April 23, 8:00 am – 9:00 am
Track(s): 
Track 1: Teaching, Learning, and Assessment
Track 3: Student Engagement and Persistence
Track 5: Accreditation and Student Success
Moderator: 
Monica Stitt-Bergh
Assessment Specialist
University of Hawai'i at Manoa
Strategic Assessment Alliances for Student Success

The presenters will describe their decade-long strategic assessment alliance at California State University, Long Beach; specific assessment activities they have done in partnership with each other’s divisions; and the impact their alliance has had on engaging the campus community in assessment for student learning, development, and success.

Sharlene Sayegh
Director, Program Review and Assessment
California State University, Long Beach
Susan Platt
Executive Director, Testing, Evaluation & Assessment
California State University, Long Beach
A Three-Legged Stool Approach to Student Success

A primary strength of The Chicago School is its continual pledge to retain students while still maintaining the academic quality of its programs. Our commitment to student success is operationalized through a number of initiatives, but none more powerful than the successful collaboration of three institutional areas: Academic Support, Faculty Development, and Student Affairs.

Theodore Scholz
AVP of Teaching and Learning
The Chicago School of Professional Psychology
Belinda McFeeters
Associate Vice President for Graduate Academic Development Affairs
The Chicago School of Professional Psychology
Daniel Esquivel
Student Success Specialist
The Chicago School of Professional Psychology
In Their Own Words: Listening to Students as Formative Assessment of Student Success

In this session we describe how UC Irvine leverages faculty, administration, and students to support student success via a campuswide workgroup known as “The Assessment Group.” UCI’s Assessment Group collaborated on a multi-year effort to engage with students and faculty to improve the undergraduate experience. The group explored student engagement and coursework experiences via semi‐structured interviews of over 100 enrolled juniors. This presentation will summarize the major themes that emerged when students told us about what they need to feel engaged on campus. Strategies for using these results for institutional improvement will be discussed.

Daniel Flynn
Research Analyst and Project Coordinator
University of California, Irvine
Venette Van Duyn
Director, Center for Assessment and Applied Research
University of California, Irvine
Anita Iannucci
Principal Research Analyst
University of California, Irvine