Essential Learning, Student Success, and the Currency of U.S. Degrees
Wednesday, January 26, 2:00-5:00 p.m.
This is Your Campus on Assessment:
Creating a Culture of Assessment that Doesn’t Frighten, Annoy or Disenfranchise People
What happens when we begin to think of assessment as a means to answer questions about the ways students learn, the best practices that shape the learning environment, and the pathways toward advancing general education learning outcomes? In part, this means thinking about assessment beyond a mode of data delivery, a demand of accreditation, or another survey to take. More centrally, it means conceiving of assessment as an avenue for conversation about learning and as a means to deepen collective understanding regarding general education goals. This interactive workshop will engage participants in interactive strategies for facilitating dialogue and disseminating data to maximize inclusion in the assessment of general education. In the first half of the workshop, participants will work together to create institutional assessment maps, commonly referred to as logic models, to gain greater insight into the resources, processes, and range of outcomes needed to more widely engage campus constituencies in assessment efforts. Next, participants will engage in group discussion using AAC&U’s VALUE rubrics and examples of student work to model strategies for gathering data and creating interdisciplinary dialogue around common learning outcomes. The goal of the workshop is for participants to leave with transferable, practical, and accessible approaches to fostering a culture of assessment that can be readily implemented at the course, departmental or institutional levels.
Ashley Finley, Director of Assessment and Research, AAC&U
Starting and Sustaining Faculty Teaching and Learning Programs at Small Colleges and Universities: Theory and Practice
In this interactive session designed specifically for administrators and faculty who are responsible for overseeing, starting, or building a small college or university faculty development program or center, we examine the challenges—and advantages—of supporting teaching and learning in these settings. We offer a theoretical framework for faculty development programming and then discuss creative strategies and programming that capitalize on the advantages that small college and university cultures have to offer, especially for undergraduate liberal arts faculty. Participants will analyze their own institutional settings and begin sketching a plan for their program that is tailored for their distinctive circumstances. Finally, we will discuss further ideas for programming, reflect upon and share individualized plans for campuses, and complete a brief “next immediate steps” plan for when participants return to their campuses. Handouts include information tailored specifically for small college and university faculty teaching and learning programs.
Michael Reder, Director, Joy Shechtman Mankoff Faculty Center for Teaching & Learning, Connecticut College; Paul Kuerbis, Director, Crown Teaching and Learning Center, Colorado College; and Kim Mooney, Provost, Franklin Pierce University.
This workshop is sponsored by the Network for Professional and Organizational Development (POD Network)
Everything Academics Need to Know about Effective Fundraising
Fundraising used to be the sole responsibility of the development or institutional advancement office. Today, though, campus academic offices are increasingly being called upon to help generate external gifts and steward donors. In this workshop, national leaders in higher education fundraising will discuss the growing role of deans (including would-be deans, department chairs, and faculty members) in garnering a wide array of external support for essential academic functions. This interactive workshop will include innovative ways to identify and engage potential donors, strategies for acquiring major and planned gifts, and best practices for working with development or advancement offices to find new ways to integrate academic fundraising with institutional strategic priorities. Case study exercises will focus the workshop on the practical aspects of campus fundraising.
Bruce Bigelow, Founding Partner, Charitable Development Consulting; Carol Kolmerten, Founding Partner, Charitable Development Consulting and Professor of English, Hood College
What Every Academic Needs to Know- And Do- About Raising Money Power Point Presentation (PDF)
"What Professors Can Teach Fund Raisers" article (PDF)
Questions for Donor-Centered Philanthropy handout (PDF)
21st Century General Education: Preparing a Global Generation
Today, colleges and universities face intense scrutiny as tuition soars and many students and parents measure the value of a college degree in terms of job prospects and starting salaries. General education can and should provide this generation of students with skills that can contribute to career development, but it should also provide them with the opportunity to engage deeply with global and integrative learning in order to develop as informed and ethical global citizens. How does a school move to articulate a commitment to a robust, globally focused general education program for the 21st century, while taking into account its own mission and history? This workshop is designed for faculty members and administrators at all stages of general education redesign who want to challenge their campuses to envision a relevant, globally-positioned general education program. Participants will explore questions of establishing process and timeline, evaluating structures, and navigating the politics of general education reform. We will also spend considerable time in discussion, as we introduce and then practice the fine art of writing goals and learning outcomes that establish the foundation for the curriculum.
