ENGAGING DIVERSE STUDENT POPULATIONS THROUGH INCLUSIVE ASSESSMENT

Part of the Lindenwood University Certificate in Culturally Responsive Assessment Speaker Series

Facilitator: Dr. Marjorie Dorimé-Williams, University of Missouri-Columbia

Description: Colleges and universities spend a significant amount of money, time, and resources supporting student success and positive long-term academic outcomes. However, interventions designed and implemented to promote equitable student success often fail to evaluate the impact of their efforts. This dearth of information may contribute to ineffective or inefficient use of resources, promotion of practices that do not support positive outcomes, and a lack of critical reflection on attending to students’ needs. By creating learner-centered programming and engaging in learner-centered assessment practices, educators can both improve the effectiveness of these initiatives and contribute to more equitable and inclusive learning environments, particularly for marginalized students. After attending this session, participants will be able to: - Define learner-centered assessment practices and describe its value for marginalized student populations. - Articulate assessment practices that promote inclusion and equity for all students - Critique how assessment can perpetuate educational inequities - Apply principles of learner-centered assessment to their own practice

Facilitator: Dr. Marjorie Dorimé-Williams is an Assistant Professor in the Department of Educational Leadership & Policy Analysis in the College of Education at the University of Missouri. Her research focuses on assessment, evaluation, and institutional effectiveness in postsecondary education, particularly as it relates to access, persistence, and retention of historically marginalized students, faculty, and staff. Specifically, Dr. Dorime-Williams’ work examines the role of assessment and evaluation in improving student learning environments, as well as the impact of underrepresented students’ identities on engagement, learning, and other educational outcomes. At the macro level, her work explores how assessment can support institutional effectiveness and encourage outcomes that are more equitable for marginalized students in higher education.

Before joining the University of Missouri faculty in 2017, Dr. Dorimé-Williams held positions in other higher education institutions, where she helped guide administration and faculty in their institutional effectiveness, assessment, and accreditation efforts. Her most recent tenure was as Director of Assessment at the Borough of Manhattan Community College.

Dr. Dorimé-Williams has written articles that have appeared in peer-reviewed journals including New Directions for Institutional Research and Journal of College Student Retention: Research, Theory, & Practice. Through her work, she promotes social justice in postsecondary education by encouraging policymakers, educators and the general public to improve outcomes for underrepresented and marginalized students.