Episode 124: Ania Peczalska on Assessment as Campus Connector
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How can assessment serve as a campus connector rather than just a compliance requirement? How do disaggregating student data and building cross-departmental relationships drive student success across higher education? We talk through these with Ania Peczalska, the Director of Institutional Effectiveness at University of Kentucky. Together, we explore actionable strategies for overcoming survey fatigue, tailoring outreach to diverse student populations, building trust across administrative divisions, and leveraging artificial intelligence as a thought partner to strengthen institutional assessment.
How Using Assessment as a Campus Connector Drives Student Success
In today’s higher education landscape, assessment is frequently misunderstood. Too often, faculty and administrative leaders view data collection as a mere compliance exercise—a box to check for accreditation or institutional reporting. However, when approached with curiosity, intentionality, and empathy, assessment transforms into a powerful strategic driver. By using assessment as a campus connector, colleges and universities can bridge administrative silos, build cross-departmental trust, and ultimately foster sustainable higher education student success.
In a recent episode of The Connected College Podcast, host Elliot Felix spoke with Dr. Ania Peczalska, Director of Institutional Effectiveness at the University of Kentucky. Drawing on her 15-year career spanning academic advising, language programs, student affairs, and institutional research, Dr. Peczalska shared how higher ed leaders can leverage data to bring people together, overcome survey fatigue, and deliver tailored support to diverse student populations.
Why One Size Fits None in Student Success
A primary pitfall in higher education strategy is treating student success as a uniform journey. Institutions often rely on broad retention metrics or standardized models, assuming that a single intervention will yield universal results. In practice, students arrive on campus with vastly different goals, life circumstances, and support requirements.
For example, an undergraduate student who is balancing coursework with parenting demands an entirely different advising and scheduling approach than a traditional student pursuing a triple major and a study abroad program. While both students may share a major and register for identical classes, their expectations and paths to degree completion are entirely distinct.
When higher education leaders attempt to force every learner into a standardized framework, institutions miss the nuanced factors that genuinely drive persistence. Recognizing that "one size fits none" is the first step toward building meaningful, data-informed student success initiatives.
Unlocking Insights by Disaggregating Higher Ed Student Data
To move past broad assumptions and understand true student behaviors, institutions must look beneath surface-level averages. Relying strictly on aggregate metrics can obscure critical variations among sub-populations.
By prioritizing disaggregating higher ed student data, assessment professionals and student affairs teams can uncover actionable insights, such as:
Identifying Resource Discrepancies: Disaggregating usage data frequently reveals that first-generation students utilize academic support centers or writing labs at different rates than continuing-generation peers, highlighting specific areas where targeted outreach is required.
Tailoring Departmental Support: Analyzing survey responses by gender or major uncovers distinct co-curricular interests, enabling admissions and student activity teams to customize messaging and programming effectively
Exposing Hidden Gaps: Uncovering performance or satisfaction variances across demographic lines allows administrators to address systemic barriers rather than relying on misleading institutional averages.
When data is disaggregated in real time alongside cross-functional campus partners, it creates immediate clarity and shared understanding across departments that might otherwise operate in isolation.
Fighting Survey Fatigue and Building Campus-Wide Momentum
Collecting meaningful assessment data requires strong student participation, yet institutions increasingly struggle with survey fatigue. Overcoming low response rates requires transparency, clear value propositions, and cross-departmental collaboration.
When launching campus-wide assessment efforts, administrators can maximize engagement through three core strategies:
Engage Partners Early: Consult advisors, faculty, and student affairs staff during the survey design phase to ensure questions address real, frontline operational needs across multiple divisions.
Communicate Rationale and Incentives: Ensure students understand precisely how their feedback will be used to improve their campus experience, and offer clear, accessible incentives—such as modest campus dining funds—to drive high participation.
Close the Feedback Loop: Share results broadly across all participating units. When teams see how their outreach directly contributed to actionable institutional insights, it establishes rapport and builds momentum for future data initiatives.
Preparing for the Future: Empathy, Collaboration, and AI
As public trust in higher education shifts and institutions navigate demographic challenges, assessment becomes essential for demonstrating impact. Achieving this requires moving away from top-down directives and toward an empathetic, partner-focused approach. Assessment leaders must act as coaches—learning the unique operational needs of each academic unit, asking questions, and co-creating solutions.
Furthermore, emerging technologies like artificial intelligence are reshaping institutional research and learning assessment. While AI serves as a valuable thought partner for generating ideas or assisting with initial documentation, it cannot replace human judgment, contextual understanding, or relationship-building.
