89th Meeting of the Association of American Colleges and Universities

The Courage to Question:
Liberal Education in the 21st Century

Held in conjunction with the 59th Annual Meeting of the American Conference of Academic Deans: "The Courage to Question: The Dean's Role"

January 22-25, 2003
Seattle, Washington

FINAL PROGRAM

WEDNESDAY, JANUARY 22, 8:30 am-4:15 pm

PRE-CONFERENCE SYMPOSIUM
Shared Futures: Diversity, Inequality, and the Challenge of Global Citizenship
Separate registration and fee

WEDNESDAY, JANUARY 22

PRE-MEETING WORKSHOPS

WEDNESDAY, JANUARY 22, 7:30 pm

OPENING EVENING EVENT: COMMUNITY FORUM
Critical Patriotism: Liberal Education, Citizenship and the Public Good

THURSDAY, JANUARY 23, 7:15-8:45 am

NETWORKING BREAKFAST FOR WOMEN FACULTY AND ADMINISTRATORS
The Courage to Lead
Rusty Barceló, Vice President for Minority Affairs and Diversity, University of Washington

THURSDAY, JANUARY 23, 8:45-10:15 am

OPENING PLENARY
The Challenge of Liberal Education: Questioning the Past, Present, and Future
Ellen Condliffe Lagemann, Dean, Graduate School of Education, Harvard University
A nationally known historian and expert on education research, Dr. Lagemann has served as director of New York University's Center for the Study of American Culture and Education and as president of the Spencer Foundation. Dr. Lagemann is the author of five books, including An Elusive Science: The Troubling History of Education Research.

THURSDAY, JANUARY 23, 10:30-11:45 am

FRAMING SESSION
A New Vision for Learning as a Nation Goes to College: The Greater Expectations National Panel Report
www.greaterexpectations.org
Released in September 2002 after two years of work, the report describes the Greater Expectations National Panel's vision of a New Academy for the 21st century. Based on a culture of learning, demonstrated achievement, higher expectations, and shared responsibility, the New Academy will provide all college students with a practical and engaged liberal education. This session will involve attendees in discussing the Greater Expectations new vision for learning and in shaping a plan to move from vision to reality.
Andrea Leskes, Vice President for Education and Quality, AAC&U, and Director of Greater Expectations

CONCURRENT SESSIONS

Value Added Assessment of Liberal Education
In the fall of 2000, the RAND Corporation's Council for Aid to Education began a feasibility study for a national Value Added Assessment Initiative. Roger Benjamin will report on the progress and future of this national effort to demonstrate the utility of cross-institutional student outcome measures. He will also present initial resulsts from recent field trials assessing the technical quality of an array of measures.
Roger Benjamin, President, RAND Corporation's Council for Aid to Education

Student Diversity, Academic Excellence and Liberal Education
This session will feature a presentation on the principles of liberal learning in relation to theories of student development. It will also examine the challenges to diverse students to build communities of academic exellence and high acheivement, while simultaneously creating social communties of multicultural unity. Student presenters will show how this framework of theory and praxis has motivated them to high levels of academic acheivement as well as social unity.
J. Herman Blake, Director of African American Studies, Professor of Sociology, Professor of Educational Leadership and Policy Studies, Iowa State University; Michelle Talbott, Senior, English and Education, Iowa State University; Curtis Tarver, Senior, Sociology, Iowa State University; Rhonda Williams, Senior, History, Iowa State University

Have the Disciplines Lost Their Purchase in the Postmodern Academy?
This presentation will question how knowledge is organized and presented to undergraduate students in the postmodern academy. Our premise is that the disciplinary structure of contemporary universities is organizationally and intellectually deficient and has lost its relevance in the postmodern world. Because we believe faculty and administrators cannot effectively debate the intellectual future of the academy without an understanding of contemporary social discourse, we focus specifically on the value of organizing liberal arts institutions along disciplinary lines.
Ken Kempner, Dean, Social Sciences and Education, Southern Oregon University; Judith Ginsburg, Associate Provost and Director of Curriculum, Southern Oregon University

Women Presidents as Leaders: Moving Courageous Questions into Action
A group of “first women“ presidents in the Pacific Northwest has been demonstrating strength of leadership for more than a decade. Each president will address a significant question faced on campus during her tenure, how she successfully moved the question into action, and the leadership strategies that have proven helpful in accomplishing courageous work.
Kristine M. Bartanen, Vice President for Student Affairs/Dean of Students, University of Puget Sound; Faith Gabelnick, President, Pacific University; Vivian Bull, President, Linfield College; Kathleen Ross, President, Heritage College; Susan Resneck Pierce, President, University of Puget Sound; Karen Morse, President, Western Washington University

Interdisciplinary Education: Past, Present and Future
Small and large group discussions will examine the history, current practices, reform efforts, possible futures, and leadership challenges concerning interdisciplinary education. Presenters will suggest a lexicon and taxonomy of current interdisciplinary practices and explore ways to remove the constraints the academic disciplines currently place on the curriculum.
Anthony J. Aretz, Director of Academic Strategic Planning and Programs and Professor of Behavioral Sciences and Leadership, USAF Academy; Kurt Daw, Professor of Theatre and Faculty Fellow in the Center for Leadership, Ethics, and Character, Kennesaw State University; Angela L. Franklin, Associate Dean for Student Affairs and Curriculum, Morehouse School of Medicine; Lynne Wiley, Vice President for Planning and Executive Affairs, Hobart and William Smith Colleges; Robert A. Wiggins, Associate Dean, Oakland University

Does Liberal Arts Education Travel?
This session explores the essence of a liberal education in three quite distinctive private, nonprofit international universities: the new Effat College for women in Saudi Arabia, the American University of Bulgaria and the American University of Cairo. In looking at these institutions and asking why the liberal arts model is considered important for the future of these societies, the audience will grapple with how these international experiences illuminate their own educational concerns.
Marcia A. Grant, Educational Counselor to HRH Princess Lolowah al-Faisal and Founding Dean, Effat College; Haifa Jamal al-Lail, Dean, Effat College; Tori Haring-Smith, Dean, Willamette University

Bridging the Curriculum Gap -- Across Campuses and With K-12
www.ciesc.k12.in.us/Seam/default.htm
Arts and sciences faculty and teachers representing six campuses and 15 school districts worked together to identify gaps between the preparation students bring to college and the preparation needed for them to succeed. College faculty are now collaborating with teachers in developing, implementing, and assessing projects of curriculum mapping, curriculum design, and teacher professional development with the outcomes of increasing student learning and performance. Participants will be asked to articulate principles for K-16 collaboration and strategies on their campuses for implementing such partnerships across campuses and with K-12.
Scott E. Evenbeck, Dean, University College, Indiana University-Purdue University Indianapolis (IUPUI); Douglas Williams, Superintendent, Metropolitan School District of Perry Township; Andrew Gavrin, Associate Professor of Physics, Indiana University-Purdue University Indianapolis (IUPUI); Kathleen Marrs, Assistant Professor of Biology, Indiana University-Purdue University Indianapolis (IUPUI)

ACAD SESSION
Collaboration, Cooperation and Computing: Implementing Technology Initiatives in a Humanities Context
Presenters will discuss ways in which a Hewlett Foundation grant designed to integrate technology with the humanities intersects with various aspects of campus life: the academic decision-making process, strategies for faculty participation and faculty development paradigms, student research, attendant budget and administrative issues.
Howard Erlich, Dean of the School of Humanities and Sciences; Michael Taves, Director, Academic Computing and Client Services; and Gary Wells, Associate Professor of Art History – all at Ithaca College

THURSDAY, JANUARY 23, 10:30 am-12:00 pm

PRESIDENTS' SESSION
From Greater Expectations to Campus Strategies:
Presidents Plan Next Steps in the Campaign to Revitalize Liberal Education
AAC&U's new Greater Expectations report calls for far-reaching changes in the way we challenge and prepare college students. What are the implications of these recommendations for the higher education community and the public?
Presenter: Judith Ramaley, Assistant Director for Education and Human Resources, National Science Foundation, and Chair of Greater Expectations National Panel
Respondents: John Casteen, President, University of Virginia; Richard Guarasci, President, Wagner College; Ronald A. Williams, President, Prince George's Community College

THURSDAY, JANUARY 23, 11:45 am-1:15 pm

BOX LUNCH ROUNDTABLE DISCUSSIONS

THURSDAY, JANUARY 23, 12:15-2:00 pm

LUNCHEON FOR PRESIDENTS AND FOUNDATION OFFICERS
Making A Public Case for Liberal Education
Lee Shulman, long a proponent of new connections between professional and liberal education, will examine the public's stake in the reinvigoration of liberal learning.
Presenter: Lee Shulman, President, Carnegie Foundation for the Advancement of Teaching
Discussants: Ellen Lagemann, Dean, Harvard Graduate School of Education; Robert Sternberg, IBM Professor of Psychology and Education, Yale University, and Director, Yale Center for the Psychology of Abilities, Competencies, and Expertise
AAC&U Presidents are also invited to respond.

