Join us for a panel of inspiring case studies in which higher education practitioners and members of the ANNY Board share how they used creative and innovative strategies to address challenges in assessment. From inventory documentation innovations to elevating student voices in assessment and linking assessment results to budgeting and institutional planning, this session highlights actionable strategies and presents real success stories from our network.
Openings from President Catherine Scott
Introductions and moderation by Dr. Gaia Scagnetti
Panel sessions:
Student Assessment Council: Elevating Student Voices in Assessment
This discussion highlights how Stony Brook University’s Student Assessment Council engages students as partners in academic assessment through research, data analysis, and feedback. Supported by internship and for-credit experiences, the Council’s first-year work focused on gathering feedback on students’ awareness of and engagement with their program learning objectives, whether they had seen them, understood them, and found them meaningful.
Members collect and analyze valuable input from students, striving to ensure that their voices are heard and that meaningful improvements are implemented across the university. Building on that foundation, the Council has since expanded its efforts to collect data from students, professionals, and community members to explore how learners define essential skills and connect coursework to career readiness. Findings reveal that students value real-world skill development and seek stronger links between learning, relevance, and the evolving role of AI in education.
Presenter: Izabella Stakley
Izabella Stakley is a graduate student in the MBA/Public Policy MA program at Stony Brook University and a Junior Grant Evaluation Specialist in the Office of Educational Effectiveness, where she assists with the design, implementation, and analysis of evaluation projects across academic programs and initiatives. Her work focuses on assessing the effectiveness of grant- funded activities and aligning outcomes with institutional goals. As an undergraduate, Izabella co-founded the Student Assessment Council to amplify student voices in the assessment process and strengthen connections between student learning, program improvement, and institutional effectiveness.
Integrating Assessment, Action Planning, and Resource Allocation for Institutional Effectiveness
In this session, we will explore the critical intersection of assessment and resource allocation in driving institutional effectiveness. Through a review of a structured process that links assessment results to action planning and budgetary decisions, attendees will gain insights into how documentation and data-informed planning are embedded into the budget call process. This integration ensures that institutional resources are strategically aligned with demonstrated needs and continuous improvement efforts. Participants will leave with practical strategies for embedding assessment into financial planning cycles to enhance transparency, accountability, and impact.
Presenter: Tara Winter
Dr. Tara Winter serves as the Chief Institutional Effectiveness Officer at SUNY Cobleskill, where she leads strategic initiatives that strengthen a culture of evidence-based decision-making and continuous improvement. With more than 25 years of experience in higher education, she has guided the integration of planning, assessment, budgeting, and analytics to advance institutional goals. In addition to her administrative leadership, she teaches as an Adjunct Faculty Member, keeping her connected to the student experience. Dr. Winter holds an Ed.D. in Executive Leadership from Saint John Fisher College and is recognized for her servant leadership, strategic vision, and commitment to institutional excellence. She also serves on the SUNY Council for Assessment.
Surviving THRIVING IN the Middle States Evidence Inventory
The evidence inventory for MSCHE reaccreditation is often treated as an afterthought, yet the effort it takes to produce it at least equals the effort taken to produce the self-study. In this presentation, Dr. Doellefeld will walk us through how the University at Albany not only survived the creation of the evidence inventory, but thrived—earning a commendation from the Middle States for their efforts, particularly as they applied to the assessment sections associated with Standard V.
Presenter: Steven Doellefeld
Dr. Steven Doellefeld is the Director of Assessment at the University at Albany and is a pioneer in the use of retention strategies informed by predictive analytics. He has a strong background in policy development, general education assessment, program review, and learning objectives development. Other research interests include productivity, faculty development, and technology integration. He has served as President of SUNY AIRPO, and is currently on the board of directors of both the Assessment Network of New York (ANNY) and the SUNY Council on Assessment (SCOA) A popular speaker on the conference circuit, he has been the sole or primary author of more than 60 articles and conference papers on a variety of subjects and additionally has authored dozens of reports and white papers.
Purposeful Assessment and Faculty Engagement for Continuous Improvement
Too often, assessment can feel like it ends with reporting results—leaving us without an answer to how, or if, it is being used to drive meaningful change. In this session, we will dive into how RIT’s Educational Effectiveness Assessment Office uses collaborative workshops and learning communities to turn assessment data into actionable strategies for improvement. Through this case study, focused on general education learning outcomes, you will see how reflective practices and cross-campus partnerships create momentum for inclusive pedagogy and stronger outcomes. We’ll share practical ways to leverage resources and relationships to make assessment a catalyst for innovation.
Presenter: Kielynne Banker
Kielynne Banker is the Senior Assessment Associate at the Rochester Institute of Technology, where she leads general education assessment at the main campus and collaborates with faculty and institutional leaders to advance sustainable assessment practices and annual reporting. She also contributes to the General Education Task Force through research, data analysis, and strategic planning. With a Master’s Degree in Education from Hobart and William Smith Colleges, she spent over 15 years in K–12 education, serving as the Director of Teaching and Learning for STEM and Pre-College experiential programs, where she developed over 100 innovative courses and real-world projects with organizations including IKEA, PEZ, and MassRobotics. Her work focuses on creating practical resources that strengthen teaching, learning, and evidence-based decision-making.
Open Q&A
