February 27 – March 1, 2014
General Education and Assessment: Disruptions, Innovations, and Opportunities will examine how emerging disruptions in higher education are leading to positive opportunities for innovation in general education and assessment to improve the undergraduate experience for all students.
Closing the Loop: More Than a Metaphor
March 3 – March 5, 2014
The Inn at Virginia Tech and Skelton Conference Center, 901 Prices Fork Road, Blacksburg, Virginia
The Connections 2014 Conference aims to add meaning to the metaphor, “Closing the Loop”. Too often, the final step of the assessment process gets less attention in the rush to complete one assessment project and move onto another. Connections 2014 will showcase sessions from institutions that have successfully utilized the assessment cycle to make well-informed, strategic decisions designed to improve student learning or the learning environment. This is a small interactive conference with only 200 registrations, so space is limited. Registration will close once capacity is reached.
March 7 – March 8, 2014
Rose-Hulman Institute of Technology, 5500 Wabash Avenue, Terre Haute, Indiana
Collaboration is the cornerstone of engineering, whether in the context of a design project for a client, a student competition team, or a team of faculty assessing student learning outcomes in an engineering program. In 2014, collaboration will also be the cornerstone of the American Society of Engineering Education Illinois-Indiana Section Conference & RosEvaluation Conference 2014, as these two conferences will be held together on the campus of Rose-Hulman Institute of Technology. The focus of the ASEE IL-IN Section Conference on engineering education in our region will match with the RosEvaluation Conference focus on developing assessment and evaluation tools. As an attendee of the joint conference, you will be able to select from sessions and workshops from either the ASEE IL-IN or RosEvaluation Conference track. Please plan to join us on the campus of Rose-Hulman for two exciting days of the ASEE IL-IN Section Conference & RosEvaluation Conference 2014!
March 17 – March 19, 2014
New Orleans, Louisiana
One of AACSB’s most diverse and informative events—the Assessment Conference is your opportunity to explore current trends and global best practices in assurance of learning (AoL) and assessment. Get an in-depth look into the 2013 AACSB Accreditation Standards and the impact they will have on AoL as you prepare for your b-school’s initial or maintenance of accreditation visit. Whether you are new to assessment or a seasoned expert, this conference offers ample opportunities to gather new knowledge and insight. Discover how your peer institutions and educators have implemented their own successful programs and find out how to implement them at your institution. Take part in this event to broaden your view of assurance of learning and move forward on your path to excellence. Network with peers, connect with experienced accreditation volunteers, and exchange ideas with professionals from around the world at this key AACSB event.
March 21, 2014
University of Massachusetts Amherst, Amherst, Massachusetts
Connecting Research and Practice: How Can We Intentionally Develop Mastery and Leverage Practice and Feedback Towards that Goal? Led by Dr. Susan Ambrose: Ironically, expertise can be a liability as well as an advantage when it comes to teaching. In this session, we will explore why this is the case and discuss strategies for decomposing complex tasks to build students’ skills more systematically, help them integrate skills successfully, as well as apply those skills appropriately. Obviously two components to achieving mastery are practice and feedback, and while maxims such as “practice makes perfect” and “the more feedback, the better” are common, they do not reveal the key features that make practice and feedback most effective. As a result, we will also discuss those key features and some efficient strategies for incorporating practice and feedback into teaching. Backward Design for Student-Centered Learning: Aligning Your Course for Student Success, Led by Dr. Katie Linder: Many of us instinctually design our courses with content coverage as our primary objective. In this session, we will explore how backward design principles can help us keep students at the center of our course design practices. By aligning our courses around learning objectives and assignments that focus on specific skills we want students to be able to do by the end of a course we can ensure that learning, rather than coverage, guides our design. In this session, we will also practice integrating the learning principles of Dr. Ambrose’s How Learning Works into assignments and classroom activities.The NEEAN Dialogues are intended for faculty and administrators to help make the link between learning, pedagogy and assessment by providing workshops to interact with well-known professionals who will share their assessment work, especially in defining student learning outcomes for their disciplines and in sharing assessment tools they have developed to assist in appropriate, faculty-friendly ways to assess for them.
