Podcasts about institutional assessment

Paul's Epistle to the Romans is one of the most familiar New Testament books among Christians, and yet a major theme within the opening three chapters has largely gone unnoticed. Join us as we speak with Marcus A. Mininger who, developing a new approach, has unearthed the theme of revelation running through Paul's argument in Romans 1-3. We discuss his book Uncovering the Theme of Revelation in Romans 1:16-3:26: Discovering a New Approach to Paul's Argument (Mohr Siebeck, 2017). Dr. Marcus Mininger is Professor of New Testament Studies and Director of Institutional Assessment at Mid-American Reformed Seminary in Dyer, Indiana. He earned his PhD at Westminster Theological Seminary in 2017. He has taught courses at Princeton Theological Seminary, St. Joseph's University, and Westminster Theological Seminary, and has delivered papers at various scholarly conferences and contributed articles to both popular and scholarly periodicals, and was appointed co-editor of the Mid-America Journal of Theology. Michael Morales is Professor of Biblical Studies at Greenville Presbyterian Theological Seminary, and the author of The Tabernacle Pre-Figured: Cosmic Mountain Ideology in Genesis and Exodus(Peeters, 2012), Who Shall Ascend the Mountain of the Lord?: A Biblical Theology of Leviticus(IVP Academic, 2015), and Exodus Old and New: A Biblical Theology of Redemption (IVP Academic, 2020). He can be reached at mmorales@gpts.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices

Paul's Epistle to the Romans is one of the most familiar New Testament books among Christians, and yet a major theme within the opening three chapters has largely gone unnoticed. Join us as we speak with Marcus A. Mininger who, developing a new approach, has unearthed the theme of revelation running through Paul's argument in Romans 1-3. We discuss his book Uncovering the Theme of Revelation in Romans 1:16-3:26: Discovering a New Approach to Paul's Argument (Mohr Siebeck, 2017). Dr. Marcus Mininger is Professor of New Testament Studies and Director of Institutional Assessment at Mid-American Reformed Seminary in Dyer, Indiana. He earned his PhD at Westminster Theological Seminary in 2017. He has taught courses at Princeton Theological Seminary, St. Joseph's University, and Westminster Theological Seminary, and has delivered papers at various scholarly conferences and contributed articles to both popular and scholarly periodicals, and was appointed co-editor of the Mid-America Journal of Theology. Michael Morales is Professor of Biblical Studies at Greenville Presbyterian Theological Seminary, and the author of The Tabernacle Pre-Figured: Cosmic Mountain Ideology in Genesis and Exodus(Peeters, 2012), Who Shall Ascend the Mountain of the Lord?: A Biblical Theology of Leviticus(IVP Academic, 2015), and Exodus Old and New: A Biblical Theology of Redemption (IVP Academic, 2020). He can be reached at mmorales@gpts.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/biblical-studies

Paul's Epistle to the Romans is one of the most familiar New Testament books among Christians, and yet a major theme within the opening three chapters has largely gone unnoticed. Join us as we speak with Marcus A. Mininger who, developing a new approach, has unearthed the theme of revelation running through Paul's argument in Romans 1-3. We discuss his book Uncovering the Theme of Revelation in Romans 1:16-3:26: Discovering a New Approach to Paul's Argument (Mohr Siebeck, 2017). Dr. Marcus Mininger is Professor of New Testament Studies and Director of Institutional Assessment at Mid-American Reformed Seminary in Dyer, Indiana. He earned his PhD at Westminster Theological Seminary in 2017. He has taught courses at Princeton Theological Seminary, St. Joseph's University, and Westminster Theological Seminary, and has delivered papers at various scholarly conferences and contributed articles to both popular and scholarly periodicals, and was appointed co-editor of the Mid-America Journal of Theology. Michael Morales is Professor of Biblical Studies at Greenville Presbyterian Theological Seminary, and the author of The Tabernacle Pre-Figured: Cosmic Mountain Ideology in Genesis and Exodus(Peeters, 2012), Who Shall Ascend the Mountain of the Lord?: A Biblical Theology of Leviticus(IVP Academic, 2015), and Exodus Old and New: A Biblical Theology of Redemption (IVP Academic, 2020). He can be reached at mmorales@gpts.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/new-books-network

