LIBERAL EDUCATION AND THE NEW ACADEMY:
Raising Expectations, Keeping Promises
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Conference Program
Thursday, January 27, 7:00-8:30 a.m.
Women’s Networking Breakfast
Kavita N. Ramdas
Investing in Women Globally: What Higher Education
Can Do
Kavita Ramdas, President and Chief Executive Officer of the
Global Fund for Women, is an innovative thinker and respected
activist for social justice in the fields of women's rights
and philanthropy. Prior to 1996, Dr. Ramdas was a Program
Officer at the MacArthur Foundation overseeing economic development
and population issues. She is a member of the Advisory Council
to the Ethical Globalization Initiative, a Henry Crown Fellow
of The Aspen Institute, and the Board of Trustees of Mount
Holyoke College.
Presidents' Breakfast and Discussion
Overview of the Leadership Campaign for Liberal Education
Messages from the Global Economy: New Findings on
the Economic Value of Liberal Education Outcomes
Anthony Carnevale, Senior Fellow, National Center on Education
and the Economy
Thursday, January 27, 8:45 a.m.
Opening Plenary
Lee S. Shulman
Pedagogies of Uncertainty
Lee S. Shulman is President of The Carnegie Foundation for
the Advancement of Teaching. A leading national advocate for
the “scholarship of teaching,” Dr. Shulman’s
work focuses on programs and research that strengthen the
central role of teaching in higher education. His recent publications
include Teaching as Community Property: Essays on Higher Education
and The Wisdom of Practice: Essays on Teaching, Learning,
and Learning to Teach (both from Jossey-Bass, 2004).
CONCURRENT SESSIONS
Thursday, 10:30-11:45 AM
FEATURED SESSION
Students and Politics: What Works?
The Carnegie Foundation's study of education for political
understanding and engagement looks at college students participating
in twenty-one courses and extracurricular programs designed
to foster political knowledge, skills, motivation, and involvement.
Initial results suggest that a number of teaching approaches
can have important effects on key dimensions of political
engagement. These include political identity and values (one's
sense of self as a person who cares about political issues
and democratic participation); internal and external political
efficacy (the belief that what one thinks and does politically
matters); tools for political action (the set of understandings
and skills to act effectively in diverse political arenas);
motivations for political involvement; and future commitment
to civic and political participation.
Elizabeth Beaumont, research scholar with the Carnegie
Foundation and co-director of the Political Engagement Project;
Thomas Ehrlich, senior scholar at the Carnegie Foundation
and co-director of the Political Engagement Project
Focused Accreditation Review: A Reward for Promises
Kept
Focused accreditation review allows an institution to direct
its energies during the self-study process toward institutional
improvement and away from compliance. This approach can productively
channel institutional effort toward more substantive questions
about core values, processes, or curricular offerings. Panelists
include institutional representatives who led focused reviews
on their campuses, a reviewer, and an accreditation representative.
The feasibility of this approach in varying institutional
settings will be discussed with the audience.
MaryAnn Baenninger, President, The College of St. Benedict;
Stephen Briggs, Provost, The College of New Jersey; Daniel
DeNicola, Provost, Gettysburg College; Richard Holmgren, Associate
Dean, Allegheny College
Transforming Teaching Cultures: The Need for Teaching
and Learning Programs at Liberal Arts Colleges
How do we ensure that faculty members become and remain critical
practitioners of their craft? This interactive session will
address how centers for teaching and other faculty development
models can transform a faculty culture from simply valuing
good teaching to actively and collectively pursuing it. For
more information visit: http://CTL.ConnColl.edu/smallcollege
Kim M. Mooney, Director, Center for Teaching and Learning,
St. Lawrence University; Michael Reder, Director, Center for
Teaching and Learning, Connecticut College; Rick Holmgren,
Associate Dean of the College, Allegheny College
A DEEPer Look at Student Engagement, Learning, and
Success
This session highlights key findings from the Documenting
Effective Educational Practice (DEEP) project, an in-depth
study of 20 institutions that engage students in effective
educational practices and have better-than-predicted graduation
rates. These institutions “add value” to student
engagement and learning in that they organize the undergraduate
experience in ways that enable their students to achieve beyond
what is expected. The program will highlight the promising
practices that exemplify what really matters to student success
in the new academy.
Jillian Kinzie, Associate Director, National Survey of
Student Engagement (NSSE), and George Kuh, Chancellor's Professor,
Indiana University Bloomington, and Director, NSSE
Liberal Education in a Global Age
Outside of the U.S., at colleges and universities both in
the West and in the Non-West, excellent and innovative liberal
education curricula and programs are being developed. This
panel will (1) describe one such initiative, a core humanities
program at Zayed University in the U.A.E.; (2) talk about
ongoing efforts by UNESCO and other bodies to assure, and
attest to, the high quality of these programs; (3) illustrate
the reforms to a core program at one university (UNC Asheville)
resulting from this increasing global awareness; and (4) introduce
the new Consortium for International General and Liberal Studies.
Margaret J. Downes, Professor of English, University of
North Carolina Asheville; Jeffrey Wallin, President, American
Academy for Liberal Education; Jeffrey Belnap, Dean, Zayed
University; Jyoti Grewal, Professor of English, Zayed University
Preparing Higher Education for the Emerging Models
of Integrative Teaching and Learning
Colleges and universities are being enriched through models
of integrative learning developing in diverse sectors of American
higher education. In the process, liberal learning is renewing
its holistic traditions but with a contemporary flavor. Representing
the institutional pluralism of the higher education landscape,
this panel will explore emerging models of integrative education
and discuss their implications for the future of the academy.
Panelists will focus on curricular design as well as preparing
faculty and students for integrative learning.
Jerry Berberet, Executive Director, Association of New
American Colleges; Mary Huber, Senior Scholar, Carnegie Foundation
for the Advancement of Teaching; David Scott, formerly Chancellor
of University of Massachusetts Amherst; Judie Wexler, Dean
of Faculty and Academic Vice President, California Institute
of Integral Studies
Engaging the Whole of Service-Learning, Diversity
and Learning Communities
This session will discuss the integration of undergraduate
initiatives such as service-learning, diversity, research,
and learning communities by highlighting the Michigan Community
Scholars Program (MCSP) and Intersections Living Learning
Program (University of Illinois)—one old and one very
new. A new book, Engaging the Whole of Service-Learning, Diversity,
and Learning Communities, about the integrative whole at MCSP,
will be discussed by four of the book’s authors. There
will be brief presentations, comments by the panelists, and
audience participation.
David Schoem, Faculty Director, Michigan Community Scholars
Program, University of Michigan; Wendy Woods, Associate Director,
Michigan Community Scholars Program, University of Michigan;
Marc Goldman, Assistant Director of Housing, University of
Illinois; Edgar Beckham, Senior Fellow, AAC&U; John O’Connor,
Professor, New Century College, George Mason University; Nancy
Shapiro, Associate Vice Chancellor of Academic Affairs, Office
of the University System of Maryland; and Nancy Thomas, Director,
Democracy Project, Society for Values in Higher Education
ACTC's Bridging the Gap Between the Humanities and
Sciences: An Exemplary Model of Core Text, Humanistic Education
In 2003, ACTC won a three-year grant from the National Endowment
for the Humanities for a national, curricular project. “Bridging
the Gap” brings together 30 humanist scholars and scientists
from 10 universities, colleges, and community colleges to
develop required or widely taken general liberal education
courses based in humanities' core-text discussions about the
value, meaning, and importance of science throughout the West
and the World. The panel discusses seminar, curricular, and
textual models.
J. Scott Lee, Executive Director, ACTC Liberal Arts Institute
at St. Mary's College of California; Phillip R Sloan, Professor,
Notre Dame; Christopher Metress, Professor, Samford University;
Marian G. Glenn, Professor, Seton Hall University
ACAD SESSION
Green Spaces, Brown Fields and Black Holes: Intentional Strategies
for Developing Faculty Leaders
This interactive session will explore perspectives, policies
and practices that affect the development of effective academic
leaders. How do ambiguous perspectives of faculty about leadership
come into play? How do governance policies affect efforts
of positional and non-positional leaders? And how do institutional
structures enable or impede the work of innovators and agents
of change? Green spaces are ways to help faculty identify
leadership opportunities and give them leeway to move the
community forward; brown fields are ways to help faculty gain
leadership skills appropriate for their circumstances; and
black holes are ways to help faculty avoid leadership pitfalls.
Elizabeth Boylan, Provost and Dean of the Faculty, Barnard
College; Terry Favero, Associate Dean of the College, University
of Portland; Elizabeth McCormack, Chair, Department of Physics,
Bryn Mawr College.
All presenters are members of the PKAL National Steering Committee
10:30 a.m. - 12:00 p.m.
Presidents’ Forum
Students' Mixed Understandings of Liberal Education
and Its Value in the New Economy: Reports from National Focus
Groups
Abigail Davenport, Peter D. Hart Research Associates and
Debra Humphreys, AAC&U
The Campaign on Campuses: Focusing Students on Liberal
Education Outcomes
Discussion Leaders: Peter O. Smith, President, California
State University-Monterey Bay (invited), Jamienne S. Studley,
President, Public Advocates, Inc.
11:45 a.m. – 1:15 p.m.
Box Lunch Roundtables
Topics being discussed include:
- How is technology transforming teaching and learning?
- What new ideas and campus innovations connect liberal education
to civic responsibility?
- What is the relationship between liberal education and the
spiritual lives of students?
- How can we promote strategic integration of academic affairs
and student affairs?
- What are the most effective strategies for integrative and
culminating learning?
- How do we cultivate diverse faculty and academic leaders
for a diverse world?
- What can foster strong administrative and faculty leadership
from women?
- How are new models for learning communities enhancing the
undergraduate curriculum?
- How are institutions linking excellence and inclusion?
- What approaches really work in assessing the success of
our students? The success of our institutions?
- What are effective strategies for enhancing the first-year
experience?
- How will “global education” and “education
for a sustainable future” transform liberal education?
- What helps faculty in their first five years develop institution-wide
perspective?
12:15 - 2:00 p.m
Presidents’ Luncheon and Address
Martha D. Lamkin
Against the Odds: Supporting the Educational Success
of Underserved Students
Martha D. Lamkin is President and CEO of the Lumina
Foundation for Education
CONCURRENT SESSIONS
Thursday, 1:30-2:30 PM
Featured Session
Devising 21st Century Solutions to 21st Century Problems
The human community faces an enormous array of new or significantly
intensified problems, including global climate change, international
terrorism, mass human migrations, unprecedented urbanization,
and growing resource scarcity. Our "tool kit" of
solutions, many based on 19th and 20th century notions of
state-based international governance, is not adequate to the
challenges at hand. In addition, much of our academic training
in international affairs derives from these older models of
governance and problem solving, so we are ill equipped to
think about new approaches. The New Academy has an enormous
responsibility, therefore, to rethink issues of global governance
and to help devise 21st century solutions to 21st century
problems.
Michael T. Klare, Director of the Five College Program
of Peace and World Security Studies at Hampshire College.
Information Session
Faculty Fellows Internship Program
The Faculty Fellows Internship Program in Washington, DC –
developed in cooperation with AAC&U – enables faculty
to broaden their professional, disciplinary, and personal
horizons, reinvigorating their work as scholars, teachers,
and educational leaders. Faculty are thus intellectually renewed
and challenged to develop avenues of planning, project management,
research, learning, writing, and “doing” that
are the essence of engaged pedagogies.
Mary Ryan; Executive Director, Institute for Experiential
Learning
Engaging Campus Conversations for Holistic Student
Development
How do campus leaders address current “great divides”
that influence holistic student development, which stresses
connections among intellectual, moral, social, and spiritual
development? Discussion will be organized around the 5 C framework—culture,
curriculum, co-curriculum, colleagues, and community—the
basis of a project designed to understand the role of faculty
in fostering holistic student development.
Larry A. Braskamp, Professor of Higher Education, Loyola
University Chicago; Lois Trautvetter, Professor of Higher
Education, Northwestern University; Kelly Ward, Professor
of Higher Education, Washington State University
Technology and the Shape of General Education
What are the implications of technology use in society for
the goals and strategies of “Greater Expectations?”
