September 29 | 2:00 PM ET As we, our students, and our campuses continue to adapt to disruption and uncertainty, assessment may not be a top priority for many. However, everything we previously knew about our students may not matter in our current context. Asking about and collecting data on their needs and experiences is more important now than ever. From improving our work to communicating our value, assessment is a critical part of our work. The question is--how do we do it in ways that are nimble, compassionate, and smart? In this webinar, we’ll highlight practical strategies with current data and concrete examples for how to continue and adapt our assessment efforts for fall 2020.   Register today to save your seat! REGISTER HERE ... View more

University of Louisville Psychology Professor, Edna Ross, shares how using iClicker’s mobile app and Perusall helped foster active learning during in-person and online learning experiences when her class quickly transitioned from in-person to online due to COVID-19 in spring 2020.  ... View more

iClicker’s mobile app fosters active learning at a community college (Merced College in California) during the transition to online classes due to COVID-19. This testimonial demonstrates how iClicker was used in spring 2020 and how Dr. Brandon Tenn plans to use the new Assignments feature in iClicker this fall in his hybrid classes.  ... View more

The University of Tennessee at Martin used data from the iClicker Insights COVID Intervention Needs Survey to identify and intervene with students who were a retention risk.  The survey helped identify student satisfaction risks like low sense of belonging, no plans to return in fall and financial concerns. The short survey made administration and intervention simple.   Want to see how micro-surveys for COVID-19 Interventions and Outcomes can help. Click here to join one of our recurring 'Office Hour' sessions.  ... View more

Meagan Smith I #AchieveMore because of the drive to persevere, the desire to learn, and the support of amazing people. What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story ... View more

Jessica Dennis I am driven to #achievemore simply because each time I enter my classroom, I see myself in each one of my students. My Journey to #AchieveMore I am driven to #achievemore simply because each time I enter my classroom, I see myself in each one of my students. I am the girl whose parents could not afford to send her to a four-year university, so she had to start at a community college. I am the student who digs for quarters and dimes in the seats of the car to find enough change for a hamburger for lunch. I am the student who applies for financial aid each term and prays there is enough left over to buy textbooks. I worked two and three jobs through a bachelor's, then master's, and now, a PhD, because to #achievemore, you have to climb that mountain“ and boy, is it high. I am driven to #achievemore each and every day because I will not be a statistic. I am the grand-daughter of a woman who did not finish elementary school; the daughter of a high-school dropout. The oldest of six children who were not supposed to do anything but fail. But achieving more means taking the past in your hands and molding it into greatness. There are going to be dark days along the way, and your past will come back and haunt you“ but you push through. Today, I share this story with my students: One by one, we pushed through. Two professors; one elementary educator; one biochemical engineer; one nuclear biologist; and one hell of a Marine. To do more, #achievemore, one must first realize that they ARE more. It is this philosophy I impart into my students each day. See that mountain? Don't climb it for anyone else. Set goals for yourself. You are worth the climb.           What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story ... View more

Christie Kleinmann I empower my students because their story is more powerful when they learn to tell it themselves. My Journey to #AchieveMore I first wanted to be a writer, though I did not know what to write. I went through school honing a craft without direction. Then I met those struggling with mental illness and drug addiction, and I knew I was to tell their story. I wrote so their voices could be heard. But as a teacher I learned that while telling someone's story is powerful, helping others tell their own story is empowering. It was a paradigm shift from a personal focus to an outward calling. Since then I have helped others find their voice and tell their story. They often begin their story in unexpected places. One minute a student is asking about an assignment, and the next she almost apologetically confesses her future dream. Her voice falters as if the dream is too big for her capabilities; yet, her eyes betray her hope. My calling is to listen to her dream, encourage the seed of hope, and empower her to act on the possibility. And most importantly, hear her tell this dream not once, but as many times as she needs to tell it, as many times as she needs it to be heard. Because once she believes one person is listening, she is empowered, and the dream can live. This empowerment happens again and again -- with the first-generation student, with the student struggling with anxiety, with the young mother returning to school -- all with a dream, needing someone to listen and empower them to believe in themselves. I recognize these actions seem small; yet, I have seen students accomplish things greater than they ever dared to imagine. And so, I listen; I encourage; I empower, because their story is more powerful when they learn to tell it themselves.           What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story ... View more