THURSDAY, JANUARY 23, 1:30-2:30 pm

FRAMING SESSION
Challenges for Shared Governance
For over a generation, discussions about academic governance have inspired dismay, anger or befuddlement. There remains, however, a paucity of information and research-based models about the ways to enhance decision-making and governance. In this session we will discuss the results from a national survey and case studies of governance to shed light on the problems and to discuss ways to overcome those problems.
William G. Tierney, Wilbur-Kieffer Professor of Higher Education & Director, and James T. Minor, Research Associate, Center for Higher Education Policy Analysis – both at the Center for Higher Education Policy Analysis, University of Southern California

CONCURRENT SESSIONS

Women's Leadership for Institutional Transformation
In an age of increasing fragmentation and uncertain futures, how might we direct institutional transformation to serve more purposeful ends? What kinds of infrastructures need to be in place in order to alter institutional cultures and practices? What kind of leadership from women and their allies is needed at this historical juncture? Members of the Executive Committee of the National Initiative for Women in Higher Education will explore challenges facing the academy and ways this new women's alliance might provide direction and clarity.
Nancy “Rusty” Barceló, Vice President of Minority Affairs, University of Washington; Caryn McTighe Musil, Vice President, Diversity, Equity, and Global Initiatives, AAC&U; and Judith S. White, Assistant Vice President, Office of the Executive Vice President, Duke University

What the Greater Expectations National Panel Report Means for Our Work
Representative voices of faculty, administrators, and students will share preliminary reflections on how the Greater Expectations vision of a New Academy implies changes for secondary and higher education. Bringing perspectives from those in and close to the classroom, the session will add concrete details relevant for curricular planning, classroom teaching, and assessment of learning.
Moderator: Irena Makaruska, Senior Fellow, AAC&U
Vera Zdravkovich, Vice President for Instruction, Prince George's Community College; Richard Morrill, Chancellor and Distinguished Professor of Ethics and Democratic Values, University of Richmond

Liberal Education and the Core Curriculum: A Model for Institutional Inquiry
In this interactive session we offer a model for the transformation of liberal education at the institutional level through an examination of the core curriculum. Participants will hear a detailed description of the way this model has worked at Seton Hall University, and will be given an opportunity to determine how a similar model might be used to facilitate discussion and change at their own institutions.
Mary McAleer Balkun, Associate Professor of English, Seton Hall University; Peter Ahr, Associate Professor of Religious Studies, Seton Hall University; Dawn Williams, Dean of Community Affairs, Seton Hall University; Edward Krayewski, President, Student Government Association, Seton Hall University

Rethinking the Quantitative/Qualitative Split in Curriculum Assessment
This presentation will focus on how educational technology can be integrated into the development of up-to-date liberal arts programs that balance qualitative and quantitative assessment approaches.
Bernd Klaus Estabrook, Associate Professor of German & Director of the Illinois College Language Laboratory, Illinois College; Robert S. Bledsoe, Assistant Professor of German Studies, Augusta State University; Wayne Vincent Miller, Director of Educational Technologies, Duke University School of Law

Civic Responsibility and the Imagination
Civic responsibility is engendered most fully and indelibly within a liberal arts framework. Engaging the imaginative powers of our students and our institutions represents an inviting and less traveled path toward revision and renewal in liberal arts education. Panelists will explore the epistemological leaps of “prior” questions, the utopian dream of cultural civility, and narrative representations of self-defense to illuminate the transformative value of liberal arts education.
Lynn Franken, Dean, College of Humanities and Fine Arts, Coastal Carolina University; James S. Malek, Provost, Rollins College; David Smith, Provost, University of Virginia's College at Wise; Steven Kaplan, Chancellor, University of Virginia's College at Wise

Towards a More Responsive Ph.D.: Guidelines for a New, National Norm in Doctoral Education
www.woodrow.org/responsivephd
Participants will explore how a set of new "Guidelines for a More Responsive Ph.D.," the product of a Woodrow Wilson Foundation initiative, relates to their own faculty and administrative work, especially the education of undergraduate students and the hiring of new Ph.D.s. Following a brief presentation, small groups will generate “action steps” and explore opportunities for post-conference collaboration, including several follow up, on-line forums designed to turn dialogue into action.
Bettina J. Woodford, Program Officer, Woodrow Wilson National Fellowship Foundation; Jody D. Nyquist, Associate Dean of The Graduate School, University of Washington

Liberal Education in the 21st Century: The Leadership Role of Community Colleges
Community colleges are rapid responders to the needs and aspirations of the students and communities that they serve and so can act as leaders in the transformation of higher education. Panelists will discuss the importance of initiating the dialog that will bring about necessary changes in the education continuum to establish the United States as a nation of well-educated, responsible, and productive citizens.
Robert W. Franco, Acting Director of Planning & Institutional Research, University of Hawai'i-Kapi'olani; Verna P. Teasdale, Academic Assistant to the Vice President for Instruction, Prince George's Community College; David B. Canine, Vice President for Student Learning, Richland College; Jerry Mason, Director of Student Life, Community College of Denver

ACAD SESSION
Recruiting and Retaining Faculty in Special Times and Special Places
Chief Academic Officers share their strategic approaches to recruiting and retaining faculty at their campuses, all located in small rural communities, far off the beaten path and not often featured in The Chronicle of Higher Education. Extraordinary creativity and persistence is required to find student-centered future faculty who are committed to the teaching missions of schools and who want to sustain their own intellectual vitality.
Art Hessler, Vice President and Dean for Academic Affairs, Bridgewater College; Jane Jakoubek, Vice President and Dean of Academic Affairs, Hanover College; Jo Young Switzer, Vice President and Dean for Academic Affairs, Manchester College

THURSDAY, JANUARY 23, 2:15- 4:00 pm

PRESIDENTS' SESSION
Changing the Culture of Preparation for College: What Presidents Can Do
This presentation and roundtable discussions will focus on school-college connections. Many school-college partnerships create "wrap-around" activities that supplement rather than change the quality of the regular school experience. The presidential roundtables - organized by institutional mission - will explore new ways that higher education can help the schools provide more rigorous preparation, especially at the secondary and senior year levels.
Tom Vander Ark, Executive Director, Education Division, The Bill and Melinda Gates Foundation

THURSDAY, JANUARY 23, 2:45-3:45 pm

FRAMING SESSION
Liberal and Professional Education: A New Taxonomy of Educational Objectives
www.carnegiefoundation.org
Traditionally, conversations about liberal education have tended to focus on curriculum. The Carnegie Hewlett Liberal Education Program will instead focus its efforts through the lens of teaching and learning, looking at three dimensions of liberal education: knowledge and understanding, skills and abilities, and habits of mind. This session will identify educational approaches that move students toward deeper understandings, and toward capacities to connect their learning across courses and fields, between coursework and life experiences, and between academic contexts and the values and habits of civic life in a diverse society.
Lee s. Shulman, President, Carnegie Foundation for the Advancement of Teaching

FRAMING SESSION
Emergent Voices: First Generation College Students
Higher education has traditionally served the needs of first generation students by focusing on issues of access and persistence. There is more to be gained, however, by seeing first generation students as rich sources of cultural difference. Recent studies of working class culture suggest that first generation working class students bring much to campus that has been overlooked in a focus on adjustment to college. As we embrace increasingly diverse student populations, we are challenged to create learning environments that benefit from the life experiences, perspectives, and knowledge of students. Student and Academic Affairs can collaborate to create successful partnerships through deepening our understanding of what students bring to campus and how to create more effective learning environments that include student voices and perspectives.
Susan E. Borrego, Visiting Scholar, Rossier School of Education, University of Southern California; Gwen Jordan Dungy, Executive Director, National Association of Student Personnel Administrators
This session is sponsored by the National Association of Student Personnel Administrators (NASPA)

CONCURRENT SESSIONS

Building Portable and Credible Documentation of Student Learning
The Seamless Learning Transition Consortium is a FIPSE-funded project that includes three four-year and three two-year institutions working in partnership to address issues related to the experiences and learning of students as they transfer from one institution to another. The project has two major goals: establish learning expectations for the major and for general education; and, build a system of student electronic portfolios to document student progress in a manner that is portable and credible across institutions. This panel will present the progress of the Consortium with examples of learning goals, rubrics, and electronic portfolios.
Charles R. White, Senior Scholar for Higher Education Policy, Portland State University; Ronald J. Henry, Provost, Georgia State University; Terry Rhodes, Vice-Provost for Curriculum and Undergraduate Education, Portland State University; Tim Riordan, Dean, Alverno College; Miki Martin-Erschnig, Counselor, Waukesha County Technical College

In the Service of the People: A 21st Century Liberal Education for a 21st Century Population
www.futuresproject.org
Representatives from The Futures Project: Policy for Higher Education in a Changing World, a higher education think tank based at Brown University, will facilitate an interactive discussion on public policies and institutional strategies designed to ensure academic success in the liberal arts for an ever-expanding share of the population.
Lara K. Couturier, Associate Director and Director of Research, The Futures Project, Brown University; Jamie E. Scurry, Research Associate, The Futures Project, Brown University

The Catalyst Initiative: Using Assessment to Drive Innovation in Teaching and Learning with Technology
catalyst.washington.edu
Educational technology has the potential to significantly enhance both teaching and learning, but to achieve this promise, there must be an intimate connection between the evolution of educational technology and the evolution of educational practice and educational science. This presentation will describe our assessment efforts and research in and around the University of Washington's Catalyst Initiative and its suite of learning technologies.
Scott Macklin, Director Program for Educational Transformation through Technology, University of Washington; Tom Lewis, Director Ed-Tech Development Group, University of Washington

