Assessment Showcase 2017

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Student-Centered Assessment:
Know Our Students, Know Ourselves
Markee Pioneer Student Center
Wednesday, May 17, 2017

Come celebrate our students’ success while exploring new ways to assess student learning!
All sessions open to faculty/academic staff – feel free to attend as your schedule allows.

(For PDF versions of presentations, click on links in the below schedule)


Come celebrate our students’ successes while exploring new ways to assess student learning. Learn how your department can use institutional data to measure student engagement, craft better student learning outcomes, create a truly stellar curriculum map, analyze assessment data like a pro, leverage your existing endeavors for assessment purposes, among many other hacks designed to make assessing easier, more meaningful, and fun.

This first annual faculty/staff professional development event is a showcase of faculty and staff assessment activities.  Attend any and all sessions as your schedule allows – RSVP’s not required. Food, fun, fellowship, and even FUNDS to include talk about HLC and NSSE, HIPS impact on post-grad success, assessing both general education and program SLO’s, what is Form B and let’s work on yours, and a “Battling Mic Nite” cross-college open discussion luncheon!  (Schedule below)

The Provost is funding up to seven teams for assessment projects. Each team will determine a project and begin work over the summer. Initial results of the project will be shared through a workshop sponsored by the Teaching and Technology Center in the fall. Successful team participants will each receive a stipend of $250 from the Team‐Based Assessment Fund and will be paid July 1 after successful participation in the workshop on May 17, 2017. Team proposals are due to Robin White by April 15, 2017. Please see the following link...


8:00 – 8:50 a.m.:  Continental Breakfast Discussion - University Rooms (Doors open by 7:45 a.m.)

“A-Talks: Real Assessment Stories” with Provost Liz Throop; Colleen McCabe, Department of Health and Human Performance; Yari Johnson, School of Agriculture; and Christina Curras, Department of Civil and Environmental Engineering, and Patrick Hagen, Assistant Provost as M.C.
Grab a cup of coffee and listen to your colleagues who have talked and walked assessment.  Learn how they earned theirs “A”s.  There will be time for questions and comments after each short presentation.

9:00 – 9:45 a.m.: Breakout Sessions

Assessing Student Learning in High Impact Practices with Victoria Livingston, Co-Curricular Coordinator - Platteville West
This session will explore opportunities to assess students’ learning as a result of participation in high impact practices. The discussion will focus on unique considerations for capturing student-learning data in outside of the classroom experiences. Participants will have the opportunity to work through several case studies focused on topics, such as participation in internships/co-ops, living and learning communities, and student research. Recommendations for best practice will be discussed including encouraging student participation and ownership in the learning process.

Fun with Direct Measures: Assessment Design for Optimal Data and Interpretation with Staci Strobl and Valerie Stackman, Department of Criminal Justice – Platteville East
Direct measurements in assessment are derived from a student product, performance, demonstration, or activity.  In this breakout session, we will  discuss  the various forms of direct measurements, and how to leverage existing curricular activities and graded assignments into a bona fide direct measurement for assessment purposes.  We take the vantage point of achieving a robust assessment despite the reality of limited time (and resources). With this in mind, we focus on designing assessment projects with valid and reliable data collection methods and share tips related to analytical strategies that lead to grounded interpretations.

Form B – Curriculum Mapping with Kris Wright and Sharon Klavins, Department of Biology – University Rooms
So once you have established your program’s student learning outcomes, how do you figure out if your program’s curriculum addresses those outcomes?  How do you know what level, or degree, of competency students are achieving as they progress through the curriculum?   One way to begin addressing these questions is to develop a curriculum map.  We’ll talk about how Biology did this and what we have learned from the experience.

10:00 – 10:45 a.m.:  Breakout Sessions

Fostering a Culture of Continuous Improvement Through Assessment with Janel Miller, Assessment Coordinator, College of Engineering, Mathematics and Science – University Rooms
At UW-Platteville, seven engineering programs are accredited by the Engineering Accreditation Commission of ABET. To sustain accreditation, these programs are required to assess and evaluate the extent to which students attain defined student outcomes and consequently are prepared to enter a dynamic, competitive, global workforce. In addition to assessing the attainment of student outcomes, ABET-accredited programs are required evaluate the assessment data to identify and implement improvements to their programs, curriculum, and courses. In this session, we will discuss how the engineering programs are implementing sustainable assessment and evaluation strategies and explore how these strategies can be adopted to foster a culture of continuous improvement in academic programs across the university.

High Impact Practices in the Building Construction Management (BCM) and Building Construction Safety Management (BCSM) Programs at the University of Wisconsin-Platteville with Mark Miner and Mark Albers, Department of Industrial Studies – Platteville West
"Content vs Competency and…oh yeah, Consequences"
This presentation will address both programs aggressive changes to the classroom and laboratory in regards to presentation, content, application, and consequences, as it pertains to the entry-level project manager.
Both programs have a common interest in the success and industry relevance of the other. The term “construction” is now synonymous with “safe construction”, as there is a direct correlation to safety, productivity, and profitability. 
The construction industry is now in need of graduates that understand the impacts of not just knowing the terms, concepts, and software that are used, but also how the components actually perform, how they are assembled, and the sequence in which it all happens.

