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Webinar audio may be accessed through your telephone or VoIP. Note that using a telephone will incur a long-distance phone charge.

On a PC

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  • Windows® 2000, XP, 2003 Server, Vista or Windows® 7
  • Cable modem, DSL or better Internet connection
  • Minimum of Pentium® class 1GHz CPU with 512 MB of RAM (recommended) (2 GB of RAM for Windows® Vista)
Participants wishing to connect to audio using VoIP will need a fast Internet connection, a microphone and speakers. (A USB headset is recommended.)

On a Mac®
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  • PowerPC G4/G5 or Intel processor (512 MB of RAM or better recommended)
  • Cable modem, DSL, or better Internet connection

Participants wishing to connect to audio using VoIP will need a fast Internet connection, a microphone and speakers (A USB headset is recommended).


Developing "Direct Hit" Data:
Assessing Student Learning and Disseminating
Results Webinar Series

Webinar 1: Measuring Learning Throughout Student Affairs

Webinar 2: Powerful Data: The Benefits of Direct Assessments in Student Affairs

Webinar 3: "We've Heard Your Voice": Sharing Data and Action Steps with Students 

Special Registration Discount for ALL THREE Webinars!
Offer Ends Friday, February 24, 2012.

All Webinars are 60 Minutes.

Click to Register Online

Webinar Sessions

 NASPA
Member

Non-NASPA
Member
Registration for Webinar 1 by 02/24

$199

$249
Registration for Webinar 2 by 03/23

$199

$249
Registration for Webinar 3 by 04/20

$199

$249

Registration Discount for all THREE
Ends Friday, 02/24

$449

$559


Webinar 1: Measuring Learning Throughout Student Affairs
Tuesday, February 28, 2012
2 p.m. (EST)/1 p.m. (CST)/12 p.m. (MST)/11 a.m. (PST & Alaska)/10 a.m. (Hawai'i)

Register Online

Program Description:

Connecting the work of student affairs to student learning is critical to student success and the call for accountability within higher education. While many professionals learn how to write activity based learning outcomes, fewer are taught how to connect activity learning outcomes to higher level programmatic, departmental and divisional outcomes. This session will cover the various levels of learning outcomes, elements of a measurable outcome, and the interdependence of student learning across student affairs.

Learning Outcomes:

  • Describe levels of learning outcomes (activity, program, department, divisional).
  • Distinguish the level of specificity or breadth for each level of learning outcome.
  • Discuss levels of learning outcomes within Student Affairs that are interdependent and build on one another.
  • Ask questions and share best practices about writing and assessing learning outcomes, which will provide additional ideas of how to link learning experiences within their division.

Presenter Bios:

Mark Manderino, Second year doctoral student in Higher Education, Research Assistant at Loyola University Chicago

 Formerly Mark served as the Assistant Director of Student Involvement at DePaul University, where he oversaw departmental assessment efforts and also served on the Student Affairs Assessment Committee, as well as co-chaired the Student Affairs Divisional Learning Outcomes Committee. In addition to his doctoral work, Mark currently serves as the Coordinator of Assessment in the Division of Student Affairs at DePaul and is responsible for helping guide departments in the development of learning outcomes, assisting departments in developing and executing assessment projects, and facilitating ongoing training related to writing learning outcomes. Mark has presented on the topic of assessment and student learning at the Association of Fraternity and Sorority Advisors (AFA) and learning outcomes at the NASPA Assessment and Retention Conference.

Ellen Meents DeCaigny, the Assistant Vice President for Assessment, Planning and Communications in the Division of Student Affairs at DePaul University

Ellen was responsible for developing the divisional assessment model and associated assessment processes that have been in place for the past 8 years at DePaul. Her responsibilities include chairing the division's assessment committee, fostering a culture of assessment, increasing staff capacity around assessment, coordinating departmental assessment and research projects, coordinating divisional annual reporting processes, and sharing results. Ellen is also responsible for division-wide strategic planning and communications. Ellen currently serves as a national co-chair for the NASPA Assessment, Evaluation and Research Knowledge Community. She has co-authored a chapter on a mixed methods approach to assessment in student affairs and a chapter on student affairs research and assessment, both in AIR monographs. Prior to her work in assessment, Ellen served DePaul for seven years as the director of academic enhancement, overseeing orientation and first-year experience courses.


