Local Assessment Efforts at Ohio State

Sponsored by the Office of Academic Affairs

Friday, February 9, 2018
9 a.m.–1:30 p.m.
The Fawcett Center


Agenda

Pre-conference workshop: Assessment Basics
Thursday, February 1 | 12:30–2 p.m.
150 Younkin Success Center

Conference Schedule

(Click for Fawcett Center floor plan)

8:30–9:00 a.m. Check-in and coffee Grand Ballroom
9:00–9:15 a.m. Welcome and Opening Remarks
W. Randy Smith, Vice Provost for Academic Programs
Bruce A. McPheron, Executive Vice President and Provost
Grand Ballroom
9:15–10:00 a.m. General Education Assessment at OSU: Past, Present, and Future
W. Randy Smith, Vice Provost for Academic Programs
Lawrence A. Krissek, Associate Vice Provost and Professor Emeritus
Andrew Martin, Professor and Director of Undergraduate Studies, Department of Sociology
Catherine P. Montalto, Associate Professor and Faculty Fellow, Department of Human Sciences
Grand Ballroom
10:15-11:05 a.m. Breakout Sessions Breakout Rooms
11:15 a.m. -12:05 p.m. Breakout Sessions Breakout Rooms
12:15-12:45 p.m. Lunch begins
Remarks by President Michael V. Drake
Grand Ballroom
12:45–1:30 p.m. Status of Affirmation Process and Next Steps
Vice Provost Randy Smith
Grand Ballroom

Session Descriptions

Assessment Basics

Pre-conference workshop for those new to assessment
Thursday, February 1 | 12:30–2 p.m.
150 Younkin Success Center

This pre-conference session will provide a basic overview on how to get started with designing and managing your department’s program assessment. It is designed for people who have just begun this role or would like a refresher. Participation will help to prepare you to get the most out of the February 9th assessment conference.


Plenary Session: General Education Assessment

Grand Ballroom

W. Randy Smith, Vice Provost for Academic Programs
Lawrence A. Krissek, Associate Vice Provost and Professor Emeritus
Andrew Martin, Professor and Director of Undergraduate Studies, Department of Sociology
Catherine P. Montalto, Associate Professor and Faculty Fellow, Department of Human Sciences

Assessment of OSU’s General Education experience through an organized, ongoing structure has been conducted for approximately 10 years. In the existing process, course-level assessment data is collected and reviewed by a subcommittee of the Arts & Sciences Curriculum Committee while broader oversight is provided by the University-Level Advisory Committee for the GE (ULAC). This assessment process has been hindered, however, by the absence of program-level goals for OSU’s General Education experience, as well as the large number of courses approved as meeting General Education requirements.

A comprehensive review of OSU’s General Education program has taken place during the past year, and a revised General Education program is under consideration. One major product of this review has been the development of program-level goals and expected learning outcomes for OSU’s General Education program. These program-level goals and expected learning outcomes will enable much more direct and more effective assessment of OSU’s General Education program on student development than was possible previously.

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Concurrent Breakout Sessions

All sessions will be held twice (once in each time slot).

Assessing the Interdisciplinary Undergraduate Data Analytics Major

Hancock Room

Christopher Hans, PhD
Associate Professor, Department of Statistics and Founding Co-Director, Data Analytics Major

Srini Parthasarathy, PhD
Professor, Department of Computer Science and Engineering and Department of Biomedical Informatics and Founding Co-Director, Data Analytics Major

The undergraduate Data Analytics major, introduced in 2014, is an interdisciplinary major in the College of Arts and Sciences that is directed by the Department of Computer Science and Engineering and the Department of Statistics. The major’s curriculum is based on a hub-and-spoke model with core and specialization components so that students in the major take courses in four different colleges across the university. In this breakout session, we discuss our ongoing efforts to assess this relatively-new, interdisciplinary, multi-track major, and we describe our assessment plans for the future as the major grows.