April 3 – April 7, 2014
We live in exciting times in education research, where every day new ground is being forged in research design, methodology, instrumentation, and assessment. Questions regarding how people learn, what should be taught by whom, and to what ends remain at the core of our field, enveloped in a “cloud” of new ideas and technologies. In our rapidly changing world it is clearly time to take stock of the value of education research, of how it has spurred innovation, and of its problems and the potential solutions it can provide for improving the learning and well-being of children and adults. The theme for the 2014 Annual Meeting aims to encourage submissions that link the possibilities of education research, recognizing how evidence of varying types can be used for tackling persisting issues in education and for their innovative resolution.
April 11 – April 15, 2014
Hyatt Regency Chicago, Chicago, Illinois
The 2014 HLC Annual Conference will be held April 11-15. The Conference offers a broad range of sessions and services that include pre-conference workshops, approximately 200 general program sessions, an Exhibit Hall, and a Self-Study Fair. Each year, more than 4,000 administrators and faculty from more than 850 higher education institutions located throughout the 19-state HLC region attend the Annual Conference. More detailed information to come as date approaches.
April 28 – April 30, 2014
Rochester Institute of Technology, Rochester, New York
This year’s theme is “Using Assessments to Drive Improvement: Practical Applications from the Field.” The objective is to provide those engaged in assessment with an opportunity to share examples of how assessments have been used to improve teaching, learning, and institutional effectiveness.
April 30 – May 2, 2014
Vancouver Convention Center, Hilton Hotel, Vancouver, Washington
Bringing together educators to broaden their understanding of teaching, relate effective practices, and exchange insights, methods, and strategies that promote and support student learning.
May 26 – May 30, 2014
Rosen Shingle Cree, 9939 Universal Blvd., Orlando, Florida
The AIR Forum is the world’s largest gathering of higher education professionals working in institutional research, assessment, planning and related postsecondary education fields. This four-day conference includes more than 400 presentations by colleagues representing all sectors of higher education and an exhibit hall featuring the latest tools and resources to support data use for decision making. From networking with peers to workshops and a plenary session by a leading expert in the field, the Forum is the “must attend” event for seasoned and early career professionals.
June 2 – June 4, 2013
Hotel Albuquerque, Albyquerque, New Mexico
Emergent Dialogues in Assessment
The conference, like the Association, has as its primary focus the practice of the as- sessment of student learning as a strategy to improve student learning. Thus it is open to all who are engaged in learning assessment—the faculty, administrators, Student Affairs staff, institutional researchers, and others in higher education who collect, analyze, and use assessment data to improve student learning.
June 3 – June 7, 2014
The University of Vermont, Burlington, Vermont
The Institute on General Education and Assessment provides campus teams with opportunities to refine and advance general education programs and their assessment. The rapidly changing composition and circumstances of our students and faculty, compels all of us to expand our cultural understandings, organizational constructs and pedagogical approaches in order to create learning communities that meet the needs and support success for all our students. During the Institute, teams explore intentional, well-defined and meaningfully assessed models of general education, processes of redesign, implementation of highly effective practices, and clarification and integration of learning outcomes and their assessment. Admission to the Institute is competitive and limited. All accredited two-year and four-year institutions are encouraged and eligible to apply.
June 9 -June 11, 2014 or June 9 – June 13, 2014
Alverno College, Milwaukee, Wisconsin
For more than 30 years, Alverno College has been a leader in ability-based curriculum design and the assessment-as-learning approach to education. Alverno’s curriculum requires all students to master, within the disciplines, what the faculty has developed as eight core abilities critical to the worlds of work, family and civic community. Those abilities include communication, analysis, problem solving, valuing in decision-making, social interaction, developing a global perspective, effective citizenship and aesthetic engagement. Every year, hundreds of educators throughout the United States and the world visit Alverno to learn about its teaching methods. Attend one of these educator workshops to learn more about Alverno’s principles and practices and how this approach can be adapted to your curriculum. All workshops offer participants the experience of a dynamic, innovative, and hospitable institutional learning culture. Participants also interact and collaborate with educators from around the world. The weeklong conference features sessions designed according to the learning principles that guide the Alverno curriculum. Educators will have the opportunity to learn how Alverno’s widely respected ability-based curriculum and assessment methods are integral to teaching.