Collaborations for Liberal Learning: Two-year Colleges, Four-year Colleges, Universities and Schools
This session will discuss collaborative projects, funded by the National Endowment for the Humanities, that enable university, two-year college, four-year college faculty and school teachers to work together to create resources and models for liberal learning in the next century.
Judith Jeffrey Howard, Senior Program Officer, National Endowment for the Humanities; Elizabeth B. Buck, Director of Education, East-West Center; David A. Berry, Professor of History, Essex County College, and Executive Director, Community College Humanities Association; Heidi Roupp, High School History Teacher, retired, Aspen High School

Standards for Success: What It Takes To Succeed in Entry-Level University Courses
www.s4s.org
What are the key knowledge and skills for university success? This session presents results from a three-year study at 19 AAU campuses that identified what students need to succeed in entry-level courses in core academic areas. Student work samples were collected to illustrate the cognitive complexity underlying the standards. These statements can be used to communicate expectations to high schools, examine the challenge of general education courses, and to set exit standards tied to a bachelor's degree.
David T. Conley, Professor of Education, University of Oregon

The New Citizenship—Engaging Students In Democracy
What is the responsibility and ability of higher education to engage college students in politics? What constitutes political engagement? The new facets of participation embraced by young people go beyond voting to form the basis of a New Citizenship. This panel will examine various manifestations of the New Citizenship on liberal arts campuses, including service learning, civic education, summer internships and leadership programs.
Adam Weinberg, Dean of the College, Colgate University; Craig Rimmerman, Associate Professor of Political Science, Hobart and William Smith Colleges; Isa Williams, Assistant Professor of Women's Studies and Program Director Atlanta Semester, Agnes Scott College; John Saltmarsh, Project Director Integrating Service with Academic Study, Campus Compact

ACAD SESSION
Enlarging International Perspectives on Campus
The Center for International Studies at Grinnell College and the Center for International Programs at Kalamazoo College facilitate new opportunities for enlarging international perspectives on the campus by bringing prominent international visitors to campus, promoting new curricular initiatives, and integrating off-campus study with on-campus activities. Presenters will offer perspectives on thinking and acting internationally across language, cultures and geographical boundaries.
Todd Armstrong, Director Center for International Studies; and Helen Scott, Associate Dean – both of Grinnell College; Greg Mahler, Provost, Kalamazoo College

THURSDAY, JANUARY 23, 4:00-5:30 pm

FRAMING SESSION
Teaching for Wisdom
Do we need to reconsider intelligence? Recent events in the world make clear that what students need to learn from a university education, above all else, is to think wisely. Many of them are not learning, however. Sadly, many well-credentialed individuals are using their educations poorly – to engage in or support terrorism, to perpetrate corporate fraud, or simply for activities that put their own personal interests above all other interests. How can higher education meet this challenge?
Robert J. Sternberg, IBM Professor of Psychology and Education, Yale University, and Director, Yale Center for the Psychology of Abilities, Competencies, and Expertise

CONCURRENT SESSIONS

For the Sake of Liberal Learning: Lessons Learned in PFF
For ten years, the Preparing Future Program has brought graduate and undergraduate institutions together in the common venture of preparing graduate students to become better faculty in a range of undergraduate learning environments. Despite their shared vision, the success of these projects has varied, in both the effectiveness of preparing graduate students to master the transition to faculty life, and in their impact on transforming the cultures of learning. Panelists from a selection of these campuses will discuss the success – -and drawbacks – of these models, and suggest what still must be done.
Moderators: Jerry Gaff, Senior Scholar, AAC&U, and Anne Pruitt-Logan, Consultant and Professor Emeritus, Ohio State University
Ann Ferren, Professor of Educational Studies, Radford University, and Senior Fellow, AAC&U; Elizabeth Feetham, Associate Dean, Graduate School, University of Washington; Brian Coppola, University of Michigan; Paul D. Nelson, Director Graduate Education and Training, American Psychology Association; Jody D. Nyquist, Associate Dean of The Graduate School, University of Washington; Chris Golde, Senior Scholar, Carnegie Initiative on the Doctorate

Transforming the Curriculum: Reports from the Field
Administrators and faculty members from three institutions that went through revisions of their core curriculum will describe and discuss their strategies for translating ideas into practice.
Judy Muyskens, Academic Vice President and Dean of Faculty; Robin Burroughs-Davis, Assistant Dean of Student Development; and Randy Hanson, Associate Professor of History – all of Colby-Sawyer College; James M. Sloat, Director, Center for Excellence in Teaching & Learning, and James S. Dlugos, Vice President for Academic Affairs and Dean of the Faculty – both of Washington & Jefferson College; and Windsor A. Morgan, Associate Professor of Physics and Astronomy and Chair of the Academic Program Committee, Dickinson College

International Service-Learning and the Very Idea of World Citizenship
Panel members from three institutions have created, supervised, advised, and administered international service-learning programs in Honduras, Jamaica, and Indonesia. We will examine the ways that our programs educate for world citizenship, while questioning what world citizenship ought to mean in this context.
Rick A. Fairbanks, Associate Dean for the Humanities, St. Olaf College; Susan Mennicke, Director of Study Abroad and International Student Services, Southwestern University; Michael McLain, Professor of Religious Studies, Rhodes College; Joe Favazza, Professor of Religious Studies, Rhodes College

Is Our Vision of Excellence in Education Keeping Pace with Our Changing World?
www.pkal.org
If science and mathematics are integral parts of a 21st century liberal education, how can institutions shape programs in which all students achieve a desired level of scientific and quantitative literacy. The session will include a review of a Project Kaleidescope (PKAL) survey on “institutions that work” and an interactive discussion of examples of institutional experiences in making programmatic changes toward a new vision of excellence.
Jeanne L. Narum, Director, Project Kaleidoscope; Lisa B. Lewis, Associate Professor of Chemistry & Associate Director of the Honors Institute, Albion College; Mary L. Puglia, Professor of Biological Sciences, Central Arizona College - Superstition Mountain Campus; Kimberley F. Schrum, Assistant Professor of Chemistry, Whittier College

Mind and Body: The Role of Athletics on the Liberal Arts Campus
Shulman and Bowen's The Game of Life (2001) documented trends in the nature and scope of intercollegiate competition that came as no surprise to many liberal arts colleges already concerned with effecting appropriate academic, admissions, recruitment, equity, and budgetary standards for athletic programs. This panel is an exploration of the philosophical and practical issues confronting small, selective, liberal arts colleges as they seek to ensure alignment between institutional mission and values, and athletics programs.
Frances L. Hoffmann, Dean of the College, Connecticut College; Norman Fainstein, President, Connecticut College; John Emerson, Charles A. Dana Professor of Mathematics, Middlebury College; Laurie Priest, Chair, Department of Physical Education; Director of Athletics, Mt. Holyoke College

ACAD SESSION
Liberal Learning and the Teacher-Scholar Model
The combination of teaching and scholarship is critical for creating the set of intellectual interactions that provide the foundation for liberal learning. Faculty must be teachers who understand student abilities and motivation, are skilled at pedagogy, and are excited by student accomplishment. They must also be scholars who are knowledgeable about their disciplines, excited by what they teach, and are themselves good models of what it means to actively try to learn. This panel will examine models of the teacher-scholar relationship across a variety of disciplines.
David Burrows, Vice President for Academic Affairs, Beloit College; Marc Roy, Associate Dean, Coe College; Doug Hermann; Donna Oliver

ROUNDTABLE DISCUSSIONS ON CIVIC ENGAGEMENT AND SOCIAL RESPONSBILITY

Civic Roundtable 1
Introducing Students to the Civic Dimensions of a Liberal Education: A Residential Service-Learning Model for First-Year Students
www.wm.edu/sharpe
The College of William & Mary's Sharpe Community Partnership Program is grounded in a comprehensive notion of citizenship that encompasses three modes of civic engagement: direct service, policy analysis, and democratic participation. This roundtable will describe a residential service-learning program for freshmen that engages students with each of these modes of civic action. Program assessment results will be presented as a basis for discussion of organizational and instructional strategies to help freshmen derive the full benefits of community-based educational experiences.
Heather Woodcock Ayres, Director, Sharpe Community Partnership Program, The College of William & Mary; Geoffrey Feiss, Dean of Faculty of Arts and Sciences, The College of William & Mary; Clyde A. Haulman, Professor of Economics, The College of William & Mary

Civic Roundtable 2
A University Commons: Fostering and Sustaining Commitments to Working for the Common Good
www.mercer.edu/provost/commons.html
This roundtable will discuss a private comprehensive university's efforts to create an evolving web of curricular and co-curricular initiatives designed to address questions related to preparing students for successful careers, engaged citizenship, and enriched lives. Mercer University had created a multi- and cross-disciplinary center for faith and vocation—the University Commons—where, in Frederick Buechner's words, "one's deep gladness and the world's deep hunger meet." Funded by a multi-year grant from the Lilly Foundation, the Commons includes a Fellows Program, a Common Curriculum Program, and a University Ministries program that coordinates the activities of new advising and mentoring programs, a servant leadership program, and a revised career services program.
Margaret Dee Bratcher, Dean of University Commons, Mercer University; Jennifer P. Peluso, Associate Professor of Psychology, Mercer University

