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AAC&U Annual Meeting
January 25-28, 2012 / Washington, DC

Reclaiming a Democratic Vision for College Learning,
Global Engagement, and Success


Resources from Presentations at AAC&U's 2012 Annual Meeting

The following listing does not reflect the full Annual Meeting program.  Although the titles of all sessions are listed, descriptions and speakers are included only for those sessions for which we have received resources to share with the AAC&U audience—PowerPoints, handouts, links to websites, etc.

A PDF of the Final Program, which includes all sessions, is available online.

We thank the Annual Meeting speakers who shared the following materials and web resources with us, and we invite everyone to learn more about their work.

If we can provide any additional information about the meeting, please contact us at

We hope to see you at AAC&U's 2013 Annual Meeting - January 16-19, 2013, in Atlanta.



Civic Learning for Democracy's Future
Martha J Kanter, Under Secretary of Education, US Department of Education
Respondents: Robert Hackett, President, The Bonner Foundation; George Mehaffy, Vice President, Academic Leadership and Change, American Association of State Colleges and Universities; Caryn McTighe Musil, Senior Vice President, AAC&U
Moderator: Larry A. Braskamp, President, Global Perspective Institute, Inc.
“Civic Learning for Democracy’s Future” Remarks of Dr. Martha Kanter, Under Secretary, U.S. Department of Education

What the Research Reveals: Experiences that Matter

Sylvia Hurtado, Professor and Director of the Higher Education Research Institute (HERI), University of California, Los Angeles; Charles Blaich, Director of Inquiries, Center of Inquiry in the Liberal Arts, Wabash College
Nancy O’Neill, Director of Integrative Programs, AAC&U
What the Research Reveals power point presentation

Pre-Meeting Workshop

E-Portfolios from the Ground Up: Planning, Creating, Implementing
Bret Eynon, Assistant Dean for Teaching and Learning, and J. Elizabeth
Clark, Associate Professor of English—both of La Guardia Community
College—City University of New York

E-Portfolios from the Ground Up power point presentation



Separated at Birth? The Twin Proficiencies of Work and Civic Engagement
The educational outcomes of employability are looking more and more like those of civic engagement.  Employers tell us they want graduates who can think independently and express themselves originally, but who can also work with colleagues from across disciplinary cultures and around the world.

For many, the new emphasis on collaboration departs from an approach to intellectual development as solitary.  Constantly connected, we're increasingly expected to solve problems, build businesses, and even invent and learn as members of teams.

What can each domain learn from the other? Are we ready to prepare our students for lives that—whether we like or not—will be led more collectively than ours?

And what does American higher education have to contribute, with its tradition of shared governance?

Our responses will shape our colleges and universities for decades to come, as we reconcile the sibling proficiencies of work and community.

Ken O’Donnell, Associate Dean for Academic Programs and Policy for the Office of the Chancellor of the California State University
Seperated at Birth? power point presentation

Women's Networking Breakfast

Women’s Global Leadership for Human Rights and Economic Justice
Radhika Balakrishnan, Executive Director, Center for Global Leadership,
Rutgers University

Macroeconomics and Human Rights power point presentation

THURSDAY, JANUARY 26, 8:45-10:15 AM

Opening a Democratic Front:
Confronting Disparate Conceptions of What Matters in College

We face deepening anxiety that we cannot afford necessary investments in the future. Both democracy and global leadership in spheres beyond the economy have almost entirely disappeared from public and policy discourse about college learning. Job preparation is the sole focus of public and policy attention, and efficiency in degree and credit production the new driver.

Recognizing the dangers in this narrow focus, the Department of Education has convened a National Task Force on Civic Learning and Democratic Engagement, which will release a report and recommendations in 2012. The Task Force invites participants—and higher education’s stakeholders-- to envision an academy that makes democracy a core commitment and fosters civic learning and engagement to tackle pressing societal issues as an expected rather than an optional focus of college learning. Members of that Task Force will outline the vision and the national action plan that can make the academy a catalyst for democratic creativity at home and abroad.

Carol Geary Schneider, President, AAC&U; Eboo Patel, Founder and Executive Director, Interfaith Youth Core; and David Scobey, Executive Dean, The New School for Public Engagement


THURSDAY, JANUARY 26, 10:30-11:45 AM

Front and Center: Moving Civic Learning from the Sidelines

Faculty of the Future: Voices from the Next Generation
Welcome: K. Patricia Cross, David Gardner Professor of Higher Education, Emerita, University of California, Berkeley

Benjamin L. Castleman,
Quantitative Policy Analysis, Harvard University Graduate School of Education
Sarah L. Eddy, Zoology, Oregon State University
Natalie Fixmer-Oraiz, Communication Studies, University of North Carolina-Chapel Hill
Alexander Igor Olson, American Culture, University of Michigan
Ashley E. Palmer, Sociology, Baylor University
Ghanashyam Sharma, Rhetoric and Composition, University of Louisville
Martha Althea Webber, English (Writing Studies), University of Illinois at Urbana Champaign
Timothy Wong, Comparative Literature, University of California, Irvine