Sherry Yi Learning should be fun, accessible, and meaningful for everyone regardless of race, class, or gender. Bettering ways to teach and learn is what makes me want to #AchieveMore every day! My Journey to #AchieveMore Education has played a huge role in my life. I was born in Taipei and came to America without knowing English when I was about 8-years-old. I come from a working-class family from both sides and am the first in my family to pursue a doctorate degree. I want to make my parents proud. I have been lucky enough to have professors and peers who have been supportive throughout this entire journey. I'm a learning scientist studying ways to help people learn. In today's society, the need for those trained in technology, engineering, and mathematics, also known as STEM, continues to rise. About 17% of the 1.8 million bachelor's degrees awarded to U.S. citizens in 2013-14 were in STEM fields, but America continues to struggle in the recruitment and retention of diverse candidates. People who identify as minority students and female tend be awarded less STEM degrees overall. The research literature suggests that the most critical time period of sparking interest in STEM careers takes place before high school. The choice to pursue a STEM career is often influenced by teachers and guardians of the student, as well as by experiences in the classroom in middle school. My research focuses on how to trigger and sustain interest in STEM topics for adolescents using entertainment technology like Minecraft, which has sold over 112 billion copies worldwide. The lab project I'm working on features hypothetical versions of Earth for middle schoolers to explore. We've done our research in museums, maker spaces, and academies. I plan on leveraging my work on this project to serve as the foundation for my thesis, which examines Minecraft and its impact on the development of interest in STEM subjects particularly in underrepresented populations. These experiences will help pave my path to becoming a university professor after graduation.           What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story ... View more

Dorit Dahan-Ellenbogen What drives me to #AchieveMore is having a late start in life which motivates me to work hard in order to accomplish myself. My Journey to #AchieveMore An innocent attempt to understand life ended as a regrettable journey. The first 17 years of my adult life were stolen by a cult. I started my life over at 35 years old determined to live consciously and work hard to achieve my goals, career and become the person I want to be. At 18 years old I joined a not-for-profit organization, run by a charismatic leader. The teachings had an excellent blend of spirituality, new age and science, focused on life's meaning and bettering the world. It was everything I was looking for. As full-time volunteers, we worked 100 hours a week, without getting paid. Dedicating ourselves entirely we put our personal needs aside, including higher education, believing our work is making the world a better place. 17 years later the leader turned out to be a charlatan, his teachings were nothing but good marketing. We gave up everything we owned, our goals and aspirations, and unknowingly our identities. Without any means, we needed to start over, support ourselves, and find a place in the big world. We were broken and freighted. At 36 years old I started taking college classes for the first time in my life. I feel like a baby who can't sleep from the excitement of making his first step. I am gifting myself with higher education to reconnect with my interests and identity, and to develop a career through which I can achieve a sense of accomplishment and better the world. Starting this process late is my biggest challenge and my biggest motivator at the same time. Today, as I am completing my first creative writing class, I am working hard to draw a road map to help others who might find themselves in similar cultish groups as I did.           What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story ... View more

ON-DEMAND The most important result from the last twenty years of classroom research has been the shift from “teacher-centered” to “student-centered” teaching; the so-called: Active Learning revolution. Yet this effort is incomplete since it has narrowed its focus to the question of HOW students learn. And for teaching to be “student-centered” one must first understand WHY students WANT to learn. By understanding student motivation we would be able to fully integrate them into their learning process. Using the definition of curiosity offered by cognitive scientists (Loewenstein’s Information Gap Theory of Curiosity), this workshop will provide some basic strategies instructors can use right away to motivate students to learn by creating curiosity. I then place the concept of student motivation in the context of the modern role of the instructor. The end goal is to inspire and empower instructors to appreciate the value of human instruction in the age of the teaching machine.     Access the recording today! ACCESS RECORDING ... View more

If you’re transitioning to remote instruction in response to COVID-19, we know that you don’t necessarily have the time to design an entirely new, online course with new content in a new system. This video will show how iClicker interacts with your existing lecture content and video conferencing software to engage students wherever they are. ... View more

