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Upcoming Webinar - Use Self-Reflective Writing to Support Equity in Online Assessments of Student Learning - An Invitation

Wednesday 9/23 3:00 pm Eastern

To achieve equity in higher education, we must understand the circumstances under which assessment choices contribute to the perpetuation of equity gaps. Self-reflective writing is a culturally responsive form of assessment that supports student wellness, engagement, and awareness of learning. As we shift to online assessment of student learning, self-reflective writing can be used to document and deepen learning. In this webinar we will summarize research on the value of self-reflective writing, explain why it is considered to be a form of culturally responsive assessment, and provide concrete examples of ways traditional assessments of student learning can be modified into self-reflective assignments.

Dr. Karen Singer-Freeman is the Director of Academic Planning and Assessment in the Office of Assessment and Accreditation at the University of North Carolina at Charlotte where she works with faculty and staff to support program reviews and strategic planning. She co-chairs the Grand Challenges in Assessment Project, a national project to create a strategic plan for assessment in higher education. Dr. Singer-Freeman holds a BA in psychology and anthropology from the University of Michigan, a Ph.D. in cognitive developmental psychology from the University of Minnesota and completed post-doctoral work at Cambridge University and University College London. Previously, Dr. Singer-Freeman served as Chair of the Psychology Department and the director and associate director of two NIH/NIGMS funded programs for science students at Purchase College, State University of New York. Dr. Singer-Freeman’s research examines effects of classroom assessments on equity gaps and educational interventions that support student success. She received the Purchase College Guiding Light Award for Excellence in Mentorship, the Chancellor’s Award for Excellence in Teaching, and was named a Scientific Thinking and Integrative Reasoning Scholar by the Association of American Colleges and Universities.
Dr. Linda Bastone is the former Chair of the School of Natural and Social Sciences and a member of the Psychology faculty at Purchase College, State University of New York. As an administrator, teacher, and researcher, Dr. Bastone is committed to increasing access and excellence in higher education. She currently serves as co-director of the Purchase College MARC U-STAR Honors Program, funded by a grant from the NIH/NIGMS. Her research examines factors that facilitate or impede academic success and the causes and consequences of stereotyping, prejudice, and discrimination. Dr. Bastone received her BA in Psychology and Philosophy from the State University of New York at Binghamton and her PhD in Social-Personality Psychology from the City University of New York. She previously served as Chair of the Psychology Program, Director of the Liberal Arts Freshman Seminar Program, Faculty Coordinator of Assessment, and Coordinator of the Baccalaureate and Beyond summer program for community college students in the social sciences and humanities. She received the State University of New York Chancellor’s Award for Excellence in Teaching and for Excellence in Faculty Service.

To register for the webinar, click here or visit https://zoom.us/webinar/register/WN_6EjKI-XhRNWDriaaxo5zsw

