October 22, 2014
Overton Hotel & Conference Center
Lubbock, Texas
WELCOME
Dear Conference Attendees,
Welcome to the third annual West Texas Assessment Conference! We are
delighted you have chosen to spend the day with us and hope you will
enjoy the beautiful facilities of the Overton Hotel & Conference Center.
The venue’s décor reflects the true essence of West Texas culture and
serves as an excellent background for today’s event.
The primary purpose of this conference is to unite higher education
professionals across West Texas and the surrounding areas to discuss
issues related to planning, assessment, and accreditation. We strongly
believe that professionals in this region and beyond have a wealth of
knowledge and valuable experiences to share with one another.
Your co-hosts for the conference include the Office of Planning and
Assessment at Texas Tech University and the Office of Accountability at
Angelo State University. We have also gained a new conference partner
this year: South Plains College.
As you engage in today’s activities, please let any of us know how we can
assist you.
At the conclusion of the conference, you will receive an email requesting
you to complete an online conference evaluation. Your feedback will
assist us in making this experience even better in future years. On behalf
of the 2014 WTAC Planning Committee, thank you for coming!
Sincerely,
Joe Street
Stephen D. Emmons
Crystal Braden
Katie Randolph
Jennifer S. Hughes
2014 PLANNING COMMITTEE
Planning Committee Co-Chairs
Katie Randolph, M.A.
Senior Administrator
Office of Planning and Assessment
Texas Tech University
806.742.1505
katie.garner@ttu.edu
Joe Street,
Senior Business Assistant
Office of Planning and Assessment
Texas Tech University
806.742.1505
joe.street@ttu.edu
Crystal M. Braden, M.S.
Director of Accountability SACSCOC
Accreditation Liaison
Angelo State University
325.942.2131
crystal.braden@angelo.edu
Planning Committee Members
Jennifer S. Hughes, M.S.
Director
Office of Planning and Assessment
Texas Tech University
806.742.1505
jennifer.s.hughes@ttu.edu
Stephen Emmons, Ph.D.
Professor of Music
Coordinator of Academic Assessment
Department of Visual and Performing Arts
Angelo State University
325.486.6031
semmons@angelo.edu
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Keynote: Dr. Hardy Sunset Ballroom
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Panel Discussion:
Faculty Credentialing
Jennifer Hughes - Moderator
Craig Morton - Facilitator
HORIZON C
Findings From A Three Year Review
of Medical Student Attitudes Toward
a Geriatric Training Program and an
Early Practice Model In the Care of
Older Adults
CANYON
Available for Networking
Stephen Emmons - Facilitator
Engaging Faculty to Improve
Institutional Assessment
Panel Discussion:
Student Affairs
Craig Morton - Facilitator
Crystal Braden - Moderator
Higher Education Administrators Use
of Formative Assessment Systems
for Program Improvement
Joe Street - Facilitator
Applying Adam Smith’s
Canons of Taxation to get
the most out of your Critical
Thinking and Teamwork
Assignments
Shanna Donica - Facilitator
Lunch and Keynote: Dr. Burley Sunset Ballroom
Two Birds, One Stone:
Planning Your Learning
Assessment to Satisfy
Institutional and Professional
Accreditation
Panel Discussion:
Community College
Assessment and Accreditation
Shanna Donica - Moderator
Using a Faculty Jury Model
for Program-Level Student
Learning Assessment
Available for Networking
Sabrina Sattler - Facilitator
Joe Street - Facilitator
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Building a Case for
SACSCOC Standards 3.5.1
& 3.3.1.1. compliance at
West Texas A&M
HORIZON B
Balancing the CounterPressures of Assessment
in 21st Century Higher
Education
Panel Discussion:
New Texas Core Assessment
Available for Networking
Ensuring Academic Integrity
with Online Proctoring
Micro-teaching, micro-assessment:
Relevance of an educational online
simulation for undergraduates
Available for Networking
Craig Morton - Moderator
Jennifer Hughes - Facilitator
Assessment of General
Education Programs at
South Plains College
Stephen Emmons - Facilitator
Available for Networking
Crystal Braden - Facilitator
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CONCURRENT SESSIONS I 10:00 am - 10:50 am
Building a Case for SACSCOC Standards 3.5.1 & 3.3.1.1.
compliance at West Texas A&M
Dr. Tau Kadhi
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West Texas A&M
This presentation highlights West Texas A&M
University’s ongoing processes of planning,
gathering evidence, reviewing and analyzing, and
using the results for our annual assessment cycle
to build our case for compliance in 3.5.1 and
3.3.1.1 class of 2016. Specifically, West Texas
A&M University (WTAMU) uses the Collegiate
Assessment of Academic Proficiency (CAAP) as
an embedded instrument in signature courses
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to assess learning in the university academic core
curriculum (CORE). And in addition to providing
university, college, and departmental profiles
compared to national norms, those results are
compared to the student ACT scores to further
evaluate value added. We will also preview our
strategy to assess our new General Learning
Outcomes (GLOs) for General Education.