For example, should all college graduates learn to create
web sites? To practice that skill should they create web sites
sometimes instead of writing papers? This interactive session
will describe examples of how technology use can shape five
areas of the Greater Expectations agenda. If time permits,
we will discuss how technology-based tools of inquiry can
guide general education reform.
Stephen Charles Ehrmann, Director, The TLT Group
Assessing Civic Engagement on College and University
Campuses: A Partnership Between ADP and NSSE
The American Democracy Project (ADP), in partnership with
the National Survey of Student Engagement (NSSE), assessed
the nature and frequency of civic engagement within a national
sample of undergraduate students in the spring of 2004. The
partnership, survey design, and results will be presented
and discussed as an effort to identify more effective ways
for measuring civic engagement.
George D. Kuh, Chancellor's Professor and Director, Indiana
University Center for Postsecondary Research; George L. Mehaffy,
Vice President, American Association of State Colleges and
Universities (AASCU); Felice Nudelman, College Marketing Manager,
The New York Times; Thomas F. Nelson Laird, Research Analyst,
Indiana University Center for Postsecondary Research
Student and Faculty Views of the Undergraduate Research
Experience: Variations on a Theme
It is widely accepted that undergraduate research (UR) experiences
have a significant impact on student learning and career choice.
Assessment of student learning gains from the UR experience
begins with accounting for the benefits of this intensive
pedagogy and leads to insights about liberal learning and
intellectual judgment. This presentation gives an overview
of recent research on the benefits of undergraduate research
based on data gathered from both students and faculty.
David Lopatto, Professor of Psychology, Grinnell College;
James Swartz, Vice President for Academic Affairs and Dean
of the College, Grinnell College
Advancing Integrative Themes in Teaching and Scholarship:
Faculty Development in the New Academy
This session will highlight an array of faculty development
and faculty scholarship challenges and opportunities that
arise as the New Academy's focus on integrative learning comes
to maturity. Attention will be given to faculty development
initiatives for faculty at varying career stages at both small
colleges and universities. Special attention will be given
to integrative teaching styles, development of assignments,
evaluation of student work, trajectories from freshman integrative
study to senior capstones, and faculty networking, publication
and presentation opportunities.
Francine G. Navakas, Bramsen Professor in the Humanities,
North Central College; Deborah DeZure, Director of Faculty
and Organizational Development, Michigan State University;
Cheryl Jacobsen, Vice President for Academic Affairs and,
Loras College
Seeking the Efficient Curriculum in a Time of Reduced
Resources
As resources have been reduced, the curriculum has often been
the victim. Examine choices in making reductions in courses,
programs and services, avoiding institutional anorexia and
seizing the opportunity to sharpen the curriculum, making
it more engaging, more socially responsive, and more fiscally
efficient.
James L. Ratcliff, Consultant, Performance Associates
Postsecondary Consulting
Leadership and Design of Authentic Assessment Systems
Deans from Central Connecticut State University will discuss
development and implementation of a performance based assessment
system. Following five years of research, the aggregation
and use of assessment data have become a significant basis
for decision-making and program improvement. The assessment
system, performance assessment tasks, reporting structures,
and feedback loop can be replicated. Lessons learned will
be of interest to institutions seeking to develop an authentic
system of assessment.
Ellen V. Whitford, Interim Provost and Vice President
for Academic Affairs, Central Connecticut State University;
Susan E. Pease, Dean, Central Connecticut State University;
Paulette Lemma, Associate Vice-President, Central Connecticut
State University
Pathways into a New Area of Learning: Reform and
Innovation in the Core Curriculum of the University System
of Georgia
Five institutions in the University System of Georgia—Georgia
State, Valdosta State, Armstrong Atlantic, Columbus State,
and Georgia College—have developed an area of the core
curriculum ensuring that students are engaged in significant,
coherent, and cohesive general education experiences that
foster interdisciplinary learning, global awareness, and civic
engagement. We will present in some detail these creative
pedagogies and best practices in this interactive session
during which we invite audience members to bring examples
of their core curricula and outcomes.
Brian Adler, Acting Dean of the Graduate School, Valdosta
State University; Mark Finlay, Assistant Dean of the College
of Arts and Sciences, Armstrong Atlantic State University;
Bill Fritz, Associate Provost for Undergraduate Studies, Georgia
State University; Barbara Hunt, Chair, Department of Language
and Literature, Columbus State University; Beth Rushing, Dean
of the School of Liberal Arts, Georgia College and State University
Evidence-Based Curriculum Development
The New Academy relies on a culture of evidence to inform
curriculum planning and improvement. Consequently, campuses
are challenged not only to choose among the many important
strategies to improve student learning (freshman seminars,
interdisciplinary courses, community-based learning, and undergraduate
research), but also to demonstrate that these strategies produce
powerful student learning. This session will describe both
the current state of research on these pedagogies as well
as appropriate approaches for institutional research to verify
and document student learning for both internal constituencies
and external accreditation.
Ann S. Ferren, Professor of Educational Studies and Senior
Fellow, AAC&U, Radford University; Karen M. Schilling,
Professor and Chair, Dept. of Psychology, Miami University
ACAD Session
Finding a Vision and Setting Priorities Amidst Revenue Shortfall
This session focuses on models for successful strategic planning.
It is informed, in part, by lessons learned from a strategic
planning effort conducted during 2003-04 at West Virginia
Wesleyan College. That planning effort was in response to
continuing concerns about declining revenue. The effort resulted
in the most thorough self-examination in the College's history
and in hard decisions that will shape its future. In the course
of the planning process, WVWC established a new vision statement
and developed an analysis of all programs at the College—both
academic and non-academic—based on three essential criteria:
quality, need, and financial contribution. Throughout, the
focus was on achieving excellence in the liberal arts college.
A case study will be employed to engage the audience in discussion
of the cost-analysis model that was developed.
Jeff Abernathy, Dean of the College, Augustana College;
Larry Parsons, Dean of the College, West Virginia Wesleyan
College; Steve Jones, Chief Financial Officer, West Virginia
Wesleyan College
2:15 - 4:00 p.m.
Presidents’ Forum
Shaping a Leadership Campaign for Liberal Education
How Presidents and Campuses Can Take the Lead in:
Forming Alliances with the Business Community
Providing Evidence on Liberal Education Outcomes
Creating Advocacy Alliances in Pilot States/Regions
Elisabeth Zinser, President, Southern Oregon University
and Chair, AAC&U Board of Directors; Additional members
of the AAC&U Board of Directors
Recommendations from the Presidents' Forum will help AAC&U
lead an effective campaign. Please join us for these discussions.
CONCURRENT SESSIONS
Thursday, 2:45-4:00 PM
Featured Session
Mutually-Assuring Dialogue (MAD): Breaking Accountability’s
Current “Cycle of Deterrence”
Accountability for the academy is both desirable and inevitable,
but the way we have historically approached it satisfies neither
our stakeholders nor ourselves. Faculty decry simplistic solutions,
while policymakers see caveats about complexity only as protest.
Breaking this cycle demands a new transparency of dialogue
between institutions and their publics that recognizes mutual
responsibilities while demanding authentic evidence of performance.
Building on the framework of AAC&U's 2002 report, Greater
Expectations: A New Vision for Learning as a Nation Goes to
College, this interactive session explores what this dialogue
might look like.
Peter Ewell, Vice President, National Center for Higher
Education Management; and Barbara Wright, Assessment Coordinator,
Eastern Connecticut State University
Sustainability and Democratic Responsibility
Sustainability involves the intersection of several domains—social,
economic, and environmental—and exists not as a problem
to be solved once and for all, but as a process in which we
must engage now and into the future. It is thus the responsibility
of all educated citizens, not just those in certain areas
or disciplines. Presenters will raise critical questions about
the role liberal education can play in moving us to a more
sustainable future and will provide examples of how issues
of sustainability can inform and enrich the curriculum as
a means of ensuring that colleges and universities “create
a New Academy in its fullest expression of inclusion, excellence,
and democratic responsibility.”
David Orr, Professor of Environmental Studies, Oberlin
College; Leith Sharp, Director, Harvard Green Campus Initiative,
Harvard University; Geoffrey Chase, Dean, Undergraduate Studies,
San Diego State University
The Role of the New Academy in Demystifying the Modern
Middle East
Amidst the fear and instability brought about by war and terrorism,
this discussion addresses the growing imperative for American
colleges and universities to actively seek creative ways of
establishing and cultivating relationships with their counterparts
in the Middle East. With an emphasis on self-reflection, participants
will discuss the extent to which our discourses of internationalization
actually relate to the realities on our campuses, particularly
with regard to increasing awareness about the modern Middle
East.
Haifa Reda Jamal Al-Lail, President, Effat College
On What's "Fish-y" about Civic Engagement
This session examines Stanley Fish's critique of civic engagement
from several points of view. Examining the arguments will
help us be more self-reflective about the proper role of civic
engagement for educational institutions. The issues also have
consequences for academic freedom and the grounds for supporting
higher education.
David Kline, Director, Blue Cross and Blue Shield of Florida
Center for Ethics, Public Policy and the Professions, University
of North Florida; Roger Bowen, General Secretary, American
Association of University Professors, American Association
of University Professors
E-Portfolios and Creative Accountability: A Means
of Integrated Learning and Assessment
This session will present the conceptual, pedagogical and
technical underpinnings of using e-portfolios for the demonstration
and assessment of integrated student learning. Examples of
student e-portfolios will be presented. The e-portfolio is
a means for integrating student learning across the curriculum
in general education and the major, as well as co-curricular
learning. E-portfolio portability and scalability will be
included along with potential for making teaching and learning
public.
Terrel L Rhodes, Vice Provost for Curriculum and Undergraduate
Studies, and Judy Patton, Director, University Studies Program,
Portland State University; and Brett Eynon, Assistant Dean
for Teaching and Learning, and J. Elizabeth Clark, E-Portfolio
Project Manager, City College of New York LaGuardia
Context Diversity: Reframing Higher Education for
Civic Learning in a Diverse Democracy
Drawing upon the experience of participants, this session
will introduce the concept of “context diversity”
and examine its implications for addressing the increasing
diversity of students and incorporating a civic dimension
to teaching and learning. The session will explore connections
between context diversity and civic engagement in a diverse
democracy as well as examples of the implementation of context
diversity at the University of New Mexico.
John A. Saltmarsh, Project Director, Brown University;
Roberto A. Ibarra, Special Assistant to the Provost, University
of New Mexico; Dan P. Young, Director, University College
Academic Programs, University of New Mexico
Creativity and Integrative Thought
Developing students’ integrative thinking skills is
a goal shared by liberal education and interdisciplinary studies.
While integration may be widely valued, the means of teaching
integrative thinking are often unclear and mysterious. This
session will develop the connection between interdisciplinary
work, integration, and creativity. It will apply the resulting
theoretical frame to a specific course and engage participants
in interdisciplinary exercises based on course activities.
David Sill, Associate Provost and Professor of Theater,
Eric Ruckh, Assistant Professor of History, and Douglas Eder,
Director of Assessment—all of Southern Illinois University
Edwardsville
Leveraging Institutional Transformation through Creative
Partnerships
The Consortium for Innovative Environments in Learning (CIEL)
provides a case study of how a partnership model can drive
institutional change in progressing toward the New Academy.
Institutional members include Alverno College, Daemen College,
The Evergreen State College, Fairhaven College, Hampshire
College, New College, and Pitzer College. Session participants
will have opportunities to explore the potential impacts of
consortium participation on their home campuses.
Karen I. Spear, Executive Director, Consortium for Innovative
Environments in Learning; Edwin Clausen, Vice President for
Academic Affairs and Dean of the College, Daemen College,
Kathleen O'Brien, Provost, Alverno College; Paul Burkhardt,
Interim Director, Arizona International College
Can a Public University Be Both Accessible and First-Rate?
The University of Virginia as a Test Case
In the face of deterioration in state support, the University
of Virginia has embraced its public mission with an ambitious
program of financial aid. This program will be augmented by
an active effort to recruit qualified students from throughout
Virginia, especially in areas hard-pressed economically. Recent
graduates of the university will live and work for a year
within counties to guide students through the daunting process
of applying for all forms of higher education.
