Workshops & Events
Descriptions
For more information about the content of the workshops/events, contact Yao Hill, 956-4283, or Monica Stitt-Bergh, 956-6669
Using Excel's Pivot Table to Analyze Learning-Assessment Data
Are there quick and easy ways to check data accuracy, summarize data, and present data? Yes! Excel's Pivot Table can help. Pivot table reports and charts can help organize large sets of data, observe patterns and trends in seconds, and graphically communicate findings to your colleagues and students. In this workshop, the presenter will demonstrate how to create and modify pivot tables and pivot charts to organize, summarize, and present data in meaningful ways. The presenter's examples and hands-on practice will involve program learning-assessment data. The participants are expected to learn how to
- set up pivot tables;
- alter pivot table data;
- sort tables and create filters;
- format pivot tables for effective presentations; and
- create pivot charts.
Level: Beginner (basic Excel skills needed for optimal learning)
Format: Demonstration + hand-on practice
Requirement: Please bring a laptop with Microsoft Excel installed (Version 2007 and 2010 are preferred)
Date/time/location: Wednesday, February 13, 2013, 1:30 pm - 2:45 pm, KUY106
Best Practices for Planning Program-Level Assessment of Student Learning
Save time, increase quality, and improve the likelihood of successful program learning assessment with a good assessment plan. Assessing what students have learned in the major or graduate program requires participation of faculty and students and coordination of activities. A good assessment plan can ensure faculty and students are involved, meaningful tasks are undertaken, and the results are useful to the program. In this workshop, attendees will learn
- components of an assessment plan;
- strategies to involve faculty and students in assessment;
- tips for managing the workload; and
- approaches that help programs carry out the plan.
Level: Beginner
Format: Lecture + question and answer
Date/time/location: Friday, February 22, 2013, 1:30 pm - 2:45 pm, KUY106
How Good is Your Multiple-Choice Test? Find Out by Using Item Analysis
Many multiple-choice tests can be improved to better measure student learning. A test question can be referred to as an item. Through item analysis, you can see whether each test question (item) matches the level of the learning that you expect of the students. Item analysis helps you examine which learning outcomes are better achieved than others. It also helps you catch misbehaving questions: those with wrong answer keys, those with more than one answer, those not relevant to your teaching objectives, and those that confuse your students. In this workshop, you will learn
- the basic concepts: item difficulty, difference index, B-index, distractor analysis;
- how to conduct item analysis using formulas in Excel;
- item analysis in pre- and post-test scenarios and achievement test scenarios; and
- how to interpret item analysis results.
Level: Beginner (basic Excel skills needed for optimal learning)
Format: Demonstration + hands-on practice
Requirement: Please bring a laptop with Microsoft Excel installed
Date/time/location: Friday, March 1, 2013, 1:30 pm - 2:45 pm, KUY106
Using Program Assessment Results to Improve Student Learning
Just as students’ performance in and evaluations of a course can help professors improve their individual classes, aggregated information on program-level student performance can be used to improve student learning in the degree program. In this workshop, the facilitator will discuss how faculty members can use program-level assessment results for program improvement. After listening to a short presentation, attendees will review examples of assessment results and discuss how programs could act upon the results to improve the program. Attendees will leave knowing
- specific ways to use assessment results (e.g., changes to curriculum, assessment procedures, program policies);
- how to interpret results; and
- strategies to help faculty act on results.
Level: Advanced beginner
Format: Interactive with a small group activity
Date/time/location: Friday, March 8, 2013, 1:30 pm - 2:45 pm, KUY106
Assessing Student Learning Outcomes with Theses and Dissertations – Going Beyond Completion Rates
Graduate programs have great advantages in student learning outcomes (SLO) assessment because they have ready access to many types of evidence of student achievement, namely, scholarly paper, thesis, dissertation, qualifying or comprehensive exam, and/or oral defense. However, only counting the number of students who completed each of these achievements is not sufficient in SLO assessment. This workshop will provide tools, illustrate process, and showcase best practices in using graduate students’ achievement work (e.g., theses, dissertations) to assess SLOs. This workshop is also applicable to undergraduate programs that require a thesis for degree completion. Participants will have the opportunity to practice creating assessment tools in small groups. In this workshop, you will learn
- how to construct rubrics that can be used to evaluate theses and dissertations;
- how to plan the process of using theses/dissertations in SLO assessment;
- how thesis/dissertation evaluation can be integrated into regular graduation process.
