AEFIS News & Accolades

AEFIS Community Response to COVID-19

Categories: AEFIS News & Accolades, AEFIS Software Blog

Suzanne Carbonaro, Director of Academic Partnerships, AEFIS

March 15, 2021
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Watch our 5-minute community response to COVID-19 video!

Video Overview:
Sometimes the most unfortunate events lead to the best kind of innovation and creative problem-solving. A year ago the COVID-19 pandemic shut down the world. Our lives changed, our students’ lives changed, our families, our co-workers, our organizations, all changed. But within the change, the loss, and transition to new ways of doing things, there were opportunities to make a greater impact and learn something from our actions.

We consider our partners (customers) family and endeavor to support and provide exceptional service. AEFIS Client Success Model is rooted in collaboration and helps to define our product landscape.

At AEFIS, we defined a whole new vision for engaging a community stemming from our commitment to partnership, transparency, excellence, servant leadership, and mentorship.

Through alignment with these core values, AEFIS Academy was created.

We stand together in support of the community in a time of radical transition.

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Suzanne Carbonaro, Director of Academic Partnerships, AEFIS

Suzanne Carbonaro, M.Ed, MS, CE School Administrator, is the Director of Academic Partnerships at AEFIS. Suzanne has 27 years experience in higher education teaching, curriculum design, assessment and leadership. Most recently, Suzanne served as the Director of Assessment at the Philadelphia College of Pharmacy at the University of the Sciences where she designed the real-time assessment process for the newly implemented competency-driven doctor of pharmacy curriculum. She came to USciences from Rider University where she served as Director of Assessment and Strategic Partnerships at the College of Education. Here she redesigned their assessment process and managed over a million dollars in grants. Suzanne has led successful self-studies and re-accreditation efforts for the doctor of pharmacy and teacher and leader education programs. She is a proud member of the team who successfully received the American Association of Colleges of Pharmacy (AACP) 2019 Award for Excellence in Assessment. Suzanne was invited to present her research and development of Comprehensive Learner Records (CLRs) to IMS Global at the 2018 Learning Analytics Summit, 2019 IMS Global Digital Credentials Summit and was a finalist for Learning Impact Awards at the Leadership Institute in May 2019. She received the USciences 2018 Founder’s Day Award for Innovation and has presented at AALHE (2018, 2019, 2020), Drexel Assessment Conference (2018, 2019, 2020), IUPUI (2018, 2019, 2020), AACP (2019) as well as regional assessment conferences, and the Competency-Based Education Network (2019, 2020).

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Completing Our Self-Study in AEFIS

The journey to our on-time submission of our Southern Association of Colleges and Schools – Commission on Colleges (SACSCOC) Fifth-year Interim Report began several years ago in 2016. After surviving a few cold, snowy winters in another state, I decided to leave my faculty position and to return to Texas where I accepted a data analyst position with Texas A&M International University (TAMIU) in Laredo, Texas, where the windy, hot, dry summers (I likened to being in a hairdryer on high heat) are just what my wife requested. Within a year at TAMIU, the President and Provost appointed me to serve as the Interim Associate Vice President for Institutional Assessment, Research, and Planning. While I have a lot of assessment experience, prior to this appointment, my institutional level experience was serving university assessment committees and writing the data analytics parts of a previous institution’s CAEP accreditation submission. My personal foray into direct work pertaining to SACSCOC had begun.

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David Allen, Associate Vice President for Institutional Assessment, Research, and Planning, Texas A&M International University

April 12, 2021
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Reflections on Trust: Cheating in a Pandemic

n August 2020, the National Institute for Learning Outcomes Assessment (NILOA) released survey findings examining assessment-related changes made in the Spring 2020 semester. As part of that report, we examined the intersections of those findings with other COVID-19 related reports on the shift to remote instruction and students’ experience of teaching and learning during that time, offering considerations for practice in the fall and beyond. While August was only a month ago, in pandemic time it feels like at least 8 months have passed since the report was released. Based on conversations with assessment professionals and questions raised about learning in the fall, the report remains relevant all this time later.

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Natasha Jankowski, Higher Education & Assessment Consultant, N/A

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2 Comments

Publication Alert AALHE Intersection! Connecting High Impact Practices (HIPs) to Student Self-Efficacy

Last week, our article “Connecting High Impact Practices and Student Self-Efficacy: Social Cognitive Theory as a Window into Student Growth,” was published in Intersection: A Journal at the Intersection of Assessment and Learning, which is the official journal of the Association for the Assessment of Learning in Higher Education (AALHE). This methodology paper combines the literature of HIPs with SCT and presents research tested in an undergraduate sociology class during the pandemic. Within the study, we share our HIPs framework, rubric, and instrument for capturing pre/post-self-efficacy, all created and managed within AEFIS, all-in-one assessment management platform.

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Suzanne Carbonaro, Director of Academic Partnerships, AEFIS

March 11, 2021
1 Comment

Messiah University Does It Right!: Earning Excellence in Assessment Designation

Messiah University’s Excellence in Assessment designation hardly seemed possible when NILOA first announced the program. Our assessment office came into existence ten years ago coinciding…

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Susan Donat, Director of Curriculum; Assessment Director of Assessment; Accreditation Liaison Officer, Messiah University

March 2, 2021
0 Comments

The Unexpected Parallels Between Art and Assessment

This past January, I was lucky (or worked hard enough) to receive a research grant from Thomas Jefferson University in Philadelphia, PA. Until this point, most of my university-funded research focused on assessment and revolved around conference presentations. This, however, was a Project Completion Grant, and the project was not about assessment, but part of my professional practice as an artist.

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Dana Scott, Assistant Professor; Director of Assessment of Student Learning Outcomes, East Falls Campus, Thomas Jefferson University

September 23, 2020
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