Edward L. Ayers, Dean of the College and Graduate School
of Arts and Sciences; Nicole Farmer Hurd, Assistant Dean and
Director, both of the University of Virginia;
New Frontiers in Shared Inquiry
The term “shared inquiry” encompasses all pedagogies
in which students engage in intellectual partnerships while
pursuing a common intellectual goal. This panel describes
new expressions of shared inquiry and new approaches to demonstrating
its effectiveness: a pilot project to bridge the gap between
high school and college; a 4-year student/faculty research
program; an empirical analysis of shared inquiry in great
books seminars; and an institutional assessment of the effectiveness
of shared inquiry.
Stephen Woolpert, Dean, Saint Mary's College of California;
Scott Lee, Executive Director, Association for Core Texts
and Courses; William Hynes, President, Saint Norbert College;
Jose Feito, Associate Professor, Saint Mary's College of California
ACAD Session
Balancing Expectations for Faculty Teaching, Scholarship,
and Service
Effective teaching is at the heart of liberal education, and
faculty are expected to be devoted, skilled, and motivated
in the classroom, laboratory, and studio. But faculty are
also expected to be scholars. And they are expected to contribute
service to the college or university. At their best, these
three activities are highly connected, and together create
a liberal learning environment. However, for many faculty
the activities compete with each other for the individual’s
time, and the resulting pressures are a significant source
of stress. The panel will discuss the nature of teaching,
scholarship and service, the nature of these pressures, and
their effects on faculty career development. An important
focus of the panel will be on ways in which work in the three
areas can be fused, with a hoped-for result of reducing the
stressful effects of believing that attention to one of the
three areas means reducing time available for the others.
David Burrows, Dean of the College and Professor of Psychology,
Beloit College; Charles Lewis, Associate Professor of English
and Director of the Writing Program, Beloit College; Diane
Lichtenstein, Associate Dean of the College and Professor
of English, Beloit College; Robert J. Thompson, Jr., Dean
of Trinity College and Vice Provost for Undergraduate Education,
Duke University
Thursday, January 27, 4:30 p.m.
Anniversary Address:
Making Excellence Inclusive: The Decade Ahead
Presented by Carol Geary Schneider, President, AAC&U
5:30-7:00 p.m.
AAC&U’s 90th Anniversary Reception
A Celebration of our 200 Founding Members and 1,000 Current
Members
Friday, January 28, 7:00-8:30 a.m.
Administrative Courage: Leadership for Diversity
and Institutional Change
Network Breakfast for Faculty and Administrators
of Color
Beverly Daniel Tatum, President of Spelman College and
former Acting President and Dean of the College at Mount Holyoke
College
ACAD Members’ Breakfast
Networking Breakfast for Faculty and Administrators
of Color
Hosted by Alfredo Gonzales, Associate Provost of Hope
College, and Heather J. Knight, Associate Provost for Faculty
Development, Diversity and Special Programs, University of
the Pacific
Networking Breakfast for Colleagues at Research Universities
Networking Breakfast for Colleagues at Community
Colleges
Friday, 8:45-10:15 a.m.
AAC&U Members' Meeting
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 were to have pre-registered
with The Aspen Institute.)
Academic and Student Affairs: Creating and Assessing
a Vigorous Partnerships
Relations between faculty and student life are often strained.
Yet the goals of liberal education, like character development
and civic engagement, require cooperation between them. How
can we move from an antagonistic relationship between faculty
and student life to a vigorous partnership? Presenters will
explore the challenges and rewards in developing a culture
that supports the concept of the New Academy where all on
campus understand and have ownership of the goals that really
matter in liberal education.
Shelley A. Bannister, Professor of Justice Studies and Women's
Studies and Special Assistant to the President, Northeastern
Illinois University; Kristine Pierre, Assistant to the Vice-President
of Student Affairs, Northeastern Illinois University
Christian William Hoeckley, Administrative Director, Westmont
College; Stu Cleek, Associate Dean for Residence Life, Westmont
College
On Becoming a Productive University: Strategies for
Reducing Costs and Increasing Quality
Universities are continually asked to do more with less. To
survive, they must look beyond trimming at the margins to
strategies that will transform the institution to recapture
public trust, ensure long-term financial viability, and maintain
quality. We explore specific administrative, technological,
faculty development, curriculum, and pedagogical strategies
for increasing productivity and quality. Prompted by examples
and working in groups, participants will brainstorm strategies
for their institutions to increase quality while reducing
time and costs.
Judith E. Miller, Associate Dean for Special Academic
Initiatives, Clark University; James E. Groccia, Director,
Biggio Center for the Enhancement of Teaching and Learning,
Auburn University
3-D Teaching: Discussion, Dialogue, and Deliberation
for Student Learning and Institutional Reform
Deliberative democracy is a “hot topic” in higher
education circles, but what does it mean? Models of democratic
dialogue can serve the educational, governance, and civic
goals of colleges and universities. It is a powerful tool
for interdisciplinary, problem-based learning, for managing
divisive institutional issues, and for establishing meaningful
community-university partnerships. In this interactive session,
we will review what it takes to create meaningful communities
of discourse on campus and in communities. We will consider
its many uses—and limitations—from the perspectives
of a senior academic leader, a student affairs officer, and
the associate provost/dean. And we will place this work in
the context of national movements to strengthen education
for diversity, social justice, and civic responsibility.
Nancy Thomas, Director, Democracy Project, Society for
Values in Higher Education and Senior Associate, Study Circles
Resource Center; Bruce Mallory, Provost and Executive Vice
President for Academic Affairs, University of New Hampshire;
Ande Diaz, Assistant Director for the Pace Center for Community
Service, Princeton University
The Administrative Portfolio: Improving and Assessing
Leadership in the New Academy
Increasingly, academic leaders are designing and maintaining
administrative portfolios for improvement and accountability
in the new academy. Some do it well; others do not. This session
reviews a model portfolio (both its content and the collaborative
process by which it was developed); discusses lessons learned
about what works and what does not; and, assists participants
in getting started on their own portfolios. The program includes
brief presentations, reflective discussion, and interactive
small-group exercises.
John Zubizarreta, Director of Honors and Faculty Development,
Columbia College; Peter Seldin, Distinguished Professor of
Management, Pace University
ACAD Session
Collaboration x 2: Models and Strategies for Faculty Teaching
Support
This session focuses on the need for creating a collaborative
learning environment at colleges and universities that will
support professors in their teaching. Presenters will consider
the types of programs currently in place, including the one
established at Bard College, which could serve as a model
for other small liberal arts institutions. Bard's Center for
Faculty and Curricular Development, known as the CFCD, collaborates
with the College’s Writing Institute, First-Year Seminar,
Dean of Students Office, and various other offices to organize
workshops, bring in speakers, and facilitate connections between
junior and senior faculty. The format of the session will
present CFCD as a case study and offer small group discussion
on specific strategies and model workshops for helping teachers
teach.
Julia Rosenbaum, Associate Dean of the College; Celia
Bland, Director of Academic Resources, Visiting Assistant
Professor of FYS; and Teresa Vilardi, Director, Institute
for Writing and Thinking—all of Bard College
Geberal EducationRoundtable Discussions
Transforming General Education for Integrative Learning
in Comprehensive Universities: Two Compelling Journeys
Capital University and Belmont University are developing general
education curricula in consonance with the themes of “Greater
Expectations” and the “New Academy.” In
this session, each university will introduce its model and
describe how the model achieves the goals of integration within
the needs of a comprehensive university. Participants will
also highlight the process of implementation and further development
of the model through innovative and integrative campus leadership.
Marcia A. McDonald, Associate Provost, Annette Sisson,
Director of General Education, and Dan McAlexander, Provost—all
of Belmont University; and Laurel Talabere, Professor of Nursing,
Craig Burgdoff, Associate Professor of Religion, and David
Belcastro, Chair, Department of Religion and Philosophy—all
of Capital University
Steering General Education Reform…. Safely
General Education review challenges comfort zones, engrained
habits, familiar assumption, and perhaps, at times, a faculty's
expertise. As Coe College has revisited its graduation requirements
in the context of the “new academy,” it has focused
on creating a productive, educative atmosphere for institutional
change. This session will be a source of best practices for
those beginning or contemplating General Education reform,
and an opportunity for those who have undertaken such reform
to offer driving tips.
Gina Hausknecht, Associate Dean of the Faculty and Associate
Professor of English; Greg Griffin, Dean of Campus Life; Heather
Edvenson, Student; Terry McNabb, Associate Professor of Teacher
Education; and Paula Sanchini, Henry and Margaret Haegg Professor
of Biology—all of Coe College
Raising Expectations through Working Convergences:
General Education, Writing Across the Curriculum, and Integrative
Learning
The upper freshman/lower sophomore Core Seminar is designed
to integrate multiple disciplinary perspectives. It is writing
intensive, provides guidance in research techniques, expects
students to work in small teams and present the results of
their research publicly, and is team-taught by faculty from
differing departments. In addition to a common anthology,
faculty select readings based on their own sensibilities and
knowledge, plan numerous field explorations in the metropolitan
area, and bring together their three or four sections –
which function as a single cohort for these joint sessions
– for specially designed interactive laboratories in
which students broaden their social base as they probe the
nature of disciplinary inquiry. Three faculty will illustrate
the complex design of these joint sessions, and of writing
related to field explorations, arguably the most integrative
elements of the overall design.
Bernice Braid, Dean; Claire Goodman, Professor of Media
Arts; Elizabeth Kudadjie-Gyamfi; and Linda Zelski—all
of Long Island University Brooklyn Campus
Managing and Assessing an Integrated General Education
Curriculum
Panelists will take a practical, problem-solving approach
to discussion of implementing, managing and assessing an integrated
General Education curriculum. Topics addressed will include:
program design and curricular mapping; ongoing coordination
and management; statewide context, including articulation
agreements; program changes that have resulted from assessment
data, curricular and resource pressures, and input from shared
governance bodies; assessment tools and strategies. The session
is designed for those contemplating or in the process of general
education reform.
Jonathan Mark Rosenthal, Associate Dean, and Wendy G.
Troxel, Assistant Professor of Educational Administration
and Foundations, both of Illinois State University
The Visionary and the Volatile: The Promise and
Perils of a Values-Based, Socially Responsible General Education
Curriculum
We present the case of Lewiston-Auburn College of the University
of Southern Maine as an innovative institution poised to realize
“greater expectations.” The effort to implement
a values based and socially responsible curriculum has led
us into the need to grapple with volatile issues. From our
perspective, the emerging “New Academy” requires
an academic community that is intellectually and socially
healthy enough to restore faith in democracy by learning to
practice the virtues it requires.
Rosemary Joan Cleary, Associate Professor of Social and
Behavioral Sciences; and Eve Allegra Raimon, Associate Professor
of Arts and Humanities—both of University of Southern
Maine / Lewiston-Auburn College
Liberal Education, Student Development, and Successful
Student Transitions: Expectations but No Promises
Presenters describe how their institution moved from first-year
seminar (FYS) to what they believe is truly a first-year experience
(FYE), relating how a team of faculty, staff, and students
conducted a self-study of how well their institution serves
first-year students. In the process, a FYE emerged from the
former silos in which units had operated. Further, they outline
how strategic enrollment management initiatives have prompted
consideration of expanding this integrated approach to all
student transitions.
Leon C. Book, Director, First-Year Experience; David A.
Starrett, Interim Dean; Fred T. Janzow, Vice Provost—all
of Southeast Missouri State University
CONCURRENT SESSIONS
Friday, 10:30-11:45 AM
Featured Session
The Learning Paradigm College
A paradigm shift is taking hold in American higher education—one
in which the new mission of the institution is to produce
learning, not simply to provide instruction. The author of
The Learning Paradigm College, John Tagg will lead an interactive
discussion of existing functional frameworks and offer a way
to re-envision and recast familiar aspects of college work
and college life.
