s05e12: A Conversation with Co-Editors of a New Routledge Book on Assessment and Change Management

Interactive Transcript

spk_0 I'm Stephen Humley and this is the award-winning podcast, leading improvements in higher education.

spk_0 A service of the Assessment Institute in Indianapolis.

spk_0 Our sponsor for this season is the Center for Assessment and Research Studies at James

spk_0 Madison University.

spk_0 In this episode, we have a conversation with co-editors of a new book published by Routledge

spk_0 entitled Maximizing the Impact of Assessment in Higher Education, closing the loop with change management.

spk_0 Our guests are Cindy Cogswell and Gavin Henning.

spk_0 Cindy is Director of Data Strategy at New York University.

spk_0 Gavin is Professor and Director of Higher Education Administration graduate programs,

spk_0 along with serving as Director of the Center for Innovation in Teaching, Learning and Scholarship

spk_0 at New England College. I know you will enjoy learning about the relationship between assessment

spk_0 and change management during this episode of leading improvements in higher education.

spk_0 I am so excited we have Gavin and Cindy with us today to talk about among other things their new

spk_0 book. Gavin, Cindy, welcome to the program. Thanks, Stephen. Great to be here.

spk_0 Thank you. So excited to talk today. Well, likewise indeed. And as long time listeners certainly

spk_0 know as we begin, we always like to learn about the backgrounds of our guests. So we'd like for

spk_0 both of you to please tell us a little bit about yourself, including your career trajectory and what

spk_0 you do in your current role. We'll start with Gavin and continue to send you.

spk_0 Great. Thanks so much, Stephen. So my career has been kind of a twisty journey. I never played

spk_0 not going into assessment work. Actually when I finished my master's degree in student affairs in

spk_0 1993, assessment really wasn't even talked about in student affairs a little bit in higher ed,

spk_0 but not even in student affairs. So like many people I started in residence life, it had the

spk_0 opportunity to work with the animal medicine life survey because I love the research and I love

spk_0 the practical applications of research. And then in 1997, in the vice president student affairs

spk_0 at the University of Hampshire where I was, Dr. Lila Moore, she actually created one of the first

spk_0 student affairs assessment offices. I was on the assessment committee for a couple years,

spk_0 and then in 2000, I became the first, not their director. So that was the first time I was a director

spk_0 really working with assessment across the division. Since then I've done student affairs assessment at

spk_0 two research one institutions, and I've also worked in institutional research. I didn't really

spk_0 enjoy institutional research as much as the assessment piece because I really do like interacting with

spk_0 folks. And then in 2012, I became a full-time faculty member at New England College, and I,

spk_0 where I direct our doctor of education and our master of science, higher education administration

spk_0 programs as well as our teaching and learning center. It had been involved in our academic assessment

spk_0 process. So that's kind of what I, how I got to this point in time. Gavin Henning, thank you for

spk_0 that introduction and now to Cindy Cogswell. Thank you, Stephen. Gavin, we're quite the opposite

spk_0 during my master's program in higher education. I was looking around trying to figure out where the

spk_0 data was. And from there, I've spent all my career thus far at the intersections of data,

spk_0 strategy, and student learning. I have been fortunate to hold roles at various institutions.

spk_0 In addition to working at the National Survey of Student Engagement during my doctoral coursework

spk_0 at Indiana University, I've worked at public, private, large, and small colleges and universities.

spk_0 And each one has helped me build a broader understanding of the complexities of organizational

spk_0 change in higher education. In my current role, I'm at New York University where I serve as the

spk_0 director of data strategy for student affairs, global programs, and university life. In this capacity,

spk_0 I help connect people and units to meaningful data sources, navigating data storytelling and

spk_0 translating insights into action. Cindy, thank you. And in fact, let me just stay with you for our

spk_0 next question. We will be spending a lot of time today discussing the book, You and Gavin co-edited

spk_0 entitled Maximizing the Impact of Assessment in Higher Education, closing the loop with Change

spk_0 Management, which was recently published by Routledge. Tell us about the inspiration for writing such a book.

