Fall 2025 A-Day Detailed Schedule

WELCOME FROM LEADERSHIP

Dr. Rhine, President; Dr. Berry, Provost; and Dr. Mercado, Vice President of Workforce and Health Services

REVIEW OF THE ASSESSMENT CYLCE

Ms. Sarah Southwick, Curriculum & Assessment Manager

PRACTICAL STRATEGIES TO REDESIGN ASSESSMENTS (Virtual)

Dr. Michelle Newhart, Instructional Designer at Mt. San Antonio College

Pyramid Exams provide a practical, evidence-based enhancement to traditional multiple-choice assessments by adding group collaboration and discussion to the process. This approach encourages students to articulate their reasoning, not just select answers, leading to stronger critical thinking and improved long-term retention. Participants will learn how to implement Pyramid Exams in a range of course formats and subjects, effectively promoting academic integrity while refreshing the role of closed-answer assessments as tools for deeper learning.

HARNESSING THE POWER OF AI TO IMPROVE ASSESSMENT (Virtual)

Mr. Justin D. Jutting, Faculty Assessment Coordinator and Ms.Tami Dewes, Faculty Assessment Coordinator at Western Dakota Technical College 

Educational institutions are constantly seeking innovative ways to enhance the learning experience for both students and faculty, while also ensuring academic integrity. Artificial intelligence (AI) presents an opportunity to help faculty improve assessment planning, allow students to understand acceptable AI use, and provide analysis and follow-up ideas.

CRITICAL THINKING RATING SESSION (GEN ED) (In-Person)

Ms. Laura Cline, Full-time English Faculty and Ms. Mandy Atherton, Full-time Mathematics Faculty

In AY 23-24, faculty submitted a variety of student works products (SWPs) that came from assignments developed to meet the General Education Competency of Critical Thinking.  In AY24-25, the same faculty randomly reviewed the submitted SWPs against the Critical Thinking rubric.  The results have been aggregated and formatted into an infographic.  In this session, faculty who teach courses currently designated with the Critical Thinking competency will examine the results, reflect on student attainment, and discuss curricular or instructional adjustments. The session will also provide updates on the General Education Committee’s work, the statewide AGEC revision process, and the newly revised Critical Thinking rubric.

CREATING & USING C-MAPS (In-Person)

Ms. Sarah Southwick, Curriculum & Assessment Manager

This session will review the purpose of curriculum mapping and overview the curriculum mapping process of the College, including how to locate previous program C-Maps and how to submit revisions.  Participants will be given at least twenty minutes to work on their own C-Maps and ask questions if needed.  

MEASURING STUDENT LEARNING IN STUDENT AFFAIRS (Virtual)

Dr. Joe Levy, Associate Vice Provost, Accreditation and Quality Improvement at Excelsior University

Assessment has long been a mainstay practice, perpetuated and often elevated by requirements and expectations of accrediting bodies. It is important to understand what assessment practice is supposed to be in relation to current practice and what it could be. Moreover, the framing and focus on assessment needs to be intentional and authentic in approach.

This first session will demystify and define assessment, with foundations for the work - covering learning outcomes in depth.

Each session of the presentation will have time for Q&A and group discussion/engagement, as well as breaks built in - especially for folks attending all three sessions.

CONDUCTING ASSESSMENT IN CENTERS FOR TEACHING AND LEARNING (Virtual)

Dr. Carolyn Sandoval, Senior Director of Instruction and Pedagogy; Mr. Tyler Rogers, Educational Equity Data Specialist; and Dr. April Yan, Senior Data Analyst at University of California San Diego Teaching and Learning Commons

This interactive session provides an overview of key considerations for conducting assessment in centers for teaching and learning, with a focus on shared learning opportunities between the Yavapai College Center for Learning and Innovation (CLI) and the UC San Diego Teaching and Learning Commons. Participants will recognize the challenges in conducting holistic assessment across diverse services and audiences; identify relevant data sources and collection methods for assessing programs and services; and strategize shared goals across CLI programs and services, so as to further align future assessment efforts.

BEYOND POSTS AND REPLIES:  DESIGNING ONLINE DISCUSSIONS FOR CONNECTION AND LEARNING (In-Person)

Dr. Megan Hanna, Full-time Business Faculty

Online discussions can easily turn into little more than checkbox assignments—predictable posts and replies with minimal interaction or discovery. But what if they could function more like the conversations we hope to have in our classrooms—curious, reflective, and grounded in real connection?

In this session, we will explore how online discussions can be designed as spaces for authentic learning, relationship building, and informal assessment. Drawing on research, faculty examples, and personal experience, we will examine strategies for crafting meaningful prompts, encouraging participation, and facilitating dialogue that helps students feel seen and heard.