John Tagg is Associate Professor of English at Palomar
College and author of The Learning Paradigm College (Anker
Publishing, 2004)
Presidential Perspectives on the Challenges of a
New Academy
The well being of liberal education is related to the ability
of educators to articulate a vision for liberal learning that
resonates with contemporary values and issues. Concerns about
career preparation and society’s need for specialized
knowledge, for example, have influenced a recent revival of
liberal learning as “practical liberal education”—connecting
general education and the liberal arts major with professional
studies and applications such as undergraduate research, internships
and community engagement. Philosophically, these concerns
and anxiety about the health of American democracy have sparked
a revival of John Dewey’s pragmatic idealism linking
education and democracy. A panel of presidents will comment
on the nature of a New Academy as it is reflected in their
institutional structures and strategies.
Moderator: John Moore, Drury University
Panelists: Bobby Fong, Butler University; Leo Lambert, Elon
University; Jeanne Neff, The Sage Colleges; and James Appleton,
University of Redlands
This session is sponsored by the Associated New American Colleges
What is Higher Education's Role in the Fight Against
the Spread of HIV/AIDS?
An estimated 40,000 Americans become infected with HIV every
year, many under the age of 25. What responsibility does higher
education have in preventing the spread of HIV/AIDS in young
adults (ages 13-24)? Community leaders and Board Members from
AAC&U's Program on Health and Higher Education (PHHE)
will lead a discussion about the relationship between higher
education's civic mission and students' academic investigation
of the HIV /AIDS epidemic.
Chair: Ray Quirolgico, Director of Residence Life, University
of San Francisco; Robert Corrigan, President, San Francisco
State University, Jeff Sheehy, HIV/AIDS advisor to San Francisco
Mayor, Gavin Newsom, and Aimee Zenzele Barns, Board President
for San Francisco Study Center and the Black Coalition on
AIDS
PHHE is funded by a cooperative agreement (#00081) with the
U.S. Centers for Disease Control and Prevention (CDC), Division
of Adolescent and School Health (DASH), Atlanta, Georgia.
Educating for Sustainability: Ithaca College and
EcoVillage at Ithaca
This session will explore a highly innovative approach to
educating undergraduates for global sustainability, a collaboration
between Ithaca College and EcoVillage of Ithaca funded since
2001 by the National Science Foundation. The goals of “Applying
Science to Sustainability,” which partners college faculty
and EcoVillage professionals and educators, are to advance
undergraduate learning in sustainability and to encourage
students to become involved in science-based community ecological
projects, using EcoVillage at Ithaca as a living laboratory.
Peter Bardaglio, Provost and Vice President for Academic
Affairs, Ithaca College; Susan Allen-Gil, Associate Professor
of Biology, Ithaca College; Liz Walker, Director, EcoVillage
of Ithaca
Interdisciplinary Centers as the Site of Change:
Is the New Academy a Feminist Academy?
The “New Academy,” with its emphasis upon inclusion
and excellence, is, in part, a legacy of the transformative
challenges to liberal arts education of second wave feminism
and other social movements within and beyond the academy.
This panel takes up two central questions of the “new
academy” (characterized by increasingly diverse students,
many of whom are women, and situated within a social order
where gender equity is increasingly under siege): (1) what
is the place of “centers” in interdisciplinary
and social justice work in liberal education for the 21st
century and (2) how do we best institutionalize intellectual
and pedagogical work for gender equity in the 21st century
that is equally responsive to globalization, transnationalism,
diversity and multiculturalism?
Betty M. Bayer, Director of the Fisher Center for the
Study of Women and Men, Hobart and William Smith Colleges;
Nancy Sorkin Rabinowitz, Director of the Kirkland Project
for the Study of Gender, Society, and Culture, Hamilton College;
Beverly Guy-Sheftall, Director, Women's Research and Resource
Center, Spelman College; Susan E. Henking, Professor of Religious
Studies, Hobart and William Smith Colleges
Focus on the First Year: A Process for Improving
Student Success
The presenters, one from a public university and one from
a private college, will describe and contrast their experiences
with the development and implementation of a process that
brings together representatives from all the campus offices
and groups that collectively shape students’ first college-year
experience. This process, requiring that the first-year experience
be examined in its entirety, is designed to guide organizational
change resulting in broader and deeper student learning, i.e.,
greater student success.
William Blanchard, Director of Institutional Research
and Assessment Services, University of Wisconsin-Parkside;
Kathleen M. Morley, Assistant to the Provost for Institutional
Research, Franklin Pierce College; and Stephen W. Schwartz,
Visiting Senior Fellow on the First Year of College, Brevard
College
Urban Growth, Civic Engagement, and New Learning
Communities: Challenging Students to Think in a Comparative
Framework
Drawing on successful experiences with global classrooms and
projects, panelists discuss programs focusing on urban challenges
and solutions within a comparative framework. A variety of
learning technologies enable diverse communities of students
and faculty to interact with and learn from each other in
urban areas of the U.S., Europe, and Africa. Such technologies
can help create global learning communities that promote social
responsibility and civic engagement.
York W. Bradshaw, Dean, College of Arts and Sciences,
University of South Carolina Upstate; Sandy Schaeffer, Director,
Advanced Learning Center, University of Memphis; Elsabe Coetzee,
Assistant Dean, Tshwane University of Technology; Theo Bothma,
Head, Department of Information Science, University of Pretoria;
Reginald S. Avery, Executive Vice Chancellor for Academic
Affairs, University of South Carolina Upstate
Addressing Reservations about Participating in Assessment
Some members of the academy have developed articulated resistance
to assessment programs. For example, one hears that measurement
distorts teaching and learning, it is inherently incomplete
and inaccurate, certain disciplines defy quantification, assessment
involves extra work, or there is no evidence that it works.
A panel representing diverse schools and disciplines will
examine approaches for addressing these concerns. The structure
of the session also provides equal time for audience members
to describe their concerns and solutions.
David W. Chambers, Professor and Associate Dean for Academic
Affairs and Scholarship, and Jean Purnell, Assistant Provost
for Assessment and Dean of the Library—both of the University
of the Pacific; Philip Boo Riley, Associate Professor of Religious
Studies, Santa Clara University; and Amy Driscoll, Director,
California State University Monterey Bay
The New Rural Academy: Connection, Engagement, and
Assessment from the Middle of Now/Here
As student populations shift in an era of rapid globalization,
and public expectations of universities undergo substantive
change, how do universities in remote locations transform
themselves into centers for engaged learning in service to
the public good? We will work with the audience to explore
institutional transformation in rural settings, focusing on
how a scarcity of resources and the social and economic problems
of a region can lead to new purposes for a university, new
opportunities for engaged learning for students, and new tools
for assessing such engagement.
Robert L. Davis, Associate Professor and Coordinator,
Cornerstone Program; John S. Miller, Provost; Elizabeth Boretz,
Associate Professor of Spanish; Linda Jerofke, Assistant Professor
of Anthropology; Anna Cavinato, Associate Professor of Chemistry—all
of Eastern Oregon University
Altering Institutional Structures to Enlarge the
Presence of Faculty of Color
This interactive session will explore how institutional change
can increase the presence of faculty of color in the academy.
In particular, this session will show how three very different
institutions--Howard University, Hope College and the Research
Corporation--have joined efforts to achieve this goal. In
this session we will review the Preparing Future Faculty Program
between Hope College and Howard University as model for the
integration of research and teaching at the undergraduate
level for individuals who envision a professional career as
scholars/educators.
Alfredo M. Gonzales, Associate Provost, Hope College;
Orlando L. Taylor, Vice Provost for Research and Dean of the
Graduate School, Howard University; James M. Gentile, President,
Research Corporation; Jennifer Young, Assistant Professor
of English, Hope College
ACAD Session
Developing International Partnerships in Support of Student
Learning
The session will provide creative examples of international
partnerships, a framework to help create, fund, and implement
such partnerships, and examples of the best practices to enhance
student learning in an international collaboration. Throughout
the session, we will elicit the ideas and examples of the
participants and provide a summary of ideas designed for those
wishing us to follow-up. We will also explore how to link
learning objectives to an international study abroad experience
through a design exercise.
Karen Kashmanian Oates, Provost and Vice President for
Academic Affairs, Harrisburg University of Science and Technology
and Senior Science Advisor for the International Women in
Science and Engineering; Amy Shachter, Senior Associate Dean,
Santa Clara University
Roundtable Discussions on CivicEngagement and Social
Responsibility
Social Justice Learning Communities
Faculty will provide an overview of two new Learning Communities
in which collaboration across disciplinary boundaries is promoted,
theoretical constructs are applied to community-defined social
justice issues, and experiential immersion opportunities are
created: “Renewable Environments: Transforming Urban
Neighborhoods”; and “Living Dangerously: Discipleship
in Action,” a team-taught social action class targeted
toward mature students interested in exploring the existential
and practical challenges for Christian disciples living in
today's society.
Gary Adler, Associate Director; Michael Barram, Assistant
Professor of Religious Studies; Steve Bachofer, Professor
of Chemistry; and Phylis Martinelli, Professor of Sociology—all
of Saint Mary's College of California
Linking Community Based and Intercultural Learning
with Global Studies
Directors of La Salle University's Leadership and Global Understanding
Program will lead an interactive discussion with participants
and describe how their program successfully links community
based and intercultural learning with global studies, academic
affairs with student affairs, and faculty with students. Participants
will work together and design an action plan for their own
campuses growing out of their own traditions and values.
Marjorie S. Allen, Associate Professor and Co-Director,
Leadership and Global Understanding; Robert Vogel, Professor
and Co-Director; and Louise Giugliano, Co-Director—all
of La Salle University
Learning in Place
Colleges need to become more deeply rooted in place—attending
to location in curricula, thinking critically about social
structures in which we participate, considering our partnerships
with the community—with an aim toward improving learning
opportunities and preparing students for responsible citizenship.
By cultivating a positive relationship to place, colleges
improve the quality of life and prepare students to live well
anywhere. We will develop these ideas with case studies from
Grinnell College.
Jonathan Lee Chenette, Professor of Music and Associate
Dean of the College; Jean Ketter, Associate Professor of Education;
and Mark Levandoski, Assistant Professor of Chemistry—all
of Grinnell College
Challenges and Rewards of Integrating Interdisciplinary
Studies and Student Action
Interdisciplinary courses and service learning are available
to students on most campuses, yet few institutions integrate
these powerful teaching tools in a required program of study.
The University of South Dakota recently implemented an interdisciplinary
program with an ‘action’ component that includes
opportunities for student research, creative activity, and
community service. The IdEA Program serves as a model for
discussion about implementing integrative learning practices
for campuses that seek to put their curriculum into action.
Karen L. Olmstead, Associate Vice President for Academic
Affairs; and Royce C. Engstrom, Vice President for Academic
Affairs—both of University of South Dakota
Expanding Horizons: An Innovative K-16 Partnership
Offering Integrative and Collaborative Learning for All Participants
The New Academy suggests partnerships between liberal arts
colleges and public school systems offer learning opportunities
for the liberal education of college students. What are the
best practices in forming collaborative relationships? What
methods are most effective to sustain partnerships that transform
traditional learning? What are the barriers to inventing forms
of engaged pedagogy? How do we assess the effectiveness of
partnership activities? These are some of the questions addressed
as we present Expanding Horizons an innovative K-16 partnership.
Ruth Andrea Levinson, Professor of Education, Skidmore
College; and Michael James Mugits, School Leader, Schuylerville
Central School District
The World for Women: Creating Global and Local Partnerships
Panelists will begin a conversation around the global and
local community connections and partnerships established between
Agnes Scott College (a liberal arts college for women) and
a variety of refugee and grass-roots agencies. Our primary
focus is on women and their children. We will share some of
the theory and practice of our work across disciplines in
experiential learning and human rights education.
Tina Pippin, Professor of Religious Studies; Brenda A.
Hoke, Associate Professor of Sociology; and Isa D. Williams,
Director of the Office of Experiential Learning and the Atlanta
Semester for Women, Leadership, and Social Change—all
of Agnes Scott College
Friday, January 28, 11:45 a.m.
