2015 NASPA Assessment and Persistence Conference

June 25 – June 27, 2015
Hyatt Regency Boston - Boston, Massachusetts

The 2015 NASPA Assessment & Persistence Conference is designed to promote student learning and success by strengthening assessment, improving educational quality, and developing intentional persistence programming.

About

Institutional leadership must create an environment which builds capacity, as well as encourage an organizational culture that includes comprehensive assessment as part of strategic planning.  Similarly, institutional leaders have a unique role to play in providing an environment and education that encourages student persistence, especially for under-served, low-income, adult, part-time, and minority students. 

 The NASPA Assessment & Persistence Conference has been designed to address these important issues in assessment and persistence, as well as to provide a forum for experienced professionals to advance their skills by discussing assessment and persistence with practitioners and policy-makers.

Attend this conference to:

  • Explore student learning in relation to institutional assessment and persistence practices
  • Build a culture of assessment on campus
  • Advance skills, build knowledge, and gain a depth of understanding in assessment practices
  • Facilitate student engagement and success through intentional persistence programming
  • Improve retention, persistence, and achievement for all students, especially minority, low-income, adult, part-time, and under-served students.
  • Institutional Team Attendance

    NASPA encourages institutional team attendance at this event.  By having a multidisciplinary team, colleges and universities increase the probability of successfully implementing improved assessment and persistence programs when they get back to campus.  The best assessment of student learning and outcomes requires collaboration from both academic and student affairs. The committee encourages campuses to send representatives from the following areas in order to allow for substantive conversations around how to create change on your campus:

    • Chief Student Affairs Officers
    • Student Affairs Educators
    • Provosts
    • Faculty Members
    • Academic Affairs Administrators
    • Educational Researchers
    • Institutional Researchers
    • Testing Officers
    • Assessment Professionals

 

Presented By


Audience

This event is most likely to influence these groups.

  • Mid-Level
  • New Professional
  • AVP or “Number Two”
  • Vice President for Student Affairs

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    Call for Programs

    Conference Themes and Tracks

    The conference planning committee is seeking proposals under both the assessment theme and the persistence theme. Presenters for both the assessment and persistence theme will be asked to identify the intended audience for their session; beginner, intermediate and advanced. Additionally, given the strong practical connection between assessment and persistence, the conference planning committee will select programs that demonstrate the integration of assessment and persistence for student learning and success.  The call for programs is now closed. 

    Conference Themes & Suggested Topics

    • Assessment Theme

      The NASPA Assessment & Persistence Conference has been designed to address emerging issues in assessment, provide the fundamentals to those who are new to the field as well as a forum for experienced assessment professionals to advance their skills by discussing assessment with practitioners, scholars, and policy-makers.  The conference planning committee will select programs that relate to the conference themes and that relate to persistence and retention.

    • Persistence Theme

      The NASPA Assessment & Persistence Conference has been designed to address current issues in student persistence in higher education and connect the assessment of student learning to persistence and completion.  The conference planning committee will select program proposals from various institutional types from community colleges to small colleges as well as large universities that provide institution-wide, proven interventions that connect student learning to persistence.  The committee also seeks to highlight programs that share persistence strategies for first generation, low-income, minority, adult, part-time, transfer, veteran and other often under-served students.

    • Fundamentals of Assessment

      Effective assessment becomes easier to understand and manage when it is based on a solid foundation of knowledge.  Sessions in this theme provide"primer" sessions that teach basic concepts and provide a foundational understanding of outcomes assessment.  Sessions in this theme may include the following topics:

      • What is the philosophical purpose of assessment and common terms used in assessment practice?
      • How does one write institutional, departmental and activity level learning outcomes?         
      • What are the ethical, institutional, and political issues in assessment method implementation, analysis and reporting?
      • How does a student affairs division begin an assessment process?
      • What can be done to engage and train staff in quality assessment implementation?

    • Assessment Methods and Measurements

      Determining the mode or method appropriate for the assessment process depends on many factors: the purpose of the project and the intended use of the results; the relative importance and sensitivity of the learning experience being assessed; and the resources available. Proper implementation of the method chosen to measure an outcome is of vital importance.  The sessions in this learning theme should focus on the following topics:

      How do you create and design institution-specific surveys?

