
Required Webinar: “Equity-Centered Assessment: Concepts and Strategies”
Facilitated by Dr. Gavin Henning, New England College and Dr. Anne Lundquist, Anthology (formerly CampusLabs)
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Mar 1
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The Office of Institutional Effectiveness and the Office of Student Life and Diversity have partnered with the Lindenwood Learning Academy to provide a special professional development opportunity for Lindenwood faculty and staff.
At least two hours of 'Core Development Activities'
PLUS
Required webinar: Equity-Centered Assessment: Concepts and Strategies (see below)
PLUS
At least four 'Focused Development Activities'*
PLUS
A reflective account of professional practice
Download full description of Certificate requirements here.
*Participants can substitute one workshop or webinar from a conference or other external event toward one of the Focused Development Activities, as long as the session was related to culturally responsive assessment.
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Complete at least two hours' professional development from this list:
PLUS
Facilitated by Dr. Gavin Henning, New England College and Dr. Anne Lundquist, Anthology (formerly CampusLabs)
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Participants engage with at least four webinars from this list to fulfill the requirements of the Certificate.
Facilitated by Dr. Divya Bheda, Higher Education Consultant
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Facilitated by Dr. Joseph D. Levy, National Louis University
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Facilitated by Dr. Marjorie Dorimé-Williams, University of Missouri-Columbia
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Facilitated by Dr. Melissa Elmes, Lindenwood University
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Facilitated by Dr. Gavin Henning, New England College
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Facilitated by Dr. Karen Singer-Freeman, University of North Carolina at Charlotte
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Facilitated by Dr. Jeff Roberts, Sam Houston State University
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Facilitated by Matthew DeSantis, St. Edward's University
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Facilitated by Dr. Roger "Mitch" Nasser, Lindenwood University
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Facilitated by Dr. Christine Robinson, Ms. Harriet Hobbs, and Dr. Karen Singer-Freeman, University of North Carolina at Charlotte
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Facilitated by Katherine Yngve, Purdue University
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Facilitated by Dr. Scott Tharp, DePaul University
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This step is required to claim the Certificate.
To claim the Certificate, participants are required to submit a 1000-word (approx) reflective narrative outlining how the concepts they explored in the Core Development Activities and the Focused Development Activities have influenced their professional practice.
Reflective accounts are uploaded via the Canvas site for the Certificate. Email Assessment@lindenwood.edu to be added to the Canvas site.
Once submitted, the Reflective Accounts will be peer-reviewed for feedback, and the Certificate will be awarded!
Check here for answers to your burning questions!
To initiate the Certificate, email Assessment@lindenwood.edu to be added to the Canvas site.
Email Assessment@lindenwood.edu and we will help you with any question. No question is too big or too small.
Absolutely! All trainings and webinars are open to all Lindenwood faculty and staff, regardless of whether they intend to earn the Certificate. Please join!
When you are added to the Canvas site, you will find resources and guidance for writing and submitting your Reflective Account of Professional Practice.
Yes! In fact, you can count any of the Core Development Activities you have already done at Lindenwood OR at a previous institution (as long as you can provide some details).
Probably! Please email Assessment@lindenwood.edu to discuss your workshop experience and how it might contribute toward the Certificate.
That is great news. Please email Assessment@lindenwood.edu to share details. We might be able to bring them to campus next year.
These webinars are designed to provide key takeaways for anyone who supports student learning or who use data about students to inform planning, decision making, and continuous improvement.
...assessment that is mindful of the student populations the institution serves, using language that is appropriate for all students when developing learning outcomes, acknowledging students’ differences in the planning phases of an assessment effort, developing and/or using assessment tools that are appropriate for different students, and being intentional in using assessment results to improve learning for all students." (Montenegro and Jankowski, 2017, p. 10)