spk_0 How does this book serve as a resource for assessment professionals and others in higher education?

spk_0 And how did you decide upon the themes to address through the various invited chapters in the book?

spk_0 Cindy. Thanks, Steven. So I have to turn back a few years and jump into a chapter I was writing

spk_0 with a former vice president of mine where we use Cotters framework for change management to analyze

spk_0 the success of a reorganization. And this was really the first time I came across change management

spk_0 strategies, changed theories. And it just opened my eyes in a way that I had really been looking for.

spk_0 And so I kept bringing it up in different conversations, turning to colleagues at other campuses

spk_0 and at conferences and even at the assessment institute to ask, have you heard of change management?

spk_0 And some folks had a few had heard of Cotter. And eventually I just realized this was something that

spk_0 was maybe untapped. And parallel, I was walking around wanting to write a book, but I couldn't figure out

spk_0 what would be meaningful or new or beneficial to the field of assessment. And so at a NASPY gathering

spk_0 a few years ago, I reconnected with Gavin and shared this. And he suggested that we could write

spk_0 one together. And so a few months later, I put these two and two together and we started working on

spk_0 the proposal. To your other question, Gavin and I worked together on identifying the various ways

spk_0 change management could be linked to assessment, as well as potential areas that might feel tricky

spk_0 or need more guidance. And so this list then became the themes that frame out the chapters in our

spk_0 now published book. Cindy, thank you. Among other things in your answer, you referenced Cotter. And

spk_0 that's John Cotter's eight step model associated with change management. You also mentioned

spk_0 NASPA, which of course is a leading national organization focused on student affairs administration.

spk_0 And I invite listeners to learn more about NASPA by visiting NASPA.org. In fact, I'd also like to

spk_0 invite our listeners to learn more about maximizing the impact of assessment in higher education,

spk_0 closing the loop with change management. That's the recently published book,

spk_0 Cindy and Gavin co-edited. You can check the show notes of our episode. You can also visit our

spk_0 website for a link to the publisher. That website go.iu.edu slash assessment institute.

spk_0 So Gavin building on Cindy's remarks, let me ask you to remind some of our listeners about the

spk_0 foundational definitions in the book, maximizing the impact of assessment in higher education,

spk_0 closing the loop with change management. Briefly, how are you defining and operationalizing for

spk_0 your readers the terms assessment, closing the loop and change management? How do each of these

spk_0 concepts work in concert with each other? Gavin. For us, assessment's not just an activity or a

spk_0 process, but really a strategic tool for institutional improvement, but the emphasis on improvement.

spk_0 I'm not sure is a field we spend as much time really thinking about that piece of it.

spk_0 Sometimes we really just stuck in this compliance paradigm where we really just need to do the

spk_0 reporting. Somebody else is telling us to do assessment, but not really thinking about how do we

spk_0 really use the results and the entire assessment process to make some change, more at an organizational

spk_0 level, not necessarily an individual course or a program. And for us, closing loop really is the

spk_0 central focus of the book. We feel it's the most important step. Sometimes I say, if we don't

spk_0 close the loop, we don't use the data, did we really do assessment? And I think this is one of

spk_0 the sets we've spent the least amount of time on. And it might be because what Cindy talked about,

spk_0 few people are really in higher ed, a really familiar with change management. Unless that's their

spk_0 academic discipline, they may not have really had a lot of familiarity. And so we really think

spk_0 about closing loop is using data systematically. And so with the ultimate goal of organizational change,

spk_0 and change management is the umbrella turn that we're using for a lot of theories that have

spk_0 been covered in the books, which I think will touch on a little bit. And Cindy mentioned one of the

spk_0 key authors or that theory that we've used. And I think the benefit of this book, it really is

spk_0 to focus on intentionally closing that loop, really focusing on that last step of the process,

spk_0 not just the creating the outcomes or collecting the data, analyzing the data, or even thinking about

spk_0 program theory that underlies all that, but really thinking about how do we use assessment for

spk_0 change, not just simply documenting what's going on, documenting what suits the learning,

spk_0 documenting the effectiveness of programs and services. And I think it really shifts how we need

spk_0 to think of ourselves as assessment professionals. And we'll talk about that a little bit later.