Civic Roundtable 3
Beyond Volunteerism to Engaged Citizenship
A three-quarter community-based seminar series at Fairhaven College, Western Washington University links praxis (action informed by theory) with two other important curricular initiatives (emergent curriculum and a learning community) to encourage students to develop ‘a questioning and engaged intelligence.' Students examine the history, ideas and practical aspects of social change and their own work in the community. Students and faculty will share concrete examples of student work and reflective exercises.
Marie Dodge Eaton, Professor of Humanities and Education; and Toby Smith, Assistant Professor of Political Studies – both of Fairhaven College at Western Washington University

Civic Roundtable 4
Bringing Liberal Education Home: Engaging Our Communities in Teaching, Learning, and Research
One way for colleges and universities to actively model responsibility to the community, while still contributing directly to their primary educational missions is to bring education to the community. Alternatives to traditional "service learning," developed at three schools—Wabash College, Hood College, and Tufts University—illustrate how schools can serve their communities by getting the community members actively involved in the educational process as teachers, learners, and researchers.
Richard A. Lynch, Research Fellow, Center for Inquiry in the Liberal Arts, Wabash College; Molly Mead, Director, University College of Citizenship and Public Service, Tufts University; Kerry J. Strand, Professor of Sociology, Hood College

Civic Roundtable 5
Civic Responsibility, Public Affairs, and Engaged Citizenship: Combining University Mission with Curricular Planning
This roundtable will discuss the development of a “Public Affairs” curricular initiative at Southwest Missouri State University. Participants will determine their own curricular needs and outline an interdisciplinary course designed to prepare students to assume their role as engaged citizens in a complex, pluralistic world community.
Victor Harold Matthews, Professor of Religious Studies/Associate Dean of Humanities and Public Affairs, Southwest Missouri State University; John Charles Catau, Professor of Geography and Associate Dean of University College, Southwest Missouri State University

Civic Roundtable 6
From Serendipity to Intentionality: Liberal Learning for a Diverse and Complex World
How do we teach a generation of students struggling with feelings of hopelessness and impotence to become engaged, activist citizens, comfortable in a diverse world and able to address increasingly complex global problems? This roundtable will consider the relationship between intellectual (and identity) development and diversity education, the barriers to change on our own campuses, the intentional structuring of course work to educate students at different developmental stages about diversity, and the assessment of such endeavors.
Zaide Pixley, Assistant Provost for the First-Year Experience & Director of Advising, Kalamazoo College; Danny E. Sledge, Dean of Students & Special Assistant to the President for Diversity Initiatives, Kalamazoo College

Civic Roundtable 7
Co-curricular Civic Leadership Education: A Model for Liberal Learning
www.chatham.edu/leadership/nlp.html
This roundtable will demonstrate how a coalition among academic institutions addresses a specific leadership challenge through an intensive co-curricular program integrating disciplinary knowledge, civic knowledge, and practical competencies. We will discuss Chatham College's involvement in the National Education for Women (NEW) Leadership Pennsylvania Conference, and hear testimonials from NEW Leadership participants on how the program and their own consequent social action have changed attitudes towards civic engagement and public scholarship.
Erin MacNeal Rehrig, Technology Coordinator, The Pennsylvania State University; Cynthia D. Busis, Recent Former Director of the Center for Women in Politics in Pennsylvania, Chatham College; Josephine M. Carubia, Administrative Fellow, The Pennsylvania State University

THURSDAY, JANUARY 23, 4:15-5:25 pm

PRESIDENTS' SESSION
Changing Public Perceptions of Good Education: From Reputation and Rankings to New Indicators of Excellence
AAC&U is in conversations with several college guide publishers about helping our publics identify dimensions of excellence that go beyond the prevailing rankings and focus on the quality of student accomplishment. Recognizing the variety of campus educational missions, and the diverse expectations of different stakeholders, can we nonetheless identify key indicators of educational excellence that should be important for every degree-granting college and university?
Panelists: Robert Corrigan, President, San Francisco State University; Janet Holmgren, President, Mills College; Shirley Kenny, President, State University of New York, Stony Brook; Thomas Les Purce, President, The Evergreen State College; Shirley S. Kenny, President, State University of New York at Stony Brook; Michael S. McPherson, President, Macalester College; Freeman A. Hrabowski III, President, University of Maryland Baltimore County; Ronald A. Williams, President, Prince George's Community College

THURSDAY, JANUARY 23, 5:30-7:00 pm

AAC&U MEMBERS' MEETING

THURSDAY, JANUARY 23, 6:00 pm

WELCOMING RECEPTION

FRIDAY, JANUARY 24, 8:45-10:15 am

FRAMING SESSION
What Do We Know about Faculty Staffing and Student Learning
The Coalition on the Academic Workforce (CAW) encourages educational researchers to consider staffing as a variable in studies of student learning and students' attitudes toward learning. Discussion will focus on the use of part-time teachers in AAU institutions, the range of staffing choices available to administrators, and what we know about the relationship between the staffing of undergraduate liberal arts courses and programs and the quality of students' educational experiences.
Presider: Arnita S. Jones, Executive Director, American Historical Association
Edie Goldenberg, Professor of Political Science and Public Policy, University of Michigan; Gary Reichard, Provost, California State University, Long Beach; Jack H. Schuster, Professor of Education and Public Policy, Claremont Graduate University; John G. Cross, Executive Vice President/Treasurer, Woodrow Wilson National Fellowship Foundation
Sponsored by the Coalition on the Academic Workforce (CAW)

ROUNDTABLES ON REVISIONING GENERAL EDUCATION
Conference participants are invited to join discussions on institutional approaches to General Education reform, including frank assessments of “what went right and what went wrong.” The session will begin with a 30-minute panel presentation, followed by informal roundtable discussions on institutional practices and campus experiences.

ROUNDTABLE AND DISCUSSION SESSIONS

General Education Roundtable 1
Revisioning General Education for Changing Contexts
How can general education both provide common ground for undergraduate education across institutions while providing a distinctive general education experience for students between institutions? This roundtable examines the increasingly dynamic and contextual nature of general education.
Damon Kent Johnson, Research Associate, Program Manager for Assessment, The Pennsylvania State University-Schreyer Institute; James L. Ratcliff, Professor of Higher Education, Pennsylvania State University; Haig Hardirosian; Garvin Davenport, Dean of the College of Liberal Arts, Hamline University

General Education Roundtable 2
A Research Institution's Quest to Build and Assess a 21st Century General Education
www.ncsu.edu/undergrad_affairs/assessment/assess.htm
This roundtable will focus on a research institution's transformation from a collection of general education course offerings to faculty articulated and assessed 21st century general education objectives. Participants will have an opportunity to critique the institution's approach and its general education objectives and assessment plan.
Marilee J. Bresciani, Director of Assessment, North Carolina State University; James A. Anderson, Vice Provost, North Carolina State University

General Education Roundtable 3
Liberal Education for the 21st Century: Franklin & Marshall's Foundations Curriculum
At its best, what kind of citizen might a liberal arts curriculum produce? That question has guided the implementation of a new general education curriculum, has revitalized the faculty's sense of intellectual community, and has provoked intellectual curiosity among many of our better students. It has also led to obstacles that threaten the institutions's capacity to sustain the curricular initiative. This roundtable will explain and describe the philosophy and content of our “Foundations” curriculm, identify factors that threaten its sustainability, and outline the College's responses to those factors.
Kent C. Trachte, Associate Provost and Dean for Educational Services, Franklin & Marshall College; Joseph C. Voelker, Professor of English, Franklin & Marshall College

General Education Roundtable 4
If UC Can Do It, Anyone Can!
www.uc.edu/gened
This roundtable will focus on movement from a flawed General Education Program at a large (30,000+), complex (17 colleges) state university (University of Cincinnati) to one that is innovative, approved by faculty, integrated into each UC undergraduate academic program, implemented, and ready with assessment mechanisms---all in less than three years! Presenters will outline the problem, the process, and the product, and will facilitate audience discussion of shared problems leading to pragmatic solutions.
Ann Twinam, Professor of History; J. MIchelle Conda, Associate Professor, College-Conservatory of Music; Amy C. Pettigrew, Associate Professor of Adult Health Nursing; Evelyn F. Brod, Professor of Spanish, Raymond Walters College – all at the University of Cincinnati

PANEL PRESENTATION AND ROUNDTABLE DISCUSSIONS ON CAMPUS RESPONSES TO SEPTEMBER 11
Conference participants are invited to join a panel discussion describing institutional and curricular responses to September 11. Roundtable discussions will follow brief overviews, allowing for informal conversations.