      How to use different methods to measure outcomes including:

      • Case studies
      • Reflection sessions
      • Portfolios
      • Interviews/Focus Groups
      • National Datasets / Institutional Research Data
      How to use different data analysis techniques, including:
      • Quantitative
      • Qualitative
      • Content Analysis
      • Rubrics

    • The Role of Data in Institutional Decision Making

      The assessment cycle far too often ends at the point of collection or analysis of data;  the purpose of the process is to make decisions based on data collected. The sessions in this learning theme are advanced concepts that will focus on the following topics:

      • How does data change decisions on policy, procedures and staffing?
      • How does the assessment process change the way faculty and student affairs educators document learning?
      • What are the best and most effective ways to develop, collect, analyze and act upon evidence of student learning?
      • How do faculty and student affairs administrators develop information about the achievement of learning outcomes? How it is communicated to internal and external stakeholders?

    • Institutional Persistence & Retention Initiatives, Financial Aid, & Enrollment Management

      This learning theme highlights institutional efforts to support persistence and student retention initiatives from a variety of institutional types to showcase specific, successful programs.  Session topics may include:

      • How do programs and services improve student retention/persistence? (e.g Orientation, First year and transfer students; Advising and Academic Support programs; Honors programs for high achieving students)
      • What early alert/early intervention programs have proven successful in student persistence?
      • How does strategic enrollment management affect or influence student persistence and completion?
      • How do faculty and student affairs educators provide engaging experiences for all students in order to improve persistence and completion?
      • What are the ethical, political and institutional challenges of managing a culture that encourages an institution-wide focus on persistence?

    • Persistence of Special Student Populations

      This learning theme highlights institutional efforts to support persistence and student retention initiatives for specific and diverse student populations including first generation, low-income, minority, adult, part-time, transfer, veteran and other often under-served students.  Session topics may include:

      • What programs/services have demonstrated improvement in persistence for diverse student populations?
      • What collaborations exist with athletics, Greek life, international students, or other special student populations?
      • How do collaborations between administrative functions support institution-wide persistence and completion efforts? (Examples might include TRIO, NCAA, Student-at-Risk programs and other administrative units.)
      • What programs or services are in place for assisting the completion rate for students with disabilities? 

    • Integrated Assessment, Persistence, and Retention Practices

      Higher education leaders must create an infrastructure that can support an integrated assessment and persistence practices. The session in this theme connect assessment and persistence in a variety of ways:

      • How have assessment efforts improved student learning, persistence and completion?
      • What are the best and most effective ways to develop, collect, analyze and act upon evidence of student learning and persistence?
      • How do educators document learning in the curriculum and co-curriculum?
      • How can assessment data be used to improve student retention and persistence?



    Looking for tips on writing an effective NASPA proposal? See sample submissions and formatting tips in our Program Submission Guidelines.

    Submission Timeline
    • November 14, 2014
      Call for Programs Opens
    • February 13, 2015
      Call for Reviewers Closes
    • February 22, 2015
      Call for Programs Closes
    • March 11, 2015
      Call for Workshops Closes
    • March 13, 2015
      Program Notifications Sent
    • March 27, 2015
      Program Confirmation Required
    • April 10, 2015
      Schedule Posted Online

    Writing Tips

    Looking for tips on writing an effective NASPA proposal? See sample submissions and formatting tips in our Program Submission Guidelines.

    Questions?

    Please contact NASPA if you have any further questions about submitting a program proposal for the 2015 NASPA Assessment and Persistence Conference.

    Lucy Fort
    Assistant Director of Educational Programs
    Phone: 202-719-1171
    Email: [email protected]

    Schedule

    The schedule is currently in development and is subject to change.