By grounding assessment strategies in empathy, curiosity, and thorough data disaggregation, colleges and universities can break down organizational barriers. When assessment functions as a true campus connector, institutions empower every department to work collaboratively toward a unified goal: enabling every student to succeed.
Episode 124 Transcript
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Ania Peczalska: Even though we did have NSSE, the National Survey for Student Engagement, we didn't really have a homegrown one that's tailored toward our institution. I started to meet with people across campus, some people in the advising area. Other people outside of student affairs and talked about the survey.
Ania Peczalska: I said, "What kind of questions do you want to add to the survey?" So I got all their questions, and then I was very lucky that I was able to be funded to provide incentives for students. I was so grateful for all the support where people were emailing students within their units, where I was getting help from a different unit and student workers to help recruit and give out flyers for the survey, that I was building up the rapport and connection. Then what happened is that we had over a thousand respondents within a week or two, which is actually quite impressive.
Elliot Felix: That was Ania Peczalska, Director of Institutional Effectiveness at University of Kentucky. Ania has played a variety of roles across higher ed from advising to student affairs to language learning to assessment and so perhaps not surprisingly, she sees the power of data and assessment to break down silos and be a campus connector. We had a great conversation about this. We discuss building relationships, fighting survey fatigue, the importance of disaggregating data, and acting on your assessment results to build trust and momentum. Let's dive in.
Elliot Felix: Welcome to the Connected College podcast. I'm your host, Elliot Felix. I've helped more than a hundred colleges and universities change what they offer, how they operate, and the way they're organized to enable student success. Join me for insightful interviews with higher ed innovators, sharing the stories, stats, and strategies to create better connected colleges and universities.
Elliot Felix: Welcome, Anya. I'm so excited about our conversation on assessment and how it's not just about compliance, it's actually about this connector across campus that's enabling student success.
Ania Peczalska: Thank you, Elliot. It's a pleasure to be here.
Elliot Felix: Tell me a little bit about how you got started in higher ed and what you're up to today.
Ania Peczalska: Of course. So actually, on August 1st, it's gonna be my 15th year anniversary in higher ed, which is super exciting. So I have been able to do a lot of jobs and be a jack-of-all-trades. 15 years ago, I had the privilege of being able to be an undergraduate academic advisor at Indiana University Bloomington to work directly with students for a few years.
Ania Peczalska: I then moved to another position that's actually funded by the Department of Defense but still paid through IUB, and I was able to go and help undergraduate students learn a foreign language. So that was a lot of fun. And in that position, which I stayed for almost seven years, I was able to work with them through the whole entire undergraduate academic life cycle, which is fantastic.
Ania Peczalska: During that time, I also got bitten by the assessment bug. I love to go and not only hear people's stories, but I love to actually get in and figure out the data. What is helping students succeed in the program? What are things that could be improved? So I decided at that time, besides just being able to help students at an individual level, why don't I do a step further?
Ania Peczalska: And I decided to get a PhD in higher education, also from Indiana University Bloomington, while working full-time. So that was a fantastic experience. And after graduating, I decided to move down to University of North Carolina Wilmington, where I got a job as the Director of Student Affairs Assessment, Research, and Planning.
Ania Peczalska: So after spending some years actually doing kind of student affairs for a small program, decided to jump right in and try to do it at a divisional level. After a few years, I moved to my current position here at University of Kentucky as the Director of Institutional Effectiveness. I spent a few years in student affairs side of the house in terms of assessment, but I wanted to move more into the academic side, and here I am.
Elliot Felix: So I love that you got bitten by the assessment bug, and I would love to hear, what are some of your favorite findings, things you've uncovered as you've dug into the data?
Ania Peczalska: What I love is pretending I'm doing a clue game, and you have some data, and figuring out the findings. So for example, we think we know about in this unit what's going on, but the data's saying, "Oh, actually there's something else." So it's like a game of discovery.
Elliot Felix: What are some of your recent discoveries?
Elliot Felix: Unlike an unexpected correlation or s- or something, I don't know.
Ania Peczalska: So let me focus on a study that I was doing a few years ago because I know this podcast is about student success. So one of the most interesting findings was when I was at University of North Carolina Wilmington that I had the chance to learn about why students love the campus.
Ania Peczalska: And it's... I don't know if you've ever been down to Wilmington, but it's by the ocean, and it's really pretty over there. So
Elliot Felix: then we got a lot of-
Ania Peczalska: Yeah,
Elliot Felix: I helped plan their library. Yeah. It's amazing.
