Workshops By Request | Program Assessment Support
Departments are invited to schedule a CTLT "Workshop By Request" session to engage departmental faculty in topics of broad interest. Other topics are possible – just inquire and we likely can offer it from our existing repertoire or develop a custom one.
- Each session can be considered for a 50-minute time slot, although longer sessions are possible based on conversations with the facilitators.
- Scheduling is first come, first served based on CTLT staff availability.
- Requests should be submitted at least one quarter prior if at all possible.
For questions about a specific session or interest in a related topic, contact the CTLT facilitator directly. To request a workshop, click on this link to go to the Request Form page, or click on any title.
Program Learning Outcomes
Facilitator: Patrick O’Sullivan, CTLT Director
This workshop is an opportunity to compose well-crafted program learning outcomes that will be effective and critical components of program assessment projects. Participants will explore the role of PLOs in contributing to the meaning, quality and integrity of a degree. They will also review exemplars and apply principles of strong PLOs to examine your program’s existing PLOs for possible refinements.
Program Curriculum Mapping
Facilitator: Patrick O’Sullivan, CTLT Director
This workshop will provide support and guidance for developing accurate and useful program curriculum maps that can be used in specific program assessment projects. Participants will review examples of strong curriculum maps, examine the best methods for refining your program’s existing curriculum map, and practice analyzing maps for insights that can prompt curriculum improvements.
Program Assessment Planning
Facilitator: Patrick O’Sullivan, CTLT Director
This workshop will provide efficient and effective support for designing a clear and achievable program assessment plan that can provide insights into student learning. Participants will identify opportunities in the curriculum for assessing learning outcomes, identify appropriate sources of evidence and methods of analysis, and create a multi-year calendar to support ongoing program assessment activities.
Generating and Analyzing Direct Evidence of Student Learning
Facilitator: Patrick O’Sullivan, CTLT Director
This workshop will provide support and guidance for evaluating and selecting appropriate and effective forms of direct evidence for your specific program assessment project. Direct evidence are measures of actual learning (contrasted with perceptions of learning) and includes student-generated artifacts of both quantitative and qualitative forms (e.g., standardized tests, portfolios, oral exams, and embedded assessments such as exam questions, projects, assignments, papers, etc.). Participants will explore a wide range of direct evidence for assessment, evaluate the tradeoffs of logistical resources and value of the data, consider options for artifact analyses and prepare to provide guidance on decisions for your program assessment work.
Generating and Analyzing Indirect Evidence of Student Learning
Facilitator: Patrick O’Sullivan, CTLT Director
This workshop will provide support and guidance for evaluating and selecting appropriate and effective forms of indirect evidence of student learning for your specific program assessment project. Indirect evidence are measures of perceptions of learning (rather than actual learning itself) with both quantitative and qualitative forms including surveys, focus groups, interviews, reflective essays, etc. Participants will explore a wide range of direct evidence generated by students evaluate the tradeoffs of logistical resources and value of the data, consider options for artifact analyses and prepare to provide guidance on decisions for your program assessment work.
Closing the Loop: Making Sense of Assessment Findings for Curriculum Improvements
Facilitator: Patrick O’Sullivan, CTLT Director
With all the work required for high-quality assessment, the stage of making sense of the accumulated data and determine what it means for a program's curriculum is the payoff of that work. This workshop will guide exploration of the available data, what it means (and what it doesn't mean) for strengthening courses and curricula, and to apply the insights into next steps for a better curriculum.