spk_0 Gavin, thank you for reminding us the importance of the definitions around assessment,

spk_0 closing the loop, and change management. And among other things, you highlighted improvement

spk_0 as an important component of the assessment process. And closing the loop, the most important step

spk_0 you articulated, being using data systematically.

spk_0 I would like us to spend some time discussing the major sections in the book,

spk_0 maximizing the impact of assessment in higher education, closing the loop with change management.

spk_0 Part one begins with a focus on assessment and change management.

spk_0 Cindy in Gavin's prior response, he reminded us of some of the foundational definitions,

spk_0 so I'd like to ask if you could please expand on his thoughts by telling us more about the topics

spk_0 and contents from the chapters in this first section of the book. Cindy.

spk_0 Thanks, Steven. So part one lays the foundation for the book by framing out the historical

spk_0 context for assessment and discussing the theories of change management to help readers understand

spk_0 why the connection between assessment and change management is both timely and practically useful.

spk_0 In the first chapter, Aaron Benchrim and Gavin Henning trace the evolution of assessment

spk_0 from its origins to current. This underscores how assessment has often been driven by external pressures,

spk_0 which has really shaped the current practices and at some points,

spk_0 disordered the intended purposes of assessment. Next, Leslie DeSousa dives into many change

spk_0 management theories, a strategy to do what Gavin was just discussing, close the assessment loop.

spk_0 There's a few other chapters, but I'll mention that the last one in this part is chapter five,

spk_0 and in this, the authors bridge the theories with leadership, offering insights into how

spk_0 assessment professionals and campus leaders can translate the concepts to create greater alignment

spk_0 between strategy and operations. Cindy, thank you for giving us an overview of part one of the

spk_0 book, which includes, among other things, assessments, history and context and how assessment

spk_0 is connected to change management. Well, Gavin, likewise to you, as we continue our journey through

spk_0 the book, part two focuses on how to use assessment for change. What are some of the perspectives,

spk_0 approaches and frameworks authors are promoting in this section?

spk_0 Gavin. I think section one is really about the what and the why of change management and

spk_0 assessment. Where section two is the how? So how do you utilize change management and change

spk_0 management theories to ensure that assessment results are used for driving change and continuous

spk_0 improvement? The first chapter in this section, I had the pleasure of co-authoring with Ant

spk_0 Lequist. It really gets under the hood of assessment to examine how paradigms and positionality

spk_0 includes change to assessment. We rarely really interrogate or examine the paradigms and the

spk_0 tenets of the paradise we use for assessment, particularly thinking about the compliance

spk_0 paradigm or the improvement paradigm or the measurement paradigm. And rarely do we even think about

spk_0 our own positionality, the power we have, power of social identities, affect the assessment that we

spk_0 do. So we really try to dig into some of those topics that we don't think about a lot.

spk_0 In the next chapter in Natasha Jankowski, Kessendfolster discussed the various methodological

spk_0 approaches aligned with change. So really reinforcing that we still need to do rigorous

spk_0 methods when we use change management. But they highlight the importance of doing the assessment

spk_0 not just before the intervention, but after the inventions. Kessendfolster and his colleagues called

spk_0 this way the pig, feed the pig, weigh the pig model. So with which I love that analogy.

spk_0 And given that importance of really measuring that change, Jennifer Nalos and her colleagues

spk_0 provide a framework for doing that. They really talk about the importance of measuring change,

spk_0 reinforcing what Kessend and Natasha talked about and provide a framework for doing that.

spk_0 And they're measuring the change. What you do that, you have to communicate that. So,

spk_0 Laura Gambito is chapter really in that she discusses how do you communicate and document that

spk_0 learning and change for a variety of cases that you're in sees. And this section ends with Divya

spk_0 Bane exploring assessment for equity as a catalyst for change. So really trying to pull in some of

spk_0 the topics that Anna and I talked about in the first chapter in this section to really think

spk_0 about how do we leverage assessment to address equity issues in higher education?

