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Assessment has long stood for the ongoing improvement of student learning as well as the improvement of programmatic and institutional offerings. Yet in a time of ongoing strife, growing inequities, and a lingering pandemic, upon what should the work of assessment focus? What matters most to the field and how should our work of assessing student learning refocus to chart meaningful paths forward? This keynote will present an overview of possible answers to those questions by examining the processes and practices of assessment that unfolded throughout the pandemic and the foundation to which assessment efforts returned. Together, we will explore what three paths forward might entail, to balance, heal, and ensure that meaning and equity are infused in our work of assessing student learning.
Dr. Natasha Jankowski is the Director of Assessment Success for AEFIS. Previously she served as the Executive Director of the National Institute for Learning Outcomes Assessment (NILOA) and research associate professor with the University of Illinois Urbana-Champaign. She is co-author of the book Using Evidence of Student Learning to Improve Higher Education, as well as co-author of Degrees that Matter: Moving Higher Education to a Learning Systems Paradigm, and co-editor of Student-Focused Learning and Assessment: Involving Students in the Learning Process in Higher Education. A forthcoming book focuses on equity and assessment. Her areas of focus include assignment design, transparency, evidence-based storytelling, equity, mapping and alignment of learning, and all things assessment. Natasha is the recipient of the Academic Professional Excellence Award from the University of Illinois, Kent State University’s Alumni Award, and the Young Alumni Award from the College of Education at UIUC. She holds a PhD in Higher Education from the University of Illinois, an M.A. in Higher Education Administration from Kent State University, and a B.A. in philosophy from Illinois State University.
Changes have occurred in the higher education landscape in light of shifting student needs, external pressures, and - most recently - operational adjustments throughout the pandemic. As more institutions and individuals are accepting the collective responsibility for assessment work, there are still areas to focus in looking to enhance and sustain meaningful assessment practices. This keynote will explore barriers and motivations related to assessment; underscore the importance of professional development and resources; and implore faculty and staff to take data-informed actions to improve learning for all students. Content will be presented with an eye toward institutional effectiveness by way of collaboration between academic and student affairs.
Dr. Joseph D. Levy, serves as the Executive Director of Assessment and Accreditation at National Louis University in Chicago, IL. Joe earned a BA in English from Baldwin-Wallace College, an MS in Student Affairs in Higher Education from Colorado State University, and his Ed.D. in Higher Education Leadership from National Louis University. Joe is a member of the Student Affairs Assessment Leaders (SAAL) Board of Directors, co-creator and instructor for the Applying and Leading Assessment in Student Affairs open course, and endorsed speaker for the National Institute of Learning Outcomes Assessment (NILOA). Author, presenter, trainer, and consultant, Joe enjoys leveraging his academic and student affairs experience from multiple institutional types to talk assessment, quality assurance, and institutional betterment.