Please join us at our upcoming virtual Fall Conference: Collaboration in Assessment. Due to COVID-19, the conference will be held virtually. We have committed to designing a meaningful and engaging conference. Our theme for this event is "Assessment for Student Success", with a focus on social justice and equity-centered assessment practices.
We are offering the conference over the course of two days, with keynote speakers and planned breakout sessions. The event is FREE for members!
Abstract: There is a noticeable gap between espoused and enacted values around equity and diversity in postsecondary education. While administrators, faculty, and staff may say issues related to equity, diversity, and inclusion are institutional priorities, concrete and measureable outcomes are often lacking. Assessment - an on-going process of collecting data - can support faculty, staff, and administrators in developing environmental conditions that facilitate student success. When engaged with a critical lens, assessment practices can enhance marginalized students' success, improve accountability, and support equitable institutional decision-making. This session will engage participants by discussing socially just assessment techniques as tools for thinking differently about using data to assist diverse student constituencies and approaching data collection and analysis strategies to promote inclusion.
Dr. Marjorie Dorimé-Williams is an Assistant Professor in the Department of Educational Leadership & Policy Analysis in the College of Education at the University of Missouri. Her research focuses on access, persistence, and retention of historically underrepresented students and assessment and evaluation within higher education. Specifically, Dr. Dorime-Williams’ work examines the role of assessment and evaluation in improving student learning environments, as well as the impact of underrepresented students’ identities on engagement, learning, and other educational outcomes. At the macro level, her work explores how assessment can support institutional effectiveness and encourage more equitable outcomes for marginalized students in higher education.
Before joining the University of Missouri faculty in 2017, Dr. Dorimé-Williams held positions in other higher education institutions, where she helped guide administration and faculty in their institutional effectiveness, assessment, and accreditation efforts. Her most recent tenure was as Director of Assessment at the Borough of Manhattan Community College.
Dr. Dorimé-Williams has written articles that have appeared in peer-reviewed journals including New Directions for Institutional Research and Journal of College Student Retention: Research, Theory, & Practice. Through her work, she promotes social justice in higher education by encouraging policymakers, educators and the general public to improve outcomes for underrepresented and marginalized students who attend college.
Thursday program schedule:
3:00pm-5:00pm: Keynote Workshop
5:00pm-5:30pm: Virtual Happy Hour and Networking
Abstract: For the past decade, Georgia State University has been at the leading edge of demographic shifts in the southeast. While doubling the numbers of non-white and low-income students it enrolls, the university has simultaneously committed to the use of assessment data to direct systematic institutional change. In the process, Georgia State has raised graduation rates by 23 percentage points and closed all achievement gaps based on race, ethnicity, and income-level. It now awards more bachelor’s degrees to African Americans than any other non-profit college or university in the nation. Through a discussion of innovations ranging from chat bots and predictive analytics to meta-majors and completion grants, the session will cover lessons learned from Georgia State’s transformation and outline several practical steps that campuses can take to improve outcomes for underserved students.
Dr. Timothy Renick is Senior Vice President for Student Success and Professor of Religious Studies at Georgia State University. At Georgia State, he has served as Chair of the Department of Religious Studies and Director of the Honors Program. Since 2008, he has directed the student success and enrollment efforts of the university, overseeing among the fastest improving graduation rates in the nation and the elimination of all achievement gaps based on students' race, ethnicity or income level. Dr. Renick has testified on strategies for helping university students succeed before the United States Senate and has twice been invited to speak at the White House. His work has been covered by the New York Times, the Wall Street Journal, Time, and CNN and cited by former President Obama. He was named one of 2016’s Most Innovative People in Higher Education by Washington Monthly, was the recipient of the 2015-16 Award for National Leadership in Student Success Innovation, and was awarded the 2018 McGraw Prize in Higher Education. He currently is principal investigator for a $9 million U.S. Department of Education grant to study the impact of predictive-analytics-based advisement on ten-thousand low-income and first-generation students nationally. A summa cum laude graduate of Dartmouth College, Dr. Renick holds his M.A. and Ph.D. in Religion from Princeton University.
Friday program schedule:
9:00am - 10:00 am: Keynote
10:15am-11:15am: Concurrent Roundtable Discussion Sessions:
Assessment in the Online Modality
Assessment of Student Wellness and Mental Health
Social Justice and Equity-Centered Assessment
11:15am-11:30am: Debrief and Closing Remarks:
11:30am-12:00pm: Virtual Lunch & Networking