How I Can Help You and Your Institution
Move Ahead with Assessment
I'm an educator who can help you and your colleagues learn how to:
- Solve assessment problems and break through assessment roadblocks.
- Design and implement effective assessments of student learning and institutional effectiveness.
- Use assessment results to make improvements and to inform plans and resource allocations.
- Develop an effective mission, vision and strategic plan.
- Design effective curricula.
- Develop evidence-informed strategies to improve student learning and success.
- Design an effective program review process.
My specialties include helping people with:
- Rethinking and articulating learning goals
- Rethinking and articulating strategic and administrative unit goals
- Curriculum mapping
- Multiple choice tests
Do you need help with something not mentioned here? Ask me about it! I love a new challenge. I offer a complementary 30-minute telephone conversation to discuss your needs and how I might best help you with them.
My "Moving Ahead" Consultation Package
My basic package of services includes the following. If it isn't what you and your institution need, let me know! I offer a complementary 30-minute telephone conversation to discuss your needs and how I might best help you with them.
- I'll spend up to one hour in advance review of documents that help me understand where your institution or program is with assessment, what your greatest needs are, and how I might best help you. Examples of these materials include institutional, general education, and program learning goals; curriculum maps; reports from your accreditor explaining its concerns with your institution's or program's assessment practices; and a request from your accreditor for a special report on assessment.
- We'll jointly plan my face-to-face or virtual visit of up to 7 hours. The visit will include working sessions designed to help homogenous groups address specific assessment challenges they're facing. The length of each session will depend on what we're aiming to accomplish.
- I'll visit your institution, face-to-face or virtually.
- Two weeks after my visit, I'll submit a brief (two-page) report to you with recommended action steps for moving forward.
- After you receive my report, you'll ask everyone with whom I've met for explicit deliverables wth deadlines. You might, for example, ask a group to revise learning goals; draft a rubric, curriculum map, or assessment plan, or collect evidence of student learning.
- Two to six months after my visit, you'll send me the completed deliverables, and I'll spend up to two hours preparing written feedback on them (or at least on a sample of them).
This basic framework can be customized depending on your needs. For example, I might open my visit with a short plenary presentation on an assessment issue that's pervasive at your institution. Or one of the working sessions might be a short workshop on a specific assessment topic.
Analyses of assessment and accreditation reports and documentation. I can analyze your recent assessment and accreditation reports and documentation, including reports and correspondence from your accreditor, and give you feedback on what you need to work on, either through a brief written report to you or during a campus visit.
I normally spend no more than 3 hours on analyses of reports and documentation. If I finish the analysis in less than 3 hours, I invoice only the time spent, prorated for fractions of an hour. If you send me more than I can analyze in 3 hours, you're welcome to suggest priorities for my time.
I ask that we block off 2 days for me to complete an analysis. I ask that you e-mail me your materials before the first day of my review. By the end of the second day, I'll send a brief (2-page) summary of my key suggestions.
Remote Q&A consultations. Some institutions schedule one or more conference calls or video conferences simply to ask me questions. I'm happy to block off time for these calls tentatively on my calendar. If you decide you don't need a call, you can cancel it with no obligation.
What Do I NOT Offer?
I no longer offer the following services.
Mandatory-attendance sessions. Just a handful of people who don't want to be there can adversely impact the effectiveness of these sessions.
Professional development sessions that are expected to address a broad array of assessment topics in a limited amount of time. I'm often asked to provide, in essence, a three-credit graduate course on assessment in a few hours! Sessions that cover a great deal quickly, with little time on any one topic, leave everyone's heads spinning and little retained. I instead offer sessions that focus on helping your institution with its most urgent assessment needs.
Workshops to be attended by faculty from all programs and/or administrators from all units, unless the topic is something everyone clearly needs help with. Today people are typically in very different places regarding assessment. While some may be starting from scratch, others are farther along. Because learning goals and administrative unit goals can vary dramatically, so can assessment approaches. A short kickoff presentation for everyone, followed by mini-sessions for smaller groups or individual consultations, is often far more effective in meeting everyone's needs.
Reviews of drafts to accreditors. I can recommend a colleague who can do this.