July 13 – July 16, 2014
Embassy Suites San Antonio Riverwalk – Downtown, San Antonio, Texas
This institute is not another opportunity to listen to speakers tell you what they are doing at their school and leaving you with no blueprints on how to accomplish it at your school. This is not a large conference where you move from room to room with lots of choices. This institute is intensive, meets from 9am to 5pm, is heavy on networking and designed to give faculty and staff the skills to get the job done. The criteria from all six regional accrediting agencies will be addressed. In most years, a representative from one of the six agencies attends the institute and presents on institutional effectiveness issues in their region.
June 17 – June 21, 2014
Vanderbilt University, Nashville, Tennessee
The Institute on High-Impact Practices and Student Success is designed to help campuses and systems make institution-wide changes that benefit all students. It is ideal for institutions at various stages of work and addresses ambitious goals for improving both completion rates and the quality of student learning. Participant teams work on removing barriers to student success and devising integrative learning-centered plans—making intentional use of the Essential Learning Outcomes and high-impact practices. Highlighting the success of students who have historically been underserved, the program supports work to make excellence inclusive and to recognize and nurture the assets students bring to college. It provides insight into building student success initiatives from the ground up, often in the face of challenging institutional and external obstacles. The Institute draws on research on how all students can benefit from high-impact practices, especially less-advantaged students, who often do not have equitable access to these practices. The Institute curriculum aims to help campuses define approaches that are highly engaging to students and effective at improving the equitable achievement of outcomes.
June 18 – June 20, 2014
Nassau Inn, Princeton, New Jersey
Prior, Present, and Potential Learning: Do We Know It When We See It?
The main goal of the National Institute is to address issues of interest to novices and experienced professionals alike. The National Institute also serves as a venue to share experiences in a casual environment and to network with colleagues. All attendees are also invited to attend the exclusive Welcome Reception during the early evening of Wednesday, June 18. A special invitation will be included in the registration packets. The National Institute is sponsored annually by Thomas Edison State College.
July 9 – July 13, 2014
California State University-Fullerton, Fullerton, California
The 2014 Institute on Integrative Learning and the Departments is intended for colleges and universities interested in building faculty and departmental leadership for advancement of Essential Learning Outcomes—breadth and depth of knowledge, inquiry and critical thinking, personal and social responsibility, civic learning, global knowledge and skills, and particularly, integrative and applied learning. Today, college graduates must be able to integrate and apply disciplinary and cross-disciplinary learning in new contexts as they seek better and more responsible solutions to problems encountered in work and in society.
Institute I: July 18 – July 23, 2014 – Pendle Hill, Wallingford, Pennsylvania
Institute II: July 25 – July 30, 2014 – Baca Campus of Colorado College, Crestone, Colorado
The PKAL Summer Leadership Institutes are designed for both early- and mid-career STEM faculty engaged in leading projects aimed at transforming undergraduate STEM education in their classrooms, departments, and institutions. Each Institute exposes STEM faculty to the theories and practices required for them to act as agents of change in their home institutions and/or professional societies. Over 40 percent of Institute alumni currently hold positions of leadership on their home campuses. Applications will be available January 2014. Women, minorities and persons with disabilities are strongly encouraged to apply.
July 21 – July 23, 2014
Renaissance Chicago Downtown Hotel, Chicago, Illinois
In a landscape of rapid technological advancement and renegotiated state and federal policy, institutions of higher education are faced with increasing pressures to continuously improve quality and to prove it. We must reframe these pressures and look to our challenges as opportunities to improve student learning and better prepare our students. The 2014 Assessment & Collaboration Conference will focus on doing that with sessions emphasizing the use of technology to enhance institutional effectiveness and assessment. We invite well-developed proposals illustrating examples of ongoing assessment and the use of assessment results in meaningful ways to improve higher education. Preference will be given in the selection process to those proposals that include the use of assessment technologies that support all modes of instructional delivery (traditional, online, hybrid, MOOCs, etc.), while fulfilling the various roles of assessment in teaching, learning, and continuous quality improvement.
