|
2010 CONFERENCE
February 25 and 26, 2010
Hotel Albuquerque at Old
Town
Albuquerque, NM
Costs:
Conference: $85
Pre-conference: $60
Post conference: $60
Hotel
Albuquerque at Old Town
800 Rio Grande Blvd., NW
Albuquerque, NM
87104
505.843.6300 Conference Rate $81
|
NMHEAR 2010
Grassroots Leadership: Doing the
Right Thing in Perilous Times
Invited
Speakers include: Susan Hatfield,
Jeff Seybert, Peggy Maki, Teresa Flateby, and Allen DuPont
CONFERENCE
HOTEL
We
are pleased to have the Hotel Albuquerque
at Old Town as the conference hotel for the 2010 conference. $81.00
per night.
Hotel
Albuquerque at Old Town
800 Rio Grande Blvd., NW
Albuquerque, NM 87104
505.843.6300
|
|
2010 NMHEAR
Keynote Panel
Peggy Maki, Susan
Hatfield, and Jeffrey Seybert will address NMHEAR attendees following lunch
on Thursday, February 25. These
nationally-recognized experts will articulate why so many assessment efforts
in higher education falter.
|
Peggy
Maki
Higher education consultant,
Peggy L. Maki, Ph.D., specializes in assisting undergraduate and graduate
colleges and universities, higher education boards, higher education
organizations, and disciplinary organizations integrate assessment of
student learning into educational practices, processes and structures. Her
work also focuses on assessment within the context of accreditors'
expectations for institutional effectiveness. Currently, she serves as sole
consultant to the Rhode Island Board of Governors for Higher Education and
its public higher education institutions under a multi-year project focused
on integrating assessment across the State's public institutions in
conjunction with K-20 assessment efforts.
Dr. Maki has served as
assessment consultant and workshop leader (1) for the Carnegie Foundation’s
Integrated Learning Project; (2) for a Teagle
grant awarded to consortia of colleges and universities across the United
States; (2) for a Mellon grant awarded to Appalachian colleges and
universities focused on assessing students' learning in mathematics, the
sciences, and writing; and (3)for an NSF grant awarded to NMSU to design
model nanoscience curricula and methods of
assessment for community colleges and universities. In 2008 she was
videotaped for a presentation to the Federal Department of Education on
Alternatives to Standardized Tests as Documentation of Student Learning.
|
Susan Hatfield
Susan Rickey
Hatfield has taught at Winona State
University
since 1981. During that time she
has taught in the Communication Studies department, served for nine years
as chairperson of that department, and 14 years as WSU’s Assessment
Coordinator. In her role as
Assessment Coordinator, Dr. Hatfield worked with numerous departments on
developing and implementing plans to assess student learning at the program
level. She has also worked with
programs as they prepare their professional accreditation portfolios for
organizations such as ABET, AACSB, CSWE, and NCATE
Over
the past ten years, Dr. Hatfield has been invited to present workshops at
numerous regional, national, and international conferences on issues
related to accreditation and assessment & promotion of student
learning. Additionally, she has
worked with many two- year, four-year, and professional schools as they
develop assessment plans, prepare for accreditation visits, and interpret
assessment data. Dr. Hatfield is
peer evaluator for the Higher Learning Commission and has conducted
training, facilitated strategy sessions, and participated in think tanks
for the HLC. She is currently a Visiting Scholar with the HLC’s OASIS
project.
Dr.
Hatfield has received a Kellogg Fellowship as one of the Emerging Leaders
in Higher Education, and has been named Outstanding College Teacher in the
State of Minnesota
by the MN House of Representatives.
|
Jeffrey
A. Seybert
Jeff
Seybert is currently Director of the National Higher Education Benchmarking
Institute at Johnson
County Community College in Overland Park, Kansas (in the Kansas City, Missouri metropolitan
area). Prior to assuming directorship
of the Benchmarking Institute, he served as Director of Institutional
Research at JCCC for 21 years. From
1974-1981, Jeff served as assistant professor of psychology at the
University of Missouri-Kansas City.