Level: Beginner
Format: Demonstration + small group exercise
Date/time/location: Friday, March 15, 2013, 1:30 pm - 2:45 pm, KUY106
Previous Workshops
What's Good Enough? Setting Standards
100 is a good score. Or is it? A score of 100 doesn't mean anything on its own. Standards provide the context or comparison that give a score meaning. They help us interpret assessment results and figure out how the results can be used to improve teaching and learning. In this workshop, you will learn how to
- choose an appropriate kind of standard and
- set specific performance standards.
Level: Intermediate
Format: Lecture + small group activity
Date/time/location: Tuesday, November 13, 2012, 12:30 -1:45 pm, KUY106NOTE: This workshop was last offered in April 2012.
Basic Techniques in Using Excel to Analyze Assessment Data
What do you do after you collect valuable feedback and information on student learning outcomes through questionnaires, quizzes, and/or rubrics? This workshop will share basic and useful techniques to organize, clean, and analyze data using Microsoft Excel.
In this workshop you will learn basic techniques to
- Enter data into Excel
- Check for data-entry errors
- Summarize questionnaire data, test scores, and rubric ratings using formulas and charts/tables
Level: Beginner
Format: Demonstration + hands-on practice
Requirement: Please bring a laptop with Microsoft Excel installed (Version 2007 and 2010 are preferred)Date/time/location: Thursday, November 15, 2012, 1:00-2:15, KUY 106
Analyzing Open-Ended Survey Responses – Where to start?
By Yao Zhang Hill, Ph.D.
Open-ended survey questions are great tools for us to understand the whats, whys, and hows of our program and student learning. But what should we do when facing pages and pages of comments? This workshop will provide a step-by-step guide in tackling open-ended survey response analysis. The facilitator will also share tips on sharing and using the results. During the workshop, the participants will have the opportunity to practice conducting the analysis in small groups.
In this workshop you will learn:
- how to carry out a preliminary analysis of open-ended survey responses
- how to report the analysis results
- ways that the results can be used
Level: Beginner
Format: Lecture + small group activity
Date/time/location: Friday, September 14, 2012, 2:00-3:00pm, KUY 106
Using Surveys for Understanding and Improving University Educational Programs
By John McE. Davis, PhD
Surveys are often the first method we think of to collect data for outcomes assessment and program evaluation purposes, yet the development and use of good surveys may be less straightforward than presumed. This workshop provides advice on using surveys in university departments/programs, focusing on assessment project planning, survey development, and administration. The overall goal of the workshop is to help faculty develop and administer quality surveys that produce useful information for various program development aims. A key idea emphasized during the workshop is that careful consideration of assessment uses throughout a survey project increases the likelihood that results will be used toward meaningful program understanding and/or improvement.
By participating in the workshop, attendees will be able to . . .
- understand that useful assessment issues from specified assessment purposes/aims (in the form of assessment questions and assessment uses);
- identify surveys as an appropriate data collection/assessment tool (given assessment questions and uses);
- draft useful survey items (i.e., high-quality items that collect information related to assessment questions and that enable assessment uses);
- understand that stated uses of assessment should inform planning, development, and implementation of survey assessment methods.
Date/time/location: Friday, August 31, 2012, 2:00-3:00 pm, KUY106
What's Good Enough? Setting Benchmarks/Standards
100 is a good score. Or is it? A score of 100 doesn't mean anything on its own. Benchmarks/standards provide the context or comparison that gives a score
meaning. They help us interpret assessment results and figure out how the results can be used to improve teaching and learning.In this workshop, you will learn how to
- Choose an appropriate kind of standard or benchmark
- Set specific performance standards/benchmarks
Level: Intermediate
Format: Lecture + small group activity
Date/time/location: Friday, April 27, 2012, 10:30 –11:45 am, KUY106
Oral Communication and Program-level Assessment
Oral presentations can tell a program many things about students’ disciplinary knowledge and their ability to communicate orally. This workshop will share oral communication rubrics and provide planning and logistics advice.