Ania Peczalska: Fantastic. Yeah. It's beautiful out there. So then I was asking students in a survey, I did a campus-wide survey, why do they like Wilmington UNCW?
Ania Peczalska: And they said, "Oh, we love the campus. It's relaxed. We see the turtles." And it turned out that the turtles tend to be a mascot. So I said, "Okay, that's interesting." So now my joke when I was at UNCW is that now we have a new mascot, the turtles, 'cause everyone thought that was cute. So that's an example of we knew people liked UNCW, but we're getting some great things about why they liked it.
Ania Peczalska: If we wanted to further improve their experience, these are things that could be focused on.
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Elliot Felix: That's amazing. 'Cause I feel like digging into the data helps you uncover things and hel- helps people see things in a new light. And in that in that same spirit, I'm wondering, what do you think is one of the most misunderstood things about student success?
Elliot Felix: What do folks get wrong? Maybe they're not looking at the data, I don't know. But what do people misunderstand about student success?
Ania Peczalska: So I think the biggest misunderstanding is that there could be a one size fits all. Example is retention. I think retention tends to be the bare bones of what people like students to do at an institution.
Ania Peczalska: So if you look at retention, and we say, "Okay, the data is showing that we maybe should be trying this approach, and this would help," I think that you have to understand that students come from a variety of backgrounds. So let me give a story to illustrate this. When I was an undergraduate academic advisor, I was advising four departments, and I quickly learned that even though students in a certain major had to take the same courses, they had different aspirations, different reasons to being there, and I had to advise them differently, even though they were taking the same courses.
Ania Peczalska: And one example that really sticks out to me is I was advising a student mother who could only attend classes at a certain time and wanted to finish as quickly as possible to take care of her child. Then I talked to another undergrad who was actually very ambitious, trying to major in three different languages, wanted to finish in four years and study abroad for a year.
Ania Peczalska: So even though same students, same major, they had different experiences and different expectations. So definitely I would recommend that whenever we think about models for student success or implementing it, you also have to realize there's a lot of differences at the individual level.
Elliot Felix: Yeah, it's almost like one size fits none and, forcing everyone into the same model. It doesn't really work. I love, like, creating, looking at the data and creating student personas, to create some useful categories so people can keep the different types of students that might want different experiences or need different supports in mind.
Elliot Felix: What's your take on data-driven personas?
Ania Peczalska: I think that's great because-- and often when we're looking at data, we are struggling because we're looking at a bunch of data, let's say for 2,000 students, and we are trying to find trends. But then we also have recognize we have individual definitions and differences within the students.
Ania Peczalska: So I like the idea of student personas, but I would also recommend that we also think about all these other factors. So example, we want a student, let's say student parents as an example. We can focus on them, but then also realize that there's other groups of students we have to account for other factors too.
Elliot Felix: Yeah, and what's-- what are the key things that are, like, driving their behaviors? Because it might be that the persona or the category or the, the archetype isn't so much a student parent, it's like someone who has significant responsibilities outside of school. 'Cause it could be that maybe it's elder care- not childcare or something, and they might show up with the same looking for the same sorts of supports. Yeah, that's really interesting. So if, the biggest misconception is one size fits all, which is really one size fits none, what role can assessment play in debunking that and enabling student success?
Ania Peczalska: So what I love is the power of deaggregation, and I actually did this at another position where we would have data on students, let's say example using a certain unit. Then I would start to break it down by different categories such as first-generation status and gender and in real time, people are seeing the bars of the different responses.
Ania Peczalska: Example is how often do you use this service go up and down depending on these different categories. And I think that was really eye-opening for the people in the room because if you just look at the big data, we have A, but if you start to break it down by these different categories, we're starting to see many different things.
Ania Peczalska: And that exercise I think was very powerful and also telling people that even through a big trends, we also have to keep in mind these different groups as well.
Elliot Felix: I totally agree, and one, one thing I joke about in the book and, in my talks when I visit campus, is how misleading averages can be.
Elliot Felix: Between us, Michael Jordan and I average three NBA championships I must be pretty good. I'm, like, on par with LeBron. I'm a big fan, a true believer in disaggregating to get to what's actually happening, and I would love to hear some, stories from the front lines. What did you uncover as you disaggregated the data?
