Skill Level: Advanced
While there is clearly great value in annual assessment planning processes, focusing too closely on our program outcomes year after year can also divert our attention from other problems and questions across an institution. In this webinar, we will discuss the concept of problem-based assessment and how it can be leveraged to engage faculty and staff in the assessment process both in and outside the standard annual assessment cycle.
Linda Pursley, Ph.D., is the Director of Assessment and Institutional Research at Lesley University in Cambridge, MA where she also serves as a faculty member to doctoral students. In her role as Director, she works with colleagues to design and conduct research to inform strategic planning and evaluation efforts, including self-studies and program reviews; coordinates the development and implementation of short and long term plans for assessment and evaluation across the University; and supports faculty and staff in their assessment and evaluation efforts, among other duties. Prior to joining Lesley in June, 2005, Linda served as the Special Assistant to the President and Director of Research for Planning and Evaluation at Cambridge College. She holds a PhD in Program Evaluation and Planning from Cornell University, a Master’s degree in Family Relations and Human Development from The Ohio State University, and a Graduate Certificate Teaching English as a Foreign Language from the American University. In addition to her experience in assessment, planning, and research in higher education, she has also worked abroad as a Curriculum Specialist in Awassa, Ethiopia and a Technical Adviser in Maseru, Lesotho. Linda has also published and presented on topics in assessment and evaluation and participatory approaches to research and evaluation.
Sharron L. Ronco, Ph.D., is Marquette University's Assessment Director, assisting academic departments and co-curricular units in the assessment of student learning outcomes for program improvement. Before joining Marquette in August, 2011, Dr. Ronco was Associate Provost for Institutional Effectiveness and Analysis at Florida Atlantic University, overseeing the university's data collection and reporting, surveys and analysis, accreditation, and assessment for institutional effectiveness. She also spent twenty years working in higher education in Texas; first as a Branch Chief in the Dallas regional office of the U.S. Department of Education's Office for Civil Rights, and later as Director of Institutional Studies at the University of Texas El Paso. She earned a Ph.D. in Educational Research and Statistics from the University of North Texas. A native of Milwaukee, Dr. Ronco's bachelor's degree from Marquette University and master's degree from the University of Wisconsin - Milwaukee prepared her for an earlier career in secondary school teaching and bilingual education. She is active as a presenter and program committee member in state, regional and national institutional research associations, and has publications addressing the use of statistical techniques for understanding student enrollment behaviors, and in assessment.
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Skill Level: Intermediate
Data is only as good as the decisions made from it. “Closing the loop” helps staff and student buy-in with the assessment process and improves practices. This presentation shows strategies for “closing the loop,” including traditional and informal methods of using, reporting, and representing data.
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