Leading the Way
Angela Lumpkin Advances Academic Assessment
Written 9.2019 by Libby Spradlin
For her commitment to academic assessment, Angela Lumpkin, professor and chair in the Department of Kinesiology & Sport Management (KSM), is the Fall 2019 Assessment Spotlight recipient. She was chosen unanimously for the honor by Texas Tech University's Office of Planning & Assessment (OPA).
"Dr. Lumpkin is a champion for improving student learning, and we applaud her for creating departmental assessment procedures that put KSM students first," Jennifer Shaulis-Hughes, president of the Texas Association for Higher Education Assessment (TxAHEA) and managing director of OPA, wrote in announcement. "It's an honor for me personally to work with Dr. Lumpkin, and Texas Tech is better because of Angela's commitment to assessment excellence."
Libby Spradlin, OPA lead administrator, wanted to know more about Lumpkin's strides in assessment. What follows is their conversation, in question-and-answer form.
Q. What is your position and what do you do for Texas Tech?
A. Professor and Department Chair in the Department of Kinesiology and Sport Management.
In addition to fulfilling administrative responsibilities as department chair, I teach one sport management course each fall and spring semester, conduct research and publish in leadership, teaching effectiveness, sport ethics, intercollegiate athletics, and women in sport, and engage in service activities on campus, in the community, and with professional organizations.
Q. How long have you been at Texas Tech?
A. Beginning my sixth year at Texas Tech—previously was a faculty member and administrator at the University of North Carolina at Chapel Hill, North Carolina State University, State University of West Georgia, and University of Kansas; also served as an American Council on Education Fellow at Webster University and as a Distinguished Visiting Professor at the United States Military Academy at West Point.
Q. How did you get involved with assessment?
A. Assessment is an integral component of the teaching and learning process, so I have been involved throughout my professional career as a faculty member, department chair, and dean. I have been involved with ensuring accountability for student learning in courses taught, curriculum development and revisions within departments and colleges, and overall program evaluation at the United States Military Academy.
Specifically at Texas Tech, I have led the Department of Kinesiology and Sport Management in its 100% development and/or redesign of its assessments for revised B.S. and M.S. degrees in Kinesiology, new B.S. and M.S. degrees in Sport Management, and starting in 2019 for the Ph.D. in Exercise Physiology.
Q. How do you use assessment in your job? What are some interesting assessment techniques you have used or are planning to use?
A. Assessment broadly defined includes accountability, which to me should characterize every higher education professional. Throughout my career I have held myself accountable by setting annual goals for making significant contributions and demonstrating continuous improvement in teaching, research, and service.
As an administrator, I have expected faculty members to set annual goals for making contributions and showing continuous improvement in teaching, research, and service and rewarded them accordingly. I have mentored faculty members (as a colleague and while a department chair) and department chairs (as a dean) to serve as role models by being effective teachers, productive scholars, and professional servants.
Undergraduate students—frequent in-class checks for understanding, answering questions in small groups and whole class discussions, in-class quizzes, in-class polls, Jeopardy games for test reviews, and minutes papers.
Graduate students—expectations of completion of assigned reading prior to class using specific questions that must be answered, answering thought-provoking questions in small groups and whole class discussions, and requiring numerous written assignments with extensive feedback provided.
Q. Is there anything else you would like to share about assessment?
A. Assessment should be an ongoing and never-ending component of everyday life—professionally and personally. The optimal way to improve is to take intermittent assessments of how well we are fulfilling our responsibilities to our students, colleagues, institution, families, and friends. One reason individuals resist assessment is because of the associated accountability for results—advancements and improvements. Assessment should be embraced because of its benefits.
Q. What is your hometown or where do you tell people you are from?
A. While I grew up in Arkansas and have lived in Ohio, North Carolina, Missouri, Georgia, Kansas, New York, and Texas, I proudly call Lubbock my home.
Q. What do you like to do when you are not working?
A. I am a daily and avid exerciser—two hours every morning on my elliptical, treadmill, and stationary bike. I read one or two books each week, with favorites of the Bible, biographies, history, and sports. I relax by watching basketball, baseball, and football games on television and by spending time with family and friends.
Q. What is something you have not done but would like to do?
A. I would like to visit every national park and presidential museum.
This article originally was published by Texas Tech's Office of Planning & Assessment.