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Spring Assessment Workshops

*All workshop will be held in the Sky View room on the 6th floor of MacAlister Hall

April 10, 2014

10:00 – 10:50am
How to Effectively Use Hyperion to Generate Reports
Presented by Lora Furman

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Participants will learn how to combine AEFIS course evaluation data and Banner data through the use of Hyperion to create simple, straightforward reports.  Users do not need to have extensive knowledge of databases, or statistical software (such as SAS or SPSS) to be able to quickly and easily summarize results from course evaluations.  Participants will learn how to: import AEFIS data into Hyperion, link Banner data to course evaluation results, create pivots with course averages and section totals as well as calculate response rates.  It is recommended that attendees have good understanding of Hyperion, including experience running reports and creating pivots.

1:00 – 2:50pm
How to Write and Measure Course-Level and Program-Level Learning Outcomes
Presented by Debra Frank

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This workshop will focus on how to write clear course-level and program-level learning outcomes and explore methods for effective and efficient direct measurements of those learning outcomes. The workshop will also address methods for measuring the Drexel Student Learning Priorities through direct course and program assessments where appropriate.  Participants are encouraged to bring their own course syllabi and program learning outcomes to the workshop to get assistance and feedback on their outcomes and assessments.  Participants in this workshop will: understand the difference between direct and indirect assessment of learning outcomes; be able to write clear, measurable course-level and program-level learning outcomes; be able to describe the various types of direct assessment; and begin to explore which types of direct assessment might work best in their specific courses and programs.

May 6, 2014

11:00 – 11:50am
Assessment Instruments and Methods
Presented by Teresa Harrison

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You’ve created your objectives and your rubrics…Now what?  This workshop will discuss how to move from the design phase to the implementation phase of an assessment plan.  We will discuss trade-offs associated with different methods of analysis both from a pedagogical and a logistical component.  We will address issues such as:  (i) how to assess using an essay versus multiple choice format (ii) possible technology/software (AEFIS, Waypoint, BBLearn etc.) that could facilitate assessment.  The workshop will include a demonstration of how to begin to use some of this technology.

1:00 – 1:50pm
Integrating the DSLPs into Your Curriculum
Presented by Cyndi Rickards

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Drexel University’s Criminal Justice program recently assumed new leadership and is evolving into a more interdisciplinary academic unit. This created an ideal time to introduce a new pedagogical initiative that reflects integration of the Drexel Student Learning Priorities and programmatic goals. The iPad will serve as a tool to support faculty and students both inside and outside the classroom, allowing for the seamless integration of multiple domains of the college experience.  This presentation will outline the process of iPad implementation. Drexel’s Criminal Justice program’s ultimate goal with the iPad initiative is to socialize students to using a digital workspace in ways that enhance their learning processes, outcomes, and objectives. We hope to move beyond the point where the iPad is itself an innovation to one where the iPad allows students to be innovative in their pursuit and production of knowledge.

2:30 – 4:30pm
Iterative and Collaborative Curriculum Design and Course Alignment
Presented by Don McEachron

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During this session, we will discuss how to create the appropriate interactive environment to facilitate this process of curriculum design. We will also discuss the use of course assessment data to give feedback and refine broader objectives that are aligned in part to the course level student outcomes. The use of the AEFIS knowledge management system as a tool to support curriculum design, mapping, assessment and evaluation in order to create adaptive and agile curriculum designs will be examined.  Curricula are complex systems of courses and other activities with significant dependencies and interactions. In this presentation, Don McEachron will discuss the methodology used by the School of Biomedical Engineering, Science and Health Systems to develop a learning indicator-driven alignment and integration of courses into a competency-based curriculum. This is an iterative process involving both program designers and instructional faculty. At the instructor level, placing a course within the context of a developmentally appropriate curriculum requires an understanding of how to create and align course level student learning outcomes. At the program design level, it is critical to devise a knowledge management system that builds and reinforces learning through appropriately timed and spaced experiences. The result is a significant design problem that operates on multiple cognitive levels requiring considerable patience and teamwork.