Fundamentals of Program Assessment

September 13, 2023 – September 15, 2023
  • Beginner
  • 3 Days
Workshop Dates
Sep
13
2023

Sep
15
2023
9:00 AM – 12:00 PM ET
  1. U
  2. M
  3. T
  4. W
  5. Th
  6. F
  7. S

Register

About this Workshop

The Fundamentals of Program Assessment Workshop is a workshop designed with a focus on small group interaction and individual assignments to introduce the context for program assessment, examine assessment processes, develop measurable outcomes and apply data collection and reporting methods. The exercises and examples are from associate’s, bachelor’s and/or tech-focused programs. These can be applied to other program types and/or timeframes.

This workshop will allow you to work in teams and ask questions of experienced facilitators.

This workshop prepares you to:

  • Identify key elements of a functional assessment process.
  • Clarify the similarities and differences between course and program assessment.
  • Make student outcomes measurable with the development of performance indicators.
  • Understand the methods to assess student outcomes.
  • Develop rubrics as one method to score student performance in achieving student outcomes.
  • Identify the pros and cons of various data collection methods.
  • Decipher and report results.

Workshop Details

WHEN
This virtual workshop takes place online September 13-15, 2023 from 9:00 a.m. – 12:00 p.m. ET.

WORKSHOP COST

$745 if you register by August 13, 2023
$800 if you register after August 13, 2023

Register

Workshop Facilitators

James Warnock, Ph.D.

James Warnock, Ph.D., received his bachelor’s in biological sciences from the University of Wolverhampton, UK. Warnock earned his master’s in biochemical engineering as well as his Ph.D. in chemical engineering from the University of Birmingham, UK.
During his doctoral studies, he spent two months as a research fellow in the Department of Chemical Sciences and Engineering at Kobe University, Japan. James relocated to Atlanta, GA, in 2003 and spent two years as a post-doctoral research fellow at Georgia Institute of Technology with a joint appointment between the School of Mechanical Engineering and the School of Biomedical Engineering.
James is currently the Founding Chair and a Professor in the School of Chemical, Materials and Biomedical Engineering at the University of Georgia. He is actively involved in engineering education research and has earned international attention for his work on using problem-based learning to enable students to develop their professional skills. In 2011, he was invited to present work at the Frontiers of Engineering Education Symposium, hosted by the National Academy of Engineering. Before coming to Athens, James served as a professor and associate dean for academic affairs at Mississippi State University’s Bagley College of Engineering. In this role, he was responsible for coordinating the assessment activities of 11 engineering/computer science programs within eight departments.
In July 2011, he was invited to become the first Adjunct Director for Professional Development at ABET. He has consequently been involved in the planning, preparation and facilitation of numerous ABET workshops, including the one-day Program Assessment Workshops and IDEAL. He is an ABET Senior IDEAL Scholar.

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Jennifer “Jenny” Amos, Ph.D.

Jenny Amos is a Teaching Professor in Bioengineering at the University of Illinois Urbana-Champaign. She is a AIMBE Fellow, BMES Fellow, ABET Commissioner and Executive Committee Member for EAC, two-time Fulbright Specialist in engineering education (France and Brazil) and has won multiple awards and recognitions for her teaching and scholarship of teaching. Outside of BME, she has also worked to revolutionize the future of graduate medical education serving as a founding member of the new Carle-Illinois College of Medicine, a first-of-its-kind engineering driven college of medicine. Amos was a PI of the Illinois NSF RED (Revolutionizing Engineering & Computer Science Departments) research team leading efforts to innovate assessment practices for engineering toward producing more holistic engineers. Amos has a decade’s worth of experience leading curriculum reform implementing robust assessment strategies at multiple institutions.

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