Dr.
Seybert is past president of the National Community College Council for
Research and Planning and the MidAmerica
Association for Institutional Research, and has served on the Board of
Directors of the Association for Institutional Research (AIR).
Dr.
Seybert serves as consulting editor for the Journal of Applied Research
in the Community College, The AIR Professional File, consulting
editor and contributing columnist for Assessment Update, and project
director for the Kansas Study of Community College Instructional Costs and
Productivity and the National Community College Benchmark Project He has published more than 50 articles
and book chapters and served as consultant to more than 100 colleges, non-profit,
and other organizations in the U.S., Canada, Great Britain, Australia,
Chile, the Pacific Region, and the Caribbean in the areas of assessment of
student outcomes and institutional effectiveness, program evaluation,
strategic planning, and institutional research.
|
|
|
2010
Pre-Conference Workshops
Pre-conference
workshops will run 8:30-11:30am,
Feb. 25th; the conference will follow on the 25th -26th. Indicate which workshop you would like to
attend (by number) on your registration form.
The cost is $60.00.
Workshop
1: Using Curriculum Mapping to Foster
and Assess Learning Outcomes -- Allen DuPont, North Carolina State University, and Teresa Flateby,
University of South Florida
Curriculum mapping is a planning process that facilitates the achievement and
assessment of programmatic learning outcomes.
This process enables faculty to foster the appropriate cognitive
levels and faculty and assessment teams to identify strategic locations in
the curriculum to gather assessment data.
Ideally, it should be the next step in designing a curriculum after
determining what students should know, think and be able to do upon
completion of a program – whether in a major or the completion of the General
Education curriculum. In reality, curriculum mapping often comes at the end
of the assessment cycle. Participants
in this interactive presentation will be guided through the development of
several curriculum maps, including one for General Education, and will see
how this facilitates closing the loop.
Workshop
2: Assessment Through the
Looking-Glass: Praxis, Collaborative
Reflection, and Teacher Inquiry
--
Chris Burnham, New Mexico State
University, & Barbara Pearlman, Hot Spring High School, Truth or
Consequences, NM
This workshop introduces participants to Teacher Inquiry. Reflective assessment at work, Teacher
Inquiry reverses the power relations between classroom teachers and outside
consultants and administrator-imposed out-of-the-box curricula. Through Teacher Inquiry, the classroom
teacher passes through the looking-glass to claim professional authority and
reject the role of classroom mechanic.
Teacher Inquiry empowers classroom teachers
expert researchers able to observe, define, investigate, devise and test,
implement, and report on solutions to questions and problems that originate
in their teaching. Teacher Inquiry,
often closely associated with Action Research, is intentional, systematic,
public, voluntary, ethical, and contextual.
Collaborating with similarly interested professions, teachers can
create local assessment communities focusing on improving student learning
rather than obsessing about test scores.
This workshop will take participants through the steps of beginning a
Teacher Inquiry Project and suggest how to build a sustainable Inquiry
Community to help foster and implement further inquiry in the classroom.
Workshop
3: The Institutional Portfolio: A
Performance-Based Model for Assessment of General Education -- Jeff Seybert, The National Higher
Education Benchmarking Institute
This workshop will present
both general principles and specific methodologies necessary for any
assessment of student learning outcomes program. The major purpose of the
workshop is to describe and provide participants with hands-on experience
with an authentic, performance-based general education assessment model. The model involves compilation of an
“Institutional Portfolio” through collection and review of samples of work
(artifacts) students produce in classes throughout the curriculum for each of
six major outcomes: math, writing, speaking, culture & ethics, modes of
inquiry, and problem solving. This
review is conducted by interdisciplinary faculty scoring teams for each of
the general education outcomes using holistic scoring criteria
(rubrics). Results are reported in the
aggregate and may also be analyzed and reported based on several other
demographic variables (e.g., credit hours earned, prior courses completed,
etc.). The model has been used
successfully in the college in which it was designed since 1996 and cited by
the college’s North Central Association consultant evaluator team as one of
the major strengths of its reaccreditation process. In addition, the model has been adopted by
numerous other community colleges over the past decade.