Ania Peczalska: . Let's maybe focus on first generation's status, which is interesting. So example in a survey I did, it's first generation students were not really engaging, let's say, with the learning center as much as the continuing generation students did.
Ania Peczalska: So that was interesting. But then also when we're looking, again, going back to the perception of a university, male and female. The male, for example, were really interested more in athletics, and the females were interested in different things. So again, it's showing how even for a simple question about what do you like, example, UNCW, we have some people who are saying A but other B.
Ania Peczalska: But if you look at the aggregate, it looks like more people like sports, but if you disaggregate it, you're like, "Okay, that's not the case because these different groups are not that interested in sports."
Elliot Felix: That's interesting. And how does the sports drive their behavior or their experience?
Ania Peczalska: That finding actually is, I would say, a bit more predictable. But even that is just okay, so example is I'm an admissions person.
Ania Peczalska: I wanna get more first-year male students. Maybe we should hype up our athletics here at this institution. Why? Maybe the females, we can start to focus on something else. So again, I think that really shows the power of disaggregation and how that can really affect people's experiences. But then also, if you're a student affairs, let's say practitioner or student services, what groups do I really wanna target?
Ania Peczalska: Is there anything I can do to tailor my services when I speak to that audience versus maybe, let's say, another audience?
Elliot Felix: Yeah. That makes a ton of sense. And I one of the things that surprised me the most about athletics when I was researching the book is there's this great survey that the NCAA does called the Goals Survey, and I can never remember what the what the acronym is.
Elliot Felix: But They had some really interesting stuff on sense of belonging. And the most surprising thing was that athletes that played team sports had a lower sense of belonging than athletes that played individual sports, which initially seems counterintuitive, but then you realize what happens is your team becomes a crutch, and you spend all your time with one s-small-ish group of-- a football team is pretty big, but relative to the scale of a university, a small group.
Elliot Felix: And so you're overly dependent on that group, and you're not knit into the rest of the campus. And so you actually, even though you might feel really connected to that group, you feel less connected overall. Sports is a tricky thing, and I'm and so is belonging.
Elliot Felix: So I'm glad you're, I'm glad you're digging into it. And I would love to hear maybe some more ways that, assessment can work as a connector. I think that, the idea of I'm disaggregating and now I can use this, f- in terms of recruitment is a really interesting one.
Elliot Felix: What are some other connector examples?
Ania Peczalska: I'm actually gonna talk about that survey I did back at University of North Carolina Wilmington because I think that's a great example of how you can connect people through data and assessment. So a few years ago, I decided that we need really an undergraduate student survey at that institution.
Ania Peczalska: Even though we did have NSSE, the National Survey for Student Engagement, we didn't really have a homegrown one that's tailored toward our institution. I started to meet with people across campus, some people in the advising area. Other people outside of student affairs and talked about the survey.
Ania Peczalska: I said, "What kind of questions do you want to add to the survey?" So I got all their questions, and then I was very lucky that I was able to be funded to provide incentives for students.
Ania Peczalska: I was so grateful for all the support where people were emailing students within their units, where I was getting help from a different unit and student workers to help recruit and give out flyers for the survey, that I was building up the rapport and connection throughout the division. Then what happened is that we had over a thousand respondents within a week or two, which is actually quite impressive.
Ania Peczalska: I think the undergraduate student population of that institution is maybe about fourteen or fifteen thousand. So that's actually quite incredible. And then after that, and I was very grateful for all the teamwork, I decided later in spring to go around campus to other people in admissions and different areas as well, and really sharing the results with them.
Ania Peczalska: And I thought that was very powerful because so many people helped me put the survey together. So many people helped distribute it to get a great response rate. I think very close to about two thousand individual responses. That was great to share the information with everyone. And then example of admissions, I was sharing information.
Ania Peczalska: They were asking some great questions about what about this, what about that. So it was fantastic because I would share what data I had, but then they would respond with their point of view. And I love that because I had the opportunity to learn from them and to engage in the conversation. So that's like a big example of how assessment could go across institution.
Ania Peczalska: But I would say even in a smaller unit example is if you're in conduct or whatever, and you're doing a survey, making sure that the survey is not only within your division or even more your department, but trying to reach out to others to share information, bringing it up, let's say, at a Division of Student Affairs, trying to get that information out there.
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Elliot Felix: And are you battling survey fatigue in your work? I love surveys, but, I know it's getting harder and harder, isn't it, to get, amazing response rates like you did. And everybody's so busy, and every department wants to do their own survey, and I don't know, it just feels tough.