ACAD Keynote Luncheon
Julie Reuben
The Perils of Leadership: Revisiting Academic Reform in the
1960s
Julie Reuben is Professor of Education at the Harvard Graduate
School of Education. Her teaching and research address broad
questions about the purposes of education, the relation between
educational institutions and political and social concerns,
and the forces that shape education change. She is the author
of Making of the Modern University: Intellectual Transformation
and the Marginalization of Morality (1996) and Campus Revolts:
Politics and the American University in the 1960s (forthcoming)
CONCURRENT SESSIONS
FRIDAY, 1:30-2:30 PM
Featured Session
Higher Learning for Citizenship
Sylvia Hurtado will present research linking students' cognitive,
social, and democratic skill development during the first
two years of college. She will discuss the implications of
her findings for undergraduate education, student development,
and assessment as higher education re-examines its sense of
social responsibility.
Sylvia Hurtado, Professor and Director of the Higher Education
Research Institute, University of California Los Angeles
Featured Session
Ivy and Industry: Business and the Making of the American
University
Christopher Newfield traces major trends in the intellectual
and institutional history of the research university from
1880 to 1980. He pays particular attention to the connections
between the changing forms and demands of American business
and the cultivation of a university-trained middle class.
He contends that by imbuing its staff and students with seemingly
opposed ideas—of self-development on the one hand and
of an economic system existing prior to and inviolate of their
own activity on the other—the university has created
a deeply conflicted middle class.
Christopher Newfield, Professor of English at the University
of California, Santa Barbara. He is the author of Ivy and
Industry: Business and the Making of the American University,
1880-1980 (Duke University Press, 2004)
What is Higher Education's Role in Promoting Student
Health and Development?
Is there a positive relationship between the experiences students
have in the classroom and their mental health and well-being?
Can we better utilize the fundamental academic strengths of
institutions to address the intellectual, emotional, and civic
development of students? These are the questions being explored
in a new initiative, Bringing Theory to Practice (BTtoP),
funded by the Engelhard Foundation and in partnership with
AAC&U. Members of the BTtoP Planning Group will share
perspectives on the mental health and substance abuse crises
facing campuses and the necessary response of the whole Academy,
bridging academic and student affairs, and empowering students
on campus.
Donald W. Harward, President Emeritus, Bates Colleges
and Project Director, BTtoP, and Members of the BTtoP Planning
Group
Implementing Innovative Liberal Education in Europe
The potential value of the liberal education model for new
programs in Europe grows clearer. Restructuring a 4-year American-style
liberal arts program in Brussels into a 3-year European Bachelor’s
degree led the international faculty of Vesalius College to
re-examine their definition of liberal arts education, settle
on the qualities prized by most (breadth, choice, flexibility,
skills) and promote liberal education as a vital and valuable
component of twenty-first century European higher education.
In the Netherlands, Utrecht University has established the
University College Utrecht, offering a Liberal Arts and Science
honors program for selected international students. The objective
of University College Utrecht is to create an environment
where students are encouraged to develop interdisciplinary
attitudes as well as profound disciplinary knowledge.
Patricia Costa, Associate Dean for Institutional Development,
Vesalius College
Fried Keesen, Director of Education, University College Utrecht;
Ria van der Lecq, Director of Education of the Liberal Arts
& Sciences Program, Utrecht University
Engaged Faculty Who Cross Disciplinary Boundaries
Faculty engaged in community work often find that what is
valued most by their partners is not their disciplinary expertise
but rather their skills in communication and analysis, i.e.,
the skills associated with the traditional liberal arts. As
we promote the development of engaged students through a liberal
education, should we not be rewarding faculty for utilizing
these same skills? This discussion will focus on recognizing
faculty who step outside the boundary or their disciplines
in serving their communities.
Gerald Eisman, Service-Learning Faculty Scholar, California
State University; Rich McCline, Associate Professor, Management,
San Francisco State University; Raul Reis, Associate Professor
of Journalism, California State University Long Beach; and
Gerryann Olson, Associate Professor of Psychology, Sonoma
State University
Education Through the Arts: Creative Modes of Research
and Learning in the New Academy
There has been a sea change in the conception of how the arts
contribute to learning and civic engagement. There is widespread
recognition that people have very different cognitive styles
or ways of learning, and that for many, the process of making
is an effective vehicle for liberal education. This presentation
will examine how education through the arts can contribute
to rethinking the liberal arts in a contemporary context.
Michael S. Roth, President, California College of the
Arts
Liberal Education and Sustainability: Next Steps
Participants are invited to help shape the AAC&U/Association
of University Leaders for a Sustainable Future (ULSF) partnership
on global education for sustainable development. What kinds
of help do campuses need in identifying opportunities and
resources? What mechanisms exist to promote existing leadership
schools? What are the implications of making questions of
sustainability central to a 21st century liberal education?
How can we most productively link the global education agenda
with the sustainable development agenda?
Wynn Calder, Associate Director, Association of University
Leaders for a Sustainable Future; Caryn McTighe Musil, Senior
Vice President, AAC&U; Kevin Hovland, Program Director,
Global Initiatives, AAC&U; Debra Rowe, Senior Fellow,
University Leaders for Sustainable Future, Oakland Community
College
Moral Reasoning in the New Academy
In a global environment dominated by “uncertain global
relations…and persistent inequalities and injustices…throughout
the world,” a discussion of moral reasoning may be more
important than ever. In this highly interactive session we
will discuss ways to integrate the examination of moral decision-making
and moral reasoning into a liberal curriculum.
Timothy L. Hulsey, Director, University Honors Program
and Associate Professor of Psychology, Virginia Commonwealth
University; Christopher J. Frost, Director, University Honors
Program and Professor of Psychology, Texas State University-San
Marcos
The Returns Are In: Foundation of Excellence in the
First College Year
This session is a follow-up to the 10:30 a.m. session, Focus
on the First Year: A Process for Improving Student Success
Stephen W. Schwartz, Visiting Senior Fellow on the First
Year of College, Brevard College; and Robert David Reason,
Assistant Professor of Higher Education, Penn State University
Assessing Liberal Education Competencies: A Statewide
Approach
The State Council of Higher Education for Virginia (SCHEV)
monitors institutional effectiveness efforts as measured by
six postsecondary competency-based assessments -- Writing,
Technological Literacy, Quantitative Reasoning, Scientific
Reasoning, Critical Thinking, and Oral Communication. This
accountability system has proved beneficial for all parties
involved -- the institutions, state policy makers, and the
general public.
Stephen Charles Scott, Senior Associate for Academic Affairs,
State Council of Higher Education for Virginia (SCHEV); Nancy
J. Cooley, Director of Academic Affairs and Planning, State
Council of Higher Education for Virginia (SCHEV); Karl L.
Schilling, Interim Associate Director, Miami University
Measuring Civic Engagement During and After College
It is one thing for colleges to provide opportunities for
students to become volunteers in their local communities.
It is quite another to structure programs that deliberately
enhance learning and foster increased civic engagement. This
national, longitudinal study surveyed students when they entered
college in 1994, again four years later, and now follows up
about 10,000 students in 2004. It examines the ways in which
course-based community service shapes young adults’
post-college involvement in civic, political, and service
activities.
Lori Vogelgesang, Director, Center for Service Learning
Research, Higher Education Research Institute, University
of California, Los Angeles
Quantitative Reasoning: Essential for All
The ability to think clearly and critically about quantitative
issues is an essential component of a liberal education. Today,
quantitative reasoning is required in virtually all academic
fields, is used in most every profession, and is necessary
for decision-making in everyday life. Strong mathematical,
logical, and statistical skills are critical in understanding
many of the economic, political, and environmental issues
that arise in today’s global community. Given the importance
of quantitative reasoning, how do we ensure that ALL students
– including those who may have little confidence and/or
poor preparation in mathematics – gain the quantitative
skills they will need in their college careers and beyond?
Corrine Taylor, Director of the Quantitative Reasoning
Program, Wellesley College
ACAD Session
The Coe Plan: Engaged and Practical Liberal Education
In 1998, Academic Affairs and Student Affairs at Coe College
inaugurated the Coe Plan, a developmentally sequenced program
designed to help students connect classroom and out-of-class
learning and to facilitate a meaningful transition from college
to the world of work and citizenship. Coe Plan activities
include community service, Issue Dinners, and pre-practicum
workshops, culminating in a self-designed academic practicum.
The Coe Plan evolved as Student Affairs and the faculty collaborated
on enhancing its strengths and addressing its weaknesses.
Presenters will describe the program and how it has developed,
explore student outcomes, and discuss future directions.
Marc Roy, Vice President for Academic Affairs; Lou Stark,
Vice President for Student Affairs; and Greg Griffin, Dean
of Campus Life—all at Coe College
CONCURRENT SESSIONS
Friday, 2:45-4:00 PM
Featured Session
Assessing the "Value-Added" of Liberal Education
The quality of higher education generally and the appropriateness
of liberal education in particular are increasingly being
questioned. In this regard, assessment and accountability
are subjects of national policy discussions echoing similar
concerns leading to K-12 high-stakes testing. This session
will present the case for "value-added" assessment
of liberal education using student learning as the standard
for judging institutional quality and accountability. Special
focus will be given to initial results from the Collegiate
Learning Assessment Project (CLA), a value-added approach
to assessing student learning and institutional quality.
Richard H. Hersh, Senior Fellow, Council for Aid to Education;
and Richard Shavelson, Professor of Education and Psychology,
Stanford University
What Really Matters in College? What High School
and College Students Think
Building on its Greater Expectations and Making Excellence
Inclusive initiatives, AAC&U begins in 2005 a decade-long
set of initiatives designed to reach out beyond the academy
to engage the public with the nature and importance of a contemporary
liberal education. In this session, participants will learn
findings from a set of preliminary focus groups with high
school and college students commissioned by AAC&U in summer
2004 to inform these efforts. The presentation will focus
on what students’ goals are, what they think the most
important outcomes of college are, what they understand and
think about liberal education, and finally how their priorities
compare to those of business and academic leaders. Findings
will be presented and the implications of the findings—both
for public outreach and for campus practice—will be
discussed.
Debra Humphreys, AAC&U Vice President for Communications
and Public Affairs
Building Bridges between Campus and Community: Models
of Civic Engagement for the New Academy
Panelists will present working models and practical applications
that connect colleges and universities with local, national,
and international communities using the threads of integrative
health, cultural identity, social justice and compassion.
Susan G. Carter, Adjunct Faculty, California Institute
of Integral Studies; Edward S LaMonte, Howell Heflin Professor
of Political Science, Birmingham Southern College; Arisika
Razak, Professor and Director of Integrative Health Studies
Program, California Institute of Integral Studies; Michelle
Herrera, Graduate Student at CIIS and Director of Youth Services,
Native American Health Center, Oakland, CA,
Geography and the New Academy: Blurred Boundaries
and Strategic Sites
“Geography and the New Academy” draws upon visits
to eleven private research universities in the U.S. made over
the last eight years—visits that sought to determine
exactly what makes certain universities so resilient to stress.
Those conversations led us to consider the academy in terms
of geography—-in particular, the blurred boundaries
and strategic sites that characterize the global city. Not
simply literal, these boundaries and sites are metaphors for
interdisciplinary work and team-building across the humanities,
social sciences, and natural sciences: work certain universities
have advanced despite external pressures. Some forward-thinking
leaders in the New Academy are using blurred boundaries to
help both faculty and students to make valuable connections
and contributions across the disciplines.
Susan H. Frost, Consultant to Higher Education Leaders
and Adjunct Professor in the Graduate Institute of Liberal
Arts, Susan Frost Consulting and Emory University; Aimee L.
Pozorski, Visiting Assistant Professor of English, Central
Connecticut State University
New Forms of Dual Enrollment: A Strategy for Increasing
Equity of Postsecondary Outcomes
This panel provides an opportunity to discuss two cutting-edge,
relatively large-scale dual enrollment approaches: College
Now—the evolving early college high school network of
the City University of New York system and the New York public
schools; and University College and Ivy Tech dual enrollment—an
evolving early college model at Indiana University Purdue
University.
Nancy Hoffman, Vice President, Youth Transitions; Director,
Early College High School Initiative, Jobs for the Future;
Scott Evenbeck, Dean, University College, Indiana University
Purdue University Indianapolis; John Garvey, Associate Dean
for Collaborative Programs, City University of New York
Fulbright's Alumni Initiative Awards Program
Although the Fulbright Scholar Program has long served the
individual scholar, there is a new program that functions
at the institutional level: the Alumni Initiative Awards (AIA)
program. AIA grants promote international, institutional linkages.