Workshop
4: New Mexico Association for
Institutional Research & Planning: Working the Data During Turbulent
Times --Judy Bosland, New Mexico
State University
NMAIRP
Annual Meeting – Discussion of membership communication pathways, annual
workshop ideas and election of the next President-elect; presentations by
staff from the Higher Education Department and the New Mexico Public
Education Department on those important issues that keep us all befuddled
each year.
Workshop
5: ASSESSMENT - Basic Training -– Susan Williams, T.S. Dhillon, Diane Prince, Doña Ana Community College
CAT’s?? SLO’s?? SPA??
How can I make sense of all this information? What does it REALLY mean
to me and my students? How can I make the time? Join us for a true “basic training”
experience in learning the verbiage, applying the information and discovering
how assessment can help both you and your students! This is a hands-on
workshop that will allow you to create discipline specific, individualized
assessments that you can use the week following the conference. Come ready to work and have fun doing it!
Workshop
6: 21st Century Literacy
Skills: Learning Through, With, and About Digital Multimedia -- Karla Kingsley, University of New Mexico
and John Unger, UNM Gallup
Graduation rates are an important indicator of school performance for
parents, policymakers, and other community members. With a high school
graduation rate of only 56%, (July 2009) students in New Mexico are at
particularly high risk for dropping out of school. Those of us working in
secondary and postsecondary contexts are encountering the effects of these
student performance figures in very real ways as we work to transition
students to higher levels of Academic Literacy. This workshop is designed to
assist educators in bridging learners’ technology-mediated day-to-day
language and social experiences with functional uses of language within
academic settings. Workshop attendees will participate in hands-on
technology-rich activities that stimulate academic reading, writing, and thinking
through the use of digital media. Assessment information for these new tools
and technologies is also included.
Workshop
7: To Read or not to Read: Empowering
students through effective reading strategies -- David Burleson, Doug Layer, Victoria Gonzales, and Krista Kozel, Doña Ana
Community College
If you’re tired of hearing this: “Do we really need the book?”, then come
learn how to answer that question in the affirmative! Help students
rediscover the art of reading as a pathway toward empowerment. In this
hands-on workshop, participants will discover how to get students excited
about learning, and engaged with their assigned reading. Be prepared to
discuss the pitfalls and expectations that come from assigning reading that
you know nobody is doing. The workshop will also address the online
environment, and how our sound-bite culture influences today’s students.
Participants will re-discover how they themselves read, and learn how today’s
students often hear and interpret reading instructions. Participants will
leave with interventions in hand. We encourage faculty from all disciplines
including the humanities, and the social and physical sciences to attend.
Participants are asked to bring several reading sources with them (including
textbooks, journal articles, novels, etc.) which might be assigned to
students. Textbooks are not just for doorstops anymore.
Workshop
8: Improving Student Success by
Addressing Knowledge Bulimia Epidemic in K-16 -- Yugal Behl,
Math Faculty, Central New Mexico Community College
Students
do not retain knowledge as they move from one course to another and as they
move from one chapter to another within a course. They cram course material
the night before the test and lose it immediately afterward. This is
knowledge bulimia. It appears to
be a wide spread, chronic problem. Its impact on student success and
retention in secondary and post-secondary schools will be discussed. The
workshop participants will identify and evaluate learning and teaching
strategies that raise awareness of and promote learning for the long-term.
The role of various stakeholders – students, instructors, administrators,
parents and community leaders – for each strategy should be identified. These
strategies can be effective only if all stakeholders take responsibility for
their respective roles.
2010 Post
Conference Workshop
The
post conference workshop will run 1:00 to 3:30, Friday Feb. 26th. The cost is $60.00.
“Finding and
Implementing Assessment Solutions in Perilous Times”
Susan Hatfield, Winona State
University, and
Peggy Maki, Higher Education Consultant
In this post conference workshop,
experts in the field of assessment will help participants confront assessment
malaise by constructing strategies that valorize meaningful, locally-generated
assessment efforts.
|