Elliot Felix: I wonder if you've cracked that nut.
Ania Peczalska: I've been studying this a lot. The simple answer is you need to look at the context and figure out how you can engage the target audience.
Ania Peczalska: So for students, I'll just give you, let's say, a theoretical example. If I'm in an institution, and I want to get a group of students to fill out a survey, you'll have to, make sure that the survey is short as you can to make sure that they don't spend twenty minutes on their phone doing the survey. Two, making sure that there's a good reason for students to take a survey.
Ania Peczalska: I talked to somebody at another institution, and he was actually able to tailor the language through working with students to make sure the students understood the rationale and felt passionate. It's not just another survey. It's this is actually going to be helping A, and I'm gonna be using the results to B, so being very transparent.
Ania Peczalska: If you have the funds, providing an incentive. What I found in my own research, which is fascinating at that University of North Carolina Wilmington, is that the survey was very simple incentive. Five food dollars at the local institution you could spend for anything. And I was able to get a list of people who completed the survey and send it out.
Ania Peczalska: And I was fascinated how much people loved that five-dollar incentive just to take about a ten or fifteen-minute survey. So that really upped the ante, and there was also a random selection for, I think, a hundred food dollars for somebody who took the survey when it was open. So just figuring out at the end of the day, who would-- who do you want information from, and what kind of rationale and/or incentive can help them complete the survey.
Elliot Felix: Yeah, and you talked about students doing it on their phone too, which is also, so short, mobile-friendly with an incentive, I think all make a lot of sense. it's a segue into where I wonder if assessment folks aren't just compliance, they're connectors, and they're disaggregating data so people can understand what's really going on and finding patterns and enabling student success, how is that changing into the future?
Elliot Felix: We just talked about one aspect of that, right? Which is like survey fatigue. But, I would imagine AI plays a role. What's changing about how assessment can be a connector?
Ania Peczalska: I wanna provide a bit of context about this. And let's start actually with the current environment as higher education.
Ania Peczalska: I think it's kind of public knowledge that there's less public trust in higher ed now. We also have the student enrollment cliff and some other challenges as well that institutions across the country are facing. So I would say in response to that is that assessment is more important than ever, but we need to approach it differently.
Ania Peczalska: So why is it still important is I would say that we just need evidence to show we're doing great work as institutions, right? And the data that you can get through assessment efforts are evidence rather than saying, if I was an undergraduate academic advisor, students are not able to graduate because they need to take this course.
Ania Peczalska: I could provide data from the register. Okay, we got thirty percent of students who are not able to complete this gateway course. This is why. So that's much powerful argument than saying, "I talked to a few students, they said they couldn't complete the class." So the question is now how? Because I feel as you're saying, Elliot, there's a lot of stuff going on.
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Ania Peczalska: The simple answer is actually, approaching people with empathy, saying, "Okay," example, "I want to work with you on assessment. Can you first tell me what's going on? How much time you have?" Once you get that empathy, you can say, "Okay, I see you have this issue. What can we do together to get data on that issue to see if we can resolve or maybe get better answers or maybe even ask for resources, but we need some kind of evidence to support this."
Ania Peczalska: And related to that is working with the people as a partner. When I was working in student affairs, I saw that there were so many people of expertise, and I'm more of a coach. So in student affairs, I might not know everything about tutoring students, but I do know how to support them. So my thought is that is just playing on their expertise and showing and working with them to show the great work that they're doing. A second thing that we need to also think about is building connections across campus with the data.
Ania Peczalska: Is it's so easy to do a report maybe I share to my supervisor, and then I just leave it in a shelf, and that's it. But examples of that campus-wide student survey I talked about trying to engage other people, sharing it across the division, maybe sharing it with another division and showing what it is, trying to get the word out about the work I'm doing.
Ania Peczalska: And the last thing which I think is very important in today's environment is don't be afraid to ask for help. I feel like we have so many great minds at an institution. It's so important to be willing to ask for help because often people are willing to lend you a helping hand and give you insights to go and move forward on the issue.
Ania Peczalska: But of course, you would want to give a helping hand back in the future.
Elliot Felix: You know, it strikes me that part of the reason you're able to use assessment as a connector is because you played these different roles, in different functions within a university. Do you think there's something to that? And, how can, folks replicate that? How can other assessment folks or others get that kind of broad base to be a connector, to act as a coach?