Webinars Accessible in Member Webinar Library

AALHE members can access via the Webinar Library

  • Trends in Assessment, AALHE Summer Book Club, Courtney Vengrin, Karen White-Goyzueta, and Patricia Gregg
  • Elevating your Virtual Conference Experience by Carley Dear, Susan N. Kahn, and Suzanne Wakim
  • Leading an Effective AALHE Committee by Jeremy Penn, Andre Foisy, George Smeaton, Emily Turner, and Holt Zaugg
  • Tips to Effectively Deliver & Maximize Attendance at Virtual Presentations, by Suzanne Carbonaro, M.Ed, MS, CE School Administrator
  • Synthesizing Outcomes at Scale: Connecting the Dots to Inform Institution-wide Decision Making, by Jennifer M. Harrison and Sherri Braxton.
  • AALHE Special Town Hall Webinar, hosted by Jane Marie Souza, Jeremy Penn, Andre Foisy.
  • The Intersection of Assessment and Inclusion: Lessons Learned from the Field, by Laura Avitabile Wankel and Gianina Baker. Moderated by Amelia Parnell.
  • RARE Model: Interpersonal Strategies for Inclusive and Collaborative Assessment Practice, by Gina B. Polychronopoulos and Emilie Clucas Leaderman
  • Tips for a Successful AALHE Conference Proposal, by Moreen Carvan, Andre Foisy, and Monica Stitt-Bergh
  • Bringing Assessment Expertise to Grant Evaluation, by Patti Gregg and Felisha Shepard-White
  • Developing AALHE Foundational Statements: Progress, Next Steps, and Future Plans
  • USDE Negotiated Rulemaking: Insights for Accreditation and Assessment Professionals, by Jillian Klein.
  • Placeholder Sections and Tracking of Graduate Student Assessment: A Case Study, by Molly Mann and Laura Schramm
  • The Essential Role of Assessment in Competency-Based Education, by Charla Long
  • Fearing to Fail: How Common Assessment Practices Cause Stagnation, by Catherine M. Wehlburg
  • Turning Benchmarking into Institutional Insights and Action, by Lisa Davidson and Stacey Randall
  • The Assessment Profession in Higher Education: Addressing the Varied Professional Development Needs of Practitioners, by Laura Ariovich, Conna Bral, Patricia Gregg, Matthew Gulliford, and Jennifer Ann Morrow
  • Implementing Prior Learning Assessment Services in Higher Education, by Justin Garcia, July 2018
  • Linkedin for Assessment Professionals, by Andre Foisy, May 2018
  • Twitter for Assessment Professionals, by Andre Foisy, April 2018
  • Assessing Civic Engagement in Massachusetts Public Higher Education, by Dr. John Reiff and Dr. Suzanne M. Buglione, April 2018
  • Creating a Co-Curricular Learning Assessment Infrastructure, by D. Scott Tharp, December 2017
  • Data Visualization: Resources and Methods for Telling your Data Story, by Dr. Courtney Vengrin, September 2017
  • Answering Tough Questions: An Approach for Assessment Coordinators/Leaders, by Drs. Monica Stitt-Bergh and Becky Dueben, April 2017
  • Collecting Information Meaningful to Your Institution: A Practical Accreditation Strategy, by Jane Marie Souza, January & March 2017
  • Show Me The Learning!, by Dr. Terrel Rhodes, March 2017
  • Ethical Reasoning: Defining, Teaching, Assessing, by Drs. Bill Hawk and Keston Fulcher, April 2016
  • Engaging Faculty in the Assessment Process: Make it More About Teaching and Learning, by Dr. Catherine M. Wehlburg, April 2016
  • Recognizing Excellence in Campus Assessment: Using the Excellence in Assessment Designation for Self-Assessment, by Drs. Teri Lyn Hinds and Natasha Jankowski, March 2016
  • Implementation Fidelity Assessment: A Framework for Evidence-Based Decision Making, by Dr. John D. Hathcoat, Heather Harris, Madison Holzman, and Derek Sauder, January 2016
  • Easy Predictors: Quickly Explore Your Data to Find Trends, Relationships, and Predictors, by Dr. David Eubanks, December 2015
  • SharePoint As An Assessment Management Tool, by Drs. Jane Marie Souza and Keith Werosh, November 2015
  • Curricular Mapping: See the Alignment of Course, Program, and Institutional Data with Links to Evidence of Student Learning, by Valerie Landau and Jocelyn Shadforth, November 2015
  • Faculty Perspectives on Cultures of Assessment, by Dr. Matthew Fuller, October 2015
  • The Many Faces of Assessment: Strategies for Effective Assessment of Co-curricular Programs, by Dr. Jeremy Penn, September 2015
  • Building the Science of Learning Assessment, by Dr. David Dirlam, May 2014
  • How to Use Credit Hour Compliance to Forward Authentic Assessment, by Drs. Marsha Watson and Kathleen Gorski, February 2014
  • Faculty Engagement in Assessment Across Institutional Contexts, by Drs. Jeremy Penn and Catherine Wehlburg, September 2013