Watch 2014 Webinars On-Demand
Students Engaged: One Institution's e-Portfolio Story
January 29, 2014
During this webinar, Point Loma Nazarene University presented on the conditions leading up to the need for an e-Portfolio initiative across the campus, the creation of an e-Portfolio template for use, the transition from hard copy portfolios to e-Portfolios, and the value students gained from having an e-Portfolio in the job search process.
Teaching to the Outcomes & Assessing the Standards
February 26, 2014
Dr. Mark Cook described the success and effectiveness of the University of Hawaii Community Colleges’ on-going Instructional Assessment & e-Portfolio Project (IAEP), and how the IAEP makes the connection between teaching to the learning outcomes and the assessment of accreditation standards…anywhere, anytime. This webinar discussed how those relationships can be developed, supported, and managed.
Designing Effective Rubrics for Key Performance Assessments of Student Learning
May 7, 2014
Dr. Lance Tomei provided attendees with three specific strategies for developing well-designed performance assessment rubrics that are effective for both formative and summative assessments of skills included in a program’s target learning outcomes. Rubrics developed using these will produce assessment data useful for both internal (improving student learning) and external (accountability and accreditation) purposes.
Information and Strategies for Transitioning from NCATE to CAEP
May 21, 2014
Dr. Lance Tomei discussed the similarities and differences between NCATE and CAEP accreditation requirements with a focus on the major new or significantly different requirements for CAEP. He provided a recommended action plan and associated strategies to prepare for the more rigorous CAEP accreditation requirements.
Knowing What Students Know and Can Do: The State of Student Learning Outcomes Assessment
June 4, 2014
Dr. Natasha Jankowski presented findings from the NILOA survey of chief academic officers on the state of student learning outcomes assessment within their institutions informed by shifts in the use and types of assessments engaged with, as well as ways to move assessment work forward. Findings were illustrated with institutional examples from a variety of NILOA studies.
Using e-Portfolios to Stimulate Identity Changes in Underrepresented Minority Community College Students
July 9, 2014
the presenters described the use of e-Portfolios as a means of stimulating identity shift during an intensive summer program. They have found: 1) e-Portfolio entries included increasing references to academic identity, future orientation and a community of scholars; 2) Changes reflected in e-Portfolios were independent of changes evidenced in other measures. After participating in this webinar, participants were aware of ways that e-Portfolios can support the development of academic identity, future orientation and scholarly community.
How to Build an Effective (and Fun) Culture of Assessment
September 9, 2014
Dr. Jonas examined how to develop a culture of assessment while providing examples and attempting to make it effective and even fun. Assessment can be used to build collaboration through the different stages of team development, the roles that team members operate within, as well as identifying their communication styles. Humor may be the driving force that can affect overall collaboration and then build a culture of assessment.
Rubric Design: Part II
October 16, 2014
Dr. Tomei presented a sequel to the Rubric Design webinar conducted on May 7, 2014. This webinar examined several rubric design criteria that can help ensure that your rubrics have content, construct, concurrent, and predictive validity and, with proper training of assessors, can produce reliable assessment data.
Crowdsourcing Management Education
November 18, 2014
Dr. Hall discussed crowdsourcing education management. The approach being adopted in many business schools is to engage faculty and students in a virtual crowdsourcing learning experience. Specifically, this new paradigm significantly alters the three pillars of traditional instruction — fixed time, fixed location, and fixed learning pace — with a more flexible, customized, and mobile learning environment.