Within our institutions of higher education, we struggle with a vast sea of various seemingly disconnected initiatives leading to initiative fatigue and detachment from the daily practices of our work. Assessing student learning, in most cases, sits at the intersection. This webinar presents a means to bring the work together through intentional alignment and collaborative mapping of learning experiences.
Pulling from the work of the National Institute for Learning Outcomes Assessment (NILOA) over the past five years tracking the impact of Degree Qualifications Profile (DQP) and Tuning, the webinar outlines a conceptual framework and action steps for institutions to align efforts and enhance student learning.
Natasha Jankowski, Director and Research Assistant Professor with the Department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign, has presented at numerous national conferences and institutional events, and written various reports for NILOA. Her main research interests include assessment and evaluation, organizational evidence use, and evidence-based storytelling. She holds a PhD in Higher Education from the University of Illinois, an M.A. in Higher Education Administration from Kent State University, and a B.A. in philosophy from Illinois State University. She previously worked for GEAR UP Learning Centers at Western Michigan University and worked with the Office of Community College Research and Leadership studying community colleges and public policy.
David Marshall is a Senior Scholar with the project and serves as a Professor of English and Director of the University Honors Program at California State University San Bernardino. He facilitated the Lumina Foundation-funded Tuning projects nationally from 2010 to 2016, working with states, regions and national disciplinary associations to identify essential learning within disciplines and develop strategies for campus-based engagement with the resulting learning outcomes. His research, taken from a practitioner lens, explores issues of alignment and curriculum mapping as a complex collaborative process in higher education, both within institutions and across institutions nationally. He is the author of Tuning American Higher Education: The Process and co-author of Roadmap to Enhanced Student Learning and co-editor of a special volume of New Directions in Institutional Research on Degree Qualifications Profile (DQP) and Tuning. A graduate of College of the Holy Cross, he earned his Master’s degree in Medieval Studies from the University of York, England and his Ph.D. in English from Indiana University.