In this workshop you will learn how to
- Ensure the oral presentations are aligned to program learning outcomes
- Coordinate collection of results from multiple instructors
- Aggregate and present results
- Use results to celebrate student learning and/or modify the program
Level: Intermediate
Format: Lecture + small group activity
Date/time/location: Wednesday, April 25, 2012, 2:00 –3:15 pm, KUY106
Designing Effective Surveys
[examples will be from academic programs]
Surveys are an efficient means of getting feedback from students, alumni, employers, and other stakeholders. This workshop will introduce you to the basics of survey design, from planning to question construction and layout. The facilitators will provide practical tips to help you avoid common survey design mistakes.
In this workshop you will learn
- What information is needed to get started
- How to construct good survey questions
- How to organize and lay out a survey
Level: Beginner
Format: Lecture + small group activity
Date/time/location: Friday, April 13, 2012, 10:30 –11:45 am, KUY106
Designing Effective Surveys
[examples will be from co-curricular programs]
Surveys are an efficient means of getting feedback from students, alumni, employers, and other stakeholders. This workshop will introduce you to the basics of survey design, from planning to question construction and layout. The facilitators will provide practical tips to help you avoid common survey design mistakes.
In this workshop you will learn
- What information is needed to get started
- How to construct good survey questions
- How to organize and lay out a survey
Level: Beginner
Format: Lecture + small group activity
Date/time/location: Monday, April 9, 2012, 2:00 –3:15 pm, KUY106
Using "Signature" or "Key" Assignments for Program-Level Assessment
“Signature” or “key” assignments can tell a program many things about students’ disciplinary knowledge and their skills in thinking, analysis, information literacy, and communicating. Programs can use the results from assessing assignments to guide program development.
In this workshop you will learn how to
- Create a signature or key assignment that is aligned with program learning outcomes
- Collect student work from multiple course sections and/or instructors
- Use results to help students improve their skills and content knowledge
Level: Intermediate
Format: Lecture
Date/time/location: Friday, March 23, 2012, 10:30 –11:45 pm, KUY106
Data, Now What?
Your program collected data, now what? You don’t need complicated statistics and flying bubble charts to shed light on your outcomes. This workshop introduces basic methods of summarizing data and provides tips on effectively sharing results so your program can engage in meaningful conversation.
Who should attend: Faculty & staff who are planning to collect data or have already collected data
Level: Beginner
Format: Lecture
Date/time/location: Thursday, December 15, 2011, 10:30 –11:45 am, KUY106
Meaningful Program Assessment
Program assessment can help programs recognize ways in which they can improve, particularly in student learning. A good way to keep sight of assessment’s purpose is to concentrate assessment activities on meaningful issues and important concerns.
Attendees will learn and practice techniques to
- identify meaningful assessment projects;
- address program concerns by exploring uses of assessment results.
Who should attend: Faculty interested in program assessment, program assessment coordinators
Level: A basic understanding of program assessment will be helpful
Format: Interactive
Date/time/location: Wednesday, December 14, 2011, 10:30 –11:45 am, KUY106
Curriculum Map: An Elegant & Powerful Tool in Your Assessment Toolbox
Curriculum Map: A graphical illustration of the relationship between a program’s courses/requirements and the program’s student learning outcomes.
Join us and see how a curriculum map can
- reveal the contribution of individual courses to the goals of the program;
- identify courses in which students demonstrate mastery of specific learning outcomes;
- serve as a useful advising tool.
You will learn how to create a curriculum map and how curriculum maps can support assessment.
Who should attend: Faculty members whose programs have student learning outcomes
Level: Beginner
Format: Lecture & small group discussion
Date/time/location: Tuesday, December 13, 2011, 10:30 –11:45 am, KUY106
24: Program Assessment in 24 Hours/Year
Useful program assessment in 24 hours a year is possible. Attendees will leave with several blueprints that will help them move their program through the assessment cycle.