Panel Discussion: Faculty Credentialing
Moderator:
Dr. Tom Miholland
Jennifer Hughes
Abilene Christian University
Texas Tech University
Ms. Sue Ann Lopez
Panelists:
South Plains College
Dr. Catherine Parsoneault
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Texas Tech University
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University of North Texas Health
Sciences Center
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Available For Networking
Engaging Faculty to Improve Institutional Assessment
Dr. Marcelo Schmidt
Ms. Gail Alleyne- Bayne
Texas Tech University
Texas Tech University
This session examines the strategies implemented
and utilized by staff in The Office of Planning &
Assessment at Texas Tech University (TTU) to
engage faculty in the process of institutional
assessment of student learning. Specifically,
we discuss two approaches to institutional
assessment and the outcomes associated with
each of these approaches. In one approach,
we keep faculty involvement in the assessment
process to a minimum. In the other approach,
we collaborate with faculty in the planning phase,
administration of the assessment, and utilization
of the results. We preffer that the latter approach
is ideal and that it agrees with best practices of
assessment. We also provide outcomes data that
supports this contention.
Panel Discussion: Student Affairs
Moderator:
Ms. Cathy Mitchell
Crystal Braden
South Plains College
Angelo State University
Mr. Randal Dement
Panelists:
Lubbock Christian University
Dr. Robert Elliot
Eastern New Mexico University
Findings From A Three Year Review of Medical Student
Attitudes Toward a Geriatric Training Program and an Early
Practice Model In the Care of Older Adults
Dr. Sandra Marquez Hall
An academic program sought to address the
national shortage of physicians trained in geriatrics
in order to better address the medical needs of a
growing aging population. Along with embedded
geriatric curriculum of 64 hours in first year and
75 hours in second year, medical students were
CONCURRENT SESSIONS II 11:00 am - 11:50 am
also actively involved for 24 hours in the Seniors
Assisting in Geriatric Education (SAGE) Program
for a total of 163 hours geriatric content. This
presentation relates to the research study that
was part of the above academic initiative.
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Higher Education Administrators Use of Formative Assessment
Systems for Program Improvement
Ms. Nhung Pham
Dr. Peggy Johnson
Texas Tech University
Texas Tech University
The College of Education at Texas Tech University
has embarked on a new teacher education
program, Tech Teach, which uses a set of
measures to assess the progress of teacher
candidates. Program faculty uses these measures
to evaluate the programs and make appropriate
adjustments and improvements. These measures
include a Performance Assessment cycle, the
TRIPOD Survey, and Benchmark Data on student
achievement supplied by the school districts.
The literature shows that research on formative
classroom assessment practices and professional
development are richer at the classroom/
teacher level than at the administrator level. Yet,
administrator leadership is known to be critical
for school reforms, including a change to more
formative, learning-oriented assessment practices.
The purpose of this research is to explore how
administrators use the data from a formative
assessment system to change the teacher
education program and make decisions for future
program improvement
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Applying Adam Smith’s Canons of Taxation to get the most out
of your Critical Thinking and Teamwork Assignments
Mr. James Kemper
South Plains College
My ultimate goal for my presentation would be
for educators to, by using the above categories,
leave with a sense of how to incorporate the
following into discussions: - Teamwork - Personal
Responsibility Outline: Applying Adam Smith’s
Canons of Taxation to get the most out of your
Critical Thinking and Teamwork Assignments
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The direct assessment of student learning is the
central component of all academic program-level
assessment plans and numerous program-level
assessment strategies are employed within and
across institutions of higher education. One such
strategy is the use of faculty juries. A faculty jury
is a panel of qualified faculty members brought
together for the purpose of judging student
performance. A well-developed faculty jury system
is a valid and beneficial method for the direct
assessment of student learning and is applicable
to a variety of programs, especially those in which
Two Birds, One Stone: Planning Your Learning Assessment
to Satisfy Institutional and Professional Accreditation
Stephen Emmons, Ph.D.
everyone wants something different which can
turn student learning assessment into a multiheaded nightmare. In this session, we will outline
the planning necessary to build
a cohesive assessment plan that will ensure
that all stakeholders are being served while
maintaining a central body of evidence.