Amy Jessen-Marshall, Associate Vice President for Academic Affairs, Dean of University Programs; Sarah Fatherly, Chair of Integrative Studies, Associate Professor of History, Leslie Ortquist-Ahrens, Director of Center for Teaching and Learning, Associate Professor of Foreign Languages – all from Otterbein University
Workshop Leaders participated in AAC&U’s project, “Shared Futures, General Education for a Global Century”
AACU 2011 Global Education definitions for Otterbein presentation (PDF)
AACU 2011 21st Century General Education (PDF)
GE Workshop IS Mission statement and goals (PDF)
Otterbein blank timelines (PDF)
Otterbein Workshop timelines (PDF)
Teaching With Your Mouth Shut
Teaching With Your Mouth Shut, written by Don Finkel (Heinemann, 2000), challenges faculty to think of teaching as a practice of designing intellectual experience for a community of students, rather than one of “telling.” Drawing from the work of Dewey, Piaget, and Freire, Finkel proposes a variety of teaching practices that put the material at the center of students’ experience in the classroom, such as the Conceptual Workshop – a practice that engages students in community dialogue and inquiry and gives them the opportunity to apply ideas to complex situations. Participants will take part in a conceptual workshop on the topic of scientific management, followed by discussion of workshop design, its use in a variety of disciplinary contexts and educational settings, and other classroom practices that deepen student engagement and encourage collaborative learning. Discussion will be invited on the ways that the notion of “critical thinking” can be better defined and understood as something that happens in a specific time and place, in the company of, and under the influence of others. This workshop is designed for faculty and administrators in all disciplines interested in new pedagogies and best practices.
Sarah Ryan, Member of the Faculty, The Evergreen State College
Selections from Frederick Winslow Taylor’s Writings handout (PDF)
Scientific management, computers, and the modern workplace handout (PDF)
General Education for Holistic Goals
Current statements of the mission of liberal education focus on holistic goals such as the development of the ability to analyze and synthesize information, to construct new ideas, to deal with a future that does not yet exist, the development of intellectual and personal autonomy, and the development of responsible, engaged citizenship. Many of these goals are not discipline specific and are not likely to be achieved by specific courses. Nevertheless, many institutions define their general education goals in terms of menus of courses, where each course or category of courses is relevant to the development of a particular aspect of knowledge or intellectual skill. Many of these menus have evolved in the last generation from heavy reliance on distribution requirements to the inclusion of courses that address such topics as global learning, diversity, or quantitative skill. What about the holistic abilities important to the development of the entire individual? What are the mechanisms in our academic programs that address them? With the probable exception of writing, where there is some emphasis on writing across the curriculum, our programs seem too compartmentalized. Workshop leaders will focus on two issues. First, we will consider some strategies for general education that can help emphasize the holistic development of liberally educated persons. We suggest several approaches, describing their characteristics, presenting concrete examples, and inviting discussion. Second, we will discuss some of the issues involved in trying to emphasize any set of strategies that is aimed at holistic goals.
Lawrence B. Breitborde, Vice President for Academic Affairs and Dean of the College, Knox College; David Burrows, Provost and Dean of the Faculty, Lawrence University; Gerald Seaman, Vice President and Dean of the Faculty, Ripon College
Educating for Global Citizenship at Baccalaureate Liberal Arts Institutions: Maximizing the Benefits of International Student Integration
Today, more and more institutions are building global education into their mission, and are therefore realizing new possibilities for the inclusion of international students on their campuses. However, true integration—that which maximizes the educational benefits for all students—is a very difficult process, and one that cannot happen without very thoughtful and deliberate planning. Among all baccalaureate liberal arts institutions in the United States, the five colleges represented by the workshop leaders rank in the top ten in highest percentage of international students, as they have deliberately set out to create global communities on their campuses. Given the high concentration of international students, these institutions have the unique opportunity of creating cross-cultural experiences for all their students. This workshop will begin with an historical overview of the reasons for recruiting large numbers of international students and the typical challenges this objective creates. It will then focus on the specific objective of enhancing global education, with a particular emphasis on global citizenship. Each of the workshop leaders will explain how global education is part of his/her institution’s mission and offer one or two examples of “best practices” in creating cross-cultural experiences that have been particularly effective. Finally, the presenters will convene “breakout” sessions with the participants, with each one focusing on ways to apply the “best practice” to other institutions and designed to help participants develop an action plan to take back to their campuses.
Carolyn Perry, Vice President for Academic Affairs and Dean of Faculty, Westminster College; Ken Hill, Academic Dean, College of the Atlantic; Kathleen M. Murray, Provost and Dean of the Faculty, Macalester College; Don O’Shea, Dean of Faculty and Vice President for Academic Affairs, Mount Holyoke College; Scott L. Schneberger, Dean of Academics, Principia College
ACAD Info Sheet (PDF)