Educating for Personal and Social Responsibility: Deepening Student and Campus Commitments
October 1-3, 2009
Minneapolis, Minnesota
Program Highlights
KEYNOTE ADDRESS
Thursday, October 1, 2009, 7:00 – 8:30 P.M.
Character and Competence: Realigning the Core Commitments of Higher Education
Anne Colby, Senior Scholar, The Carnegie Foundation for the Advancement of Teaching
In this keynote, Dr. Colby will draw on her studies of undergraduate and professional education to explore central dimensions of personal and social responsibility, their interconnections, and their place within undergraduate education. She will argue that students cannot be educated for satisfying and productive work, citizenship, or personal lives without the development of their moral identity, sense of purpose, and capacity to apply good judgment to complex problems. She will point to widespread misconceptions that hinder the appreciation of moral and civic growth as essential goals of higher education and suggest ways to shift these goals to the center of the educational enterprise in order to strengthen undergraduate education overall.
PLENARY
Friday, October 2, 2009, 9:15 – 10:15 A.M.
Perspective-Taking: The Doorway to Civic and Moral Development
José Z. Calderón, Professor of Sociology and Chicano Studies, Pitzer College and Patricia Y. Gurin, Nancy Cantor Distinguished University Professor Emerita of Psychology and Women’s Studies, University of Michigan
Moderated by L. Lee Knefelkamp, Professor of Psychology and Education, Teachers College, Columbia University and Senior Scholar, AAC&U
Too often, our classrooms and programs settle for expressing multiple points of view rather than teaching students to engage seriously with different and sometimes competing perspectives. Both research and practice have shown that the capacity to take seriously the perspectives of others is tied directly to students’ intellectual, civic, and moral development—enhancing learning about the self and others, as well as the reasoning used in discerning ethical issues and applying that knowledge responsibly in private and public actions. In this plenary, two leading scholar-practitioners will describe the transformative effects of perspective-taking, first in the context of community-based learning and second through sustained intercultural dialogues.
LUNCHEON PANEL
Friday, October 2, 2009, 12:30 – 2:00 P.M.
Separate registration and $50 fee required for Luncheon Panel; seating is limited, so register early.
Creating a Culture of Integrity on Campus
Donald L. McCabe, Professor of Management and Global Business, Rutgers, The State University of New Jersey and Founding President, Center for Academic Integrity, and Teresa “Teddi” Fishman, Assistant Professor of English and Director, Center for Academic Integrity, Clemson University
In this luncheon panel, the founding president and current director of the Center for Academic Integrity will identify trends in student cheating and plagiarism, discuss how these trends relate to institutional practices, and share concrete ways in which individual faculty and entire institutions can promote principles of academic integrity, foster the ethical development of students, and reduce instances of academic dishonesty. Dr. McCabe has conducted research on the subject of academic dishonesty among students for more than 20 years, while Dr. Fishman has examined the intersection of communication technologies and integrity.
CLOSING PLENARY
Saturday, October 3, 2009, 11:00 a.m. – 12:00 P.M.
Education and Acting Well: Reflection, Judgment, Courage
Elizabeth K. Minnich, Senior Scholar, AAC&U
If education really is to accept responsibility for enhancing graduates' abilities to act well alone and with others, in public and in private, almost all the premises on which our institutions have been built require reconsideration. Such reflection is genuinely exciting: far more than another set of add-ons, transforming education in action can be a shared democratizing process within and beyond campus and program walls. But when education matters publicly, we rediscover why academics have avoided moral and political commitments and the judgments these also require. The challenge becomes how to make education relevant,and not partisan; intellectually disciplined,and connected; reflective,and practical; content-rich,and capacities-enhancing; specialized,and rich in considered implications. In this session, Dr. Minnich will help participants refocus on what defines, blocks, and enhances education's unique commitments to enabling courageously engaged, meaningful lives.
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