We will also examine the importance of instructor social presence—not just as evaluators, but as guides, coaches, and fellow learners—who set the tone and foster a sense of community. Together, we will explore how to cultivate a culture of low-stakes participation, where students feel comfortable exploring ideas and growing through open dialogue.

Rather than offering a one-size-fits-all model, this session invites collaborative idea-sharing and experimentation, with a focus on designing discussions that reflect both your teaching goals and your students’ needs for connection and belonging.

GETTING LICENSED TO DRIVE AI IN TEACHING & LEARNING (Virtual)

Dr. Bobbijo Pinnelli, Associate Dean at Walden University and Ms. Joanna Boeing, Assistant Director of Assessment at Bridgewater State University

Just like learning to drive, using AI effectively in teaching and learning takes more than simply getting behind the wheel; it requires awareness, practice, and confidence. This interactive session is designed to help faculty get started with AI tools in approachable, practical ways, so they can build confidence in navigating this new terrain. Participants will explore how to integrate AI tools into both administrative tasks and course design with responsibility and creativity. Along the way, session facilitators will share recommended practices, ethical considerations, and real-world examples that illustrate how AI can both streamline faculty work and enrich the student learning experience. Faculty will leave with strategies, resources, and a practical “AI driver’s license” that empowers them to safely and confidently take the wheel in their own teaching and academic responsibilities.

By the end of the session, participants will be able to:

• Articulate the fundamentals of AI use in higher education and its applications in teaching and learning.

• Foster critical and responsible AI use among students.

• Explain how AI tools can enhance teaching practices, streamline administrative tasks, and strengthen assessment approaches.

• Demonstrate confidence in getting started with AI tools and applying them in their own work.

COMMUNICATION RUBRIC INTER-RATER REVIEW (GEN ED) (In-Person)

Ms. Laura Cline, Full-time English Faculty

In AY25-26, faculty begin the new General Education assessment cycle with the Communication competency. Faculty will review the revised Communication rubric, the assessment process, and expectations for submitting student work products (SWPs) in the upcoming year. In this session, faculty who teach courses currently designated with the Communication competency will discuss ways to ensure that summative assignments authentically demonstrate the outcomes measured by the rubric. The group will consider whether to adopt a common assessment across courses or to establish shared criteria for assignments. The session will also provide updates on the General Education Committee’s work and the statewide AGEC revision process.

CREATING & REVISING A-PLANS (In-Person)

Ms. Sarah Southwick, Curriculum & Assessment Manager

This session will review the purpose of assessment planning and overview the assessment plan process of the College, including how to locate previous program A-Plans, create new A-Plans, and submit the new A-Plans into Canvas.  Participants will be given at least twenty minutes to work on their own A-Plans and ask questions if needed.  

MEASURING STUDENT LEARNING IN STUDENT AFFAIRS (Continued session)

Dr. Joe Levy, Associate Vice Provost, Accreditation and Quality Improvement at Excelsior University

Assessment has long been a mainstay practice, perpetuated and often elevated by requirements and expectations of accrediting bodies. It is important to understand what assessment practice is supposed to be in relation to current practice and what it could be. Moreover, the framing and focus on assessment needs to be intentional and authentic in approach.

The second session will cover methods, setting achievement targets, and exploring some common challenges in assessment - with several institutional examples provided.

Each session of the presentation will have time for Q&A and group discussion/engagement, as well as breaks built in - especially for folks attending all three sessions.

CONDUCTING ASSESSMENT IN CENTERS FOR TEACHING AND LEARNING (Continued session)

Dr. Carolyn Sandoval, Senior Director of Instruction and Pedagogy; Mr. Tyler Rogers, Educational Equity Data Specialist; and Dr. April Yan, Senior Data Analyst at University of California San Diego Teaching and Learning Commons

This interactive session provides an overview of key considerations for conducting assessment in centers for teaching and learning, with a focus on shared learning opportunities between the Yavapai College Center for Learning and Innovation (CLI) and the UC San Diego Teaching and Learning Commons. Participants will recognize the challenges in conducting holistic assessment across diverse services and audiences; identify relevant data sources and collection methods for assessing programs and services; and strategize shared goals across CLI programs and services, so as to further align future assessment efforts.

GET ENERGIZED WITH E-PORTFOLIOS (In-Person)

Dr. Felicia Ramírez, Full-time Communication Faculty at Paradise Valley Community College 

ePortfolios, like learning, are about both product and process. Students generate academic and creative products that both they and we are proud of. What happens to this work once class ends? Who gets to see their work beyond you the instructor? Equally valuable, is documenting the progress students make over time and how they articulate what they know and can do? In this session, we will explore strategies for integrating ePortfolios into courses or programs so that students can showcase their best work, reflect on personal growth, and tell the story of their unique learning experiences. Bring your laptop because this session features a hands-on demo for creating an ePortfolio Template using Google Sites and practice applying reflective learning exercises.  