spk_0 Gavin, thank you among the other parts of part two. You're focusing on the how of change

spk_0 management. And these include, as you mentioned, positionality, methodological approaches,

spk_0 measuring and communicating about change, and of course assessment for equity.

spk_0 Well, Cindy, maximizing the impact of assessment in higher education, closing the loop with

spk_0 change management concludes, of course, in part three with an emphasis on doing the work.

spk_0 What are some of the considerations and approaches advocated by authors in this section of the book?

spk_0 Cindy, thanks, Stephen. Part three puts it all together by diving into examples from campuses.

spk_0 In fact, the first chapter in the section happens to come from you and co-author Michelle Hansen,

spk_0 emphasizing the importance of a lining assessment with institutional effectiveness.

spk_0 Across the five chapters in part three is the key need for an intentional strategy.

spk_0 Change doesn't just happen automatically from data collection alone related to what Gavin shared

spk_0 earlier. An important note that I'd call out is to include authentic student partnerships in

spk_0 assessment with the idea to position students as co-creators and change and not just the sources

spk_0 of the data. You know, one of the practical ways I like to do this in my role is to share results

spk_0 appropriately with students and ask them how they would interpret it, what they would react to,

spk_0 and what's jumping out to them for either further inquiry or action. The chapters in part three

spk_0 highlight that sustainable improvement requires collaboration, equity, mindedness,

spk_0 and a clear link or line connecting data, decision-making, and institutional mission.

spk_0 Cindy, thank you, and I acknowledge with gratitude to you and Gavin for including my colleague,

spk_0 Michelle Hansen, and me as part of the wonderful lineup of contributors to this book.

spk_0 Among other things, part three talks about the intentional strategy for change.

spk_0 And importantly, to include authentic partnerships with students as co-creators for change.

spk_0 For our remaining questions, I would like to ask for both of you to provide some brief responses.

spk_0 Please share with our listeners maybe a quick example or so of a change management process in

spk_0 which you personally have been engaged. What was the context or impetus, if you will, for the change?

spk_0 What change management approaches did you implement? What were the outcomes? And finally,

spk_0 what lessons learned or pitfalls to avoid? Did you take away from your own change management experience?

spk_0 For this question, we'll start with Cindy and continue to Gavin.

spk_0 Cindy, I really appreciate this question. One most practical example currently underway is in my work

spk_0 at NYU. We probably, like many other places, have had various reporting processes sprinkled

spk_0 throughout the year, coming from different areas with plenty of awareness and pattern in our histories.

spk_0 But what we've realized is we could really improve the way this work is happening by working together

spk_0 to streamline our reporting into one larger template with a predictable set cadence shared well

spk_0 in advance. And so that's one currently underway that was inspired by working on this book.

spk_0 I've seen the real barrier that can be created by having out-of-sync reporting deadlines.

spk_0 So for example, if a report isn't due until halfway through a semester, it's hard for the reviewers

spk_0 to review it, give meaningful feedback, and then for the one who wrote it to make improvement changes

spk_0 before the end of the semester. So working with my colleagues, we've worked to first frame out

spk_0 what's the best work cadence, and then with that conversation to create submission deadlines and

spk_0 feedback timelines that align for everyone to respond, make improvements and continue our

spk_0 improvement pathways. Based off of that, adjusted our deadlines and processes, we've elevated the

spk_0 coordination to make a more intentional operational process. So far, it's going well, but I can't

spk_0 speak to the outcomes just yet. In terms of what lessons I've learned, it is that much of what

spk_0 seems fixed in operational processes is actually flexible and adaptable. I've learned as a leader

spk_0 to ask of existing processes, is this working? Are all of these fields useful to everybody involved

spk_0 and to see where those questions lead for refinement? Cindy, thank you for sharing your example,

spk_0 and now to Gavin. Yes, so my example is a similar to about an assessment process at New England

spk_0 College, actually our academic program review process. Shortly after I started at NEC, for some

spk_0 reason, our academic program process was put on target as I still have no idea why we stopped

spk_0 new in that. But we decided we wanted to restart that process. It's only like many institutions,

spk_0 we have an assessment committee, we created an annual assessment report template to really guide

spk_0 the process. It will be the committee developed, this we have a number of tables and matrices,

spk_0 and the goal was really just to provide the tool so faculty just could input information.