    Thu, Jun 25

    9:00 a.m. – 12:00 p.m.
    Pre-Conference Workshops
    Building a Culture of Evidence: I’ve got the basics, now what do I do?
    Dr. Marguerite M (Maggie) Culp
    Beyond Satisfaction: Assessing Learning Outcomes from a Divisional Perspective
    1:30p.m. – 2:30p.m.
    Welcome and Keynote Speaker
    Estela Mara Bensimon, Professor of higher education and Co-Director of the Center for Urban Education, University of Southern California
    2:45 p.m. – 3:45 p.m.
    General Interest Sessions
    Assessing the Impact of a Retention Plan at a Large University
    Stephen M. Nettles, AVP of Institutional Effectiveness, Ashford University; Loraine Devos-Comby, Institutional Effectiveness Manager, Ashford University
    Open Enrollment, Persistence, and Success: A “non-traditional” Graduate School Perspective
    Karen Ferguson, VP, Student Success and Retention, Northcentral University
    Designed Intervention: Utilizing High-Impact Practices to Enhance Professional Skill-Building with International Students
    Lisa Roe, Assistant Director of Service-Learning, Northeastern University; Becca Berkey, Director of Service-Learning, Northeastern University, Center of Community Service; Liza Ashley, Service-Learning Program Assistant, Northeastern University; Suzanne Kim, Service-Learning Program Assistant, Northeastern University
    In Crisis: Measuring the Success of an Emergency Office
    Gale Stuart, Director of Assessment, Division of Student Affairs - The University of Texas at Austin; LaToya Hill, Associate Dean of Students, The University of Texas at Austin
    Using the CAS Standards for Program Assessment and Enhancement
    Dan Bureau, Special Assistant to the Vice President for Student Affairs/Director, Student Affairs Learning and Assessment, University of Memphis
    Driving Student Success: Using Predictive Analytics & Holistic Assessment to Evaluate Student Programs
    Renee Delgado-Riley, Student Affairs Director, University of New Mexico; Heather Mechler, Institutional Researcher, University of New Mexico
    Meaningful Assessment of Oral Communication in a Co-curricular Setting
    Marjorie Dorime-Williams, Director of Academic Assessment, Baruch College
    How Do We Know Students Are Better Off? Results-Based Accountability
    Patience Whitworth, Assistant Dean of Students, University of Vermont; Rafael Rodriguez, Associate Director of Residential Life, University of Vermont; Kim Martin, Director of the Center for Student Ethics and Standards, University of Vermont; Ellen McShane, Director of Academic Success Programs, University of Vermont
    4:00 p.m. – 5:00 p.m.
    General Interest Sessions
    A Persistence Collaboration: Institutional Research in Support of Student Affairs
    J.R. Bjerklie, Associate Director of Institutional Research, University of Maine at Fort Kent; Ray Phinney, Associate Dean of Student Life and Development, University of Maine at Fort Kent
    Educating and Retaining Refugees - A Truly Global Classroom
    Jodi Gill, Adjunct Professor, Community College of Allegheny County
    Connectivity and Engagement: The Coordinator – Student Relationship
    Kristie Proctor, Director, Disability Services, Quinsigamond Community College; Terri Rodriguez, Associate Director, Disability Services, Quinsigamond Community College; Tami Strouth, Coordinator, Disability Services, Quinsigamond Community College; Ann Panetta, Coordinator, Disability Services, Quinsigamond Community College; Anne Shore, Coordinator, Disability Services, Quinsigamond Community College
    It Takes a Village to Graduate a Student: How Data and Collaboration Can Improve Retention and Foster Student Success
    Dr. Mary Ann Coughlin, Associate Vice-President for Academic Affairs, Springfield College.
    An Improvement-Focused Approach: Fostering Staff Engagement in the Assessment Process
    Lisa Snyder, Director of Assessment, Fort Lewis College; Jeff Dupont, Director of Recreational Services, Fort Lewis College
    Student Learning Outcomes Alignment through Academic and Student Affairs Partnerships
    Susan Platt, Executive Director of Assessment, Student Affairs, California State University, Long Beach; Sharlene Sayegh, Director, Program Review & Assessment, Academic Affairs, California State University, Long Beach
    Assessing Campus Climate in Student Affairs: A Residence Life Example
    Sara Kelly, Director, Residential Life/Learning Communities & Student Conduct, SUNY College at Brockport; Katy Wilson, Vice President of Enrollment Management & Student Affairs, SUNY College at Brockport
    Using Evidence of Student Learning to Improve Higher Education: A View from the Field
    Jillian Kinzie, Senior Scholar, NILOA, Indiana University Bloomington; Natasha Jankowski, Associate Director, NILOA, University of Illinois at Urbana-Champaign
    5:15 p.m. – 6:30 p.m.
    Reception