    Co-Sponsored by Skyfactor and CAS Assessment is an integral part of student affairs work, but there is great variety in the breadth and depth of assessment work across different campuses, departments, and positions. And, much of that has evolved or changed since the onset of COVID-19. What can we learn from looking at where the field has been and where it is going? This webinar will feature an insightful and engaging conversation with assessment experts for a discussion about current issues, challenges, and the future of student affairs assessment.     Access the recording today! WATCH RECORDING Presented by: Matt Venaas is a Research Manager at Skyfactor, a Macmillan Learning company. In this capacity on the Analytics & Research Team, he is responsible for survey design and content for over 50 national benchmarking assessments. He also is responsible for analyzing data from these assessments to build educational content and conduct national studies. Since 2015, he has presented over 50 educational sessions at national higher education conferences on a wide range of topics related to student affairs assessment, student success, and retention. He is currently a member of the Directorate Board for ACPA’s Commission for Assessment and Evaluation and has twice served on faculty for the Student Affairs Assessment Institute. He has a M.S.Ed. in Adult and Higher Education and a B.A. in Political Science from Northern Illinois University. Erin Bentrim, Ph.D. is the Divisional Director of Student Affairs Research & Assessment at the University of North Carolina Charlotte. During the past 23 years, Dr. Bentrim has served in a variety of positions in higher education administration including Assistant Dean of Students, Interim Director of Academic Assessment, and the Director of Institutional Research & Effectiveness. Dr. Bentrim has led several strategic planning initiatives in her local community and served as an assessment consultant for multiple campuses. Dr. Bentrim has also had numerous responsibilities related to the SACS accreditation process. In addition, she was the national co-chair of the NASPA Assessment, Evaluation, and Research Knowledge Community from 2009-2011 and is a founding member of the Student Affairs Assessment Leaders. Dr. Bentrim holds a Ph.D. in Educational Psychology & Research, an M.Ed. in Student Personnel Services, both from the University of South Carolina, and is a Phi Beta Kappa graduate of Wofford College where she earned a Bachelor’s in English. Christopher Haug, Ed.D. currently serves as Vice President for Student Affairs at Neumann University located in suburban Philadelphia, where he provides executive leadership for a comprehensive range of services, policies, and procedures related to student affairs programming, planning, and strategically-related functions for the institution. Previously, he served in student affairs positions at University of Portland, University of Notre Dame, Winthrop University, and Ball State University where he had responsibility for a wide range of student affairs administrative functions and assessment initiatives. A recipient of the 2019 Association for Student Conduct Administration (ASCA) Dissertation of the Year Award, Dr. Haug’s doctoral research established that moral distress is present among student conduct administrators in higher education. Dr. Haug earned a Doctorate in Education from University of Portland, Masters of Arts in Student Affairs Administration from Ball State University, and a Bachelors of Science in Education from University of Wisconsin-Whitewater. Gavin Henning, Ph.D. is Professor and Program Director of the Master of Science in Higher Education Administration and Doctorate of Education Programs. He’s held positions in residence life, student affairs assessment, institutional research, and student affairs divisional leadership. He has been implementing assessment in some form for over 20 years. He is a Past President of ACPA as well as immediate Past President of the Council for the Advancement of Standards in Higher Education (CAS). Gavin earned a BS in Psychology and Sociology and Master of Arts in College and University Administration from Michigan State University as well as Master of Arts in Sociology and Doctor of Philosophy in Education Policy and Leadership, both from the University of New Hampshire. ... View more

On-Demand Teaching and learning in 2020 have required a whole new level of flexibility. Enter iClicker’s new Assignments feature, which engages students with pre-authored questions that they work through on their own schedule. In this webinar, iClicker training specialist Lindsey Thomas will explain how Assignments can be used for a wide range of teaching scenarios: whether you’re delivering classes synchronously or asynchronously, online or face-to-face, or whether you want to engage students before, during, or after class. Lindsey will show you how to create questions, set up an Assignment in your iClicker Cloud course, and track student progress. You’ll even have a chance to participate using our iClicker Reef app to get a feel for the student experience. This will be a great chance to ask any questions you might have about using iClicker in asynchronous and/or remote classes before the fall term begins.   Access the recording today! WATCH RECORDING Presented by: iClicker Training and Documentation Manager, Lindsey Thomas ... View more

The University of Missouri  set a priority goal to increase the retention rate of new students to 93% by 2023. The goal of increasing retention rates is to achieve higher four- and six-year graduation rates. View the attached case study to learn how iClicker Insights supports this initiative. ... View more

Vietmy DoanThe person who drive me to do more is my mom #Achievemore My Journey to #AchieveMore Hello, I am Vietmy Doan. Today I will tell my story. Before going to college I would always think to have a college life and being a college student is cool, yes it’s cool. After my first years of college I had experience that there are so many challenges that I have to face. Being a college student, not only I have to push myself to study hard but I also need money for my classes. There are so many obstacles that I have to go through but without my parents, I don’t think I will be able to do it. I really appreciate them. I wasn’t born normal like everyone else, I was born and almost died three times because of my heart problem. My parents raised me. It was not easy, it was very hard for them. I wasn’t born in America, I was born in Vietnam and moved to America when I was only 8 years old. Going to America was the biggest challenge for my family with no English and no money. I came here with no English. It was a challenge for me and my family. I helped myself to know English but I was lucky enough to have a parent like mine,but they were right there beside me and went through the challenge with me. My Parents had helped me and taken care of me so much, now I just want to do something back just to show my appreciation to my parents, country and for myself. I want to be able to reach my goal. Going to College is not easy for most college students' families, the biggest problem that they may have is money. Looking for a scholarship and being accepted to one is not easy because some may ask for a good grade, gpa or even a good test score. My parents had worked so hard for me but it wasn't enough. I really hope I can win this scholarship to help pay for my school college to be convenient for next year. My first year of college is almost done , and I can’t believe it. I am going to be a sophomore in college! Where has the time gone? My goal is to study Medical Nurse. I understand that will take a lot of school years to become one but like my mom says “ As long as you don’t give up, you can always make your dream come true “. People have asked me, why I want to become a nurse in the future and my answer has always been, I like to see people walk out of the hospital looking happy and always have a smile on their face. My mom is my number 1 motivation for me to be able to have the courage to study and go through this path with me. I want to be able to help everyone who is ill and just see their smile, can also make my day!           What Drives You to #AchieveMore? View Current Winners   See All Stories   Submit Your Story   ... View more