spk_0 Then you have to spend a lot of time reviewing or revising. We could just put that information

spk_0 in those boxes. We'll be sharing this with the faculty we encountered a lot of recesses,

spk_0 obviously for no more reasons. Faculty didn't see the purpose, they thought it was something they were

spk_0 being told to do. Just one more thing on their plate didn't see how it was going to benefit

spk_0 their teaching or their scholarship, and they felt like they didn't have time.

spk_0 And then while we thought the template was helpful, faculty really funded overwhelming.

spk_0 Now our science faculty, they love the tables and matrices, that's how they think.

spk_0 But our humanities faculty, not so much, they told us we think in words,

spk_0 not in in in paragraphs, not in numbers and not in tables. So we realized we need to go back

spk_0 and kind of make some revisions and try to make the process less intimidating and make the template

spk_0 a little bit more flexible. It's less stringent. So we decided on the phased in approach.

spk_0 So we'd start out easy with some really low level expectations the first year,

spk_0 and then increasingly ramp that up each year. So for our template, we really revised this as

spk_0 what we call the five big questions annual program review. In the questions, we have really just

spk_0 mirror the assessment cycle. But the faculty could enter in tables, they could write paragraphs,

spk_0 whatever they wanted to do. The first question was, what are students expected to learn in your program?

spk_0 It's the second, are you helping students learn bad? The third is, how do you know students

spk_0 are learning what you want them to learn? The fourth question is, what is the day to tell you about

spk_0 how well your students are learning what you expect them to learn? And then the fifth question is,

spk_0 what improvements will you make the next year based on these data? It faculty really liked that.

spk_0 It was less overwhelming. You know, the science faculty, they put it, they put their tables

spk_0 and matrices in there. Our humanities faculty, they wrote paragraphs, upon paragraphs, upon paragraphs,

spk_0 much more descriptive than the tables, but really helpful to know. And what I learned from this is,

spk_0 like, I probably really should have known about change management whenever we went through this process,

spk_0 because we shouldn't really got people on board in the beginning. We should have got input

spk_0 about what were some of the challenges that faculty may perceive with doing restarting academic

spk_0 program review, what kind of tools or information or resources would be helpful for them?

spk_0 I really wish we had this book a few years ago when we started to restart this, because that

spk_0 could have used some of the change management theories that Leslie talked about in the second

spk_0 chapter to really guide our work to probably make it a little less fluffy, not only for the

spk_0 assessment committee, but for our faculty. Gavin, thank you for likewise sharing your example. And

spk_0 among other things, some unifying aspects that both you and Cindy describe are lessons learned

spk_0 around creating adaptable, useful, and flexible processes, resources, and tools. So drawing on

spk_0 both of your experiences and of course the contents in the book, maximizing the impact of assessment

spk_0 in higher education, closing the loop with change management, what advice do you have for our listeners

spk_0 as they manage change in their own contexts? Where and how should one begin? And what additional

spk_0 resources? God, of course, your book. What additional resources might you encourage listeners

spk_0 to consult as they embark on their own change management journeys? For all of these important

spk_0 questions, we'll start with Gavin and continue to send. Gavin. I think, thanks, David. I think the

spk_0 first thing that we need to think about is assessment professionals are changing it. I think a lot

spk_0 of us coming into this work trying to be objective, trying to separate ourselves from the phenomenon

spk_0 that we're assessing, but we really were into it. We value that change and approve it. And if we

spk_0 think about ourselves as change agents, that really reshapes the assessment process. It doesn't

spk_0 mean that our methods are not rigorous as Natasha and Kestin discussing their chapter. But if we think