CREATING A CLASSROOM CHATBOT (In-Person)

Dr. Charles Van Liew, Full-time Psychology Faculty at Glendale Community College 

This session, Building AI Chatbots for Your Classroom, introduces educators to practical, no-code (or low-code) methods for creating and integrating AI chatbots into their teaching. Participants will explore the stages of educator readiness and willingness to adopt AI, then learn how to plan, build, and maintain classroom chatbots using accessible tools like MagicSchool AI and Replit. Emphasis will be placed on ethical use, student engagement, and strategies for scaling AI integration. Through interactive examples and live demonstrations, attendees will leave with both the conceptual framework and hands-on steps needed to confidently develop chatbots that enhance learning while preserving meaningful human connection.

QUANTITATIVE RUBRIC INTER-RATER REVIEW (GEN ED) (In-Person)

Ms. Mandy Atherton, Full-time Mathematic Faculty

This year marks the launch of the new assessment cycle for Quantitative Literacy. Faculty will review the revised Quantitative Literacy rubric, the assessment process, and guidelines for identifying summative student work products (SWPs). In this session, faculty who teach courses currently designated with the Quantitative Literacy competency will reflect on how to align assignments with rubric outcomes and discuss ways to ensure reliable, valid assessment. The group will determine whether to adopt a shared assessment or establish consistent criteria for qualifying assignments. The session will also include updates on the General Education Committee’s work and the statewide AGEC revision process.

COMPLETING A-REPORTS & NEXT STEPS (In-Person)

Ms. Sarah Southwick, Curriculum & Assessment Manager

This session will review the purpose of annual assessment reporting and overview the assessment reporting process of the College, including how to locate previous program A-Reports, create new yearly A-Reports, and submit the required annual A-Report into Canvas.  Participants will be given at least twenty minutes to work on their own A-Reports and ask questions if needed.  

MEASURING STUDENT LEARNING IN STUDENT AFFAIRS (Continued session)

Dr. Joe Levy, Associate Vice Provost, Accreditation and Quality Improvement at Excelsior University

Assessment has long been a mainstay practice, perpetuated and often elevated by requirements and expectations of accrediting bodies. It is important to understand what assessment practice is supposed to be in relation to current practice and what it could be. Moreover, the framing and focus on assessment needs to be intentional and authentic in approach.

The third session of will cover quality improvement from an approach to combat compliance mindsets, striving to advance equity through assessment, and emphasizing the importance of data storytelling. The presentation closes with resource sharing and final Q&A.

Each session of the presentation will have time for Q&A and group discussion/engagement, as well as breaks built in - especially for folks attending all three sessions.

CONDUCTING ASSESSMENT IN CENTERS FOR TEACHING AND LEARNING (Continued session)

Dr. Carolyn Sandoval, Senior Director of Instruction and Pedagogy; Mr. Tyler Rogers, Educational Equity Data Specialist; and Dr. April Yan, Senior Data Analyst at University of California San Diego Teaching and Learning Commons

This interactive session provides an overview of key considerations for conducting assessment in centers for teaching and learning, with a focus on shared learning opportunities between the Yavapai College Center for Learning and Innovation (CLI) and the UC San Diego Teaching and Learning Commons. Participants will recognize the challenges in conducting holistic assessment across diverse services and audiences; identify relevant data sources and collection methods for assessing programs and services; and strategize shared goals across CLI programs and services, so as to further align future assessment efforts.

CLOSING REMARKS

Dr. Berry, Provost

LUNCH

FACILITATING DISCUSSION ON FACULY AND STUDENT CHALLENGES IN IMPROVING COURSE EVALUATION RESPONSE RATES 

Ms. Diana Maughan and Dr. Tasha C. Toy

Course evaluations remain one of the most widely used—but often debated—tools in higher education. In this interactive session, we will explore the role of course evaluations in teaching improvement, accreditation, and personnel decisions, while acknowledging the challenges of response rates, bias, and faculty skepticism. Drawing from three years of hands-on experience implementing course evaluations at a regional university, the presenter will share lessons learned, strategies for improvement, and ongoing innovations.

Participants will engage in guided discussions with peers to reflect on their own practices, share successes and challenges, and consider opportunities to strengthen the culture of feedback on their campus. The session will emphasize using course evaluations not as the sole measure of teaching, but as one important lens in supporting student learning and faculty growth.

WORK TIME WITHIN PROGRAMS AND DEPARTMENTS