2021 General Education, Pedagogy, and Assessment

2021 General Education, Pedagogy, and Assessment
2021 Virtual Conference on General Education, Pedagogy, and Assessment: Embracing the Best Emerging Practices for Quality & Equity

Additional information about the virtual conference can be found here.
Virtual conference login registrations will be emailed to all registrants by close of business on Friday, February 5, 2021.
Problems with your username/password or creating an account? Contact support@aacu.org
For questions about the conference, please email conferences@aacu.org

By registering, I agree to the following conditions: Refunds will be provided for cancellations received in writing or via e-mail to registration@aacu.org by January 21, 2021. A $100 processing fee will be deducted.

    • After January 21, 2021, no refunds will be made on any cancellations received.
    • The registration will be cancelled if payment is not received by January 21, 2021.
    • The Pay Later Option is NOT available after January 21st. Any registrations submitted with this option will NOT be processed.
    • Registrations are transferable within an institution at any time.
    • My credit card will be charged for the correct (additional) registration fee if I selected the Campus Team Discount, but am not part of a team of three or more from the same campus.
    • My name, title, and institution will be on the online meeting registration list that is available to all registrants. E-mail addresses or other contact information are not included. If you do not want your information included on this list, please contact registration@aacu.org
    • I understand that the AAC&U may record these virtual sessions, and by registering allow AAC&U permission to use these recordings.  
When
2/11/2021 - 2/13/2021
Where
UNITED STATES

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Program

   

Monday, 08 February 2021

 
If, When, Why and How to Hack Them to Improve Student Learning. Rubrics are heralded as the answer to any number of assessment and accountability questions facing faculty and administrators today. This interactive session will empower participants to fully utilize rubrics on their campuses. The VALUE rubrics were developed to provide a collaborative, faculty-devised approach to assessing the quality of student learning for outcomes educators and employers said were essential for student success. The rubrics provide information that faculty and students can use to improve student learning and teaching effectiveness. Participants will gain exposure to rubric best practices and resources using the AAC&U VALUE rubrics; develop rubrics and/or rubric-related tools (such as a draft of a rubric customized for grading, course-based, and program assessment; a plan for engaging faculty in rubric calibration; or the development of a rubric “from scratch”); and return to their campuses primed to implement rubric strategies appropriate to their institutional context.
Time
11:00 AM - 2:00 PM
11:00 AM

In this workshop, we begin from the premise that academic integrity is not just the absence of cheating.  Rather, academic integrity represents our affirmative efforts to teach fundamental values and create authentic learning experiences for our students both in person and remotely.  In this workshop, we will review some structural and psychological reasons that students cheat, focusing on those that instructors can influence.  Academic misconduct occurs most in situations that are not conducive to learning such as when students feel that they can’t do the work, that the stakes are too high to fail, or that there is no value in a particular class or assignment.  We’ll then work in teams to review and revise assignments and syllabus structures to create changes (both small and large) that can positively influence students away from academic misconduct and toward authentic learning and lasting development of skills and values.  Please come prepared with a course syllabus and a project/paper assignment to work on revising.
Time
3:00 PM - 6:00 PM
3:00 PM

Tuesday, 09 February 2021

 
A key research finding from AAC&U’s VALUE (Valid Assessment of Learning in Undergraduate Education) project is that what faculty ask students to do in assignments strongly affects how well they do it (Sullivan & McConnell, 2018).  Indeed, assignments are not only key as an assessment of learning, but they are also integral as an act of pedagogy, a teaching strategy that can be both improved and mastered.  With both learning and assessment in mind, this workshop is designed to help participants create better critical thinking assignments. This session will begin by exploring the latest employer research as it relates to learning outcomes for undergraduate students and then quickly focus specifically on critical thinking.  It will then examine the elements of AAC&U’s Critical Thinking VALUE rubric as a preamble to working with a new tool from AAC&U called the “VALUE ADD (Assignment Design and Development) Tool for Critical Thinking”.  This tool is intended to help faculty develop and/or revise an assignment designed to produce student work which develops and accurately demonstrates students’ critical thinking abilities.  Participants in this workshop are encouraged to bring previous versions or drafts of assignments or an idea for a critical thinking assignment they are considering for the future.  In addition to having time and support to revise these course materials, attendees will have the opportunity to review their colleagues’ drafts of assignments, to collect feedback on their own assignments, and utilize the new VALUE ADD Tool, which provides clear guidance for excellence in critical thinking assignment development.
Time
11:00 AM - 2:00 PM
11:00 AM

Effective Practices for Multi-Modal Teaching and Learning. As a result of the COVID pandemic, our students have experienced an unprecedented shift to hybrid learning—as have many faculty, adopting and adapting quickly to serve their students’ needs and course goals. The instructional agility required for success is difficult to achieve – but also presents new opportunities to enhance how faculty embrace equitable, evidence-based, and flexibly integrated teaching practices that meet students where they are, holistically, in their lives (i.e., literally in their homes).     This workshop provides participants with chances to discuss the challenges and opportunities of multi-modal teaching and learning. After a framing introduction, the workshop facilitators will guide participants through structured breakout sessions to share and explore effective practices and to brainstorm ideas to enrich the multi-modal learning environment. In the second section of the workshop, participants will consider equity-minded strategies for hybrid instruction in the general education classroom. Time will be provided to engage in course revision activities, and participants can expect to leave the workshop with strategies for effective and equitable multi-modal teaching that can be deployed in their general education courses.
Time
3:00 PM - 6:00 PM
3:00 PM

Wednesday, 10 February 2021

 
Strategies for the “Hard-to-Measure” Disciplines.  Strategies and approaches to the direct assessment of student learning in higher education programs vary widely across disciplines. This workshop focuses on strategies for assessing student learning in the “hard to measure” disciplines, such as those in which students demonstrate learning nonverbally, creatively, and other specialized contexts. We will address the psychometric components of reliability, validity, fairness, and equity as they apply in these specialized contexts. and as well as data collection methods and approaches to analysis, evaluation, and accreditation reporting.
Time
11:00 AM - 2:00 PM
11:00 AM