spk_0 about the end results about being changed, how do we really change the assessment process? How do we

spk_0 integrate some of these change management theories to guide the assessment process? So that

spk_0 will make it to that last step, that closing the loop. No is data are used for change. And so I

spk_0 think the first thing is really kind of thinking differently about our role as assessment professionals

spk_0 in being change agents, that Nessie objective researchers. And the second is thinking about the

spk_0 different types of power or one of my call influence that we have. The many assessment professionals,

spk_0 they don't necessarily have what I would call or what some other scholars would call legitimate

spk_0 power. They don't supervise the people. They're trying to help. They can't make them do assessment.

spk_0 And so what I learned early on is I had to try to use some different types of power. And so when

spk_0 I think about I am the power to influence people. And so how do I do that? So I can use informational

spk_0 power. So I've access to data that other people might want. So I can use that to help people do

spk_0 assessment, encouragement to do it. I had some expert power, you know, having the knowledge of

spk_0 skills to do assessment that other folks did. So that might be a way I can help encourage people

spk_0 to do it, providing the support to do that assessment. And back when I was a student affairs

spk_0 assessment director, I had referent power. So I was connected to the vice president. And so I

spk_0 could tell folks, this is what the vice president, these are their priorities, these are the

spk_0 institutional priorities. If you want to really be able to, you know, to get resources to advocate

spk_0 more for resources that defend the resource you have, think about these priorities and try to

spk_0 assess around them. And so I think understanding the various ways we can influence others to engage

spk_0 in the assessment process is going to help lay change. And then relatedly some other steps

spk_0 include getting buy-in from both allies and the tractors. The tractors provide some unique

spk_0 perspectives that we want to take an account. And if we listen to them and involve them in the

spk_0 assessment process, they can become allies. And we also have the implement rigorous process.

spk_0 You know, I've learned that if constituent groups don't like the assessment results,

spk_0 the first thing they're going to do is challenge the methods. And so if we use weak methods,

spk_0 we're going to be stopped right there because the constituent groups are going to listen to the findings.

spk_0 And if people don't listen to the findings, then we're not going to be able to make change.

spk_0 The only thing was difficult for me early on in my career is to actually provide recommendations

spk_0 to the various audiences based on the assessment data. At that point, I really thought I was the

spk_0 objective researcher and I would just let the audience make their interpretation of the recommendations.

spk_0 And then I learned later that those audiences wanted me to make recommendations. I was in the data,

spk_0 I collected those data and interpreted those data. And so I really wanted to pull from my experiences

spk_0 and learn to do that to make recommendations. Now of course those audiences could take those,

spk_0 they could change those, they could ignore those, whatever. But I think we have a role to make

spk_0 those recommendations because we are the experts in those data. And when I think about resources,

spk_0 I think about this podcast, there are so many great topics over in the year, Steven, that you

spk_0 brought in the different folks you brought on that I think provides some really great

spk_0 eyeways to think about an assessment. And I think it based on this book thinking about reviewing

spk_0 some resources on change management, organizational development, and organizational learning.

spk_0 And particularly tapping into resources outside higher education, I think we kind of get trapped

spk_0 in our own disciplines or the higher education research when we probably can learn a lot more

spk_0 by delving into other disciplines. And I think higher education just do a much better job really

spk_0 integrating the research and scholarship outside of the disciplines into our work.

spk_0 So those are a few of them. They're definitely some other groups like NASA, ACPA, they have

spk_0 special interest groups around assessments, student affairs assessment leaders, and some other

spk_0 groups I'm sure that Sydney will touch on. Well Gavin, thank you and thanks for the shout out

spk_0 about the podcast of course. And among other things you've mentioned that we should remind ourselves

spk_0 that assessment professionals are change agents and influencers. And I know Cindy will provide

spk_0 some resources as well, but let me just proactively mention we will provide a link on the show notes

spk_0 to this podcast, but also at our website to plentiful resources under the assessment institute partners tab.