Panel Discussion: Community College Assessment and
Accreditation
Moderator:
Mr. Yancy Nunez
Ms. Shanna Donica
South Plains College
South Plains College
Ms. Connie May
Panelists:
Odessa College
Ms. Betsy Harkey
Vernon College
Using a Faculty Jury Model for Program-Level Student
Learning Assessment
Dr. Doyle Carter
Angelo State University
CONCURRENT SESSIONS III 1:10 pm - 2:00 pm
Angelo State University
Academic assessment in higher education
doesn’t just serve to internally evaluate how well
institutions of higher learning are teaching their
students. Increasing numbers of internal and
external entities are concerned with how higher
education institutions are performing with regards
to student learning. With the ever-growing number
of interested parties, it can sometimes appear that
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What are the canons?
• Equality • Convenience
• Certainty • Economic.
What were their purposes? How can we
apply these to class discussions/team based
assignments?
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students are expected to demonstrate a skill,
i.e., the Texas Core Objectives, create a product,
perform a task, or solve a problem. The presenter,
who directs an institution-wide, cross-disciplinary
program of study that employs the faculty jury
model will discuss programlevel assessment
principles, program philosophies, goals, and
practices conducive to faculty juries; faculty
development strategies to enhance inter-rater
reliability; and the benefits of a faculty jury system
on program effectiveness.
Available For Networking
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CONCURRENT SESSIONS IV 2:10 pm - 3:00 pm
Balancing the Counter-Pressures of Assessment in 21st
Century Higher Education
Dr. Will Miller
Flager College
Assessment is stressed across college campuses
as an essential activity given the realities of higher
education in the 21st Century. Key stakeholders,
however, view assessment through different lenses
with federal agencies, state agencies, boards of
trustees, administrators, faculty, students, staff,
parents, and community members all having
different interpretations of the importance of and
need for it. In this session, we will discuss the
differing views of these stakeholder groups and
how assessment professionals can best manage
present cross-pressures.
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Panel Discussion: New Texas Core Assessment
Moderator:
Craig Morton
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Dr. David Roach
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Texas Tech University
Dr. Loraine Phillips
Panelists:
Dr. Stephen Emmons
University of Texas Arlington
Angelo State University
The Texas Higher Education
Coordinating Board (THECB)
Dr. Rex Peebles
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When colleagues think about assessment, they
might focus on broad issues, such as program
effectiveness and student outcomes (e.g.,
satisfaction with campus services, retention).
Such issues are important, but do not reflect the
only level of assessment. Rather, colleagues can
assess the value of specific educational events or
processes (e.g., micro-assessment). This session
Available For Networking
ProctorU
The presentation will demonstrate how educators
can prevent cheating, ensure the academic
integrity of distance learning programs, and
advance policies designed to reduce incidents of
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dishonesty online using a number of strategies.
The presenter will also share industry research
and best practices.
CONCURRENT SESSIONS V 3:10 pm - 4:00 pm
Assessment of General Education Programs at
South Plains College
Ms. Shanna Donica
Mr. Yancy Nunez
South Plains College
South Plains College has established a process of
student learning and departmental assessments.
SPC’s assessment process will be discussed
from the development of student learning
South Plains College
outcomes to the findings from departmental
assessments. Assessment examples both good
and bad will be shared.
Micro-teaching, micro-assessment: Relevance of an
educational online simulation for undergraduates
Dr. Jacki Fitzpatrick
Texas Tech University
Ensuring Academic Integrity with Online Proctoring
Mr. Patrick Ochoa
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Texas Tech University
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will describe the execution and assessment of
one event (an online simulation activity in an
undergraduate course). The overview will address
the decision processes (e.g., selection of activity,
course relevance, measurement) that can be
utilized by colleagues in any discipline to explore
micro-assessment options in their own courses/
programs.