Roundtable 1
Hope Springs From the September 11th Tragedy: Engaging Students for Citizenship Through One-unit Seminars
In this roundtable, we will share the findings from a research project that investigated the value of small seminar courses developed in response to the events of September 11 at one public research university. The two-quarter seminar series was studied to understand better how the creation of more democratically-oriented classrooms might affect students' sense of engagement in national public issues and perhaps even a greater awareness of the increasing complexities of global citizenship.
Jodi L. Anderson, Research Analyst; Marc Levis-Fitzgerald, Director of Undergraduate Evaluation and Research, College of Letters & Science-both at the University of California, Los Angeles

Roundtable 2
Comparing Narratives: Engaging Students of the United States and the Middle East in Dialogue
www.aucegypt.edu/dialogue
Dialogue via videoconference between students in academic institutions in the United States and in the Middle East is a very powerful method of experiential learning available today. In such a personalized encounter, students are confronted with 'an other' whose opinions and values may or may not conflict with their own. The process of learning to engage in dialogue constructively gives students a sense of how the rest of the global village is living and encourages them to re-evaluate their own stances.
Aleya Aly Badawy, Writing Instructor and Core Curriculum Advisor, American University in Cairo; AbdelAziz EzzelArab, Assistant Professor of Economics, American University in Cairo; Fatma Abdalla Morayef, Intern in the Core Curriculum, American University in Cairo

Roundtable 3
Teaching About Islam in a Core Humanities Program
In this roundtable, participants will learn what University of Kansas has done over the past decade to incorporate Islam and Islamic civilization into the first of its two Western Civilization courses. Participants will be invited to share reflections, criticisms, and experiences regarding the inclusion of material on Islam in core humanities programs.
James Woelfel, Director,Humanities & Western Civilization, University of Kansas

DISCUSSION SESSION:
New Models of Leadership for Higher Education
Traditional leadership models and formulae will not sustain higher education in these changing times. The University of Missouri, Kansas City is engaged in a dynamic process of organizational transformation based on new theories of quantum organizations—the organization as individuals with quantum intelligence, the organization as a network of conversation, and the organization as an emerging living system. The design of a modern university that has emerged from this process is an organization that accepts unpredictability as opportunity. Attendees will participate in exercises that explore this unique and future-based planning process.
Laurence D. Kaptain, Vice-Provost for Faculty Programs and Academic Quality, University of Missouri, Kansas City

DISCUSSION SESSION:
Tensions in Academia: Challenges and Opportunities in the Transformation of Higher Education
Is your institution ready to respond to the pressures of competition, resistance to change and a troubled economy? How can we deepen the educational experience for students and help stakeholders understand the purpose and potential of higher education for the future? Four National Learning Community Fellows will lead this discussion to identify issues and obstacles to transformation and to share programs and policies designed to address today's challenges and opportunities.
Judy P. Patton, Director, University Studies, Portland State University; Gary Brown, Director, The Center for Teaching, Learning & Technology, Washington State University; Jean M. Henscheid, Fellow, National Resource Center for The First-Year Experience and Students in Transition, University of Idaho; Michaelann Jundt, Carlson Leadership & Public Service Center, University of Washington

DISCUSSION SESSION:
Adaptation and Critique in the Age of Access: The Impact of Information and Communication Technology (ICT) in Higher Education
“Not only are we transformed by the way we use our tools,” writes Hubert Dreyfus, “we are not aware of how we are being transformed. . .” We need a discourse of critique that is commensurate with the rapid absorption of Information and Communication Technologies (ICT) into all aspects of higher education. This session will use case studies in a guided conversation to explore the impact of ICT on our ability to carry out the mission of liberal learning.
Marc Marenco, Associate Professor of Philosophy and Director of the Pacific Institute for Ethics and Social Policy, Pacific University; Deborah Wheeler, Lecturer, Henry M. Jackson School of International Studies and Faculty Fellow, Center for Internet Studies, University of Washington, Seattle

WYE FACULTY SEMINAR:
Leading Change in Academia
This "mini-seminar," offered by The Aspen Institute's and AAC&U's Wye Faculty Seminar, will address such questions as what drives change in an academic institution? What barriers make change difficult? What are the essential components for bringing out effective change? What are the common mistakes in the attempt to lead change? Please note that participants are to pre-register with The Aspen Institute.
Please contact Charlene Costello at Charlene.Costello@aspeninstitute.org or
call 410-820-5374. (Separate registration and fee required.)

FRIDAY, JANUARY 24, 10:30-11:45 am

FRAMING SESSION
Building New Faculties for Diverse Communities
The Preparing Future Faculty dynamic and outlook has grown beyond initial efforts to acculturate graduate students as new faculty members in traditional environments. How can the new generation of PFF initiatives help develop support networks that are responsive to the needs of students from atypical and minority backgrounds—students who frequently encounter "chilly" environments both as undergraduates and in their graduate studies? How can we help future faculty develop the knowledge, capacity, skills, and inclination needed to help the academy succeed in its mission of educating the nation's students through and for diverse communities?
Robert A. Ibarra, Special Assistant to the President for Diversity Initiatives, University of New Mexico; Johnnella Butler, Associate Dean and Associate Vice Provost, The Graduate School, University of Washington; Gerald Crawley, Dean, College of Science and Mathematics, University of South Carolina; and Peter Kiang, Professor, Graduate College of Education, University of Massachusetts, Boston

CONCURRENT SESSIONS

Integrative Learning: A Liberal Education Strategy for the 21st Century
This session presents case studies of ways that ANAC member institutions have used integrative learning as both liberal education and institutional development strategy—linking liberal and professional studies; faculty, curricula, and students; and theory and practice in ways that respond powerfully to institutional mission and community needs.
Moderator: Jerry Greiner, Provost, Hamline University
Tanya R. Saunders, Assistant Provost and Dean of Interdisciplinary Studies, and Gina Marchetti, Associate Professor of Cinema and Photography– both of Ithaca College; Dan McAlexander, Provost, and Donald Cusic, Professor of Music Business – both of Belmont University; and Nancy Carrick, Dean, College of Arts and Sciences, University of Redlands
This session is sponsored by the Associated New American Colleges.

Developing Social Responsibility in Engineering Students
www.cmu.edu/esg-cat/cit/epp.html
This session will describe projects at two institutions that help develop social responsibility in engineering students – one through the creation of a double major in Engineering and Public Policy (Carnegie Mellon) and the other by connecting problem-based learning to the co-curriculum and building mentoring relationships (Messiah College)
Carl A. Erikson, Assistant Professor of Engineering, Messiah College; Mark Kieler, Assistant Department Head for Undergraduate Affairs and Lecturer; and Timothy Lawrence Johnson, Post - Doctoral Research Associate, Department of Engineering and Public Policy – both of Carnegie Mellon University

The Future of the City of Intellect: From the Culture of Research to a Culture of Freedom: Examples from the Sciences
This session will discuss how the culture of research can be combined with a culture of freedom in the sciences. Liberal education is not limited to training in the Humanities and Social Sciences, although such preparation is extremely important for all students. Rather, a liberal education rests on the way professors teach students to engage in the discovery of new knowledge in all disciplines and in the pursuit of truth in all situations. Such teaching is the basis for the transmission of intellectual and moral values.
Cristina Gonzalez, Dean of Graduate Studies, University of California, Davis; Debbie Niemeier, Chair and Professor, Department of Civil and Environmental Engineering, University of California, Davis; Kate Scow, Director of the Kearney Foundation of Soil Science and Professor, Department of Land, Air and Water Resources, University of California, Davis

Matching Resources to Mission: Maximizing Outcomes of Program Review
www.uop.edu/provost/presentations
A challenge for academic program review is to match limited resources with institutional ambitions and priorities to strategically position programs to achieve institutional mission. To maximize academic investments through program review while advancing institutional priorities, the University of the Pacific has devised an integrated system of planning, resource allocation, and assessment. This program presents an overview of Pacific's integrated process and sample documents.
Jean M. Purnell, Assistant Provost for Administration and Assessment, University of the Pacific; Philip N. Gilbertson, Provost, University of the Pacific; Roy Childs, Professor of Sociology, University of the Pacific

Promoting the "Courage to Question": Curricular and Co-Curricular Innovations at a Research University
Promoting the "Courage to Question": Curricular and Co-Curricular Innovations at a Research University
In 2000, AAC&U’s Greater Expectations Initiative selected the University of Michigan as one of its Leadership Institutions for providing outstanding undergraduate education. The purpose of this session is to highlight several of the curricular and co-curricular innovations at UM that work synergistically to promote critical thinking, civic engagement, commitment to diversity, and integration of learning—all dimensions of the skills, knowledge and attitudes that empower students with the “courage to question.”
Lester P. Monts, Senior Vice Provost for Academic Affairs, University of Michigan; Diana Kardia, Research Scientist, Center for Research on Learning and Teaching, University of Michigan

Strategies for Using Collaboration for Assessment in General Education and the Major
The outcomes assessment model at King's College includes the use of competency growth plans that link teaching/learning strategies and assessment in general education and major curricula. Examples of classroom assignments using a competency growth plan to develop information literacy skills show the importance of collaboration between faculty and librarians. The process of developing a competency growth plan in moral and ethical reasoning illustrates the importance of collaboration across disciplines encouraging students' integration of learning across courses.
Jean P. O'Brien, Professor of Psychology; and Margaret M. Hogan, Professor of Philosophy, both of Kings College

Do Scholars, Administrators and Policymakers Agree on the Purpose and Value of Higher Education?
This presentation will report and discuss an ongong research project designed to measure areas of agreement and disagreement among scholars, administrators and policymakers. Several different audiences were sent a questionnaire to capture their perceptions regarding the purpose, value and financial responsibity for public higher education. The results of this survey will be summarized and discussed.
Richard Joseph McCallum, Associate Vice President for Academic Affairs, Central Connecticut State University