spk_0 You can go to go.iu.edu slash assessment institute for links to those partners. So Cindy, tell us

spk_0 about some of your experiences, advice, and resources. I want to follow up with one aspect of what

spk_0 you just shared and what Gavin did, which is that we are change agent. It took me a while to view

spk_0 myself as this in my work. And I want to offer perhaps an easier action for any listener who might

spk_0 also still be trying to find their own lens of being a change agent from their role. So

spk_0 this happened when I was maybe in my first or second assessment role, where I noticed that if I

spk_0 shared out reports when I was done with them, folks probably looked at it and they said this looks

spk_0 good or they asked a meaningful question, but then they moved on with the rest of their role.

spk_0 And I realized that they did their planning work somewhere months away from when I sent out this

spk_0 report. And so I started to just put a calendar nudge in my own calendaring system to say follow up

spk_0 and reshare this report in June, because I know that's when they plan their work for the next year.

spk_0 And these results could have implications for what they choose to do or how they choose to do it.

spk_0 And so I suggest that is just an easy maybe initial step that one might want to adopt.

spk_0 In addition to this, I would suggest starting in one area or with one theory to ground your approach

spk_0 or experiment with change management frameworks or theories. Connors 8 step framework is really

spk_0 popular and a great starting point. It's well discussed in our book and I'd say it's also widely

spk_0 used in the field for those who are familiar with it and it's relatively straightforward and adaptable

spk_0 across different campus contexts and scales. I've used it several times to both design change

spk_0 efforts to question them and to make sure that we've taken steps that we can to make them

spk_0 as successful as they can be from the planning steps, as well as to use it to look back on past

spk_0 initiatives to analyze what worked and what didn't. In terms of additional resources,

spk_0 I'd recommend a few. First, if you want to continue reading, I really received a lot of insights

spk_0 from Adrienne Kesar's book, How College Is Change, as an additional read. I also recommend the

spk_0 Society for College and University planners, sometimes called SCUFT. They have many resources

spk_0 and even potentially training or reading on project management. I've found these to help encourage

spk_0 me and offer plenty of tools to continue with this idea. In addition, I would recommend seeking out

spk_0 someone that you've seen lead a successful change effort, whether on your campus or elsewhere,

spk_0 and ask for 30 minutes of their time. Maybe it's a coffee or a zoom or a phone call,

spk_0 and that in that conversation to lean into curiosity, ask how they built momentum, manage resistance,

spk_0 and what they wish they had done differently. I think listeners would gain practical insights that

spk_0 don't always show up in formal models, but are just as valuable.

spk_0 Cindy, thank you for echoing the importance of claiming or reclaiming roles as change management,

spk_0 including using a theoretical frame to inform our work. We'll mention in the show notes of this

spk_0 episode some of the resources you also referenced, including the Society for College and University

spk_0 Planning or SCUP. listeners can avail themselves of that resource at SCUP.org. That's SCUP.org.

spk_0 As you look ahead, what are some future trends you were seeing unfolding across the higher education

spk_0 landscape? How do you see change management's role in relationship to these trends?

spk_0 As we consult our crystal balls, we'll start with Cindy first, followed by Gavin. Cindy.

spk_0 When I hear you ask this question, I have to step back and think, think, picture.

spk_0 And for me, it brings to mind the institutions that I look to as models, not just for strong data

spk_0 practices, but for their impact and innovation. And they're the ones that have thoughtful

spk_0 intentional approaches to leading change. It's not just what they're doing, but also how they're doing it.

spk_0 As I think about the future of higher education, I believe change management with assessment

spk_0 can carry our field into its next era. In the current environment of declining or shifting

spk_0 enrollment patterns, resource constraints, and the many disruptions of artificial intelligence or AI,

spk_0 we need more than good data. We need a strong strategy for how to navigate change,

spk_0 how to bring people along, how to adapt, how to stay human centered, and mission centered in the process.

spk_0 And that's how I see change management's potential with the trends that are on the edge,

spk_0 where AI might change the way we do things in the classroom, outside of the classroom,

spk_0 and in our roles as assessment practitioners. More than good data, we also need sound strategies.

