Beyond compliance: University of Arizona’s rubric for actionable program review data
What To Expect
Compliance is just the starting line. True assessment success means turning data into clear, actionable strategies that fuel program growth. Join the University of Arizona to discover how they’re reshaping program review using a focused rubric combined with Watermark Planning & Self-Study.
Why attend? You’ll discover:
- A focused framework that simplifies planning and drives measurable results.
- Actionable steps for creating consistently high-quality assessment plans and reports.
- Lessons learned on balancing institutional goals with accreditation requirements.
- Tips for building and sustaining a culture of ongoing assessment improvement.
Presenters:
- Elaine V Marchello, Ph.D., Director of Assessment, University of Arizona
- Laurie Sheldon, Ph.D., Assessment Coordinator, University of Arizona
About the speakers
Elaine V Marchello, Ph.D.
I received my Ph.D. from the University of Arizona in 1992 and have worked here full-time since
2001. Currently, I am the Assistant Director for Assessment and Assessment Team Lead at the
University Center for Assessment, Teaching, and Technology (UCATT). This position, which I
have held since 2015, enables me to regularly engage with all University departments and
programs about learning outcomes assessment, including the annual review of program-level
assessment plans and participating in the Academic Program Review process regarding
learning outcomes assessment. These review processes include ensuring compliance with our
accreditors and providing formative and summative assessment plan feedback. Additionally, I
am a member of the University Council for Assessment and the University-Wide General
Education Committee (ex officio). I have played an instrumental role in automating our
assessment process, and last year, our team received the Insight Awards from Watermark in
recognition of our use of their product to innovate our assessment process. In 2020, I took on
the additional responsibility of Director of Assessment for the Office of General Education. In
this role, I serve on the tri-university assessment committee and have been the principal
coordinator for the ABOR-mandated assessments. This position also allows me to work with
faculty and staff across the university.
Recently, I returned to the classroom as a UNIV 101 instructor. This move was initiated by my
passion for teaching, which began in 1992 when I joined the University as a Program
Coordinator/advisor in Vet Sci/Micro. After two years, as my teaching duties increased, I was
realigned to Professor of Practice. As a professor, I taught 400-level core courses in Vet Sci and
a large general education course in Centennial Hall, for which I received the Provost General
Education Teaching Award in 2009 and the Alpha Zeta A+ Advisor Award in 2005 and 2009. In
2008, I became the Assistant Dean in Academic Programs for CALES (2008-15) and was
instrumental in merging the Vet Sci program with Animal Sciences into the School of Animal and
Comparative Biomedical Sciences. During my term as Assistant Dean, I was the interim Bart
Cardon Associate Dean for one year (2011-12).
Since my time at the university, I have co-chaired two university task forces and served on
several others. I have been on a University Administrator’s Review Committee, a team member
for multiple national AAC&U institutes, plus many more departmental, college, and institutional committees. Additionally, I am an active member of the Dean of Students Hearing Boards for Student Conduct.
Laurie Sheldon, Ph.D.
Laurie is the Assessment Coordinator at the University Center for Assessment, Teaching and Technology (UCATT) at the University of Arizona. She specializes in program learning outcomes assessment and data-driven program evaluation, actively promoting a culture of evidence-based improvement across the campus. Her work is guided by her experience as a learning scientist and includes designing and teaching weekly activities in undergraduate general education classes to enhance student learning. As an active researcher, she currently explores the critical impact of Generative AI on assessment practices in higher education. She holds a Ph.D. in Teaching, Learning, and Sociocultural Studies with a minor in Cognitive Science, a M.S. in Educational Technology and Instructional Design, and a B.S. in Accounting.