Ania Peczalska: So I think a simple thing is to be curious. For example, in my current role, I help with academic assessment throughout the institution, and we are a huge institution at University of Kentucky. We have medicine, we have law, we have engineering. I do not have academic degrees in that. But if I'm curious and learn more about the students and the degrees, I can start to understand that.
Ania Peczalska: And if I start to understand that, I can be a better assistant and supporter for their assessment. So let's say I'm an, a new director of student affairs, but I went right from my master's to PhD in higher ed. I have no formal work experience which I've encoun-encountered in the higher ed sphere.
Ania Peczalska: So in that situation, I would recommend going to each unit that you're gonna be working on or a new unit and just be curious. Ask, "What do you do? How do the processes work?" Once you do that, and you can gain rapport through that unit, you will start to figure out how you can assist them, but it's like doing consulting.
Ania Peczalska: If you don't understand the client and their needs, you can't really support them.
Elliot Felix: That's really great advice, 'cause it seems like it's going out, doing the outreach, pounding the pavement, like meeting with folks, understanding their needs, then building the rapport. That way you can partner on things. 'Cause if you're just running the numbers off in the corner, you're not gonna be able to be much of a connector, what else is changing about assessment whether it's new tools or broader changes in higher ed that people need to have on their radar as they think about the role that assessment can play?
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Ania Peczalska: I think AI is a big one. Of course, AI is still evolving and we're not sure of the impact, but I would recommend anyone listening to this podcast, if you haven't already, to start investigating AI.
Ania Peczalska: What is the situation at your institution? Are you allowed to use AI? Do you want to use AI? Because I think this is one of the bigger drivers in today's society. However, I think because it's still new, we're all still learning how to do it, there's no real playbook, so it's a learn as you go scenario.
Elliot Felix: And what are some of the, what are some of the lessons you've learned so far?
Ania Peczalska: I can see AI as being very powerful, but it is a tool. It's a thought partner. It should not do the work for you. For example, I just had it the other day run a sample report for me. I gave it the outline, and it was not quality. So I just treat AI as a tool, and I think we definitely need to start using it, and sometimes if you use it appropriately, you're more powerful than if you're not.
Ania Peczalska: But it's, you still have to take it with a grain of salt and keep learning.
Elliot Felix: So it sounds like you're treating it almost like use it like an intern, and you've really gotta check the work. It needs direction. It needs coaching. It needs supervision.
Ania Peczalska: It does. And I heard other people actually talking about AI researchers as kind of a research assistant.
Ania Peczalska: Yeah. So I think you hit the nail on the head. But I think it's also great as a coach, and that's I think what a lot of people might not know about AI. Maybe they expect it to write your emails or expect you to do a data analysis. But if you just ask a question, example is, "This is an idea I have. Can you give me five other related ideas?"
Ania Peczalska: is actually very powerful because what AI has, and we do not as humans, is much more knowledge in its mind or its capacity. So if it has all this knowledge, how can we tap the knowledge to get what we want? So I think that's something that I'm still figuring out. And I think the other can of worms that I don't have an answer to is how does AI affect student experience in several different ways.
Ania Peczalska: In the academic side, if students are using AI to write their materials and write their essays, how is that impacting program level assessment? In the student affairs realm, if they're using AI maybe to help with resumes, let's say we have a career center, how is that impacting the work experience? So I think because AI is getting infused in everything, we're still figuring out how is that impacting the student's experience and how does that impact the assessment we do on campus.
Elliot Felix: Yeah, it really seems like it's upending assessment of learning and it's interesting the the reactions range from a return to blue books, which seems like a terrible idea, to more oral exams, which that to me sounds like an amazing idea. I would love to have more of that because I feel like students and really all of us are losing the ability to speak to each other in person and to cogently and concisely present an idea but it does seem like it's, AI has really upended assessment.
Ania Peczalska: And it's interesting, yeah, because I think the question now, and it's not only assessment, in other parts of society is how do we move from here? I don't think we can put AI back in its Pandora box. So the question is how can we use it effectively in the work we do?
Elliot Felix: That's a great place to end as we reflect and move forward thinking about assessment as a connector to enable student success.
Elliot Felix: Thanks, Anya.
Ania Peczalska: Thanks so much, Elliot.
Elliot Felix: Thanks for listening to the Connected College podcast. Go to elliotfelix.com for more information about my book, the Connected College articles I've written and talks I've given. There's also tools you can download information on upcoming events and information on booking me to speak at your institution or organization. Please support the podcast by rating it and reviewing it wherever you're listening. Let's create connected colleges where all students succeed.