Paul's Epistle to the Romans is one of the most familiar New Testament books among Christians, and yet a major theme within the opening three chapters has largely gone unnoticed. Join us as we speak with Marcus A. Mininger who, developing a new approach, has unearthed the theme of revelation running through Paul's argument in Romans 1-3. We discuss his book Uncovering the Theme of Revelation in Romans 1:16-3:26: Discovering a New Approach to Paul's Argument (Mohr Siebeck, 2017). Dr. Marcus Mininger is Professor of New Testament Studies and Director of Institutional Assessment at Mid-American Reformed Seminary in Dyer, Indiana. He earned his PhD at Westminster Theological Seminary in 2017. He has taught courses at Princeton Theological Seminary, St. Joseph's University, and Westminster Theological Seminary, and has delivered papers at various scholarly conferences and contributed articles to both popular and scholarly periodicals, and was appointed co-editor of the Mid-America Journal of Theology. Michael Morales is Professor of Biblical Studies at Greenville Presbyterian Theological Seminary, and the author of The Tabernacle Pre-Figured: Cosmic Mountain Ideology in Genesis and Exodus(Peeters, 2012), Who Shall Ascend the Mountain of the Lord?: A Biblical Theology of Leviticus(IVP Academic, 2015), and Exodus Old and New: A Biblical Theology of Redemption (IVP Academic, 2020). He can be reached at mmorales@gpts.edu. Learn more about your ad choices. Visit megaphone.fm/adchoices Support our show by becoming a premium member! https://newbooksnetwork.supportingcast.fm/christian-studies

In this episode, we discuss The Guiding Principles for the Assessment of Arts Learning.  Our guests are Timothy Brophy, Maria Leite, Marcia McCaffrey, and Jeff Poulin.  Timothy is Director of Institutional Assessment and Professor of Music Education at the University of Florida.  Maria is Assistant Director of Institutional Assessment at the University of Florida.  Marcia is an Arts Consultant with the New Hampshire Department of Education.  Jeff is Managing Director of Creative Generation.  Please see below for information about several resources mentioned during this episode.This season of Leading Improvements in Higher Education is sponsored by the Center for Assessment and Research Studies at James Madison University; learn more at jmu.edu/assessment. Episode recorded:  January 2022.  Host:  Stephen Hundley.  Producers:  Chad Beckner, Caleb Keith, and Shirley Yorger.  Original music:  Caleb Keith.  This award-winning podcast is a service of the Assessment Institute in Indianapolis; learn more at assessmentinstitute.iupui.edu.Some of the resources mentioned during this episode include the following:The Guiding Principles for the Assessment of Arts Learning:  https://creative-generation.org/publications/the-guiding-principles-for-the-assessment-of-arts-learningWorld Alliance for Arts Education:  https://www.waae.online/ Boal, A. (2000). Theater of the Oppressed. Pluto press. Brophy, T. S. & Haning, M. (Eds.). (2020). Advancing music education through assessment: Honoring culture, diversity, and practice. Selected papers from the 7th International Symposium on Assessment in Music Education. Chicago, IL: GIA Publications. Brophy, T.S. (Ed.). (2019). The Oxford handbook on policy and practice in music education (Vols. 1 and 2). New York, NY: Oxford University Press. Freire, P. (1972). Pedagogy of the oppressed. New York: Herder and Herder.Hooks, B. (1994). Teaching to Transgress: Education as the Practice of Freedom. Routledge.Music and the Brain:  https://neuro.hms.harvard.edu/centers-and-initiatives/harvard-mahoney-neuroscience-institute/about-hmni/archive-brain-1OK Go - Upside Down & Inside Out:  https://www.youtube.com/watch?v=LWGJA9i18CoResources from the Colorado Department of Education:  https://www.cde.state.co.us/assessment/resourcebank-assessmentsResources from the Michigan Arts Education Instruction & Assessment:  https://maeia-artsednetwork.org/ Resources from the New York State Department of Education: http://www.nysed.gov/curriculum-instruction/arts-assessmentArts Assessment for Learning: http://artsassessmentforlearning.org/ Anti-Racist Arts Teachers:  https://www.antiracistartteachers.orgArts & Humanities: Don't Leave School Without Them: https://online.flippingbook.com/view/980440814/