Moderated by a representative of the Council for International
Exchange of Scholars, the panelists, all AIS participants,
will describe their projects, address the challenges and successes
they encountered, and discuss their projects' outcomes.
Deborah Owen Moore, Senior Program Officer for Recruitment,
Council for International Exchange of Scholars; John C. Yodder,
Professor of History and Politics, Whitworth College; Margaret
E. Russett, Associate Professor of English, University of
Southern California; Gail W. Lapidus, Senior Fellow, Stanford
University
Journey of the Student: An Integrated Assessment
Model to Support Institutional Change
This case study describes an integrated model of outcome-based
assessment focusing on “Journey of the Student”
as a metaphor to assess student learning and experiences both
in and out of the classroom. This model has transformed the
way we look at liberal learning, the academic major, and university-wide
services in support of student achievement. This shared learning-centered
agenda provides evidence for accountability across the campus
and the momentum for institutional change to support continuous
improvement.
Julia Yuen-Heung To Dutka, Associate Provost; Cheryl Ney,
Vice President of Academic Affairs and Provost; Martha Alcock,
Professor of Education; and Kevin W. Sayers, Director of Institutional
Research—all at Capital University
It Takes People to Enact an Agenda
Small college or large university, the changes to undergraduate
education envisioned by the “Greater Expectations”
report will take years of sustained effort to enact. One sure
way to undermine their realization is to ignore their leadership
requirements. This panel session will address the importance
of ensuring effective leadership teams to forward an institution's
liberal education agenda. Panelists will engage the audience
in discussion regarding the need and best practices for effective
search and appointment of faculty, academic administrators,
and presidents.
Patricia T. (Tobie) van der Vorm, Ph.D., Senior Consultant,
Academic Search Consultation Service; Theodore (Ted) J. Marchese,
Senior Consultant, Academic Search Consultation Service; Gail
F. Latta, Associate Vice Chancellor, University of Nebraska-Lincoln;
James L. Pence, Provost, Pacific Lutheran University
Dimensions of Leadership: Tracking What Works in
Transforming the Undergraduate STEM Learning Environment
This session addresses institutional environments (physical
and intellectual) that ensure the success of all students,
focusing on discovery-based learning. Facilitators include
design professionals and campus leaders involved in facilities
planning, whose experiences have led them to explore the relationship
between the quality of space and the quality of student learning.
Jeanne L. Narum, Director, Project Kaleidoscope; Lydia
K. Fox, Associate Professor and Chair, Department of Geosciences,
University of the Pacific; Susan D. Gotsch, Vice President
for Academic Affairs, Whittier College; Scott Kelsey, Principal,
Anshen + Allen Architects Los Angeles; Marlene Moore, Dean,
College of Arts and Sciences, Professor of Biology, University
of Portland
The Two Faces of Accountability
Accountability systems often focus on an external audience.
The University of Texas System’s comprehensive accountability
and assessment framework for its 9 universities and 6 health
centers has important internal dimensions and uses. It uniquely
links deregulation of tuition, assessment of student learning
outcomes, institutional compacts, and implementation of a
360-accountability reporting system. Five brief presentations
and audience discussion will focus on its internal use from
the perspectives of students, faculty, presidents, and administration.
Geri Hockfield Malandra, Associate Vice Chancellor for
Accountability and Institutional Improvement, The University
of Texas System; Pedro Reyes, Associate Vice Chancellor for
Academic Affairs, The University of Texas System; Steve A.
Johnson, Associate Professor, The University of Texas at El
Paso; Rodney H. Mabry, President, The University of Texas
at Tyler; Josh Warren, Student and Chair, The University of
Texas System Student Advisory Council
Liberal Education and the Contingent Faculty
The rising number of part-time and non-tenure-track faculty
poses a threat to liberal education. Many lack basics such
as offices, administrative support, and support for the campus
work that ensures a viable institution. Since contingent faculty
are disproportionately represented in general education courses
and at community colleges, the faculty crisis most severely
affects undergraduates and traditionally underserved students.
Panelists and participants will discuss causes of contingency
and how we can work together to stem it.
Gwendolyn Bradley, Associate Secretary, American Association
of University Professors; Arnita Jones, Executive Director,
American Historical Association; Paul Bodmer, Associate Executive
Director, National Council of Teachers of English
ACAD Session
Mentoring Matters across the Diverse Populations in the Academy
Mentoring is a core component of successful post-secondary
achievement for all students, but perhaps more so for those
from underrepresented groups in the academy. This session
highlights programmatic and academic leadership innovations
that combine curriculum accessibility, civic engagement, and
comprehensive mentoring to enhance student success. Session
presenters will discuss several mentoring practices that have
been successfully integrated into the institutional culture
of rewards and recognitions on selected campuses.
Joyce P. Foster, Associate Dean of the College, Brown
University; Ellen R. Woods, Senior Associate Provost for Undergraduate
Education, Stanford University; Roland B. Smith, Jr., Associate
Provost, Rice University
CONCURRENT SESSIONS
Friday, 4:15-5:30 PM
Featured Session
Creating Options: Flexible Tenure-Track Faculty Pathways for
the New Academy
In the next ten years record numbers of faculty are expected
to retire. This turnover will provide institutions the opportunity
to creatively re-envision tenure-track career pathways that
satisfy both professional and personal needs. Panelists will
discuss work/life difficulties encountered by tenure-track
academics throughout their careers and will engage participants
in a dialogue about strategies for attracting and retaining
the best faculty by implementing promising institutional practices
to help tenure-track faculty lead successful, well-balanced
work and personal/family lives.
Moderator: Marc Goulden, Research Analyst, University
of California Berkeley
Nancy Cantor, Chancellor, Syracuse University; France A. Córdova,
Chancellor, University of California Riverside; and Kermit
Hall, President, Utah State University
This session is sponsored by ACE's Office of Women in Higher
Education on behalf of the Alfred P. Sloan Foundation funded
project, "Creating Options: Models for Flexible Tenure-track
Faculty Career Pathways."
Change in Carnegie Classifications
The Carnegie Classification of Institutions of Higher Education
was created in the early 1970s. In 2005, The Carnegie Foundation
for the Advancement of Teaching will issue a major revision
of its classification system, designed to more comprehensively
represent the diversity of U.S. higher education and thereby
to offer greater analytic flexibility. The new system will
replace the present single classification scheme with a set
of distinct schemes, offering several ways to represent similarities
and differences among institutions. The new classification
frameworks, and their implications for AAC&U member institutions,
will be discussed.
Alexander C. McCormick, Senior Scholar, The Carnegie Foundation
for the Advancement of Teaching
It’s the Mission, Stupid! Using Mission to
Enhance the Integration of Liberal and Professional Learning:
Lessons for Small and Medium Sized Institutions
This session looks at the power of institutional mission statements
to contribute to consensus around the vision of the New American
University. Presenters from Loras, a baccalaureate general
college, and Drake, a masters university, will present examples
of starting with mission to enhance student learning and to
foster collaboration on student outcomes, pedagogy, general
education, and co-curricular programming. Participants will
discuss issues raised by the use of mission statements as
integrative tools on their own campuses.
John M. Burney, Dean, College of Arts and Sciences, Drake
University; Cheryl Jacobsen, Vice-President for Academic Affairs,
Loras College; Lon Larson, Professor of Pharmacy Administration,
Drake University
Institutionalizing Service-Learning in Higher Education:
Strategies, Best Practices, and Tips
Participants will explore what it means to institutionalize
service-learning in higher education. Led by four panelists,
the session explores the key dimensions of service-learning
institutionalization, some of the challenges faced by campuses,
and the importance of faculty development. Participants will
receive a copy of the Self-Assessment Rubric for Institutionalizing
Service-Learning in Higher Education and will have opportunities
to ask questions about how to best approach the institutionalization
of service-learning on their campuses.
Andrew Furco, Professor/Director Service-Learning Research,
University of California - Berkeley; Barbara Moely, Professor
of Psychology, Tulane University; Martha Arterberry, Assistant
Provost/Professor of Psychology, Gettysburg College; Paul
Savoie, Professor/Director of CitySERVE/TEACH, Long Beach
Community College
New Scholarship for the New Academy: Learning from
Student Learning
This session is designed to prompt and promote dialogue about
the goals, strategies, benefits, and challenges of investigating
student learning in liberal arts colleges. What questions
are most pertinent? How can scholarly approaches to classroom
inquiry address outcomes and accountability? Where do we find
evidence of critical engagement, reflective awareness, and
intentional inquiry? By raising questions and offering strategies,
this session expands the conversation about liberal arts colleges
and collaborative approaches to scholarship, teaching, and
learning.
Richard Gale, Senior Scholar, The Carnegie Foundation
for the Advancement of Teaching; Charles Blaich, Director
of Inquiries, Center of Inquiry in the Liberal Arts, Wabash
College
It Doesn't Just Happen: Inquiry and Planning to Make
Liberal Education a Real Priority in the New Academy
This session will engage participants in discussions about
moving from expressed commitment to engaged liberal education
to the practices of shared inquiry and action planning. In
a highly interactive format, panelists from six institutions
will introduce issues and lead discussion about: a cultural
study leading to inquiry on institutional diversity/equity;
collaboration in practice-based education; planning for curricular
reform; civic engagement initiatives; liberal education principles
in strategic planning; and assessment, accountability, and
access/equity in a state university system.
Virginia Schaefer Horvath, Dean, Academic and Student
Services, Kent State University; David Bogen, Executive Director,
Emerson College; Waddell M. Herron, Associate Director, Analytic
Studies Division, California State University System; Deneese
L. Jones, Chair, President's Commission on Diversity, University
of Kentucky; Sherri Lind Hughes, Associate Dean of Academic
Affairs, McDaniel College; and Larry Stimpert, Professor of
Economics and Business, Colorado College
Using Faculty Values to Assess and Improve General
Education
The Utah System of Higher Education uses faculty teams from
across the state to build assessment for general education.
This session will describe how it is done and invite participants
to try their hands at it.
Norman Leslie Jones, Professor and Chair of History, Utah
State University; Phyllis Safman, Assistant Commissioner for
Academic Affairs, Utah State Board of Regents; Donna Dillingham-Evans,
Professor and Chair of Mathematics, Dixie State College; Ann
Leffler, Professor of Sociology, University of Maine
The Community’s Colleges: Campus Compact’s
Indicators of Engagement at Community Colleges and Minority-Serving
Institutions
This interactive discussion will describe assessment strategies
for measuring Campus Compact’s Indicators of Engagement,
case examples from institutions, and ideas for applying findings
to one’s own academic setting. We will also discuss
lessons learned from the first two years of the Indicators
of Engagement Project, including possible revisions to the
indicators and emerging new rubrics for understanding and
assessing campus engagement.
Jennifer Meeropol, Project Coordinator, Campus Compact;
Robert Franco, Campus Compact Senior Faculty Fellow for Community
Colleges and Director of Planning and Grants, Kapi’olani
Community College; Rosalyn Jones, Campus Compact Engaged Scholar
and Dean, College of Arts and Sciences, Johnson C. Smith University
Assessing the Value-Added of Liberal Education: Taking
the Measure of Quality Using CLA Tests
Participants will examine the measures used by the Collegiate
Assessment Project and learn how they were produced and how
students responded. Results from 25 campuses will be presented.
Participants will try one of the measures as grist for discussion
of their validity and their potential utility to serve as
a protocol assessment of student learning on their own campuses.
Opportunities for each institution to join a national consortium
of campuses as part of the CLA project will be presented.
Roger Benjamin, President, Council for Aid to Education;
Steven Klein, Senior Researcher, RAND
This session is a follow-up to the 2:45 pm Featured Session,
“Assessing the "Value-Added" of Liberal Education”
ACAD Session
Open Mic Session: On the Same Page -- Deans and the Academic
Vice President
The "open mic" session provides a forum within which
deans can bring their own dilemmas and receive counsel from
a panel of deans as well as other audience members. Focus
of this year’s open mic session will be the Academic
Vice President-Dean relationship.