ACAD SESSION
Making Connections: Deans Working within a Consortium: What Works, What Doesn't, and Why
Deans working together across institutions to improve education at their institution face a number of hurdles, but there are many rewards. Creating new ways to enhance programs, saving positions and dollars, and the sheer fun of working together make it worth overcoming the obstacles. In this session we will present examples of successes and failures among three deans at neighboring institutions (within the Colleges of the Fenway in Boston.) We will identify what deans can do to make collaboration work, and we will open the discussion to others who are also working at this endeavor. Our examples include joint programs (American Studies; Women's Studies); Foreign Languages Study; articulations (Emmanuel and Simmons for Liberal Arts students to enter MSN program); sharing courses to create new programs (Art Therapy at Wheelock, and Emmanuel); joint hiring (Simmons and Wheelock sharing a political scientist); and efforts at creating an adjunct pool.
Laurie Crumpacker, Wheelock College; Nancy Northrup, Emmanuel College

A National Forum on Health and Higher Education
Sponsored by AAC&U's Program for Health and Higher Education (PHHE) and the American Conference of Academic Deans (ACAD)
At Sumner Symposium II in April of 2002, students from across the nation shared their experiences of personal and intellectual transformation sparked by tapping into their power to investigate, study, plan and implement improvements to the common health on their campuses and in their communities. Using these reports as a springboard for discussion, national leaders strategized how best to nurture and support the power of students to make important contributions to improving both their own health and pressing community and global health problems such as HIV/AIDS.
The National Forum will expand this discussion and engage participants by identifying strategies and laying a foundation to move the national agenda of Sumner forward and by continuing the exploration of the power of students to improve learning and health through engagement with pressing health concerns.
Facilitators: Peter A. Facione, Provost, Loyola University, Chicago; and Richard P. Keeling, Editor-in-Chief, Journal of American College Health and Senior Fellow, AAC&U

FRIDAY, JANUARY 24, 11:45 am-1:15 pm

ACAD LUNCHEON
The Peril and the Promise: American Higher Education and the Goals of Global Development
Mamphela Aletta Ramphele, The World Bank
Dr. Ramphele started her career in the 1970s as a student activist in the Black Consciousness Movement and has worked as a medical doctor, civil rights leader, and community development worker. In September 1996 she was appointed Vice Chancellor of the University of Capetown, becoming the first black woman to hold this position at a South African university.

FRIDAY, JANUARY 24, 1:30-2:30 pm

FRAMING SESSION
Redrawing the Line: Early College High Schools
www.earlycolleges.org
The Bill & Melinda Gates Foundation aims to create more than 70 small early college high schools throughout the country in the next five years. It is the hope of the foundation and its partners in this effort (including Jobs for the Future) that this model will help improve high school and college graduation rates, especially for low-income and minority students. This session will describe the thinking behind the early college movement as well as its broader implications for education policy.
Deborah J. Wilds, Program Director, Bill and Melinda Gates Foundation; Nancy Hoffman, Vice President, Youth Transitions and Director, Gates Initiative, Jobs for the Future

CONCURRENT SESSIONS

Project on the Future of Higher Education: Overview
www.pfhe.org/institute1
This is the first major report of the national grant-funded Project on the Future of Higher Education. The major question of the project is: "Given what we know and likely future social, technological and economic realities, if we were creating a college or university today, what would it look like?" The Project assumes that student learning and faculty vitality are essential to effective education, and also assumes campus budgets will be significantly reduced in the foreseeable future. Within these restrictions, the Project is developing models for organizing our campuses for teaching and learning in a time of restricted resources. Participant response to the ideas of the Project are encouraged. The session immediately following will address the application of these ideas to contemporary Institutions. Alan E. Guskin, Co-Director and Senior Scholar, Project on the Future of Higher Education, and Distinguished University Professor, Ph.D Program in Leadership and Change, University President Emeritus, Antioch University; and Mary Marcy, Co-Director, Project on the Future of Higher Education This session will be followed by an open discussion with members of the Institute on the Future of Higher Education

Mapping the Academic Seminar: A Research Agenda for Liberal Education
www.carnegiefoundation.org
The academic seminar is a much admired but little studied pedagogy. This session invites audience members to generate questions about the seminar's defining features, conditions, outcomes, and variations. Studies of seminars at Saint Mary's College of California and the Hutchins School of Liberal Studies at Sonoma State University will illustrate possible lines of inquiry.
Patricia Ann Hutchings, Vice President, The Carnegie Foundation for the Advancement of Teaching; Jose Alfonso Feito, Assistant Professor of Psychology, Saint Mary's College of California; Richard Gale, Associate Professor of Theatre and Interdisciplinary Arts, Sonoma State University

Enhancing and Demonstrating Student Learning and Success
Indiana University-Purdue University Indianapolis (IUPUI) has undertaken coordinated electronic student and electronic institutional portfolio initiatives to support and demonstrate student attainment of core higher learning outcomes. Together, the two types of portfolios comprise a focused, yet complex, system of documenting and improving learning. In this session, we will discuss how electronic portfolios can bring faculty together around student learning and assessment, help them define levels of proficiency in abilities associated with higher learning, and improve the campus learning climate.
Susan Kahn, Director, Office of Institutional Effectiveness, Indiana University-Purdue University Indianapolis (IUPUI); Sharon J. Hamilton, Chancellor's Professor of English and Director, FACET, Indiana University-Purdue University Indianapolis

Funding Higher Education Through the National Endowment for the Humanities
Senior program staff from NEH will review current funding opportunities offered by the Endowment. Programs include individual fellowships for scholarly research, institutional grants for curriculum development and college/precollege collaborations, special grants for minority-serving institutions, and challenge grants for institution building though construction projects, endowments, and long-term initiatives.
Frederick Winter, Senior Program Officer, Office of Challenge Grants, and Judith Jeffrey Howard, Senior Program Officer-both at the National Endowment for the Humanities

Faculty-Student Collaboration in Curriculum Transformation: The University of Washington Model
The University of Washington Curriculum Transformation project has encouraged students to work with faculty on course revision since the inception of the project. This session will feature three such efforts: the development of a curriculum transformation guide for faculty by students in the Community and Environmental Planning Program; a faculty-student course revision project on intersectionality in anthropology; and a similar course revision project in Pacific Islander Studies.
Betty Schmitz, Director, Curriculum Transformation Project, University of Washington; Enrique "Rick” Bonus, Associate Professor, University of Washington; Fatema Karim, Senior, English Department, University of Washington; Sofia Lillian Olson, Graduate, Community and Environmental Planning Program '02, University of Washington

Creating and Sustaining a Center for Liberal Arts
Washington State's third largest institution of higher education, Bellevue Community College serves over 21,000 students. In February 2002, it founded a new Center for Liberal Arts to advance its commitment to equip students with knowledge, skills, resilience and creativity. Presenters will share the first fruits of this initiative, solicit peer comment and open up a dialogue about sustainable liberal arts programs and resources.
Diane Douglas, Executive Director, Center for Liberal Arts, Bellevue Community College; B. Jean Floten, President, Bellevue Community College

The City as Learning Space: Civic Engagement and Civic Renewal
Cities and universities have frequently partnered to foster joint goals. This session draws lessons from three such initiatives for the promotion of social responsibility: Urban centers specializing in internships and urban immersion; The Community Outreach Partnership Center Program (HUD); The Trinity Model whereby an institutional mission commits to a city.
Robert R. Benedetti, Executive Director, Jacoby Center for Community and Regional Studies, University of the Pacific; Scott Chesebro, Executive Director, Urban Life Center

Courageous Questions and Reflective Practice: Approaches to Academic Assessment that are Do-Able and Worth Doing
Members of the Council of Public Liberal Arts Colleges (COPLAC), individually and as a consortium, have utilized the National Survey of Student Engagement in a variety of ways to foster campus conversations and change initiatives focused on academic quality. In this session, representatives from three campuses and from the NSSE Institute will discuss the use of NSSE data and categories as: an organizing structure for program review and institutional self-study, an impetus for general education and other curricular reform, and a basis for inter-institutional comparisons and cross-departmental conversations.
Moderator: Allen H. Berger, Provost, University of Maine at Farmington
Alan E. Dillingham, Professor of Economics, St. Mary's College of Maryland; Anne V. Gormly, Vice President and Dean of Faculties, Georgia College and State University; Jillian Kinzie, Indiana University; Douglas H. Rawlings, University of Maine at Farmington; George D. Kuh, Chancellor's Professor, Indiana University and Director, National Survey of Student Engagement
This session is sponsored by the Council of Public Liberal Arts Colleges

INFORMATION SESSION
The New Teachers Workshop of the Society for Values in Higher Education
The New Teachers Workshop sponsored by the Society for Values in Higher Education is a workshop for faculty in their first years of teaching, and for graduate students about to complete their graduate program who intend to teach in institutions of higher education. All transactions between teachers and learners involve negotiations about the respective value systems that each party brings into the educational process. In addition to bringing their teaching philosophies and a sample syllabus to share and evaluate, participants and the staff demonstrate and critique a rich variety of teaching practices in small interdisciplinary group sessions.
Keith Kester, Professor of Chemistry, Colorado College