Welcome back to America's leading higher education podcast! This is The EdUp Experience! In this special episode, sponsored by Anthology, we welcome Brandon Weger, Program Director of Institutional Assessment & Effectiveness, Illinois Eastern Community College! This episode was recorded LIVE and in person at the Anthology Together Conference July 2021! Listen in as Joe talks with Brandon about how he uses the Anthology product in his work with assessment. Thanks so much for tuning in. Join us again next time for another episode! Contact Us! Connect with the hosts - Elvin Freytes, Elizabeth Leiba, and Dr. Joe Sallustio ● If you want to get involved, leave us a comment or rate us! ● Join the EdUp community at The EdUp Experience! ● Follow us on Facebook | Instagram | LinkedIn | Twitter | YouTube Thanks for listening! We make education your business!

In this week's episode Dr. Lopes and Dr. Mentley swing by the studio to discuss an innovative approach to program assessment using Blackboard and rubrics.

In this episode, we have a conversation about the future of assessment with three thought leaders contributing to a special issue of Research & Practice in Assessment, an online journal. Our guests are David Eubanks, Keston Fulcher, and Megan Good.Dave is Assistant Vice President in the Office of Institutional Assessment and Research at Furman University. Keston is Executive Director of the Center for Assessment & Research Studies and a Professor of Graduate Psychology at James Madison University. And Megan is Director of Academic Quality and Improvement at Auburn University. She also serves as Associate Editor of Research & Practice in Assessment. To learn more about Research & Practice in Assessment, listeners are also invited to check out s01e17 of this podcast, where we have a conversation with three editors from this journal.This season of Leading Improvements in Higher Education is sponsored by Watermark, the largest global provider of educational intelligence software solutions for higher education. Watermark offers integrated digital tools that support assessment and accreditation, faculty activity reporting, course evaluation and surveys, and catalog and curriculum management. Learn more at watermarkinsights.com. Episode recorded: February 2021. Host: Stephen Hundley. Producers: Chad Beckner, Caleb Keith, and Shirley Yorger. Original music: Caleb Keith. This podcast is a service of the Assessment Institute in Indianapolis; learn more at assessmentinstitute.iupui.edu.

I sat down with Ted Vial to talk about Friedrich Schleiermacher’s political activity, intellectual proclivity, and preacher’s sensitivity. We discuss Schleiermacher’s distinction between religion and theology, why readers benefit by considering his work in other academic disciplines, and why it is helpful to be reminded that the only Christianity we have is the one we have. We end with a great discussion on Schleiermacher’s Christmas Eve: a dialogue and why it’s the perfect entry point to his theological corpus.This episode is week one of our two-part series: Deus Ex Schleiermacher. Look for Part two next week!Theodore (Ted) M. Vial, Jr. is Associate Dean of Curriculum and Institutional Assessment and the Harvey Potthoff Professor of Theology and Modern Western Religious Thought at ILIFF School of Theology Denver. He is the author of Modern Religion, Modern Race (Oxford, 2016); Schleiermacher: A Guide for the Perplexed (T & T Clark, 2013); Liturgy Wars: Ritual Theory and Protestant Reform in Nineteenth-Century Zurich (Routledge, 2004).At the end of the interview Ted mentions and extends an invitation to Race, Surveillance, and Technologies of Resistance – a virtual conversation (run through ILIFF’s Artificial Intelligence Institute) on the use of technology as tools of resistance by the BIPOC community. More information here: https://www.eventbrite.com/e/race-surveillance-and-technologies-of-resistance-tickets-126111102703Follow the Show: @RinseRepeatPod // Follow Me: @liammiller87More: www.loverinserepeat.com/podcast