Who should attend: Faculty involved with program assessment, program assessment coordinators
Level: A basic understanding of program assessment will be helpful
Format: Lecture plus Q&A
Date/time/location: Monday, December 12, 2011, 10:30 –11:45 am, KUY106
Focus Group, Interview, or Survey: Which is Right for Your Co-Curricular Program?
Is your program thinking about conducting focus groups, interviews, or surveys to better understand students’, alumni’s, employers’ perceptions of the program? This workshop will describe the purpose, strengths, and weaknesses of each data collection method. The facilitators will walk you through a decision-making process to help you decide which method best suits your co-curricular program’s assessment goals and resources.
This workshop is non-technical and will not address how to conduct focus groups, develop interview protocols, design surveys, etc.
Who should attend: Faculty & staff in co-curricular/special programs
Level: Introduction
Format: Lecture + individual activity
Date/time/location: Thursday, May 19, 2011, 1:30 – 2:45 pm, HAW 309
Increasing Faculty Involvement in Program Assessment
Many hands make light work is one reason why faculty members should be involved with program assessment. But more importantly, faculty members are the best people to assess and improve their programs. Faculty involvement is vital. Join us and learn how assessment champions and coordinators can increase faculty colleagues’ participation in program assessment. The facilitators will provide a framework, based on program factors, to identify effective strategies. Participants will have time during the workshop to identify strategies suited to their programs.
Who should attend: Faculty & staff
Level: Introduction
Format: Lecture + individual activity
Date/time/location: Thursday, April 26, 2011, 1:30 – 2:45 pm, HAW 309
Focus Group, Interview, or Survey: Which is Right for Your Academic Program?
Is your program thinking about conducting focus groups, interviews, or surveys to better understand students’, alumni’s, or employers’ perceptions of learning? Through examples, this workshop will describe the purpose, strengths, and weaknesses of each data collection method. The facilitators will take you through a decision-making process to help you decide which method best suits your program’s assessment goals and resources.
This workshop is non-technical and will not address how to conduct focus groups, develop interview protocols, design survey questions, etc. A similar workshop for co-curricular programs will be held on May 19, 2011.
Who should attend: Faculty & staff in academic programs
Level: Beginner
Format: Lecture
Date/time/location: Thursday, April 21, 2011, 1:30 – 2:45 pm, HAW 309
Make The Most of Your Curriculum Map
Curriculum Map: A graphical illustration of the relationship between a program’s courses/requirements and the program’s student learning outcomes.
Most of us use our program’s curriculum map to determine how frequently students are exposed to the program’s learning outcomes. But do you know you can use your program’s curriculum map to help design a syllabus? And to guide departmental course scheduling? Learn how individuals and programs can use this powerful tool to increase program cohesiveness.
Who should attend: Faculty & staff
Level: Beginner/Intermediate
Format: Lecture
Date/time/location: Thursday, March 17, 2011, 1:30 – 2:45 pm, HAW 309
Graduate Program Assessment: From Student- to Program-level Assessment
Student-level assessment is built into the graduate program sequence. Using an example, the presenters will guide participants through a graduate-level program assessment plan that is based on evaluation of individual students. Participants will learn how to extract assessment data from student evaluations such as oral exams, dissertation defense, etc., and how to analyze the data so that results can lead to program evolution.
Who should attend: Graduate faculty & staff
Level: Introduction
Format: Lecture + individual activity
Date/time/location: Tuesday, March 8, 2011, 1:30 – 2:45 pm, HAW 309
How to Use a Rubric for Program Assessment
Does your program already have a rubric? Are you having difficulty using it for program assessment? This workshop can take you to the next level. The presenters will discuss
Who should attend: Faculty & staff
- how to use a rubric for program assessment, and
- how to help multiple readers consistently apply the rubric.