ACAD SESSION
Academic and Student Life Collaborative Ventures at the Strategic Level
To engage students in the reality of the world they live in, colleges strive to provide both in-class and out-of-class learning experiences that will assist students in developing their skills and using their talents. This type of learning is successful when the boundaries between academic affairs and student life are transparent. Presenters will describe the role that strategic planning efforts play in accomplishing this task through the restructuring of both campus and Board of Regents committees.
William Craft, Vice President of Academic Affairs and Dean of the College; Ann Highum, Vice President and Dean of Student Life – both at Luther College

FRIDAY, JANUARY 24, 2:45-3:45 pm

FRAMING SESSION
Research That Makes a Difference: Reversing Inequities in Educational Outcomes
Social science research is commonly regarded as an activity to produce knowledge that solves categories of problems. Session presenters describe a model for doing research-as-praxis in order to advance the good of a group. The methods and results of research-as-praxis are illustrated with findings from a 14-campus project that seeks equity in educational outcomes for students of color.
Estela Mara Bensimon, Professor of Higher Education and Donald E. Polkinghorne, Fahmy and Donna Attallah Professor in Humanistic Psychology, both of the Center for Urban Education, University of Southern California

CONCURRENT SESSIONS

Project on the Future of Higher Education: Open Discussion
www.pfhe.org
This presentation will continue the previous session's discussion on the major question of the Project: "Given what we know and likely future social, technological and economic realities, if we were creating a college or university today, what would it look like?" In this follow-up session, Institute members will lead a discussion on the practical application of these ideas to contemporary institutions.
Alan E. Guskin, Co-Director and Senior Scholar, Project on the Future of Higher Education, and Distinguished University Professor, Ph.D Program in Leadership and Change, University President Emeritus, Antioch University; and Mary Marcy, Co-Director, Project on the Future of Higher Education
Richard Guarasci, President, Wagner College; Barbara Leigh Smith, Co-Director National Learning Communities Project, The Evergreen State College; Edgar Beckham, Senior Fellow, AAC&U; Eugene Rice, Director of AAHE Forums, American Association for Higher Education; Michael Bassis, President, Westminster College; Johnetta Cross Brazzell, Vice Chancellor for Student Affairs, University of Arkansas, Fayetteville; Marie Eaton, Professor of Humanities & Education, Western Washington University; and Devorah Lieberman, Vice Provost and Assistant to President, Campus Initiatives, Portland State University - all members of the Institute on the Future of Higher Education

The National Survey of Student Engagement: A Tool for Strengthening Institutional Accountability for Learning
The National Survey of Student Engagement (NSSE) annually assesses student engagement in effective educational practices. Now in its fourth year, this session will review the evolution and status of the project and discuss ways NSSE data are being used to improve the undergraduate experience.
George D. Kuh, Chancellor's Professor, Indiana University and Director, National Survey of Student Engagement

Shifting Campus Culture, Sustaining Faculty Participation
There are a multitude of reasons why colleges and universities should devote greater attention to their liberal undergraduate curricula and to citizenship-oriented programming. How effective are the rhetorical and institutional mechanisms being deployed to support such initiatives? And what degree and kind of participation is being generated within one key constituency – faculty -- toward the objective of shifting academic culture in this way? This session explores these questions as they pertain to one large public research university, presenting perspectives from a doctoral student, a campus administrator, and a faculty member.
Jason M. Ens, Ph.D. candidate, University of Washington; Gerry Philipsen, Professor of Communication and former Faculty Senate Chair; Michaelann Jundt, Director, Carlson Leadership and Public Service Center

The Wagner Plan for the Practical Liberal Arts: Reflections on the First Full Cycle
www.wagner.edu/wagnerplan
Wagner College is in the fifth year of implementing a comprehensive integrated curriculum reform. "The Wagner Plan for the Practical Liberal Arts" aggressively combines general education courses, experiential learning, reflective writing, courses in the major, and a culminating capstone learning community. The Plan includes a First Year Program (three courses thematically integrated, an off-campus placement, reflective writing, and faculty advising), an Intermediate Learning Community, a Senior Learning Community (a capstone course in the major, an intensive practicum/internship, and reflective writing), and the Academic and Cultural Enrichment program, which brings speakers and performers to campus.
Harold Y. McCulloch, Provost; Lori Weintrob, Associate Professor of History; Donald Stearns, Professor of Biology; Steven Snow, Assistant Professor of Political Science- all of Wagner College

Increasing the Board's Involvement in Academic Affairs
Governing boards of both public and private institutions need to play a more significant role in discussions of strategic academic issues. Both institutional and student success can be enhanced by a greater understanding and collaboration among faculty, administrators, and board members in this critical area. This panel discussion will identify strategies for creating an environment of collaboration and shared leadership in academic matters.
Susan Whealler Johnston, Director, Independent Sector Programs, Association of Governing Boards of Universities and Colleges; Richard L. Morrill, Chancellor and Distinguished University Professor, University of Richmond; Terrence J. MacTaggart, Distinguished Professor, University of Maine; Shirley Clark, Vice Chancellor for Academic Affairs, Oregon University System

Providing a Practical Learning-Centered Education through Cooperative Academic Environments
To prevail in the coming century, students must possess problem-solving tools and the dispensation to use them to meet both practical and creative challenges. Such skills and inclinations develop through structured academic experiences that capitalize on peer coaching and group interactions intended to promote critical thinking skills and “deep learning.” This interactive workshop will model efficient group processes with an emphasis on the "why" as well as the "how." It will also emphasize embedded assessment.
Barbara June Millis, Director of Faculty Development, United States Air Force Academy

Peace Studies: A Discipline for Today and Tomorrow
Peace Studies is a multi-disciplinary field through which students learn vital perspectives and life habits for global citizenship. With initial support from Lilly Endowment, Earlham, Goshen and Manchester Colleges have formed Plowshares, a collaboration to strengthen peace studies on their campuses, in Indiana, and beyond. The Presidents of the three colleges will make presentations about their distinctive peace studies programs, and about how the Plowhares collaboration will be a resource for other colleges and universities.
Douglas C. Bennett, President, Earlham College; Parker G. Marden, President, Manchester College; Shirley H. Showalter, President, Goshen College

Place for Science and Technology in the Liberal Professional Education
telstar.ote.cmu.edu/environ/m1/s1
This session outlines a pedagogical framework for general broadening of the undergraduate education and the specific design of courses for science and technology (S&T) literacy. We will present our “Hourglass Model”, with three phases: early exploration, focus for the major, and expansion for a broad worldview. After a discussion of our design of courses for liberal education with an objective of S&T literacy rather than expertise, we will elicit other models of “liberal professional” education..
Indira Nair, Vice Provost for Education, Professor, Carnegie Mellon University; Julie Downs, Research Scientist, Carnegie Mellon University; Amy L. Burkert, Associate Head, Biological Sciences, Carnegie Mellon University; Michael J. West, Principal Lecturer, Modern Languages, Carnegie Mellon University; Mark Kieler, Assistant Department Head & Lecturer, Carnegie Mellon University

What Do Women Students Have to Teach Us About Liberal Education?
What challenges do women students pose to our notions of a liberal arts education? How has the curriculum changed in response to students who want to claim space for their gendered perspectives? Is our model of liberal intellectual activity in fact gendered? Teachers and students reflect on how their assumptions about what learning looks like. Come prepared to share experiences of working together in a changing educational environment.
Madeleine H. Kahn, Associate Professor of English, Mills College

FRIDAY, JANUARY 24, 4:00-5:15 pm

FRAMING SESSION
Barbarians at the Gates?
The ethic of the marketplace has increasingly come to shape critical decisions in higher education. Is the market a force for good or evil – or both? Accounts of two very different institutions, a small liberal arts college and a status-seeking business school, suggest some answers to this vexing and vital question.
David L. Kirp, Professor of Public Policy, Goldman School of Public Policy, University of California, Berkeley

CONCURRENT SESSIONS

More Than Bittersweet Success: Effective Strategies for Recruiting and Retaining Faculty of Color
This session will discuss the type of institutional leadership necessary in order to attract and retain faculty of color at institutions of higher learning. Interviews with faculty of color at the University of the Pacific have yielded insights on what factors are important in attracting and retaining faculty of color. Panelists will discuss political reframing of the issue as well as other strategies for securing institutional buy-in and cooperation at the departmental level.
Heather Joy Mayne Knight, Assistant Provost, University of the Pacific; Kathleen Sadao, Professor of Education, University of the Pacific

Engaging Undergraduates in Scholarly Work as an Integral Part of a Liberal Education
www.washington.edu/research/urp
Efforts to integrate the missions of research and teaching have resulted in the development of robust undergraduate research programs and an expectation that these experiences are an integral part of a 21st century liberal education. This session will focus on administering campus-wide student research programs and encouraging student research in humanities and arts. It will also address characteristics of effective faculty mentoring and ways to assess the influence of research experiences for a diverse population of students.
Janice DeCosmo, Assistant Dean, University of Washington; Carolyn Ash Merkel, Director of Student-Faculty Programs, California Institute of Technology; Sandra Gregerman, Undergrad Research Opportunity Program, University of Michigan; Said Shokair, Director, Undergraduate Research Opportunity Program, University of California-Irvine