    Fri, Jun 26

    7:00 a.m. – 8:15 a.m.
    Continental Breakfast
    7:15 a.m. – 8:15 a.m.
    Morning Dialogue
    Developing a Sphere of Influence: Effective Strategies for Engaging Campus Colleagues in Assessment Practices
    Amber Fallucca, director of assessment, university housing, University of South Carolina; Rebecca Goldstein, assessment coordinator, University of South Carolina
    AER Knowledge Community Needs Assessment Results - A Discussion on Future Professional Development
    Andrew Mauk, director, student affairs assessment, research & planning, UNC Wilmington; Michael Christakis, associate vice president for student success, University of Albany; Ted Elling, associate vice chancellor, UNC Charlotte; Autumn Rae Florimbio, graduate assistant, UNC Wilmington; Darby Roberts, director of student life studies, Texas A&M University
    Navigating the Politics of Assessment Practices: A Roundtable Discussion
    Joshua A. Conway, Associate Director for Residential Life at Barnard College
    Challenges and Successes: Development and revision of new assessment initiatives
    Marjorie Dorime-Williams, Director of Academic Assessment, Baruch College
    8:30 a.m. – 9:15 a.m.
    Morning Plenary Speaker
    Donna Younger, Associate Vice President of Higher Education, Council for Adult and Experiential Learning
    9:30 a.m. – 11:30 a.m.
    Extended Learning Sessions / Mini-Institutes
    Assessment-Driven Orientation: 5 Key Components for Success
    Mitchell Levy, Vice President of Student Affairs and Branch Campus Management, Atlantic Cape Community College
    A Systemwide Perspective: Utilizing Predictive Analytics and Benchmarking via the CSU Student Success Dashboard to Drive Data-Driven Decision Making
    Sabrina Sanders, Assistant Director Student Programs, California State University Office of the Chancellor
    Using the CAS Standards for Co-Curricular Program Review & Assessment
    Daniel Bureau, Special Assistant to the Vice President for Student Affairs and Director of Student Affairs Learning and Assessment, University of Memphis; Stephanie Gordon, Vice President for Professional Development, NASPA
    What SA professionals do not know about adult learners can hurt them—and their institution
    Maggie Culp, Higher Education Consultant
    Assessing Campus Climates for Learning and Persistence
    Robert D. Reason, Professor, School of Education, Director, Research Institute for Studies in Education Iowa State University; Andrew J. Ryder, Assistant Professor of Higher Education, University of North Carolina Wilmington
    11:30 a.m. – 1:00 p.m.
    Break
    1:00 p.m. – 2:00 p.m.
    General Interest Sessions
    Keeping Students on the Ship: Building a Brand New Student Retention & Persistence Program
    Owen Gates, Coordinator of Student Retention Initiatives, University of West Florida; Sarah Luczyk, Director of Assessment & Planning - Division of Student Affairs, University of West Florida
    Out the Shadows: A Qualitative Portrait of Foster Alumni who have Persisted in College
    Kerri Kearney, Associate Professor, Higher Education & Student Affairs, Oklahoma State University
    Using Rubrics to Measure Students’ Experiences
    Kristyn Muller, Senior Apartment Coordinator, University at Albany; Steve Lampedusa, Assistant Director of Residential Life, State Quad, University at Albany
    Online Survey Responses Rates: The Impact of Timing in a Higher Education Setting
    Timothy Salazar, Data Analyst, Texas A&M University; Kelly Cox, Assistant Director, Texas A&M University
    Teaching Collaborative Assessment: Building Capacity among Graduate Students through Applied Learning
    Andrew Ryder, Assistant Professor of Higher Education, University of North Carolina, Wilmington; Andrew Mauk, Director of Assessment, Research, and Planning, University of North Carolina Wilmington
    Sharing the Load: Empowering Student Leaders to Assess Programming
    Whitney Brown, Coordinator of Student Affairs Research, Assessment and Staff Development, University of Alaska, Anchorage
    Using Data to Understand and Improve Persistence and Completion
