- On-Demand Event
Boot Camp: CLR 101—How to Launch Comprehensive Learner Record at Your Institution
AEFIS Academy Community Event
Drexel Assessment Conference 2020
September 9, 2020 @ 11:00 AM – 12:45 PM ET
Credit: M. Sualp, CEO, AEFIS. “A view from a building lobby at the University of Minnesota”
Description
As a holistic approach to improving student success, Comprehensive Learner Record (CLR) has the potential to positively impact the student success ecosystem. CLR is a dynamic, real-time portfolio, which is both a display of curricular, co-curricular, and experiential artifacts of learning and a digital skills “wallet” that is verified by the institution and linked to learning outcomes aligned to today’s employability skills. Launching a CLR initiative takes time, precision, and alignment planning and human and technology resources to align this initiative with the institutional mission and vision.
Join this hands-on Bootcamp that includes best practices coaching from higher ed leaders, technology innovators, and standards organizations. Discover how you can launch a student success initiative that includes CLR and authentic reflection across students’ holistic academic and experiential learning journey.
This experience will be immersive with participatory learning and idea-sharing. Bring your ideas, your curriculum projects, your ePortfolio initiatives and join this opportunity to take these initiatives further.
Background
The higher education transcript, codified around courses, credits and grades is now becoming more expressive, documenting more explicitly what has been learned, acquired, and practiced. Shifts in the delivery of post-secondary education are in full gear and the focus on outcomes and skills are at the forefront helping to usher in changes in the way higher education verifies degrees.
Comprehensive Learner Record (CLR) is at the epicenter of this change, helping to unpack evidence of learning and making it more explicit and meaningful to students, employers, and institutions. Stakeholders who use CLR as a vehicle for learning in real-time and an ecosystem of skills that employers value are providing valuable opportunities to share knowledge, skills, and abilities with a greater audience.
In Demographics and the Demand for Higher Education, economist and professor Nathan Grawe predicts the current college-going population will drop by 15 percent between 2025 and 2029 and continue to decline by another percentage point or two thereafter. This trend begins to close the door on the traditional pipeline to college and more widely opens the door to a more complex population of learners, adults with degrees, no degrees, partial degrees and the like. Institutions that proactively address these population shifts and need for changes to higher education course and content delivery are those who are ahead of recurrent enrollment melts. Course delivery that is more accessible and affordable to adult workers, stay-at-home parents, diverse learners, and employers who are partners in their employees’ education will survive and thrive.
Key Takeaways
It is our goal to provide the audience with the following intended key takeaways:
1. Consider your current efforts, partners, timelines, resources, and risks
2. Think beyond quick fixes and tackle broader issues and systems
3. Deliver authentic lifelong learning, skills recognition, and employability enablement in courses, co-curricular, and experiential activities
4. Create a student-centered institution using the Comprehensive Learner Record (CLR)
5. Build a sustainable momentum and demonstrate the impact of ongoing work to deliver CLR for authentic lifelong learning
Presenters
We are honored to have these academic leaders coaching this boot camp:
Dr. Sherri Braxton, Senior Director of Instructional Technology, UMBC
Dr. Braxton currently serves as the Senior Director of Instructional Technology at UMBC where she is responsible for leading the Division of Information Technology’s (DoIT) strategy for end-user support of instructional technologies including online, hybrid, and traditional “face-to-face” technologies. With over 20 years of experience in traditional classroom instruction and adult education strategies grounded in instructional design models, she also possesses over 18 years of experience using learning technologies in higher education settings, including the design and facilitation of online and hybrid courses.