spk_0 Thank you, Cindy, for giving us a preview of some of the trends you see currently and in the

spk_0 future unfolding. And Gavin, likewise, to you. I think one of the biggest issues right now is the

spk_0 uncertainty. Things are changing daily regarding federal law, state laws, policies, practices.

spk_0 And it's really hard to keep on top of that. Planning is even more difficult, because you don't know

spk_0 what's coming up. One of the folks I follow is Paul Kragman in economists, and that's

spk_0 when he talks about all the time is that the biggest challenges right now in the economy is the

spk_0 uncertainty, because you can't plan for anything. But the specific issues related that are institutional

spk_0 financial stability, enrollment and retention, DEI, and disruptive technologies such as

spk_0 our generative AI's. You know, I'm particularly paying attention to those because I think those are the

spk_0 the key trends that we need to think about into plan for. And change management theories and

spk_0 models can provide that direction through assessment to adapt to the changing higher education landscape.

spk_0 Gavin, thank you, both you and Cindy, in your respective answers referenced AI or artificial

spk_0 intelligence as a trend to watch. We in fact are engaging in some of this work at the assessment

spk_0 institute through a community of practice focused on generative AI and an accompanying survey

spk_0 that will be periodically administered on this topic. And I invite listeners to connect with us to

spk_0 learn more at go.iu.edu slash assessment institute. We always conclude each episode of the podcast by

spk_0 asking guests to leave our listeners with a brief final thought. So what words of wisdom or inspiration

spk_0 to both of you have for us today. Gavin will start with you and continue with Cindy.

spk_0 I think I have more of a called action than a that wisdom or inspiration. In higher education,

spk_0 we undersell the role that impact the assessment. And this is likely because many institutions still

spk_0 operate out of a compliance paradigm rather than a learning improvement paradigm. Assessment

spk_0 professionals need to tell a more compelling story about the influence of assessment and

spk_0 illustrate it with examples of how assessment has led to organizational change. Change is hard,

spk_0 but assessment can make it easier. Gavin has issued us a call to action and Cindy, our final

spk_0 final thought, if you will, comes to you. Comes to us from you, I should say.

spk_0 As I think about this, I'm reminded that sustainable change doesn't happen overnight and it really

spk_0 doesn't happen alone. Whether you're listening to this episode because you want to lead a change

spk_0 effort and aren't sure how to do so with data or if you have data and want to use it in a change

spk_0 effort and are looking for guidance on that, I hope that we've won you over to the potential

spk_0 that change management and assessment have when working together to advance higher education.

spk_0 Cindy, thank you. We've been speaking with Cindy Cogswell and Gavin Henning.

spk_0 Co-addedors of the new book, maximizing the impact of assessment in higher education,

spk_0 closing the loop with change management. I invite listeners to consult the show notes of this

spk_0 episode for information about this publication. Along with linking to our website, we'll provide a

spk_0 link to the publisher. You can visit go.iu.edu slash assessment institute. Cindy, Gavin, thanks so

spk_0 much for our time together. I really have enjoyed our conversation. Thanks so much for the opportunity,

spk_0 Steven. Yes, thank you for the chance to connect today and to talk a little bit about our book.

spk_0 This has been Leading Improvements in Higher Education, the award-winning podcast service

spk_0 of the Assessment Institute in Indianapolis. Learn more and access other episodes at go.iu.edu slash

spk_0 assessment institute. Our sponsor for this season is the Center for Assessment and Research Studies

spk_0 at James Madison University. Learn more at jmu.edu slash assessment. Our podcast producers are Chad

spk_0 Bechner and Angela Bergman, with original music composed by Caleb Keat. If you know someone who

spk_0 might enjoy the podcast, please encourage them to give us a listen. We appreciate your help in

spk_0 spreading the word. I'm Steven Hundley, inviting you to join us again for Leading Improvements in

spk_0 Higher Education.

s05e12: A Conversation with Co-Editors of a New Routledge Book on Assessment and Change Management

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