    Joan Becker, Vice Provost for Academic Support Services, University of Massachusetts Boston
    Using Dynamic Dashboards to create Interactive Assessment
    Rebecca Goldstein, Assessment Coordinator, University of South Carolina; Amber Fallucca, Director of Assessment, University Housing, University of South Carolina
    Creating a Culture of Assessment through Innovative Programming
    Beth Moriarty, Director of Residence Life and Housing, Bridgewater State University; Cathy Holbrook, Associate Vice President for Student Affairs, Bridgewater State University
    2:15 p.m. – 3:30 p.m.
    Panel: Stories from the Trenches: Examinations in Assessment and Persistence Trends
    Kevin Kruger, President, NASPA Marva Craig, Vice President for Student Affairs, CUNY Borough of Manhattan Community College Mitchell Levy, Vice President of Student Affairs, Atlantic Cape Community College Jason Meriwether, Vice Chancellor for Enrollment Management & Student Services, Indiana University-Southeast Greg Sammons, Vice President for Student Affairs, Alfred State College
    3:45 p.m. – 4:45 p.m.
    General Interest Sessions
    Using a Predictive Indicator Model to Improve Retention
    Jason Meriwether, Vice Chancellor for Enrollment Management and Student Affairs, Indiana University Southeast
    Providing Meaningful Feedback to High-Risk Students: Using Rubrics to Impact Persistence
    Vernette Doty, Associate Director Office of Student Life & Civic Leadership, University of California, Merced
    Bringing Retention and Career Readiness to the Classroom
    Mike Ormsby, Assistant Director for Student Retention Programs, Career Services, University of Hartford
    Moving Above and Beyond Satisfaction Surveys: A Story of Formative Assessment
    Erin Twomey, Associate Director for Campus Life & New Student Orientation, Quinnipiac University; Jessica Kitt, Consultant, Campus Success, Campus Labs
    Assessing Intervention-Based Student Affairs Services: Practical Considerations for Measuring Student Learning and Program Performance
    Erin Kitchell, Coordinator for Student Conduct & Outreach, University of South Carolina; Amber Fallucca, Director of Assessment, University Housing, University of South Carolina
    Does Assessing the Context Matter as much as Assessing the Data?
    Daniel Newhart, Director, Oregon State University
    Improving Students' Co-curricular Experience through Assessment
    Marjorie Dorime-Williams, Director of Academic Assessment, Baruch College
    Student Engagement and the Updated NSSE: Exploring High Impact Practices, Leadership, and Persistence
    Jillian Kinzie, Senior Scholar, NILOA, Indiana University Bloomington; Dr. Sarah Luczyk, Director of Assessment & Planning, Division of Student Affairs, University of West Florida; Susan Platt, California State University-Long Beach, Executive Director of Assessment
    Part 2: Stories from the Trenches with VPSAs
    5:00 p.m. – 6:00 p.m.
    General Interest Sessions
    Pairing Implementation Fidelity Data with Learning Outcome Data to create a Vigorous Assessment Cycle for Program Evaluation
    Jean Starobin, Associate Director of Administrative Services, University of Florida; Karley Counts, Training and Development Coordinator, University of Florida
    Enhancing Global Competency: What Makes a Difference?
    Yanmei Zhang, Coordinator, Research Programs and Services, University of Florida
    NASPA+ACPA Professional Competency Best Practices in Assessment
    Taylor Odle, Graduate Research Assistant
    The Iterative Process of Aligning Student Learning Outcomes and Assessment Tools
    Lisa Roe, Assistant Director of Service-Learning, Northeastern University; Becca Berkey, Director of Service-Learning, Northeastern University, Center of Community Service; Liza Ashley, Service-Learning Program Assistant, Northeastern University; Suzanne Kim, Service-Learning Program Assistant, Northeastern University
    Using Mental Models Research to Inform Student Affairs Assessment Practices
    Bill Heinrich, Research Assessment Specialist, Michigan State University
    6:00 p.m. – 7:30 p.m.
    AER KC Welcome Reception