Live from Buffalo, NY:  Embracing Curiosity in Assessment in Order to Move Beyond “Assessment as Compliance” and Encourage More Meaningful Faculty Engagement with Jenna Ralicki, Campus Labs via Webinar – Platteville East
To better understand how we can improve learning experiences for students, we must first know what successes to celebrate and what areas to improve.  By assessing our learners and our instruction, we will become learners ourselves. In this session, learn about ways in which assessment can help facilitate data-driven decision making in your classroom and beyond.

11:00 – 11:45 a.m.:  Breakout Sessions

Form B – Your Assessment Review with Travis Nelson, Academic Planning Council; assistance by Laura Anderson, Faculty Senate – University Rooms
This session will explain the Form B process.  What is the purpose of (and benefits of) the review?  What is the process and timeline of the review?  What exactly are the relevant committees looking for?  The session will include an overview of the Form B questions and examples of past successful Form B submissions.

Embedded Indicators with Colleen McCabe, Liberal Arts and Education; Tera Montgomery, Business, Industry, Life Science and Agriculture, and Keith Thompson, Engineering, Mathematics and Science – Platteville West
Embedded indicators are an efficient method for conducting assessment of academic work. This panel introduces the audience to embedded indicators and discusses how to successfully implement them into curriculum assessment. After defining what embedded indicators are, examples from three UW-Platteville programs are presented.

Integration of General Education Student Learning Outcomes in Assessment Plans with  Elizabeth Gates, Department of Psychology; James Romesburg and Mary Lenzi, Department of Humanities (Mary Lenzi SLO Handout)Platteville East
This panel discusses how our programs fit General Education SLO’s into our existing assessment plans and asks attendees to consider how this fit might be done successfully across other programs.  Dr. Lenzi shares a few samples of core course questions and assignments, including a one-page student self-inventory, to show how she attempts to integrate SLO’s into her rotation of general education philosophy courses.  Dr. Gates will address the Psychology Department's assessment of General Education Student Learning Outcomes. Dr. Romesburg will discuss how those of us in College Writing tried to integrate general education assessment into our existing model of reflective pedagogical practices.

12:00 – 1:00 p.m.: Soup & Sandwich Luncheon Discussion - University Rooms

UW-Platteville’s Culture of Assessment – Owning and Honing Facilitated by Colleen McCabe, Department of Health and Human Performance and Staci Strobl, Department of Criminal Justice
Rapid cross college discussion on topics that you want to talk about and have answers to.

1:00 – 3:00 p.m.:  Workshops (bring your “tools” and laptop)

Form B: Let’s Work On Yours! with Travis Nelson, Academic Planning Council and Kris Wright, Department of Biology; assistance by Laura Anderson, Faculty Senate – Platteville West
Bring your work, your laptops, your questions, your frustrations, and let's make it work!

College of EMS ABET Process Workshop with Janel Miller, Assessment Coordinator, College of Engineering, Mathematics and Science – Platteville East
The target audience for this workshop is engineering faculty who are required to assess student work in their courses for ABET but currently do not have background in assessment. We will discuss ABET's criteria and assessment requirements, sustainable assessment strategies, data collection methods, and evaluation of the results. The workshop includes “hands on” time for you to identify student outcomes and performance indicators for your course, draft a workable assessment plan, and identify appropriate tools to assess student work. For best results, please bring the syllabus for a course you teach and for which you assess student work for ABET.

Team-Based Assessment Funds Projects – Group Work with Dr. Patrick Hagen, Office of the Provost – University Rooms
Project teams selected for the Provost’s Team-Based Assessment Fund will further develop their projects in this two-hour session. The first hour will be dedicated to team discussion. In the second hour, each team has 5 minutes to pitch its project to fellow participants.  The workshop will close with a general discussion.

To request disability accommodations, please contact Robin White at 608.342.1358 or


OIR: Assessment Showcase Sp17 Taped Sessions

Assessment Showcase Taped Sessions

To the left embedded in the drop-down program are PDF versions of the sessions. Click on the below to watch the morning sessions held in the University Rooms:

Assessment: Committee

Committee Members

Committee Members 2016-2017

College of BILSA:
Mark Albers
Donita Cartmill
Yari Johnson
Mark Miner
Tera Montgomery
Travis Sossaman

College of EMS:
Gretchen Bohnhoff
Antonette Cummings
Christina Curras
Keith Thompson

College of LAE:
Dong Isbister
Frank King
Colleen McCabe, Co-Chair
Staci Strobl, Co-Chair
Amanda Tucker

General Education Committee:
Teresa Burns

Teaching and Technology Center:
Sharon Klavins

Patrick Hagen
Robin White

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