Level: Intermediate
Format: Interactive Workshop
Date/time/location: Thursday, December 16, 2010, 11:00 am - 12:15 pm, KUY 106
How to Use Course Assignments/Exams for Program Assessment
By using existing course assignments and exams, programs can efficiently assess student achievement on program-level outcomes. Participants will learn how students’ coursework/exam results can do “double-duty”—that is, contribute to course grades and to program assessment. Presenters will guide participants from start to finish using an example and describe decisions made along the way.
Who should attend: Faculty & staff
Level: Intermediate
Format: Interactive Workshop
Date/time/location: Wednesday, December 15, 2010, 11:00 am - 12:15 pm, KUY 106
Student Surveys: Perceptions of Achievement
Surveying students on how well they believe they met program learning outcomes can be useful. The presenters will take participants through a step-by-step procedure to create surveys about student learning outcomes, discuss how to use results, and share tips on good survey practices.
Participants are encouraged to bring their program student learning outcomes to the workshop.
Who should attend: Faculty & staff
Level: Intermediate
Format: Interactive Workshop
Date/time/location: Tuesday, December 14, 2010, 11:00 am - 12:15 pm, KUY 106
From Conversations to Systematic Program Assessment
Many professors discuss students’ learning in faculty meetings, after oral exams, during dissertation committee meetings, etc. At this workshop, participants will learn how to document conversations and use them as evidence in program assessment. The presenters will give useful techniques specifically for graduate and small undergraduate programs.
Who should attend: Faculty & staff in graduate programs and small undergraduate programs
Level: Intermediate
Format: Interactive Workshop
Date/time/location: Monday, December 13, 2010, 11:00 am - 12:15 pm, KUY 106
Using Assessment Results: Closing the Loop
Assessing student learning only makes sense if the program uses the assessment results. Otherwise, assessment is an empty exercise. Workshop participants will read short case studies and discuss how programs can or should use results to improve student learning and program effectiveness. The workshop facilitators will give tips and hints on designing program assessments so results are easier to use.
Who should attend: Faculty & Staff
Level: Intermediate
Format: Interactive Workshop
Date/time/location: Thursday, May 13, 2010, 11:00 am - 12:15 pm, KUY 106
Collecting Evidence of Student Learning
When it comes to ways to collect evidence of student learning, there are many options. This workshop will introduce you to common evidence collection methods used in program assessment: exams, portfolios, surveys, interviews, and more. It will also provide a decision-making process to help you choose a method that leads to credible, useful, and actionable information.
This workshop is non-technical and will not address how to write survey questions, design a test, etc.
Who should attend: Faculty & Staff
Level: Beginner
Format: Interactive Workshop
Date/time/location: Wednesday, May 12, 2010, 11:00 am - 12:15 pm, KUY 106[This workshop was last offered April 21 & 22, 2009]
Course Learning Outcomes: Creating & Aligning
The Mānoa Faculty Senate has discussed student learning outcomes several times this year. This workshop will answer FAQs such as these: What are course-level student learning outcomes? Why should a course have them? Can course learning outcomes be the same as the program learning outcomes? Does each course have to address all of the program learning outcomes? It will also provide hints and tips for creating course outcomes that align with the program’s learning outcomes.
Who should attend: Faculty & Staff
Level: Beginner
Format: Interactive Workshop
Date/time/location: Tuesday, May 11, 2010, 11:00 am - 12:15 pm, KUY 106
Efficient Program Assessment
Program assessment does not require developing new exams or assignments. Efficient assessment uses existing student artifacts and current classroom assignments, which seamlessly integrates program assessment with what already happens in key courses in the program’s curriculum. This workshop provides strategies to identify and use existing artifacts and discusses the benefits of using assignments from a capstone experience.
Who should attend: Faculty & Staff
Level: Adv Beginner
Format: Interactive Workshop
Date/time/location: Monday, May 10, 2010, 11:00 am - 12:15 pm, KUY 106
Curriculum Mapping for Graduate Programs
Curriculum Map: A graphical illustration of the relationship between a program's courses/requirements and the program's student learning outcomes. A tool for collaboration and communication.