Creating the Liberally Educated Student: Imaginative Approaches to General Education
General education programs now have an increased importance in providing undergraduates with a broad-based liberal arts education, and they provide faculty the opportunity for experimenting with interdisciplinary courses and new approaches to teaching. Panelists from nine very different colleges and universities will highlight a distinctive feature of their institution's general education program and discuss its rationale and some of the difficulties that it has encountered. The audience will have ample time to ask questions and make comments, and an accompanying booklet will provide detailed information about each program.
Eleanor H. Green, Vice President for Academic Affairs and Dean of Faculty, College of Mount Saint Vincent; Francine G. Navakas, Associate Academic Dean of Curriculum and Faculty Development, North Central College; Richard Sax, Dean of Arts and Humanities, Madonna University; Joan C. Ficke, Associate Vice President for Academic Affairs, Montclair State University; Helen Roberts, Chairperson of Mathematical Sciences and Chair of the General Education Committee, Montclair State Univesrity; Ferol Menzel, Vice President of Academic Affairs/Dean of the Faculty, Wartburg College; D. J. Trela, Dean of Arts and Sciences, University of Michigan-Flint; Roy Barnes, Associate Professor of Sociology, University of Michigan-Flint; Thomas Falkner, Acting President of Academic Affairs, The College of Wooster; Mark Braun, Associate Dean of the College, Gustavus Adolphus College

Experiential Learning Communities: Dialectics of Ideas and Experience
This session will explore the educational outcomes—both cognitive and existential—of living/learning pedagogies. Beginning with the first year, and then subsequently throughout the upper-class curriculum, students at St. Lawrence University can pursue their studies in intentional learning communities that build rigorous academic inquiry and personal reflection around architecures of experience.
Eve Walsh Stoddard, Professor of English and Chair of Global Studies, St. Lawrence University; Steven Horwitz, Professor of Economics and Associate Dean of the First Year, St. Lawrence University; Karl McKnight, Associate Professor of Biology and Director of the Outdoor Program, St. Lawrence University; Mary Jane Smith, Assistant Professor of History, St. Lawrence University; Mary Hussmann, Assistant Professor of English; Margaret Bass, Associate Professor of English

Religion and Higher Education: Disciplinarity and Social Justice Beyond September 11
This discussion session will open with four brief presentations: the historical relation of liberal arts colleges and religion in the United States and the pedagogical and curricular challenges of teaching about religion in secular institutions: the importance of “religious literacy” for citizens generally, for academic administrators and for our students, arguing for a special role for higher education in this effort and identifying the study of religion as a key “point of intersection” on campus; the academic study of religion after Ex Corde Ecclesiae and after September 11; and the ongoing impact of the events of September 11 and thereafter on the academic study of religion and on the relation of the field to the liberal arts on our campuses.
Susan E. Henking, Professor of Religious Studies, Hobart and William Smith Colleges; Warren G. Frisina, Associate Professor of Philosophy and Religious Studies & Acting Dean, Hofstra University; Zayn Kassam, Associate Professor of Religious Studies, Pomona College

Quantitative Literacy and Math Reform: What's the Connection?
Quantitative literacy skills are increasingly important in a culture that uses "data" to justify important policy decisions. The challenge on many campuses, however, is to connect the development of quantitative literacy courses with the growing achievement gap for students in math. Making that connection is the focus of this session.
Gillies Malnarich, Co-director, Washington Center for Improving Undergraduate Education, The Evergreen State College; Sherry Sullivan, Professor of English, South Puget Sound Community College; Ricardo Levya Puebla, Director, Multi-Ethnic and Cultural Affairs, Tacoma Community College

ACAD SESSION
The Finger in the Dike: How the Dean Can Protect the Curriculum
Internal competition and external interests can adversely impact the curricula that deans and their faculties have built on the foundations of educational principles and appropriate governance processes. This presentation will use case studies and small group discussion to illustrate strategies that deans can use to protect curricula against forces such as disciplinary and vocational interests, financial pressures, and the preference for "traditional" Western values expressed by some legislatures, boards, and donors.
Eugenia Gerdes, Dean, College of Arts and Sciences, Bucknell University; Rosemary Keefe, Dean of Faculty, University of Wisconsin-Superior

SATURDAY, JANUARY 25, 7:30-9:00 am

BREAKFAST ROUNDTABLE DISCUSSIONS

Roundtable 1
Dialogue and Inquiry: Online Approaches in English and Writing Pedagogy
www.ithaca.edu/faculty/kittredg
This presentation describes two curricular approaches to using technology in the disciplines of English and Writing. In both—a second-year course in literature of the Enlightenment and various first-year courses in academic writing—online assignments, projects and exchange are used to develop students' critical thinking and research skills. Discussion includes learning outcomes, training and resource issues for both faculty and students, and the essential role of student teaching/technical assistants and peer tutors.
Barbara Ann Adams, Assistant Professor of Writing, Ithaca College; Katharine Kittredge, Associate Professor of English, Ithaca College; Howard Erlich, Dean, Humanities & Sciences, Ithaca College

Roundtable 2
A Seamless First Year Experience: Connecting Students and Faculty to Foster Successful Transitions and Retention
www.gcsu.edu/firstyear
The Seamless First Year Experience at Georgia College & State University is an example of an innovative curricular experiment designed to improve retention and engage faculty more directly with incoming students in a wide-ranging set of activities that facilitates a successful collegiate experience. Connecting the various first year experiences with a single faculty member and a small group of students establishes relationships that encourage the consistent mentoring and advising necessary for academic success.
Shaina Brown, Director, Center for Student Success, Georgia College & State University; Robin O. Harris, Director of Experiential Learning, Georgia College & State University; Beth Rushing, Dean, School of Liberal Arts & Sciences, Georgia College & State University

Roundtable 3
The Courage to Change: An Holistic Approach to Liberal Education
In recent years, renewed attention both within and outside of the academy has been given to the centrality of holistic student learning to the mission of higher education and the efficacy of liberal education. A critical element in this discussion has been a call for the integration of the academic and student affairs units of our institutions. However, the philosophical commitment to collaboration and holistic education requires structures and organizational models that facilitate planning, implementation and accountability. This session will describe a successful model of holistic liberal education and the fundamental principles necessary to effect change.
Richard E. Farmer, Executive Vice President, Ohio Dominican University

Roundtable 6
Enhancing the Value of a Liberal Education: Involving our Undergraduates in Non-Laboratory Research in the Humanities, Social Sciences and Fine and Performing Arts
www.unl.edu/ucare
This roundtable will identify the issues surrounding research collaboration between arts and humanities faculty and undergraduates. Through interaction with session participants, discussion will lead to a better understanding of how to promote continued and increased participation by these disciplines in undergraduate research programs. Information shared in this session is based on the results of focus groups with arts and humanities faculty and students involved in University of Nebraska-Lincoln'undergraduate research program.
Laura Damuth, Coordinator, UCARE Program, University of Nebraska - Lincoln; Jessica L. Jonson, University Wide Assessment Coordinator, University of Nebraska-Lincoln; Rita C. Kean, Associate Vice Chancellor for Academic Affairs, University of Nebraska - Lincoln

Roundtable 7
Transformational Educational Practice: Developing Social Justice-Centered Educational Professionals
This roundtable focuses on methods to engage—personally and professionaly—aspiring higher education profes

89th Meeting of the Association of American Colleges and Universities

The Courage to Question: Liberal Education in the 21st Century

FINAL PROGRAM

WEDNESDAY, JANUARY 22, 8:30 am-4:15 pm

WEDNESDAY, JANUARY 22

WEDNESDAY, JANUARY 22, 7:30 pm

THURSDAY, JANUARY 23, 7:15-8:45 am

THURSDAY, JANUARY 23, 8:45-10:15 am

THURSDAY, JANUARY 23, 10:30-11:45 am

CONCURRENT SESSIONS

THURSDAY, JANUARY 23, 10:30 am-12:00 pm

THURSDAY, JANUARY 23, 11:45 am-1:15 pm

THURSDAY, JANUARY 23, 12:15-2:00 pm

THURSDAY, JANUARY 23, 1:30-2:30 pm

CONCURRENT SESSIONS

THURSDAY, JANUARY 23, 2:15- 4:00 pm

THURSDAY, JANUARY 23, 2:45-3:45 pm

CONCURRENT SESSIONS

THURSDAY, JANUARY 23, 4:00-5:30 pm

CONCURRENT SESSIONS

ROUNDTABLE DISCUSSIONS ON CIVIC ENGAGEMENT AND SOCIAL RESPONSBILITY

THURSDAY, JANUARY 23, 4:15-5:25 pm

THURSDAY, JANUARY 23, 5:30-7:00 pm

THURSDAY, JANUARY 23, 6:00 pm

FRIDAY, JANUARY 24, 8:45-10:15 am

ROUNDTABLE AND DISCUSSION SESSIONS

FRIDAY, JANUARY 24, 10:30-11:45 am

CONCURRENT SESSIONS

FRIDAY, JANUARY 24, 11:45 am-1:15 pm

FRIDAY, JANUARY 24, 1:30-2:30 pm

CONCURRENT SESSIONS

FRIDAY, JANUARY 24, 2:45-3:45 pm

CONCURRENT SESSIONS

FRIDAY, JANUARY 24, 4:00-5:15 pm

CONCURRENT SESSIONS

SATURDAY, JANUARY 25, 7:30-9:00 am

The Courage to Question:
Liberal Education in the 21st Century