Dr. Darcy Hardy
Dr. Darcy W. Hardy is Associate Vice President for Enterprise Consulting
at Blackboard Inc. In this role, she leads a team of nationally-recognized
experts in higher education, K-12, e-learning and distance education,
information technology, open source technologies, outcomes and
assessment, and analytics. The practice works with colleges, universities,
systems and other higher education and K-12 organizations as they design,
develop and grow their educational programs, and provides expertise in
driving transformation and managing institutional change.
Prior to her position with Blackboard, Dr. Hardy spent over 25 years in
public higher education, most recently serving as Assistant Vice Provost
for Technology Education Initiatives at the University of Texas at San
Antonio. During her tenure with UTSA, she completed a two-year (January
2011-December 2012) Intergovernmental Personnel Act (IPA) appointment
at the US Department of Labor, where her work primarily focused on the
Trade Adjustment Assistance Community College and Career Training
(TAACCCT) grant program, and the use of online and technology-enhanced
education to reach adults and the workforce. She also completed a oneyear IPA appointment with the Office of Adult and Vocational Education
(OVAE) at the US Department of Education in Washington, DC in 2013,
where she provided expertise and guidance in the area of online higher
education and the opportunity it provides to low-skilled and other adult
workers, while continuing her work with the TAACCCT grant program at
the Department of Labor.
From 1997 to 2010, Dr. Hardy served as Assistant Vice Chancellor for
Academic Affairs at The University of Texas System and Executive Director
of the UT TeleCampus. The award-winning UT TeleCampus partnered with
all 15 UT universities and health institutions to offer over 30 fully online
programs, seeing approximately 20,000 enrollments annually. Under her
direction, the UT TeleCampus was honored with dozens of state, regional
and national awards from such organizations as USDLA, UCEA, TxDLA,
WCET and the International Association of Business Communicators for
courses, programming, communications, and faculty excellence. The UT
TeleCampus was (and continues to be) recognized nationally as a model
and benchmark for multi-campus, collaborative online education.
The New World of
Online Learning
Join Darcy Hardy as
she shares 25 years of
experience in the field, the
myths, the truth, and her
lessons learned.
Distance and online learning has evolved significantly over the
past fifteen years. Most of the news is great, although some
of what hits the news makes skeptics still question the validity
and value. What exactly is online learning today? What are
the trends? How can institutions keep up and make the most
of this valuable way to reach students? How do you measure
quality, and what about academic integrity? And what about
the faculty - how do they communicate best with students in
this age of cyber etiquette?
Dr. Hansel Burley
Hansel Burley is a Professor of Educational Psychology at Texas Tech
University (TTU) and former Associate Dean for Graduate Education and
Research, Associate Dean for Academics and Data, and Associate Dean
for Undergraduates for the TTU College of Education. He received this
Ph.D. in Curriculum and Instruction from Texas A & M University, College
Station. His research focuses on the antecedents to higher education
remediation and the resilience of developmental education students. He
also examines diversity issues, particularly when related to college access
and success. Dr. Burley also studies institutional effectiveness, particularly how this is associated with large database analysis. He has been a
member of the Association for Institutional Research and associated organizations. He is a past president of the Traditionally Black Colleges and
Universities—Special Interest Group (TBCU-SIG). He recently published
Cases on Institutional Research Systems, a casebook for institutional
researchers.
He currently teaches introduction and intermediate statistics, introduction and foundations of educational research, meta-analysis, and cultural
foundations of education. He has earned the TTU President’s Teaching
Award and was named an Integrated Scholar by the TTU Provost’s Office.
He is a former member of the editorial board for the Journal of Developmental Education. He is a current board member for the Association for
Institutional Research.
Why Do Dead
Cats Bounce?
Decision Making
Ethics in a DataDriven World
The talk will consider the
Godliness of clean data,
ready, shoot, aim decisionmaking, why process is
everything, and of course,
why dead cats bounce.
In this new era, this paradigm of massively ubiquitous data
(MUD), higher education leaders, faculty, and those who
supply leaders with information are like babes cast upon a
dark and roiling sea. Holding on to the ship’s rudder, the old
rules, seems to be a waste of time. In the madness, a kind
of data-driven nihilism can take hold. In this address, Burley
will address data-driven attitudes, wisdom, and action that is
needed when faced with an ocean of data.
LOCATION
Overton Hotel
& Conference Center
2322 Mac Davis Lane
Lubbock, Texas 79401
806.776.7000
www.overtonhotel.com
sales@overtonhotel.com
CONFERENCE ROOMS MAP
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