Fifth Annual Symposium on Assessment of Learning

FEBRUARY 21, 2020

We are excited to invite faculty, graduate students, and staff to our fifth annual Symposium on Assessment, titled Transforming your Teaching: Advancing Educational Equity through Assessment of Learning. To register for the 2020 UCSC Symposium on Assessment, click here. To view the full program, click here.

This full-day conference will take place on Friday, February 21, and will feature presentations from faculty and assessment specialists across the UCs. The presentors will share their experiences with assessment in their courses and/or programs, ranging from organizing faculty to participate in assessment to using assessment results to promote educational equity.

This year, we are pleased to welcome invited speaker Eileen Camfield, teaching professor and Faculty Associate for Teaching & Pedagogy at UC Merced (see below for more information). In her talk, Using Assessment to Activate Student Agency and Advance Equity, she will speak about her research on the issues impacting today's Gen Z students and share practical strategies for activating student agency and advancing equity.

The purpose of the annual UCSC Symposium on Assessment of Learning is to create a space for faculty, graduate students, and staff to share ideas, stories, and best practices in the assessment of learning. We hope that you will join us in learning more about how equity-minded assessment can simultaneously enrich teaching and support the academic success of diverse students.

Date: Friday, February 21, 2020
Time: 8:30am - 4:00pm (see Program below)
Location: University of California, Santa Cruz - Alumni Room, University Center

Remember to register online!

Please contact Anna Sher ( with any questions about the symposium. We hope to see you there!


Keynote Speaker: EILEEN CAMFIELD

ecamfield.jpg Formerly Director of a University Writing Program and later Executive Director of Student Success, Eileen has experience in faculty development focused on discipline-based writing instruction and on using writing to activate and support student learning. She now holds faculty appointments in the Global Arts, Media, and Writing Studies Department and in the Center for Engaged Teaching and Learning at the University of California at Merced.

Eileen’s 23 years of experience in higher education have fostered her deep commitment to advancing equity, diversity, access, and inclusion. This commitment connects with her research interests pertaining to student success, writing self-efficacy development, resilience theory, and authentic assessment. Parlor Press recently named her piece “Activating the ‘Fund of Attention’ to Empower Peer Review,” originally published in The Journal of Teaching Writing, one of “the best articles in composition and rhetoric 2019.” This, along with two other publications – “Student Shaming and the Need for Academic Empathy” (Hybrid Pedagogy, 2018) and “Mindful Assessment in Support of Student Learning” (Journal of Contemplative Inquiry, 2020) – inform her work with us today.

Keynote Address: Using Assessment to Activate Student Agency and Advance Equity

What if we could use assessment to build student resilience and to foster more empathetic learning relationships? During this talk, Professor Camfield will engage common stereotypes about Gen Z students and explore how our beliefs might hinder/help our pedagogical endeavors. She will also showcase assessment work that activates student agency by honoring the learning process. Attendees will emerge with a deeper understanding of issues impacting today’s students as well as with practical strategies for advancing equity. Successful adoption of these strategies can also increase instructor motivation and professional gratification.



8:30 - 9:00am Light breakfast & coffee
9:00 - 9:15am Opening remarks: UC Santa Cruz Chancellor Cynthia Larive

9:15 - 10:30am


Session 1: Lessons & Insights from Assessment in Undergraduate Education

     Opening remarks: Jody Greene - AVP for Teaching and Learning, UC Santa Cruz

     Hillary Angelo - Faculty, Sociology Department, UC Santa Cruz

     Kara Moloney & Mahalia White - Center for Educational Effectiveness, UC Davis

     Mark Hendrickson - Faculty, History Department, UC San Diego

     Aaron Zachmeier - Assistant Director of Instructional Design & Development, UC Santa Cruz

10:45 - 12:00pm


Session 2: Equity-minded Assessment of Writing in the First Two Years of Undergraduate Curriculum

     Maggie Amis - Faculty, Writing Program, UC Santa Cruz

     Kimberly Adilia Helmer - Faculty, Writing Program, UC Santa Cruz

     Sarah Michals - Faculty, Writing Program, UC Santa Cruz

     Bradley Queen - Director of Composition Program, UC Irvine

12:00 - 1:00pm Lunch (provided)

1:00 - 2:00pm


Keynote Address: "Using Assessment to Activate Student Agency and Advance Equity"

     Eileen Camfield - Faculty Associate for Teaching & Pedagogy, UC Merced

2:15 - 3:30pm


Session 3: Benefits of Engaging Graduate Student TAs in Assessment of Student Learning

     Rebecca London - Faculty, Sociology Department, UC Santa Cruz

     Elizabeth Goldman - PhD Candidate, Psychology Department, UC Santa Cruz

     Emily Lovell - PhD Candidate, Computer Science Department, UC Santa Cruz

     Priscilla Sung - Psychology Department & IRAPS, UC Santa Cruz

3:30 - 3:45pm Closing remarks: Anna Sher - Assistant Director of Assessment & Survey Research, UCSC




 Materials from previous symposia

The UCSC Symposium on Assessment featured presentations and round-table discussions by faculty, graduate students, and assessment staff from UC Santa Cruz and other UC campuses.  Over 60 participants attended annually to share their experiences and ideas.

  • The 2018 Symposium topics included conducting program-level assessment in undergraduate programs, assessing the impact of course-level innovations in teaching and learning, rethinking the value of assessment from a student perspective, and assessment of learning in Student Success/Student Affairs units.

  • The 2017 Symposium topics included facilitating cultural change through programmatic assessment, cultivating academic assessment, contextualizing criteria to measure and improve students' skills, working with faculty on graduate program assessment, and graduate students' experience with undergraduate teaching.

  • The  2015 Symposium topics included assessing student learning, evidence-based improvement, and mentoring graduate students in pedagogy and assessment.

  • The  2014 Symposium topics included establishing a collaborative process of Program Learning Outcome assessment, mentoring graduate students in assessment, approaching assessment as pedagogy, and presenting assessment skills on the job market and in tenure and merit review.