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Assessment in a 1:1 iPad Classroom

Monroe Room

Nicole Kraft, Apple Distinguished Educator
Assistant Professor, School of Communication, College of Arts & Sciences

Michael S. Mills, PhD
Associate Professor & Chair, Department of Teaching and Learning, University of Central Arkansas

Bridget Ebenhack
Science Teacher, Hilliard Darby High School, Hilliard City Schools

Cory Tressler, MAT, Apple Distinguished Educator
Director of Learning Programs

Technology can be a powerful tool for teaching and learning when strategies are implemented that take advantage of the technology in meaningful ways. This session will provide details from educators who teach in settings wherein all of their students have access to iPads. This panel discussion will provide practical examples of how these educators created assessments within their technology-rich environments that allow the students to demonstrate their learning in various ways.

Assessment of students, courses, and programs: How Discipline-based Education Research can help

Alumni Lounge

Monica Cox, PhD
Professor, Department of Engineering Education

Lin Ding, PhD
Associate Professor of Science Education, Department of Teaching and Learning

Andrew Heckler, PhD
Professor, Department of Physics

In the last couple of decades, the field of “Discipline-based Education Research” (DBER) has emerged. It is comprised of faculty with deep knowledge in discipline who study and aim to improve student learning in specific disciplines, such as engineering, physics, or history. Much of the recent advances in instructional methods, curriculum, and undergraduate programs has come from efforts of DBER faculty across the country. In this session, we will have a panel of some DBER faculty from OSU provide insights into methods and resources for valid and reliable assessments of student learning and program efficacy. The format will include brief presentations and a discussion session with questions and answers from the moderator and the audience.

Backward Design of the Anthropology Doctoral Program

Highland Room

Mark Hubbe, PhD
Associate Professor, Anthropology

Julie Field, PhD
Associate Professor, Anthropology

Mark Moritz, PhD
Associate Professor, Anthropology

In 2017, the Department of Anthropology decided to redesign its graduate program, after identifying a series of problems in our program. Our program offers different experiences to students, depending on their field of specialization, research, and advisory committee. Developing a graduate program in Anthropology is challenging because the sub-fields have different conceptual and methodological frameworks. With UCAT, we are developing a new program through Backward Design. This process involved gathering opinions of current students and faculty, and program designs from other benchmark programs. Based on this, we established program goals, objectives, and proficiency levels that are shared by all sub-fields in Anthropology. Using the outcomes, we are creating the curricular map of the program and the assessment plan for each of its fundamental activities. This process has created a space for debate and discussion about graduate education and our role in the training of the future Anthropologists. During this session, we will share our overall process with participants, and discuss whether this type of guided curricular design process would be a good fit for their own programs.

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Curriculum for the Future – Exploring the Undergraduate Curriculum Redesign Process in Women’s, Gender and Sexuality Studies

Jefferson Room

Jackie Stotlar, MA
Academic Program Coordinator, Department of Women’s, Gender and Sexuality Studies

Teresa Johnson, PhD
Assistant Director, UCAT

Want to redesign your undergraduate program without starting from scratch? Come hear from a department currently doing just that. Examine the backward design and assessment-oriented undergraduate curriculum redesign process currently underway in the Department of Women’s, Gender and Sexuality Studies. Hear from key participants in WGSS and UCAT about the process to date and projected future.

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Enculturating Assessment as an Essential Element of Our Educational Processes

Franklin/Hamilton Room

Adem Cakmak, PhD
Associate Professor, Mathematics
Ohio State ATI Division of Arts and Science and Business Technologies

R Warren Flood, PhD
Director, Academic Programs – Office for Teaching, Learning, and Assessment

Jeanne Osborne, MS
Assistant Director, Ohio State ATI – Academic Affairs

Establishing assessment as a best practice in higher education requires intentionally incorporating learning outcomes assessment into programmatic design, implementation, and review. Achieving a culture of assessment requires initiation, implementation and reinforcement of practices so educators develop an understanding of assessment and the benefits. When achieved, a community of learners engage in and profit from learning assessment.