Dr. Natasha Jankowski, Executive Director of the National Institute for Learning Outcomes Assessment, University of Illinois Urbana-Champaign
Dr. Natasha Jankowski serves as Executive Director of the National Institute for Learning Outcomes Assessment (NILOA) and Research Associate Professor in the department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign. She is co-author with her NILOA colleagues of the book Using Evidence of Student Learning to Improve Higher Education, as well as co-author of Degrees that Matter: Moving Higher Education to a Learning Systems Paradigm. Two forthcoming books focus on the role of students in assessment and equity and assessment. She works in partnership with her NILOA colleagues and others in the field on assignment design, transparency, evidence-based storytelling, equity, mapping and alignment of learning, and all things assessment. NILOA is the proud recipient of the ACPA Contribution to Higher Education award. Natasha is the recipient of the Academic Professional Excellence Award from the University of Illinois, Kent State University’s Alumni Award, and the Young Alumni Award from the College of Education at UIUC. She holds a PhD in Higher Education from the University of Illinois, an M.A. in Higher Education Administration from Kent State University, and a B.A. in philosophy from Illinois State University.
Mark Leuba, Vice President, Product Management, IMS Global Learning Consortium
Mark is a technology leader in education, with particular expertise in online higher education. Since 2015 Mr. Leuba has led IMS Global’s Digital Credentials Program and Product Management for the non-profit standards body. Through his former consulting firm, Pathway Technology Partners, Mark provided advisory and strategy services for leading institutions, foundations, non-profit, and for-profit education organizations. At IMS, Mark and the IMS team have led the Comprehensive Learner Record standard published in August 2019, the officially designated standard of AACRAO, the American Association of Collegiate Registrars and Admissions Officers. From 2005-2010 Mr. Leuba was VP and CIO for American Public University System.
Dr. Andrew Wolf, Director for Educational Effectiveness, and Assistant Professor at the University of Rochester School of Nursing, University of Rochester
Andrew Wolf is the Director for Educational Effectiveness, and Assistant Professor at the University of Rochester School of Nursing. Dr. Wolf supports the School’s educational mission through assessment and innovation focused on improving student learning. He also coordinates accreditation activities and has served on evaluation teams for Middle States Commission on Higher Education. Dr. Wolf continues to teach graduate students in an interprofessional health professions education program, and nursing programs.
Moderated by Suzanne Carbonaro, Director of Academic Partnerships, AEFIS
More to come – Please check back soon or register to receive updates!
Event Info & On-Demand Recording
Any pre-event information will be provided below. Any post-event information and the archived recording will be available within 48-hours following the event. This content is only available to AEFIS Academy Community Members.
Attendees
In order of registration timestamp. Note: Sort and search features are coming soon!
Raquel Rodriguez,
Assistant Professor, Department of Pharmaceutical Care & Health Systems,
University of Minnesota, Twin Cities
Gail Schneider Childs,
Department of Community Dentistry and Behavioral Science,
University of Florida, College of Dentistry
Gretta Payne,
Academic Assessment and Accreditation Analyst,
Embry-Riddle Aeronautical University
Chantil Cuesta,
Academic Assessment and Accreditation Systems Administrator,
Embry-Riddle Aeronautical University
Jasmine Yang,
Inst. Research Analyst, Sr. Office of Institutional Research,
Rensselaer Polytechnic Institute
Natasha Jankowski,
Executive Director of the National Institute for Learning Outcomes Assessment,
University of Illinois Urbana-Champaign
Rebecca Hong,
Senior Director of Educational Effectiveness and Assessment,
Loyola Marymount University
Brigitte Valesey,
Director, Assessment and Accreditation for the School of Education,
Drexel University
Andrew Wolf,
Director for Educational Effectiveness, and Assistant Professor at the University of Rochester School of Nursing,
University of Rochester
Laura DeSisto,
Program Director and a Senior Lecturer for the Master of Liberal Arts Program,
Johns Hopkins University
Beth Janetski,
Director of Assessment at University of Wisconsin-Madison School of Pharmacy,
University of Wisconsin-Madison
Banu Onaral,
H. H. Sun Professor and Senior Advisor to the President, Global Partnerships,
Drexel University
Colin Suchland,
Chair, Learning Outcomes Assessment Team, Professor of Sociology,
Lincoln Land Community College
Ben Fryar,
Managing Director of Institutional Research and Assessment,
Brigham Young University-Idaho
Alison Goodrich,
Department Chair, Department of Education & Public Service,
University of Maryland Global Campus
Discussion
Join the conversation, contribute, ask questions, and explore with everyone! It’s Your Community!