesign
10:30 a.m. only

Caroline Breitenberger, PhD, Professor and Director
Center for Life Sciences Education

Tim Carlson, PhD, Professor and Vice Chair
Department of Mathematics

Co-presented with the Center for Life Sciences Education Redesign Team
and the Mathematics Redesign Team

Hancock Room

A STEM course redesign project has been implemented to improve retention of students in STEM majors (particularly underrepresented students). The Center for Life Sciences Education focused on Biology 1113 (first semester Intro Bio), with four project components: a summer institute for faculty to learn about student-centered course design; a shared database of active learning resources; peer-led team learning; and embedded undergraduate research experiences. The Department of Mathematics is conducting a redesign of first-year calculus. This project consists of multiple interventions (sections employing active learning, flipped classroom pilots, open access textbooks) viewed through many lenses (including affective surveys and conceptual pre- and post-tests) and development of a framework for the cohesive interaction of the involved faculty and staff. Data that led to redesign of specific STEM courses, the status of these course redesign projects, and recent assessment efforts regarding the success of students in the redesigned courses will be discussed.


Closing Plenary

Jonathan Baker, Faculty Fellow, Strategic Initiaves will discuss the University Institute for Teachign and Learning and the Teaching Support Program (TSP), and how these may support your assessment efforts.

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Presenter Biographies

Jonathan Baker was Assistant Professor in the Columbus State Community College Mathematics Department for a decade. He spent his final seven years there as chairperson where he provided sustained professional development opportunities for over 150 instructors. Dr. Baker currently assists the Department of Statistics in administrative matters and coordinates two courses. He is UITL’s most recently appointed faculty fellow and briefly led the unit during a short transition period . Dr. Baker developed his department’s first online course, conducted college-wide presentations in formative assessment, and has worked with the University’s Advocates & Allies program, and ODI’s Young Scholars Program.

Caroline Breitenberger is a Professor in Chemistry and Biochemistry and Director of the Center for Life Sciences Education. She earned a BS in Chemistry from Ohio University, a PhD in Chemistry from the University of North Carolina, and completed a postdoctoral fellowship at the Massachusetts Institute of Technology. She was awarded OSU’s Alumni Distinguished Teaching Award in 1995 and the President and Provost’s Award for Distinguished Faculty Service in 2016. She is currently a fellow with PULSE (Partnership for Undergraduate Life Sciences Education), a nationwide effort to reform biology education at the department level.

Tim Carlson is a Professor of Mathematics at the Ohio State University. After receiving his PhD in mathematics from the University of Minnesota in 1978, he held postdoctoral positions at the University of Colorado, Boulder and the University of California, Berkeley. He joined the faculty at Ohio State in 1982. Carlson has had several research grants from NSF as well as an Alfred P. Sloan Foundation Research Fellowship. In spring of 2014, he became Vice Chair for Undergraduate Studies in Mathematics.

Deborah M. Grzybowski is an Associate Professor of Practice in the Department of Engineering Education at The Ohio State University (OSU). She has been involved with developing and accessing curriculum for nearly 20 years. Her research focuses on making engineering accessible for all, including persons with disabilities and underrepresented students, through innovative curriculum, assessment, and professional development. Infusing and assessing entrepreneurial-minded learning into the first-year curriculum and developing a new undergraduate major in Game Studies and Esports at OSU has been her focus for the past year.

Gary Kennedy is Senior Associate Director for Research in The Office of Student Academic Success, Analysis and Reporting.  He is responsible for the design, development and application of statistical models to inform and understand the processes of undergraduate recruitment, admission, retention, and graduation.  Prior research includes the assessment of a program designed to retain major-changers (with Virginia Gordon and George Steele) and a course offered by the Dennis Learning Center (with the founder of the program, Bruce Tuckman).  His interest as an education psychologist is adolescent learning and motivation and has done work looking at the impact of motivational, self-regulatory, social, and emotional aspects of college student performance during their first term of enrollment.

Darla Munroe‘s background is in land economics and human geography, with a focus on human-environment interactions at a landscape level. She studies how changes in land-use systems, such as urban conversion or shifts in agricultural production patterns, affect forests and forest characteristics. She is fascinated by land markets because they both reflect and direct land-use change. Within this framework, she also studies the role of land institutions such as protected areas in enhancing and maintaining forest cover, as well as the role of conservation in shaping ongoing patterns of land conversion.

Dan Seward teaches undergraduate courses in writing and rhetoric, including lower-division composition, as well as technical, business and professional writing courses. Dan’s other activities include supporting the department’s writing program administration. He has presented on writing program assessment, online writing pedagogy and basic writing at the Conference on College Composition and Communication and at the Council of Writing Program Administrators. His publications in Composition include the Scott, Foresman Writer (with John Ruszkiewicz, Maxine Hairston and Christy Friend) and contributions to the Bedford Bibliography of Research in Online Writing Instruction.

Edgar Singleton has worked with the first-year writing program since 1998 and served as director since 2012. In that role, he is responsible for the curriculum of English 1110 as well as training and oversight of the graduate students who begin their teaching at Ohio State with this course. The first-year writing program team, including graduate students in leadership roles, has created a custom text of the course and has presented annually at the Conference of Writing Program Administrators. Edgar teaches English 6781 Introduction to Teaching First-Year English and a range of writing classes including most recently English 2367.01 with the theme of diversity and national identity.

Jackie Stotlar is the Academic Program Coordinator for the Department of Women’s, Gender and Sexuality Studies. Jackie returned to WGSS in 2015 after receiving her MA from the Department in 2013. Her areas of interest during her study were LBGTQ identity formation in the Christian right, Ex-gay movements, and the intersections of feminism and business. Jackie has enthusiasm for instructional design, project management, and videography from her experience as a custom corporate training developer. As Academic Program Coordinator, Jackie serves as the liaison between WGSS graduate students and the Graduate School, coordinates course scheduling, and assist faculty with new course development.