In episode three we engage with Dr. Lisa Ncube, Assistant Provost of Institutional Assessment and Professor at North Park University in Chicago. Dr. Ncube is also the author of the often-cited article "Ubuntu: A Transformative Leadership Philosophy." What an incredibly healing experience as Dr. Ncube guides our listeners in the ways of Ubuntu so that we, people of Black African ancestry, can start to reclaim our humanness. We no longer need to search for our belonging because we are the sons and daughters of Africa. Nothing and no one can sever us from her. 

Brian's guest on this podcast is Dr. Kathryn Helleman, Director of Institutional Assessment and Planning and Adjunct Professor in Christian Ethics at Winebrenner Theological Seminary.   Brian and Kathryn discuss the nature of ethical positions, dealing with reality, and how to coach around it. They deal with the questions: What tips you off that there may be an ethical position to coach around? When should your ethical position as a coach trump the coaching mindset that honors the client's agenda?

Everybody has embedded theology. These are beliefs that we have that we aren't sure where it came from or even whether we truly believe it. A coach can bring this theology into our awareness and provide a safe place for us to give our own theology further consideration. In this episode, Brian is joined by Dr. Kathryn Helleman, Director of Institutional Assessment and Planning and Adjunct in Christian Ethics at Winebrenner Theological Seminary. Together they discuss how to coach around embedded theology.

In 2017, nearly third of the 38 African countries that receive the IDA concessional window, strengthened their policy and institutional quality compared to 2016. This is one of the findings of the World Bank’s Country Policy and Institutional Assessment. The CPIA, as it is called, is an annual assessment by the World Bank of the quality and institutional framework of African countries and their ability to support sustainable growth and poverty reduction. CPIA scores are composed of development indicators in four areas: economic management; structural policies; social inclusion and equity and public-sector management and institutions. Scores are used to determine the allocation of zero finance grants from IDA, so a better score indicator has an implication for more funding under better terms the countries can use for development. In this Afronomics, Chief Economist of the World Bank’s Africa Region, Albert Zeufack, speaks with report author, Punam Chuhan-Pole about policy improvements; policy declines and the African countries that are global examples of effective policy reform that enables positive growth and development.

In 2017, nearly third of the 38 African countries that receive the IDA concessional window, strengthened their policy and institutional quality compared to 2016. This is one of the findings of the World Bank's Country Policy and Institutional Assessment. The CPIA, as it is called, is an annual assessment by the World Bank of the quality and institutional framework of African countries and their ability to support sustainable growth and poverty reduction. CPIA scores are composed of development indicators in four areas: economic management; structural policies; social inclusion and equity and public-sector management and institutions. Scores are used to determine the allocation of zero finance grants from IDA, so a better score indicator has an implication for more funding under better terms the countries can use for development. In this Afronomics, Chief Economist of the World Bank's Africa Region, Albert Zeufack, speaks with report author, Punam Chuhan-Pole about policy improvements; policy declines and the African countries that are global examples of effective policy reform that enables positive growth and development.

We love assessment and you should too! Assessment provides information regarding student, faculty, and institutional effectiveness, allowing us to weigh and refine our approach towards teaching. Featured Guest: Dr. Timothy Brophy, Director of Institutional Assessment at UF Institutional Assessment at UF | Teaching ResourcesView the transcript.Music: Follow Your Dreams by Scott Holmes

