Kimberly Green

Areas Served and Specialty Focus

Kimberly directs the office for undergraduate program assessment, supporting colleges, degree programs, and UCORE to assess student learning and produce results that can guide faculty decisions about effective curricula and instruction. She communicates with faculty, staff, and leadership about developing good practice approaches that fit their local context and priorities and works with colleges and leadership to develop policies and infrastructure to sustain assessment. She also consults with faculty who plan and implement assessment measures for undergraduate degrees and share results for use in their department or school. Kimberly also oversees annual program assessment reporting by undergraduate degrees and provides annual summaries to the Provost and to college and campus leadership to support systematic assessment and to collect evidence for institutional accreditation. She also leads planning and implementation of WSU’s participation in the National Survey of Student Engagement, coordinating with Institutional Research and leadership on all campuses.

Biography

Kimberly has directed the Office of Assessment for Curricular Effectiveness (formerly the Office of Assessment of Teaching and Learning) since January 2011. She led WSU’s institutional accreditation from 2012-2015, serving as the university’s NWCCU liaison officer. Previously, as a learning designer with WSU’s Center for Teaching, Learning, and Technology (CTLT), she partnered with faculty on designing assignments, learning activities, and assessments; and using effective teaching techniques in traditional classrooms, LMS, or new technologies. Kimberly’s classroom experience includes 13 years at UC Berkeley’s intensive English program, as well as teaching at San Francisco State University, and at Yendi Secondary School, Ghana, as a Peace Corps Volunteer.

Conference Presentations (selected)

• Valuing Departments and Faculty That Conduct and Use SLO Assessment: Policies & Practices, Recognition & Rewards. Green and Swindell. Association for Assessment of Learning in Higher Education, Online Conference, 6/2020.
• Development of a Manageable, University-wide Assessment Tool for General Education Capstone Courses. Green and Brown. AAC&U General Education and Assessment Conference, San Francisco, 2/2019.
• Facilitating Assignment Design Charrettes: Sharing Resources, Tools, and Practices. Baker, Fisler, and Green. NILOA panel, Association for Assessment of Learning in Higher Education, Salt Lake City, 6/2018.
• Recognition and Rewards: Explicitly Valuing Faculty Roles in Assessment. Green and Swindell. Poster presentation, Association for Assessment of Learning in Higher Education, Salt Lake City, 6/2018.
• Building and Enriching Enduring Co-Curricular Assessment Partnerships. Spohnholz, Stratton, Johnson, Green. AAC&U General Education and Assessment Conference, Phoenix, 2/2017.
• Building Meaningful and Sustainable Assessment Systems: Policies and Practices. Green, Assessment Institute, Indianapolis, 10/2016.
• Using Intentionally Designed Assignments to Foster and Assess Student Learning. Hutchings, Jordan-Fleming, and Green. Assessment Institute, Indianapolis, 10/2016.
• Good Answers to Tough Questions. Stitt-Bergh, Green, Watanabe, Dueben, Association for Assessment of Learning in Higher Education, Milwaulkee, WI, 6/2016.
• Sustainable Assessment: Roles, Responsibilities, and Rewards. Green and Carney, Poster presentation, Association for Assessment of Learning in Higher Education, Lexington, KY, 2015.
• Building a Culture of Assessment: A Consistent, Persistent, and Systematic Approach. Dueben, Carney, Green, Association for Assessment of Learning in Higher Education Conference, Lexington KY, 2013.
• Strategies for Meaningful Assessment Reporting. Carney, Dueben, Green, Morrison, Association for Assessment of Learning in Higher Education Conference, Lexington KY, 2013.
• The Cougs Abroad Blog Project: Can It Impact Student Learning? Chenoweth and Green, Poster presentation, Association of International Educators (NAFSA) Annual Conference, Vancouver, BC, 5/2011.
• Group Take-Home Exams: Promise, Pitfalls, and Possible Solutions. Anelli, Johnson, Galbraith, and Green, Pacific Branch Entomological Society of America, Hawaii, 3/2011.
• Assessment of Learning Outcomes: Group Take-Home Exams in an Honors College Course. Anelli, Johnson, Galbraith, Green, WSU Academic Showcase, 3/2011.
• Assessment of Information Literacy and Critical Thinking Skills in UH 290. Galbraith, Johnson, and Anelli, WSU Academic Showcase, 3/2009.
• WSU Cross Campus Collaboration: CTLT, Libraries, and the Honors College Revise the Honors Thesis Proposal Seminar. Green, Johnson, Anelli, WSU Academic Showcase, 3/2008.

Recent Publications

• Faculty Engagement with Integrated Assignment Design: Connecting Teaching and Assessment. Green and Hutchings. New Directions for Teaching and Learning, 155, Fall 2018.
• Assessing and Refining Group Take-Home Exams as Authentic, Effective Learning Experiences. Anelli, Johnson, Galbraith, and Green, Journal of College Science Teaching, 44, 5, May/June 2015.
• Information Literacy Instruction & Assessment in an Honors College Science Fundamentals Course. Johnson, Galbraith, Anelli, and Green. College and Research Libraries, 2011.
• Re-evaluating the Objectives for Undergraduate Research in STEM Fields. Findley, Green, Brown, Bahr, Frontiers in Education Conference, Milwaukee, WI, 10/2007.

Awards and Service

• WSU Woman of Distinction, 2013

Education

• M.A., Teaching English as a Foreign/Second Language, San Francisco State University
• B.A., English, University of California, Santa Barbara

Teaching Experience

• English as a second language, courses for beginner through advanced international students
• English composition for ELL students
• Workshops on teaching practices and assessment for faculty and teaching assistants