July 26 – July 31, 2014
At this year’s conference, we emphasize the importance of cultivating the public citizen, as we honor the thought and work of Ralph Nader through the Bertrand Russell Scholars Lecture and program. Accordingly, in additional to our usual sessions for educators, we offer sessions for all citizens, throughout the world, who are interested in improving their ability to reason through complex issues, as public citizens, and in all parts of life. Critical thinking is as essential to thinking like a skilled public citizen as it is to thinking like a skilled educator, administrator, psychologist, historian, scientist, doctor, parent, student…as it is to thinking well within any domain of human thought or through any important issue.
The conference begins with two options for preconference sessions. The rest of the conference will consist of approximately 40 sessions offered over four days. When you register for the conference, you will choose your preconference and focal sessions for the main conference. On the third day of the conference you will choose from approximately 25 concurrent sessions. (The full concurrent session program will be available at the conference). Many of the sessions will be posted online in advance. All conference registrants are invited to the Bertrand Russell Scholars program with Ralph Nader. Seating in live or virtual ballroom will be based on date of registration. See registration page for details. Only registered delegates may attend the Nader lecture and conversation.
September 10 – September 12, 2014
Drexel’s Philadelphia Campus, Philadelphia, Pennsylvania
Drexel University, one of the 15 largest private, major research universities in the United States and a global leader in experiential education, is hosting its first annual regional conference on assessmentSeptember 10-12, 2014. Entitled MYTHS & MOVEMENTS: RE-IMAGINING HIGHER EDUCATION ASSESSMENT, we hope to engage attendees in rich conversation through interactive presentations, snapshot sessions, and plenary addresses. It is anticipated that this first conference will attract 300 to 400 attendees from across the middle states region to Drexel’s Philadelphia campus and from many more institutions across the United States in the years to come. Interested individuals can access information at the conference website at http://www.drexel.edu/mythsandmovements. The site is designed to provide all of the information pertaining to the conference – the framework schedule, plenary and keynote speakers, debate participants, hotel information and registration as well as conference registration. Please contact Steve DiPietro, Associate Vice Provost at email@example.com, or Jim Mergenthal, Director of Web Development at firstname.lastname@example.org with any questions on this project.
Conference: October 15 – October 18, 2014
We invite all who are involved in the field of evaluation to share your best work in evaluation theory or practice at Evaluation 2014, the annual conference of the American Evaluation Association (AEA). The conference is divided into Topical Strands that examine the field from the vantage point of a particular methodology, context, or issue, as well as the Presidential Strand highlighting this year’s Presidential Theme of Visionary Evaluation for a Sustainable, Equitable Future. Presentations may explore the Presidential Theme (please see below) or any aspect of the range of evaluation theory, practice, management, or consulting. We anticipate that more than 3,000 colleagues will gather for a week of learning, collaboration, and connection, and hope that you will be among those in attendance.
October 19 – October 21, 2014
Marriott Indianapolis Downtown, 350 West Maryland Street, Indianapolis, Indiana
The Assessment Institute in Indianapolis is the nation’s oldest and largest event focused exclusively on outcomes assessment in higher education. We anticipate that some 1000 educators from virtually every state and several other countries will take part in the 2014 Institute. The Assessment Institute in Indianapolis is designed to provide opportunities for (1) individuals and campus teams new to outcomes assessment to acquire fundamental knowledge about the field, (2) individuals who have worked as leaders in outcomes assessment to share and extend their knowledge and skills, and (3) those interested in outcomes assessment at any level to establish networks that serve as sources of support and expertise beyond the dates of the Institute.
Network for Academic Renewal Conference
November 6 – November 8, 2014
The AAC&U Transforming STEM Higher Education Conference addresses both the importance of increasing the number of STEM baccalaureate degree earners who master complex STEM content and competencies and also the importance of enhancing STEM literacy for all students. To these ends, the conference will strategically address several dimensions of STEM higher education reform, including innovative and effective approaches to undergraduate STEM teaching and learning; strategies for measurement and evaluation; inclusive excellence; faculty professional development; and advancement of effective institutional change strategies.