Researchers refer to our brain capacity as mental “bandwidth – which is simply the amount of available cognitive resources. Scarcity can result from a number if things, such as poverty, racism, and social-psychological underminers like homophobia, stereotype threat, belongingness uncertainty, and micro-aggressions. On today’s Perspective program the conclusion of a three-part series examining issues affecting education in the United States. Today’s program deals with the educational impacts of living in economic insecurity and/or being a member of a non-majority group. Guest: Dr. Cia Versheldon, executive director of Institutional Assessment at the University of Central Oklahoma. As a faculty member at Kansas State University, Versheldon taught social work and women’s studies. Perspective is a weekly public affairs program hosted by Richard Baker, communications professor at Kansas State University. Perspective has been continuously produced for radio stations across the nation by K-State for well over six decades. The program has included interviews with dignitaries, authors and thought leaders from around the world. Send comments, questions or requests for copies of past programs to ksrenews@ksu.edu. K‑State Research and Extension is a short name for the Kansas State University Agricultural Experiment Station and Cooperative Extension Service, a program designed to generate and distribute useful knowledge for the well‑being of Kansans. Supported by county, state, federal and private funds, the program has county Extension offices, experiment fields, area Extension offices and regional research centers statewide. Its headquarters is on the K‑State campus in Manhattan.

Dr. Laurie Dodge, vice chancellor of Institutional Assessment and Planning at Brandman University and vice provost of the university, has been a key figure in the development of the MyPath competency-based education (CBE) program. The university has been testing the beta versions of the program and is planning a full launch this fall. In this […]

Dr. Laurie Dodge, vice chancellor of Institutional Assessment and Planning at Brandman University and vice provost of the university, has been a key figure in the development of the MyPath competency-based education (CBE) program. The university has been testing the beta versions of the program and is planning a full launch this fall. In this podcast, Dodge talks about how Brandman went about creating its version of competency-based education, what students should expect and how it will change higher education. For a video from a student's point of view see Pursuing the American Dream at Brandman. An introduction to the program can be found at www.brandman.edu/mypath. Transcript Cindy O'Dell: Welcome to Brandman Speaks. I’m Cindy O’Dell, a member of the Communications Department at Brandman University. Today I’ll be talking with Dr. Laurie Dodge, vice chancellor of institutional assessment and planning, and vice provost of the university. Dr. Dodge is a driving force behind the creation of Brandman’s new competency-based program, a program known around the university as CBE. Dr. Dodge, I would like to hear your “elevator speech” explanation of competency-based education. Dr. Laurie Dodge: Thank you, Cindy. So competency-based education is really when the learning is fixed and time is variable. So in our credit-hour program, which is what we’re used to, time is fixed and the learning varies. The other thing I would say in my elevator speech is that the focus is on mastery of the competencies so students must demonstrate that they can do certain things before they can progress further. The other piece that I would add for competency-based education is the quality of the program and the relevance to what workforce needs are asking for. How did you and others at Brandman go about creating this version of CBE? So this was the fun part, Cindy. The faculty established the competency-based program based on what I call a framework origin. And the framework origin looked at AAC&U essential learning outcomes, the degree qualification profile, the Department of Labor ONET data and certification. So let’s back up just a little bit.  Maybe put that in more layman’s terms. Ok. So the competency-based program really looked at what students need when they graduate, what are the things they must be able to know, understand and do to be successful in the workplace. So we used these frameworks to see what are the knowledge, skills and abilities that students need to then build the program. Can you give me a quick example of what one of those competencies would look like and how you went about adding up to get to the competency part of it? So, one of the areas is look at general education. So an example of that might be oral communication. So in oral communication your competency might be able to speak to a specific audience on a certain topic and then in a specific amount of time. So students have to be able to perform and then their speech is evaluated. Tell me who at Brandman was involved with comping up with the competencies and the ideas for the program. So the program really started looking at two white papers that Brandman University developed. The first one was looking at degree programs in competency-based education, so the good things about those programs and then the things we knew we wanted to differently. And then we also had a faculty member, instructional designer, who developed a white paper on the pedagogy or teaching strategies for competency-based education. Hadassah Yang in institutional research worked on the models and then Dr. Sara Zaker developed the white paper on the pedagogy. How is it different from other competency-based programs at other universities? I think our program is different from the very beginning because of the design.