Peter Facione, Provost, Loyola University Chicago; Sam
Hines, Dean of Humanities and Sciences, College of Charleston;
Laurie Crumpacker, Dean, Berkeley College of New York City
and New Jersey; Janice Walker, Dean, College of Arts and Sciences,
Xavier University (Cincinnati)
5:30-7:00 pm
Hosted Receptions
Saturday, January 29, 7:30-9:00 a.m.
Breakfast Roundtable Discussions
Do's and Doughnuts
We invite participants to join us for a series of informal
discussions. We encourage you to rotate among presentations
or feel free to focus on one.
Integrating Learning through Internships
Connecting the academy to the larger society through applied
learning is the goal of the practical liberal arts. The Institute
for Experiential Learning (IEL) in Washington, DC, sponsors
a rigorous internship program for students to enhance liberal
learning in an applied setting. In cooperation with AAC&U,
a Faculty Fellows Internship Program was also developed. We
invite you to learn more about the many and varied internship
opportunities offered by IEL.
Mary Ryan, Executive Director, Institute for Experiential
Learning; Cynthia Forrest, Dean of Student Services, Emeritus,
Framingham State College
Putting Idealism to Work: Helping Students Consider
Nonprofit and Socially Responsible Careers
This presentation will engage participants in a conversation
about helping students better integrate their varied civic
engagement activities with career and life planning. It will
provide detailed information about nonprofit careers, and
explore the larger question of how to help young people place
their values and social consciousness at the forefront of
their career planning.
Daniel Kessler, Director, Campus Programs, Action Without
Borders-Idealist.org
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Who would you invite into your classroom?
The 92nd Street Y – the leading cultural/community center
in New York City – brings the world’s most compelling
people to your campus via a unique live, interactive satellite
broadcast program. "Live from NY’s 92nd Street
Y™" launches its spring 2005 season with offerings
in Literature, Politics & Current Events, Religion, Women’s
Studies, Journalism, and Entertainment & Culture. Visit
www.92y.org/live
for details. Join us Saturday to discuss how we can serve
your students. Helen Bernstein, hbernstein@92y.org, 212-415-5674.
Karen Kolodny, kkolodny@92y.org, 212-415-5695. Milstein Media
Center, 92nd Street Y.
The Arts and Creative Services at the Intersection
of Liberal Education and Professional Training
The traditional Fine Arts and Creative Services blend liberal
education with the project-oriented focus of the recital,
the play, the publication, the film or the exhibition. They
build interdisciplinary project-management skills, provide
students with opportunities for practical experience in the
community, and provide ways for universities to be social
and economic stewards.
Edwin L. Battistella, Dean, School of Arts and Letters;
Deborah Rosenberg, Associate Professor; and Mada P. Morgan,
Assistant Professor—all of Southern Oregon University
Institutional Change that Works: Redesigning the
First Year at Rollins College
Colleges often measure institutional change geologically,
but at Rollins College, a liberal-arts school of 1730 students
in Winter Park, Florida, a multi-faceted approach has radically
transformed the first-year experience over the past five years.
Faculty, students, and staff have developed an intentional,
comprehensive first-year experience called Rollins Explorations.
Our session will describe in detail the content of and history
behind Explorations, but more importantly, will explore processes
through which institutional change involving faculty, academic
administration, and student affairs personnel can succeed.
Roger N. Casey, Dean of the Faculty, and Karen L. Hater,
Director, Thomas P. Johnson Student Resource Center, Rollins
College
Telling Digital Stories: A New Media Approach to
Active Engagement and Deep Learning
Mounting evidence suggests that grappling with content using
New Media moves students toward greater competence in processes
that are important to excellence in the New Academy: inquiry,
integration, inclusion, and community building. Faculty members
from two institutions are exploring student use of a promising
New Media design tool. Digital Storytelling, the creation
of short personal narratives told through New Media and shared
through the World Wide Web, is proving a powerful way of involving
students in learning.
Priscilla Ruth Danheiser, Associate Provost, and John
J. Chalfa, Media Center Director and Associate Professor of
Communication and Theatre Arts, Mercer University; and Sydney
H. Chalfa, Assistant Professor Humanities, Macon State College
Visiting Scholars/Rising Star Scholarships: Programs
that Promote Faculty and Student Diversity
Brookhaven College's Visiting Scholar program for hiring minority
faculty and Rising Star Scholarship program for minority students
bring diversity into the classroom. These programs enable
students and faculty to work with others who more nearly match
them in appearance, ideas, and cultural backgrounds. The blending
of these two innovative programs helps to ensure our classrooms
more nearly match the demographics of our immediate service
area.
H. Eugene (Gene) Gibbons, Executive Vice President and
Vice President for Instruction, Brookhaven College
Thirty Years of Integrative Learning: The Western
College Program Model of Interdisciplinary Education
Many of us in the Western Program have long believed that
its integrative curriculum has achieved many of the goals
of a liberal education. We now have empirical data that support
our beliefs; specifically, Western students achieved statistically
significant scores when compared to Miami's average and their
writing is qualitatively different from that produced by students
in the disciplines.
William James Gracie, Jr., Professor of English and Dean;
Carolyn A. Haynes, Professor of Interdisciplinary Studies
and Director of University Honors and Scholars Program; Charles
T. Nies, Assistant Dean; and Majida S. Al-Hussam, senior interdisciplinary
studies major—all of Miami University
Service Learning and Servant Leadership: The Capstone
Experience in Information Technology Leadership
Information Technology Leadership (ITL) is a new major at
Washington and Jefferson College that seeks to define I.T.
as a liberal arts discipline. The Capstone for the ITL major
is a required service-learning experience during which students
assist community organizations with a new or existing I.T.
need. In addition to providing a service to these community
organizations and offices, the course solidifies the servant-leader
approach to Leadership Studies articulated by the ITL curriculum.
Charles T. Hannon, Associate Professor and Chair, Washington
and Jefferson College,
Ultimate Integrative Learning: Science and Art as
New Traveling Companions
How can faculty from a liberal arts institution instill knowledge
and appreciation for the fine arts in their science students
while encouraging art students to embrace science? Interdisciplinary
courses between humanities and sciences engage and benefit
students in a true Liberal Arts tradition.
James A. Brey, Professor of Geography and Geology, and
Judith Baker, Associate Professor of Art and Art History,
University of Wisconsin-Fox Valley
Unexpected Discoveries: The Immersion Seminar
Three former fellows at the Virginia Ball Center for Creative
Inquiry will present samples of the projects their students
created in an immersion seminar. They will also reflect on
how the unexpected discoveries they encountered in collaborative
inquiry and civic engagement changed their professional goals
and teaching strategies.
Joseph F. Trimmer, Professor of English, Ball State University
When Less Is More: the New Liberal Arts Core Curriculum
at Stephens College
Stephens College has introduced a new women-centered, globally-oriented,
interdisciplinary Liberal Arts Program, organized around multi-year
Learning Communities. The new program tries to strike an appropriate
and enduring balance between preparing students for the careers
they hope to pursue and educating them for the lives they’ll
lead in the 21st century. This presentation facilitates a
discussion of ways institutional change—even away from
the traditional Liberal Arts model—can open opportunities
for strengthening Liberal Arts core curricula.
Tina Marie Parke-Sutherland, Dean of Liberal Arts, and
Rex Patrick Stevens, Academic Vice President, Stephens College
The Center for Women's InterCultural Leadership (CWIL):
Creating Unique Spaces, Bridging Boundaries
This session will share highlights from an unusual initiative
at Saint Mary's College to foster the intercultural competence
critical to educating the next generation of women leaders.
CWIL is pioneering a unique three-part organizational model
which embodies integrative, collaborative, intercultural learning.
Come glean ideas for your own institution and share other
such promising practices.
Elaine Meyer-Lee, Director, International and Intercultural
Learning, Coordinator, CWIL, Assistant Professor, Education;
Sr. Marianne Farina, CSC, Director, Scholarship and Research;
Bonnie Bazata, Director, Community Connections; and Tracy
Robison, Director, Intercultural Living Community Program,
International Student Advisor—all of Saint Mary's College
Is the New Academy Addressing Environmental Literacy
and Sustainability?
What is the New Academy doing about sustainability and environmental
literacy on your campus? Learn about the comprehensive, innovative
practices that Nicolet College has incorporated since a sustainability
initiative was added to the college’s strategic plan:
assessment of environmental literacy and ecological footprint;
institutional practices and procedures; student internships
and projects; renewable energy demonstration site; lake water
quality research; ECO HOME; and community organic garden.
Come wondering. Leave inspired.
Karen Isebrands Brown, Dean/Leader of Sustainability Initiative,
Nicolet College, and Debra Rowe, Senior Fellow of University
Leaders for Sustainable Future, Oakland Community College
Assessment Criteria In the Arts and Sciences: Fostering
Lifelong Learning
Research has demonstrated that assessment criteria have the
potential to foster lifelong learning practices while deepening
the immediate learning experience. Panelists will describe
purposes and provide examples of criteria in diverse disciplines.
Pedagogical approaches and curricular frameworks using the
criteria will also be discussed. Participants will reflect
on the impact of criteria on their teaching and assessment.
Swarup Wood, Assistant Professor of Chemistry; Stephanie
Johnson, Assistant Professor of Visual and Public Art; David
Reichard, Assistant Professor of History; and Will Shephard,
Professor of Teledramatic Arts and Technology—all of
California State University Monterey Bay
Democracy Lab -- Online Dialogue Advancing Liberal
Education
Democracy Lab provides online deliberative forums on public
issues for use in college classes. Students dialogue in small
groups with students from several other schools and are guided
through ten weeks of deliberation that leads to inquiry and
action. This session considers the contribution of deliberative
dialogue to liberal education goals of inquiry and intellectual
judgment. The developer of Democracy Lab and two faculty adopters
will share classroom and online experiences and invite discussion.
James T Knauer, Professor of Political Science; Director
Center for Civic Life, Lock Haven University of Pennsylvania;
and Traci Fordham-Hernandez, Assistant Professor of Speech
and Theatre, and University; Valerie Doris Lehr, Professor
of Government—both of St. Lawrence University
Earning our A's: Access and Achievement in Higher
Education
The academic achievement of poor, minority, and working-class
students at elite institutions of higher education is a topic
of increasing concern. This presentation will focus on the
Skidmore College Opportunity Programs as a model for a promising
practice aimed at eliminating the achievement gap. Compelling
data testifies to the importance of such a program in supporting
an agenda of high academic achievement for all students.
Susan Layden, Director; Ann Knickerbocker, Academic Counselor;
and Monica Minor, Associate Director—all of Skidmore
College
Riverscapes: Pre-service Teachers As Agents of Civic
Engagement
Four courses were bound together or “SENCERIZED”
to support pre-service teachers taking science teaching methods
for elementary school and gaining their most in-depth clinical
experience before student teaching. SENCER (Science Education
for New Civic Engagements and Responsibilities), connects
science and civic engagement by teaching “through”
complex, public issues. Students gained a greater understanding
of and reflection about their community role; understood how
the location of their clinical placement school shaped attitudes
towards the riparian ecology and the economic development
of the region; and recognized the importance of bringing these
issues into the classroom of very young students. A CD of
project outcomes will be given to each participant.
Anne Louise Pierce, Assistant Professor of Education;
and Judith Davis, Assistant Professor of English and Director
of the Writing Center—both of Hampton University
Immersion Learning: An Alternative Model for Off-Campus
and Study-Abroad Programs in Liberal Arts Education
This panel presentation highlights the implementation of immersion
learning experiences at Wabash College and Kalamazoo College
and suggests that such programs may provide a valuable alternative
to institutions that cannot afford the cost or potential disruption
of a large-scale traditional off-campus or study-broad program.
The panel suggests immersion learning experiences provide
the benefit of exposing a greater number of students to unique
learning environments while maintaining the connection to
the home campus community.
Daniel J. Rogalski, Special Assistant to the Dean of the
College; V. Daniel Rogers, Associate Professor of Spanish;
and Robert R. Royalty, Assistant Professor of Religion—all
of Wabash College; and Richard E. Berman, Dean of Experiential
Education, Kalamazoo College
Decentralized, Collaborative, Innovative, and Successful
Campus Wide Community Learning
How do we integrate the principles of the New Academy into
curricular areas to build bridges beyond the traditional academic
boundaries? This session will profile Wagner College's resourceful
Academic and Cultural Enrichment (ACE) program, which expands
the classroom experience and promotes the intellectual growth
of the community through collaboration and community partnerships.