In this session, learn details of the practices we used to nurture the enculturation of learning outcomes assessment. Practices include establishing an Assessment Action Team to champion assessment, offering and encouraging professional development opportunities, and motivating faculty to document individual impacts of learning assessment efforts. These practices establish learning outcomes assessment as a process that is understood, valued, and used by the individuals facilitating the teaching and learning exchanges of the college. Engraining learning assessment in the ideas and methods of teaching guides our decisions, investments, and future directions for educational programs, and ensures the end goal of gains in student learning and success.


Lunch Program

Grand Ballroom

Following remarks from President Drake, Dr. Randy Smith will share the status of the Affirmation process and next steps.

Presenter Biographies

Monica F. Cox is Professor and Chair in the Department of Engineering Education at OSU. Before coming to OSU, she was an Associate Professor and the Director of the International Institute of Engineering Education Assessment (i2e2a) at Purdue University. She is the founder of STEMinent LLC, a company focused on STEM education assessment and professional development for stakeholders in K-12 education, higher education, and Corporate America. Her research integrates concepts from higher education and learning science into engineering education, and to develop and disseminate reliable and valid assessment tools for use across the engineering education continuum.

Lin Ding is an associate professor of science education in the Department of Teaching and Learning at OSU. His scholarly interests lie in discipline-based physics education research. His work includes investigations of student content learning, problem solving, reasoning skills, and epistemological development. Dr. Ding specializes in assessment development and focuses primarily on quantitative research paradigms. He has published a number of high-impact journal articles and book chapters, and leads several federal and state sponsored projects. He frequently serves as an invited referee or panelist for international journals, funding agencies, and professional associations.

Bridget Ebenhack is a Science Teacher at Hilliard Darby High School.

Julie Field is an associate professor in the Department of Anthropology. Her current research focuses on human-environmental interaction, in particular, the transition to agriculture by prehistoric Pacific Islanders. She is also interested in the emergence and persistence of conflict, competition, and cooperation in human societies, and the application of evolutionary models to study the past. Her research employs archaeological investigation, isotopic analysis, and GIS-based analysis of landforms and ecological variables. She is currently working on a collaborative project in the Fiji Islands which seeks to investigate the emergence of agriculture as the subsistence base during the post-Lapita period.

Christopher Hans joined The Ohio State University in 2005. He serves as co-director of the university’s interdisciplinary undergraduate major in Data Analytics (data-analytics.osu.edu), is a Translational Data Analytics Institute (TDAI) Affiliated Faculty member, and is Ohio State’s local faculty coordinator for the annual American Statistical Association (ASA) DataFest @ OSU competition (datafest.osu.edu). His research focuses on the development of Bayesian methodology to improve statistical modeling with large, complex data sets.

Andrew Heckler is a Professor in the Department of Physics at OSU. He began his career in Cosmology and Astrophysics, then became interested in Physics Education Research. Working with colleagues in psychology and education, he studies a variety of topics on student learning of physics and designing, implementing, and assessing classroom and online instructional innovations. He is the Research Fellow for the University Institute for Teaching and Learning, and is the Director of Education of the NSF MRSEC Center for Emergent materials at OSU which includes projects such as a learning and retention study of physics undergraduate and graduate students, especially under-represented populations.

Mark Hubbe is an associate professor in the Department of Anthropology. He is a biological anthropologist with research interests in past human migration, particularly focus on the initial human occupation of South America (for more details, visit u.osu.edu/heads). As the chair of the Graduate Studies Committee in the Department of Anthropology, he has been spearheading the process of redesign of the department’s graduate program, to adequate the program to the academic and professional demands of the different sub-disciplines in Anthropology.

Teresa A. Johnson is an assistant director and the Coordinator for Assessment and Curriculum Design at the University Center for the Advancement of Teaching. She earned a PhD in Microbial Ecology at the University of Illinois at Urbana-Champaign. She has taught in the sciences at Butler University and at the College of Wooster. Her pedagogical research has focused on classroom assessment techniques and impacts of prior knowledge on student learning in the sciences. Her current interests are course and curriculum design, articulation of learning outcomes, and evaluation of teaching strategies.