    Sat, Jun 27

    7:15 a.m. – 8:15 a.m.
    Continental Breakfast
    8:30 a.m. – 9:15 a.m.
    Closing Plenary
    Stephanie Gordon, Vice President for Professional Development, NASPA; Darby Roberts, Director, Student Life Students, Texas A&M University; Ted Elling, Associate Vice Chancellor for Student Affairs University of North; Michael Christakis, Vice President for Student Success, University of Albany; Jeanna Mastrodicasa, Associate Vice President, University of Florida
    9:30 a.m. – 10:30 a.m.
    General Interest Sessions
    Examining the Role and Impact of Mentoring on the Persistence and Retention of URM Students
    Brit Toven-Lindsey, Research Analyst, University of California, Los Angeles
    Learning Outcomes Assessment at Minority-Serving Institutions: One Size Does Not Fit All
    Erick Montenegro, Research Assistant, University of Illinois at Urbana-Champaign
    Using the Federal Climate Survey Toolkit to Conduct a Sexual Assault Survey
    Jennifer Lowman, Coordinator, Student Persistence Research, University of Nevada, Reno
    Understanding the Basics: A Case Study on Assessment and Strategic Planning
    Scott Brown, Ph.D. student, University of Georgia; Jackie Clark, Ph.D. student, University of Georgia; Justin Grimes, Ph.D. student, University of Georgia; Natalie Reckard, Associate Director of Residence Life/Ph.D. student, Kennesaw State University/University of Georgia
    Translating Data into Dollars: Increasing the Funding of the Boston College Bystander Program
    Katie Dalton, Director, Women's Center, Boston College; Rachel DiBella, Assistant Director, Women's Center, Boston College
    Sharing Data and Marketing Results in Student Affairs
    Michael N. Christakis, Ph.D., Vice President for Student Success & Public Service Professor, University at Albany
    10:45 a.m. – 11:45 a.m.
    General Interest Sessions
    Integrating Student Affairs and Academic Affairs: Increasing Student Engagement and Persistence
    Jim Fatzinger, Senior Associate Provost for Student Affairs, Georgia Gwinnett College; Jo Galle, Associate Provost for Academic Affairs, Georgia Gwinnett College; Jeff Galle, Director, Center for Academic Excellence, Emory Oxford College
    One Goal, Two Universities: Comparing Black Male Undergraduate Achievement
    Gabrielle St. Leger, Acting Associate Dean of Campus Life, New York Institute of Technology
    Beyond Learning Outcomes: Designing an Instrument to Assess Student Learning
    Cindy Long Porter, Associate Vice President of Student Affairs, Quinnipiac University; Megan Buda, Director of Student Conduct, Quinnipiac University
    Grade-A Assessment: Integrating the Teaching of Assessment with Student Affairs Department Practices
    Anne Lundquist, Director, Student Affairs Strategic Planning and Assessment, Western Michigan University; Kelly Reed, Graduate Assistant and Teaching Assistant, West Michigan University
    Using Learning Outcomes to Form the Questions Asked
    Michael Kennedy, Resident Director, University of Hartford
    Improving at-risk First Years Support Seeking Behaviors with Non-Cognitive Needs Assessment
    Debora Nelli, Student Retention and Initiatives Manager, Western Washington University
    Be the Success Story: How the Higher Learning Commission’s Academies Can Help Member Institution’s Improve
    Destiny Quintero, Director of Academies, Higher Learning Commission

    Pre-Conference Programs & Events

    Building a Culture of Evidence: I’ve got the basics, now what do I do?

    Thursday, June 25th • 09.00 AM – 12.00 PM

    This workshop is presented by Dr. Marguerite M. (Maggie) Culp. Dr. Culp co-edited Building a Culture of Evidence in Student Affairs: A Guide for Student Affairs Leaders and Practitioners. An early culture of evidence innovator, Dr. Culp has won numerous state and national awards for building data-driven student affairs programs.

    View More Details

    This hands-on interactive presentation invites participants to assess the culture of evidence within student affairs at their institution, reflect on what they have learned about assessment in the last few years, and identify strategies they can use to take student affairs to the next level. Participants will have the opportunity to assess their readiness to move beyond satisfaction surveys, integrate qualitative and quantitative assessment tools, and identify and measure what really matters. Participants also will explore the essential culture of evidence question: are they measuring what really matters—and using the data intentionally and intelligently—or are they simply measuring that which is easy to measure and warehousing the data?  Finally, participants will have the opportunity to analyze innovative culture of evidence approaches taken by their colleagues in colleges and universities around the country and identify those with the potential to work at their institution.  Participants also will have an opportunity to meet with the presenter in small groups to discuss culture of evidence challenges unique to student affairs at their institution.