Felicia J. Ruff, Assistant Professor of Theatre, and Devorah
Leiberman, Provost, Wagner College
Radical De-tracking: English 171, Mills College and
High School/College Collaboration
Mills College, English 171: Social Action and the Academic
Essay, is a writing class in which Mills students join with
Oakland high school students for an experience in democratic
education. The course is co-taught by an English professor
and the Director of Trio Programs; both teachers and an alumna
of the course will explore English 171 in relation to theories
of service learning and innovative approaches to democratic
education.
Cynthia Scheinberg, Associate Professor of English; Romeo
Garcia, Director, Trio Programs; and Griselda Barrozo, Sophomore—all
of Mills College
Collaboration and Access for Success
This session details the efforts of the teaching faculty and
the library faculty at Seton Hall to collaborate in the development
of a new core curriculum which provides the basis for a truly
liberal education, serves as a basis for lifelong learning,
and incorporates a variety of competencies, including information
literacy. Information literacy will be addressed as a key
element that will link teaching and research across the curriculum.
Anita Talar, Librarian/Professor, and Beth Bloom, Librarian/Associate
Professor, Seton Hall University
Assessing Critical Thinking Across the Curriculum
This session focuses on the assessment of reflective thinking.
Presenters will describe a rubric that is used in courses
with a community service component to track long term changes
in students’ approach to reflective thinking and then
discuss its use in two courses for students who are preparing
to become teachers. Participants will also discuss issues
concerning the validity of instruments that measure reflective
thinking during the college years.
Joan Thompson, Associate Professor for Professional Practice,
and Sarah Pickert, Professor of Education, Catholic University
of America
Service Learning: A Forced or Encouraged Habit?
Participants will be encouraged to offer experiences in implementing
service learning activities into program curricula at their
institutions, formulating some initial best practices in encouraging
student participation. These “best practices”
will provide benchmarks for continued decision-making efforts
to further align curricula with UMSCU’s mission of equipping
an ethnically and culturally diverse population to become
productive citizens – “keeping promises”
to internal and external constituents.
Alexei G. Matveev, Associate Director; Nuria Cuevas, Associate
Vice President; Jilliam N. Joe, Competency Assessment Specialist;
and Amelia Ross-Hammond, Ph.D., Associate Professor, Service
Learning Coordinator—all of Norfolk State University
International Service-Learning: Uniting Academic
Study, Community Service, and Cultural Immersion
International service-learning provides undergraduate students
with a significant opportunity to combine rigorous academic
study with community service in a culture and/or nation very
different from their own. This conversation will feature two
student alumni of the International Partnership for Service-Learning
and Leadership (IPSL) and a leading researcher in the field
of intercultural communication in a discussion of the strengths
and challenges of service-learning as an effective strategy
for college-level study abroad.
Nevin Christian Brown, Dean of Academic Programs, The
International Partnership for Service-Learning and Leadership;
Heather Oliphant, Resident Coordinator, North Hall, University
of Redlands; Ilana Golin, Fellowships Program Coordinator,
Stanford University; Margaret D. Pusch, Associate Director,
Intercultural Communication Institute
The New, Inclusive Academy: Increasing Minority Professors
in Science, Technology, Engineering, and Mathematics
The University of Texas at El Paso and Howard University
recently created a partnership to increase underrepresented
minority student doctoral enrollment, graduation, and preparation
of students for faculty careers in the science, technology,
engineering, and mathematics (STEM) disciplines.
Part of the Alliance for Graduate Education and the Professoriate
(AGEP) program, UTEP and Howard received a $2.5 million grant
from the National Science Foundation. The partnership represents
the first major endeavor in graduate education to join a Research-Extensive
Historically Black College and University (HBCU) with a Research-Intensive
Hispanic Serving Institution (HSI) to address the severe under
representation of African Americans and Hispanics in STEM
doctoral education. The combined strengths of the two institutions
are a particular advantage of the partnership.
Philip I. Kramer, Assistant Professor, The University
of Texas at El Paso
CONCURRENT SESSIONS
Saturday, 9:15-10:30 AM
Integrative Programs as Hallmarks of a New Academy
In the decade since Ernest L. Boyer’s death in 1995,
the connections he advocated— between knowledge and
action, scholarship and teaching, academic and student affairs,
and campus and community—have been realized on campuses
across the nation. Such integrative learning has taken many
forms, including connected learning, learning communities,
and community engagement. Panelists will discuss institutional
strategies and programs designed to take the next step: developing
integrative programs that fit the particular needs both of
students and of the communities beyond campus.
Moderator: Kathleen McCourt, Senior Vice President for
Academic Affairs
Panelists: James Pence, Provost, Pacific Lutheran University;
Diane Raymond, Dean CASPS, Simmons College; Stuart Dorsey,
University of Evansville
This session is sponsored by the Associated New American Colleges
Making Excellence Inclusive: A New Academy Educational
and Institutional Improvement Initiative
The major problem confronting institutions trying to enact
diverse learning and professional environments is not the
lack of good ideas, but the inability to implement them successfully.
This session will introduce AAC&U’s planned initiative,
Making Excellence Inclusive, which is designed to help colleges
and universities fully leverage diversity and inclusion to
ensure both high academic achievement and deep learning for
all students. This session will recap the work in planning
and framing the initiative, introduce the work that the initiative
will include, and engage participants more deeply in a discussion
of how institutions might become involved. Participants will
also learn about and discuss how this work fits into AAC&U’s
Greater Expectations Institute: Campus Leadership for Student
Engagement, Inclusion, and Achievement.
Alma. R. Clayton-Pedersen, Vice President, and Nancy O’Neill,
Director of Programs, Office of Education and Institutional
Renewal
Campus Women Lead: Developing Inclusive Leadership
for the New Academy
Campus Women Lead (CWL) is a multicultural feminist collective
proposing a new model for women’s leadership development.
CWL is committed to creating an academy in which women of
color thrive in alliance with white colleagues and women in
all positions of the academy are empowered to lead. The CWL
model uses self-reflection, political analysis and alliance-building,
along with institutional and systemic analysis, to support
activism and social movement. Participants will give feedback
on the principles and curriculum developed thus far, and test
the overall approach for its applicability to their campuses.
Participants are also invited to continue the discussion when
the CWL Advisory Board meets after lunch Saturday January
29. Those interested in more information should contact Judith
White, Chair of the Advisory Board (Judith.s.white@duke.edu).
Nancy “Rusty” Barcelo, Vice President and
Vice Provost for Minority Affairs, University of Washington;
Pat Lowrie, Director of the Women’s Resource Center,
Michigan State University, Judith S. White, Assistant Vice
President for Campus Services, Duke University, and Caryn
McTighe Musil, Vice President for Diversity, Equity and Global
Initiatives, AAC&U
Student Achievement of Liberal Arts Outcomes: A Study
of Claims and Causes
The Center of Inquiry in the Liberal Arts at Wabash College
is pleased to announce the National Study of Liberal Arts
Education, and to invite institutions to express their interest
in being involved. This study aims to identify educational
conditions and experiences that foster the achievement of
liberal arts outcomes. It will explore not only the degree
to which students who attend a range of types of institutions
achieve these outcomes, but the specific kinds of collegiate
experiences and educational initiatives that are associated
with the achievement of these learning outcomes.
Charles F. Blaich, Director of Inquiries, Center of Inquiry
in the Liberal Arts, Wabash College;
Patricia M. King, Professor and Director, Center for the Study
of Higher and Postsecondary Education, University of Michigan
Writing and Service-Learning in the New Academy:
What We Know and What We Need to Know
In an effort to reanimate the rhetorical tradition of using
language to make a difference in the social world, educators
in composition, rhetoric, and professional communication have
embraced service-learning in first-year and advanced writing
courses. In this session, participants will examine models
of community-based writing projects, discuss the status of
research into programmatic issues and outcomes, and consider
how recent scholarship extends or challenges assumptions about
civic engagement and the mission of writing instruction both
nationally and at their home institutions.
Nora Bacon, Associate Professor of English, University
of Nebraska at Omaha; Thomas Deans, Assistant Professor of
Rhetoric and Composition, Haverford College; James Dubinsky,
Associate Professor of English, Virginia Tech; Barbara Roswell,
Assistant Professor of English, Goucher College; Adrian J.
Wurr, Assistant Professor of English, University of North
Carolina, Greensboro
Integrating Learning through Undergraduate Research
Undergraduate research experiences provide students with a
conceptual understanding of their disciplines, while cultivating
critical thinking and problem solving skills that transcend
disciplinary learning. Panelists will discuss the benefits
of undergraduate research and how such experiences enhance
liberal education and promote life-long learning. Curricular
structures that support undergraduate research will be discussed
in the context of how broad institutional initiatives, such
as undergraduate research and civic engagement, thrive when
well supported by the curriculum.
Timothy Elgren, Associate Dean of the Faculty, Associate
Professor, Hamilton College; Nancy Hensel, National Executive
Officer, Council on Undergraduate Research; Lori Bettison-Varga,
Director, W. M. Keck Geology Consortium, College of Wooster;
William Campbell, Director of Grants and Research, University
of Wisconsin-River Falls
Mountaintops, Magnets, and Mandates: Multiple Perspectives
of Liberal Learning in Capstone Courses
Capstone experiences occupy difficult and challenging ground
as students move through information, understanding, and disciplinary
knowledge to discover connections with broader aims of liberal
learning. This session offers four different views of capstone
experiences in four very different institutions of higher
learning.
Sharon Jean Hamilton, Associate Dean of the Faculties,
Indiana University-Purdue University Indianapolis; Curtis
D. Bennett, Associate Professor, Loyola Marymount University;
John Ottenhoff, Professor and Chair of English, Alma College;
and Heidi G. Elmendorf, Assistant Professor, Georgetown University
The Promise of Partnership Programs for the New Academy
Partnerships within university environments provide important
vehicles for integrative learning. The Boyer Partnership Assessment
Project, a FIPSE-funded national study directed through The
Boyer Center, aims to enlarge understanding of academic and
student affairs partnership programs in diverse institutional
environments. This session will describe how findings of this
study affirm and broaden contemporary perspectives on partnership
programs. Participants will also consider promising outcomes
of these programs for student learning, educator renewal,
and institutional culture.
Cynthia A. Wells, Boyer Fellow, The Boyer Center, Messiah
College; and Elizabeth Whitt, Professor of Higher Education,
University of Iowa
ACAD SESSION
Teacher Preparation and Liberal Education: The Challenges
of Integrating Academic Cultures
The need to respond to the increasingly recognized national
need for strengthening and professionalizing teacher preparation
programs can create challenges for deans of colleges of arts
and sciences. These challenges are not simply with respect
to resource allocation but also with regards to creating a
greater sense of shared responsibility among faculty for such
preparation. When arts and sciences faculty directly involved
in teacher preparation and those who are not so directly involved
inhabit different academic cultures, it becomes important
to find a language that can bridge the divide. The presenters
in this session will use a case study to stimulate discussion
as to how speaking the language of liberal learning can assist
in integrating these cultures and furthering more collective
engagement among arts and sciences faculty in teacher preparation.
Diane P. Michelfelder, Dean, College of Arts and Sciences,
Indiana State University; N. Ann Rider, Associate Dean for
Curriculum and Academic Affairs, College of Arts and Sciences,
Indiana State University; Christopher Olsen, Department of
History, Indiana State University
Closing Plenary
Saturday, January 29, 10:45 – 11:30 a.m.
Lani Guinier
The Miner's Canary: Enlisting Race, Resisting Power, Transforming
Democracy
Lani Guinier, Bennett Boskey Professor of Law at Harvard Law
School, is the first black woman to be appointed to a tenured
professorship at Harvard Law. The author of numerous articles
on democratic theory, political representation, educational
equity, and issues of race and gender, Guinier’s books
include Tyranny of the Majority: Fundamental Fairness in Representative
Democracy (1994), Who¹s Qualified? (2001); and The Miner¹s
Canary (2002), written with Gerald Torres.
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