Many UHM departments have found that a curriculum map is a straightforward and powerful tool to analyze program cohesiveness. The curriculum mapping process encourages faculty discussion about teaching and learning.
This workshop will explain how to develop a graduate program curriculum map, including strategies for programs that tailor requirements to individual students. At the end of the workshop, you will be able to develop a curriculum map. For your convenience, this workshop is offered twice.
Who should attend: Faculty & Staff
Level: Beginner
Format: Interactive Workshop
Date/Time/Location: Thursday, April 8, 2010, 10:30 - 11: 30 am, HAW 309
Date/Time/Location: Friday, April 16, 2010, 2:30 - 3:30 pm, HAW 309 (repeat of previous week)
Techniques for Using Rubrics in Program Assessment
By Dr. Dannelle D. Stevens
Does your program have learning outcomes (SLOs) related to critical thinking, problem solving, oral communication, written communication, research, or a different complex skill? To assess these SLOs, many programs collect student work: projects, presentations, portfolios, research reports, etc. A rubric is an appropriate and useful tool to evaluate student work and determine how well students achieved the SLOs. Rubrics provide information about strengths and weaknesses that can be used for program improvement. Join us for this workshop and learn how rubrics can be used in program-level assessment
Bring your program outcomes to the workshop.
Workshop Facilitator: Dr. Dannelle D. Stevens, professor of Curriculum and Instruction at Portland State University and co-author of the book Introduction to Rubrics: An Assessment Tool To Save Grading Time, Convey Effective Feedback and Promote Student Learning
Who should attend: assessment coordinators, assessment committee members, curriculum committee members
Level: Intermediate
Date/time/location: Tuesday, January 12, 2010, 3:00 pm-4:15 pm, KUY 106
Program-level Assessment: What is it? Who does it?
Come to this workshop for a big-picture perspective on program-level assessment. The facilitators will use a UHM assessment report to illustrate the “assessment cycle,” and they will explain the various roles and responsibilities associated with student learning assessment.
Who should attend: Faculty & Staff
Level: Beginner
Format: Presentation/workshop
Date/time/location: Monday, December 14, 2009, 10:00 am-11:15 am, KUY 106
An Introduction to Learning Outcomes
Are you curious about what learning outcomes are and how they can enhance student learning? Are you responsible for creating your program’s learning outcomes? At the end of this workshop you will be able to explain the role of learning outcomes and write good ones.
Who should attend: Faculty & Staff
Level: Beginner
Format: Interactive workshop
Date/time/location: Tuesday, December 15, 2009, 10:00 am-11:15 am, KUY 106
Exit Interviews: Student Perception and Achievement
by Dan Jenkins, PhD, PE
Can exit interviews be used to collect direct evidence of student learning? Yes! Learn how Biological Engineering (BE) uses an exit interview to gauge student achievement and student perceptions of the program. Dr. Jenkins will share how BE successfully uses this assessment tool to collect information for program improvement.Who should attend: Faculty & Staff
Level: Beginner
Format: Example of assessment on campus plus question & answer
Date/time/location: Tuesday, December 15, 2009, 2:00 pm-2:45 pm, KUY 106
An Introduction to Curriculum Maps
Do your students understand your program’s curriculum? Learn how to develop a cohesive curriculum by using a curriculum map. At the end of this workshop, you will be able to explain the role of a curriculum map and develop one.
Who should attend: Faculty & Staff
Level: Beginner
Format: Interactive workshop
Date/time/location: Wednesday, December 16, 2009, 10:00 am-11:15 am, KUY 106
Alumni and Employer Surveys for Program Improvement
By Violet Horvath, PhD
Does your program want to conduct alumni and employer surveys? For the last 2 years, the Myron B. Thompson School of Social Work has used alumni and employer surveys to assess student learning outcomes. Dr. Horvath will share insights on how to implement such surveys and how results can be used.Who should attend: Faculty & Staff
Level: Beginner
Format: Example of assessment on campus plus question & answer
Date/time/location: Wednesday, December 16, 2009, 2:00 pm-2:45 pm, KUY 106
Creating an Assessment Plan & Using Assessment Templates
Have you been asked to create your program’s assessment plan or been appointed the assessment coordinator for your program? This workshop will introduce you to two planning tools available to help you create a meaningful, actionable, and sustainable assessment plan.