Webiner 2: Powerful Data: The Benefits of Direct Assessments in Student Affairs
Tuesday, March 27, 2012
2 p.m. (EST)/1 p.m. (CST)/12 p.m. (MST)/11 a.m. (PST & Alaska)/10 a.m. (Hawai'i)

Register Online

Program Description:

Assessment in student affairs has often been limited to indirect assessments, in which administrators ask students to self-report their development and degree of learning. Assessment experts are now encouraging staff to use direct assessments that require students to demonstrate their learning in quizzes, tests, portfolios, and observations. This webinar highlights three separate programs in housing, substance abuse prevention, and student leadership that used direct assessments to provide a more accurate picture of their student leaders' learning. Participation in this webinar will help you learn more about how to assess what your students actually know.

Learning Outcomes:

  • Describe what direct assessments are, and identify several key principles related to direct assessments.
  • Analyze three programs at the University of North Carolina Wilmington that have used direct assessments, which can be compared and adapted to their own institution's assessment efforts.
  • Discuss how such initiatives can be effectively designed, implemented, assessed, and applied.
  • Ask questions and share best practices about direct assessments, which will provide additional ideas of how to apply these methods at their own institution.

Presenters Bio:

Nathan Lindsay, Assistant Vice Provost for Assessment, University of Missouri-Kansas City 
Dr. Nathan Lindsay is the Assistant Vice Provost for Assessment at the University of Missouri-Kansas City (UMKC), where he coordinates all assessment activities for the university related to student learning outcomes. He also serves as an Assistant Teaching Professor in the Higher Education program at UMKC. He previously was the Director of Student Life Assessment at the University of North Carolina Wilmington (UNCW). 

Amiee Hourigan, Assistant Director for Substance Abuse Prevention, CROSSROADS, University of North Carolina Wilmington

As Assistant Director for Campus Prevention at UNCW, Aimee Hourigan plans, implements and evaluates a comprehensive, campus-wide alcohol and drug abuse prevention program. Her primary responsibilities include supervising a peer education program, providing consultation about alcohol and drug issues to students, faculty, staff, and groups, delivering classroom-based interventions, and implementing grant-funded research projects.

Jennifer Smist, Program Director for the Weston Exploration and LEADS Living Learning Communities at the University of Illinois at Urbana-Champaign

She previously served as the Assistant Director in the Center for Leadership Education and Service at UNCW. She has professional experience in leadership education and development, community service-learning, civic engagement, research and assessment, and teaching.

Webinar 3: "We've Heard Your Voice": Sharing Data and Action Steps with Students
Tuesday, April 24, 2012
2 p.m. (EST)/1 p.m. (CST)/12 p.m. (MST)/11 a.m. (PST & Alaska)/10 a.m. (Hawai'i)

Register Online

Program Description:

Although students are endlessly asked to take surveys for institutional improvement, rarely do they learn how these assessments are used. This webinar highlights a student affairs initiative entitled "We've Heard Your Voice" (implemented at the University of North Carolina Wilmington) that communicates assessment findings back to the student body and other constituents. This webinar will feature an overview on the various media used to communicate improvements, as well as the benefits of these efforts.

Learning Outcomes:

  • Discuss the value of making public the final products of assessment (i.e., the institutional action steps that are carried out in response to feedback). oAnalyze the types of information that can be communicated between a student affairs office and students, parents, and other constituents.
  • Outline how to successfully launch a "We've Heard Your Voice" program, including necessary resources and various media that can be used to present data and action steps. For example, the insights gained and challenges overcome during the process of developing approximately 65 different campus fliers will be highlighted.
  • Describe how these efforts can impact the culture of assessment and improvement on campus, as well as how this can be documented for the purposes of accreditation.

Presenter Bio:

Nathan Lindsay, Assistant Vice Provost for Assessment, University of Missouri-Kansas City

Dr. Nathan Lindsay is the Assistant Vice Provost for Assessment at the University of Missouri-Kansas City (UMKC), where he coordinates all assessment activities for the university related to student learning outcomes. He also serves as an Assistant Teaching Professor in the Higher Education program at UMKC. He previously was the Director of Student Life Assessment at the University of North Carolina Wilmington (UNCW).

Please visit Investing in our Future for more information on this webinar series for undergraduate students.