Educational Effectiveness With 20/20 Hindsight:
Orienting Learning Assessment and Program Review to Integrated Improvement
Wednesday, October 19, 2022 9:00 am - 4:00 pm
Brower Center, Tamalpais Room
Fee: $350 ($395 after 10/4/22). Fee reduced if registering for multiple workshops.
Those familiar with accreditation in higher education are aware of the cycle involved in creating, communicating, and sharing knowledge and information about educational effectiveness with stakeholders throughout the institution and with external audiences. Improving educational performance, on the other hand, is predicated on an inward turn with knowledge and information toward reflection and action about what is done, how it impacts people and programs, and how to make it better. This workshop goes into depth on how to drive the practices of learning assessment and program review to develop and strengthen institutional practices around learning, evidence, and improvement.
Facilitators
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Monica Stitt-Bergh is a specialist in the Assessment Office at the University of Hawai‘i at Mānoa. In her current position, Monica serves as an internal consultant for and offers workshops on learning outcomes assessment, and she plans and conducts institutional assessment projects. She has spent the last ten years working to create a positive view of assessment and increase use of assessment findings. Previously, Monica assisted with the University’s writing-across-the-curriculum program and implementation of a new general education program. Her classroom experience includes teaching courses on writing as well as social science research methods. She is a former president of the Association for the Assessment of Learning in Higher Education and the Hawai‘i-Pacific Evaluation Association. Monica received her BA in English from the University of Michigan and her MA in Composition and Rhetoric and PhD in Educational Psychology from the University of Hawai‘i. She has published and given conference presentations on program learning outcomes assessment in higher education, writing program evaluation, self-assessment, and writing-across-the-curriculum. |
Advancing Equity: From Talk to Walk With Data and Campus Culture
Thursday, October 20, 2022 9:00 am - 4:00 pm
Brower Center, Tamalpais Room
Fee: $350 ($395 after 10/4/22). Fee reduced if registering for multiple workshops.
How can we identify, address, and improve institutional climate and culture around equity? How do we discuss and visualize equity gaps? What language motivates higher education professionals to commit to narrowing social and structural inequities? WSCUC Fellows Dr. Elavie Ndura and Dr. Brianna Moore-Trieu will bring their extensive research and practice experience to these issues and explore new and emerging ways to advance equity within higher education institutions through strength and asset-based approaches and analysis. Theories of motivation and the lived experiences of data experts and those engaged in equity will form the basis of strategies to move from equity talk to equity walk. Examples of institutional strategies that are advancing equity and contributions from peers in the audience about their own lessons and successes will provide focus for the content of this engaging workshop.
Facilitators
Dr. Elavie Ndura is a dedicated professional with 30+ years of leadership, scholarship and practice, blending passion and policy to create and implement effective programming and innovative Diversity, Equity and Inclusion (DEI) programs in diverse and complex academic settings. She is a collaborative communicator who continually enhances relationships and effectively engages stakeholders by breaking down barriers to advance inclusive excellence in policy and practice. A talented educator who is well-versed in curriculum design, instruction, research, student support programs, and mindful facilitation, she is a strategic visionary executive leader with a keen ability to bring together creative and technical talent to yield impressive results. She is a trusted innovator and mentor who leads cross-functional teams, including colleagues from across the organization, as well as external stakeholders and contractors.
Her areas of expertise include academic programming; diversity, equity and inclusion; equity program and policy development; community outreach; research; curriculum design; program design and management; communication; stakeholder engagement; cross-functional team leadership; change management; coaching and mentoring; intercultural competency development; external partner cultivation and relationship management; visioning and strategic planning; employee diversity training and cultural competency development; conflict management and transformation; restorative justice practices; and mindful facilitation of courageous conversations.
Brianna Moore-Trieu, Ph D. is a Program Lead at the University of California, Office of the President. Her career spans more than a decade, using research to identify meaningful educational practices, policies, and partnerships. Her positions include Director of Institutional Research at California College of the Arts, Director of Policy Research for the New York City Department of Education and Assistant Director of Psychometrics for the Professional Testing Corporation. She served on the Board of Directors for the California Association for Institutional Research (CAIR) and as President in 2018, on the Board of Trustees for Westcliff University, as an Advisory Board member for the Center for Art and Public Life, and on the University of California President’s Council on the Status of Women. She holds a Ph D. in Measurement, Evaluation, and Statistics from Teachers College, Columbia University, and a M.A. in Educational Psychology and B.A. in Sociology from New York University. She enjoys presenting at conferences on the value of a college degree and the use of accountability metrics in education. In 2019, she was co-awarded CAIR Best Presentation for storytelling with data. Her passion for improving public education stems from growing up in the heart of Washington, DC and learning first-hand how public education can benefit some and not others.