Who should attend: Faculty & Staff
Level: Intermediate
Date/time/location: Thursday, December 17, 2009, 10:00 am-11:15 am, KUY 106
Capstone Experience to Assess Knowledge and Skills
By Henrieta Dulaiova, PhD
The Geology & Geophysics capstone experience prepares majors to be better scientists, and it provides the program with information about students’ content knowledge and oral communication skills. Dr. Dulaiova will describe the capstone and discuss its effect on the program.Who should attend: Faculty & Staff
Level: Beginner
Format: Example of assessment on campus plus question & answer
Date/time/location: Thursday, December 17, 2009, 2:00 pm-2:45 pm, KUY 106
Designing a Syllabus to Promote Student Learning
A student’s first impression of a course is often formed by looking at the course syllabus. A well-designed syllabus can facilitate student learning by explaining:
- what you want students to learn;
- how the assignments will help them meet your expectations; and
- how they will be evaluated.
This workshop will help you design an effective, learning-centered syllabus that encourages students to take responsibility for their own learning. The workshop leaders will recommend steps to create a syllabus and describe the elements of a successful syllabus. Participants will have time to interact and begin drafting/revising a syllabus.
Bring a copy of a syllabus that you’d like to revise or a copy of a course description/outline.Date/time/location: Tuesday, November 3, 2009, 12:00 noon-1:15 pm, KUY 106
Faculty Perspectives on Assessment (panel format)
Panelists: Roger Babcock (Civil & Environmental Engineering); Erica Clayton (English); Violet Harada (Library & Information Science); Amy Schiffner (Theatre & Dance)
Join us to garner assessment ideas and advice from experienced colleagues. The panelists will provide examples of UHM program-level assessment activities, share knowledge, and reveal how programs tailor assessment to fit their needs and resources. Panel members, representing a variety of disciplines, will comment on the challenges and benefits of assessment or share best practices and advice. There will be time for discussion and interaction.
Date/Time: Tuesday, February 10, 2009, 11:30 am -12:45 pm
Examples of Program-level Assessment
Program-level assessment of student learning seems daunting. This workshop will demystify assessment through examples of program-level assessment. In the process, common myths will be addressed, the “assessment loop” will be visualized, and assessment plans will be revealed. Also, you will find out about assessment resources available to you.
This workshop is an introductory workshop designed for faculty and staff looking for a “big picture” perspective on program-level assessment.
Date/Time: Tuesday, February 24, 2009, 11:30 am -12:45 pm
[This workshop was last offered on October 8 & 9, 2008]
Learning Outcomes & Curriculum Maps
Are you curious about what learning outcomes are and why they are now required for all courses and degrees? Have you been asked to create a “curriculum map” for your major or degree? You are not alone! Get tips on how to write effective learning outcomes. Learn what a curriculum map can reveal and how it is used in program-level assessment.
This workshop is an introductory tour of the what, why, and how of learning outcomes and curriculum maps designed for faculty and staff in the beginning stages of program-level assessment of student learning.
Date/Time: Tuesday, March 31, 2009, 11:30 pm -12:45 pm
[This workshop was last offered on October 14 & 15, 2008]
Collecting Assessment Data
updated 01/31/2013When it comes to ways to collect assessment data, the sky is the limit! This is both liberating and challenging. This workshop will introduce you to various data-collection methods to assess student learning and student perceptions. The focus will be on a decision-making process that leads to a method(s) that can shed light on how well students are meeting your program outcomes.
This workshop is an introduction to selecting appropriate data-collection methods and is non-technical (e.g., this workshop will not address how to write survey questions, design a survey, or determine the reliability of a test).
Date/Time
For your convenience, this workshop is offered twice:
Tuesday, April 21, 2009, 11:30 am -12:45 pm
Wednesday, April 22, 2009, 11:30 am – 12:45 pm