Nicole Kraft is a former journalist and assistant professor of communication at The Ohio State University. In addition to freelance writing for magazines, Kraft utilizes the latest technology in her news writing and editing courses. Visit her website for more information.

Lawrence (Larry) Krissek is an associate vice provost and Professor Emeritus in the School of Earth Sciences. He is a clastic sedimentologist, with primary interests in the evolution of climates and ocean environments at high latitudes during the past 65 million years. He also maintains an active interest in earth science education, including 1) developing activities for classroom use, 2) identifying common misconceptions about earth science topics, and effective strategies for conceptual change, and 3) conducting effective professional development for pre-service and in-service educators. His work is supported by NSF (Polar Programs, Ocean Drilling, and Geoscience Education) and the Ohio Board of Regents. He has won several awards for teaching and publishes in a variety of peer-reviewed journals.

Andrew Martin is a professor and Director of Undergraduate Studies for the Department of Sociology. His current research projects include the use of social movement theory to analyze union organizing efforts and strike activity; the increase of public-order disturbances across college campuses; and the ways in which social movement actors construct frames to reach wider audiences.

Michael Mills is an assistant professor of Teaching and Learning at the University of Central Arkansas. He has served as a public high school teacher and secondary literacy specialist. His focus during his 21 years as an educator has been on professional development and, more recently, on the practical uses of educational technology, particularly on using collaborative tools to better engage students and to design strategies for effectively integrating mobile devices in the classroom. He is an SXSWedu, ISTE, and SITE presenter and has been recognized as an Apple Distinguished Educator and Google Education Trainer.

Catherine Montalto is an associate professor of Consumer Sciences in the Department of Human Sciences. She received her PhD from Cornell University and her master’s and bachelor’s degrees from The Ohio State University. She is involved with several university initiatives around student financial wellness and is a member of the Student Financial Wellness Task Force and Student Life Wellness Collaborative. Montalto also is a member of Ohio Staters, Inc., a 501(c)(3) nonprofit organization committed to services and preservation of the welfare and traditions of The Ohio State University.

Mark Moritz is an associate professor in the Department of Anthropology. His research focuses on the transformation of African pastoral systems. He examines how pastoralists adapt to changing ecological, political and institutional conditions that affect their lives and livelihoods. He has been conducting research with pastoralists in the Far North Region of Cameroon since 1993. The long-term research has resulted in strong collaborations with local researchers, which has allowed him to develop innovative, interdisciplinary research projects with colleagues at The Ohio State University and the University of Maroua in Cameroon. Visit his website for more information about his research and teaching activities.

Jackie Stotlar is the Academic Program Coordinator for the Department of Women’s, Gender and Sexuality Studies. She returned to WGSS in 2015 after receiving her MA from the Department in 2013. Jackie has experience in instructional design, project management, and videography from her time as a custom corporate training developer. And Program Coordinator, she serves as the liaison between WGSS graduate students and the Graduate School, coordinates course scheduling, and advises undergraduate majors and minors. Jackie is also currently serving as the President of the Association of Graduate and Professional Administrators here at Ohio State.

W. Randy Smith is the Vice Provost for Academic Programs. He joined the Office of Academic Affairs in 1994 as the university’s first provost’s faculty fellow, and in that capacity, coordinated Ohio State’s decennial institutional re-accreditation process. Subsequently, he was named associate provost, and since 1998 has been vice provost for academic programs (formerly, curriculum and institutional relations). His current portfolio focuses on academic program development and review for the University’s 15 colleges and 4 regional campuses. A member of Ohio State’s Department of geography since 1978, Vice Provost Smith specializes in urban geography, especially urban historical geography, and urban and regional systems. He received his B.A. (Honors), M.A., and Ph.D. from York University in Toronto, Canada.