    Beyond Satisfaction: Assessing Learning Outcomes from a Divisional Perspective

    Thursday, June 25th • 09.00 AM – 12.00 PM

    Cindy Long Porter, Ed. D. Associate Vice President of Student Affairs, Quinnipiac University | Erin Twomey Associate Director of Campus Life and New Student Orientation,Quinnipiac University | Megan Buda, Director of Student Conduct, Quinnipiac University

    View More Details

    Student affairs leaders are answering the question “what do I want students to learn?" in the form of learning outcomes, yet struggle to answer the follow up question, “how do I know learning is happening”. This pre-conference workshop demonstrates how one institution researched, planned and implemented an assessment instrument. Participants will leave with a personalized assessment action plan to assist campus assessment efforts. 

    IPEDS Data and Benchmarking Workshop

    Wednesday, June 24th • 08.30 AM – 04.30 PM

    This workshop is limited to 45 participants and workshop seats are allocated on a first-come, first-served basis. There is no charge to participate and participants are asked to apply online at: http://www.airweb.org/EducationAndEvents/IPEDSTraining/Workshops/Pages/NASPA2015ipedsws.aspx

    View More Details

    IPEDS Data and Benchmarking: Supporting Decision Making and Institutional Effectiveness is designed for participants with little to no experience in the area of conducting benchmarking studies or with the IPEDS Data Center. This module introduces the fundamentals of creating benchmarks to measure institutional effectiveness. The module provides an overview of the types of comparison groups that can be constructed using IPEDS data, with examples of appropriate use. Participants will use actual data from the IPEDS Surveys, Data Feedback Reports, and the Data Center. Exercises and resources will demonstrate processes to establish key performance indicators and identify variables to refine comparison groups.  There is no charge to participate and seating is limited.  Reserve your seat with IPEDS  here today!

    Registration

    Registration rates are based on your NASPA membership. If you are not a member, please vist the NASPA Membership page for more information.

    Registration

    Early Bird Before
    11/14/2014 to 05/01/2015
    Regular
    05/01/2015 to 05/22/2015
    Late After
    after 05/22/2015
    NASPA Member
    $410
    $460
    $535
    Non-Member
    $610
    $660
    $735
    NASPA Student Member
    $115
    $170
    $220
    Pre-Conference Workshop
    $65
    $85
    $115

    Questions?

    Lucy Fort
    Assistant Director of Educational Programs
    Email: [email protected]
    Phone: 202-265-7500 x1171

    Policies

    View Registration Policies

    Group Registration: NASPA offers discounts for attendees registering in groups of two or more individuals.  Groups of two receive a $10 discount per registration and groups of 3+ receive a $20 discount per registration. To apply for this discount please contact NASPA at [email protected]. In order to receive the discount group rate, each registrant must have an active NASPA individual membership and register after the discount code has been granted. Please include in the email your name, the conference you're registering for, your institution name, and how many individuals you're registering. Our membership department will contact you within 3-5 business days after the request has been sent.

    Purchase Orders: Purchase orders will NOT be accepted for registration. There is now a Bill Me option online if you need to submit paperwork to your accounting office to have a check cut for your registration payment. Please use that option when registering online.

    NOTE: All requests for cancellation and refunds must be in writing to [email protected]. Due to our food and beverage requirements, no refunds will be granted after May 15, 2015.  Registration Questions? Contact the NASPA office at 202-265-7500 or via e-mail at[email protected].

    Speakers


    • Estela Mara Bensimon, Ed.D.

      Estela Mara Bensimon, Ed.D.

      Professor of higher education and Co-Director of the Center for Urban Education
      University of Southern California

      Speaker Bio

    • Kimberly Griffin, Ph.D.

      Kimberly Griffin, Ph.D.

      Associate Professor
      University of Maryland, College Park

      Speaker Bio

    • Donna Younger, Ed.D.

      Donna Younger, Ed.D.

      Associate Vice President of Higher Education
      Council for Adult and Experiential Learning

      Speaker Bio

    Venue

    Hyatt Regency Boston


    Hyatt Regency Boston
    Boston, MA

    As of May 20, 2015, our hotel block with the Hyatt is sold out.  An additional room block has been secured at the Ritz-Carlton, Boston Common. This is a five minute walk from the Hyatt Regency Boston and is located at 10 Avery Street.  The hotel has arranged special room rates for conference attendees starting at $299/night (+ 14.45% local and state taxes). Reservations must be made by Friday, June 3, 2015. Please make your reservations as soon as possible, as hotel blocks tend to sell out for NASPA events. For reservations, please call 617-574-7100.

    All conference activities will take place at the Hyatt Regency Boston.  

    Discover the city’s downtown destination, Hyatt Regency Boston, where luxury and convenience collide. Steps from Boston’s most desirable area-attractions such as the Boston Common, Faneuil Hall, and Boston’s famous shopping destination, Newbury Street, the hotel sits at the edge of the city’s excitement. Tour the Freedom Trail, visit the Museum of Fine Arts, or catch a game at historic Fenway Park, all just minutes from Hyatt Regency Boston.

    The Hyatt Regency Boston has arranged special room rates for conference attendees starting at $219/night (including 21.45% local and state taxes). Reservations must be made by Wednesday, June 10, 2015. Please make your reservations as soon as possible, as hotel blocks tend to sell out for NASPA events. 

    Please Note: All reservation requests will require a credit card or a first night room deposit within 14 days after the guestroom is confirmed by the hotel (but no later than the cut-off date). Personal checks, money orders or valid major credit card will be needed for the deposit. Deposits will be refunded for rooms cancelled more than 72 hours prior to arrival. Name changes to room reservations may be made up to the day of arrival at no charge.

    BOOK YOUR HOTEL ROOM NOW

    Book Your Hotel Now

    For hotel questions, please contact:
    Lucy Fort
    Assistant Director of Educational Programs
    [email protected]

    Hotel Room Rate/Night
    Hyatt Regency Boston
    One Avenue de Lafayette, Boston, MA, 02111
    (617) 912-1234
    $219 - Single/Double
    • Travel

      Boston is serviced by Boston Logan International Airport (BOS). The Hyatt is approximately 5 miles from the airport.

    • Transportation

      Shuttles
      For more information on airport shuttles, please visit the Ground Transportation page of the BOS website. A shared ride shuttle to the Hyatt Regency is approximately $18 one way.

      Taxis
      Taxi service is available from each terminal (arrival level) curbside. A taxi fare from BOS to the Hyatt Regency is approximately $25 one way.

      Rental Cars
      For more information on rental cars, including available companies and contact information, please visit the Rental Car section of the BOS website.

    • Weather

      Temperatures in Boston in June are around 75 degrees F during the day, and around 60 degrees F at night. As the conference gets closer, please visit the Weather Channel for more information.

    The Ritz-Carlton, Boston Common


    The Ritz-Carlton, Boston Common
    Boston, MA

    An additional room block has been secured at the Ritz-Carlton, Boston Common. This is a five minute walk from the Hyatt Regency Boston and is located at 10 Avery Street.  The hotel has arranged special room rates for conference attendees starting at $299/night (+ 14.45% local and state taxes). Reservations must be made by Friday, June 3, 2015. Please make your reservations as soon as possible, as hotel blocks tend to sell out for NASPA events. For reservations, please call 617-574-7100.

    Book Your Hotel Now

    For hotel questions, please contact:
    Lucy Fort
    Assistant Director of Educational Programs
    [email protected]

    Hotel Room Rate/Night
    The Ritz-Carlton, Boston Common
    10 Avery Street, Boston, MA 02111
    617-574-7100
    $299 single/double

    Additional Info

    We hope that you will explore Boston, when not busy with the conference, or if you arrive in the city before the program begins. There are plenty of things to do and see if you are a first-time visitor or even if you have been to Boston many times. The official tourism websites for Boston is one of many online resources available to visitors.

    Attire
    The dress for NASPA events is business casual.

    IPEDS WORKSHOP
    The Association for Institutional Research (AIR) and NASPA are co-hosting an IPEDS Workshop for data providers and users in conjunction with the 2015 NASPA Assessment & Persistence Conference. Funding for this workshop is provided by the National Center for Education Statistics (NCES). For more information, please visit the IPEDS Workshop website.

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