Cultivating Transformative Leadership for Institutional Citizenship
Entrenched and structural inequality is an urgent and sticky problem affecting the health of our democracy and requiring institutional and grass roots leadership equal to the task of mobilizing and sustaining broad-scale change.  This transformative leadership must be equipped to change the hard wiring that preserves embedded inequality, address multi-dimensional problems that cut across institutional boundaries, mobilize networks, and build collective will across diverse stakeholders.  This session will share the results of collaborative research identifying frameworks and strategies for higher education to cultivate transformative leadership equipped to advance full participation and public problem solving—a dual agenda we call institutional citizenship. 
Susan Sturm, George M Jaffin Professor of Law and Social Responsibility and Director of Center for Institutional and Social Change, Columbia University in the City of New York; Nancy Cantor, Chancellor and President of Syracuse University, Syracuse University; Shirley Collado, Dean of the College and Chief Diversity Officer, Middlebury College; George Sanchez, Professor of American Studies and Ethnicity and History  and Vice Dean for Diversity and Strategic Initiatives, University of Southern California
Cultivating Transformative Leadership for Institutional Citizenship power point presentation

Defining and Assessing Degrees Based on Learning: Degree Qualifications Frameworks in the US and Europe
This session is presented by the Lumina Foundation, Carnegie Foundation for the Advancement of Teaching, and Erasmus Mundus programme of the European Union

Presentation of 2012 Ernest L. Boyer Award
All in a Life’s Work: Improving Institutional and Student Success

Social Entrepreneurship Education: Applying the Creative Imagination to Real-World Problems

“What Would Make This a Successful Year for You?” How Students Define Success in College
Drawing on interviews with students participating in a panel study at seven liberal arts colleges, this presentation focuses on how students define success and how those definitions of success change over time.  We develop a typology of success goals—academic achievement goals, academic engagement goals, social goals, and personal, developmental goals—to address several questions about college success:  Do students’ goals for each year of college change over time and, if they do, what factors might explain this change?  What is the connection between self-expressed success goals and other indicators of growth or accomplishment, such as students’ global rating of each year, their self-assessed gains in learning, and their grades? How does asking students about their definitions of success advance our understanding and assessment of student success in college? Because the expression of success goals embodies both expectations and aspirations for college life, our presentation—as well as our protocols—should be of interest to administrators and faculty who work in advising or with at-risk students.
Lee Cuba, Professor of Sociology, Wellesley College; Nancy Jennings, Associate Professor of Education, Bowdoin College; Suzanne Lovett, Associate Professor of Psychology, Bowdoin College; Heather Lindkvist, Visiting Instructor in Anthropology, Bates College; Joe Swingle, Lecturer in Sociology, Wellesley College
"What Would Make This a Sucessful Year for You" power point presentation

The Power of Inquiry as a Way of Learning at Liberal Arts Colleges
Considered by the 1998 Boyer Commission Report as particularly appropriate for research universities, inquiry-guided learning (IGL) has been adopted by a range of higher ed institutions including liberal arts colleges. In this session panelists will explain the appeal of IGL for and the nature of the IGL initiative on their campus and the opportunities and challenges they have faced in its implementation. There will be ample time for questions and discussion following the panelist presentations.
Virginia Lee, Principal & Senior Consultant, Virginia S. Lee & Associates, LLC
Ginger Bishop, Director of Institutional Research, Lenoir-Rhyne University
Lisa Carstens, Associate Dean of the College, Virginia Wesleyan College
Jeffery Galle, Director of the Center for Academic Excellence, Oxford College of Emory University
The Inquiry Initiative at Virginia Wesleyan College power point presentation
Lenior-Rhyne University Quality Enhancement Plan handout
Seven Questions with Vision Statement handout

Introducing Liberal Education to Latin America: Initiatives, Innovations, and Challenges
This session will consider the growing interest in liberal education Latin America and different initiatives that have been introduced in the region. Speakers will discuss recent innovations in Argentina, Brazil and Chile and then put this trend into global context. The audience will find it particularly interesting to learn how liberal education has been adapted to local needs but also to understand that this philosophical approach to higher education cannot always overcome the obstacles that culture and tradition present.
Liz Reisberg, Research Associate, Boston College; Pedro Rosso, Rector Emeritus, Prof. of Pediatrics, Pontificia Universidad Católica de Chile; Marcelo Knobel, Dean of Undergraduate Programs, Universidade Estadual de Campinas (Unicamp); Patti McGill Peterson, Senior Associate, Institute for Higher Education Policy
PROfis A New Paradigm for Higher Education in Brazil power point presentation

Sustaining Comprehensive Internationalization
This session is presented by NAFSA: Association of International Educators

Understanding Retention with NSSE/Wabash/CLA Data:  Case Studies of Five Innovative Institutions
Five innovative institutions will discuss their efforts to correlate retention data with NSSE/Wabash/CLA data to address the quality of learning for first-year students. Panelists and session participants will share first-year retention strategies at their respective institutions and address subsequent direct and indirect assessment measures.
Carol Trosset, Director of Institutional Research, Hampshire College; Peter Baratta, Executive Assistant to the Provost, The Richard Stockton College of New Jersey; Michelle Barton, Associate Professor of Psychology, New College of Florida; Sirkka Kauffman, Assistant Dean for Academic Affairs, Marlboro College
Understanding Retention with NSSE/Wabash/CLA Data power point presentation

ACAD Session:
Responding to Academically Adrift: Panel Discussion of Campus ActionsMany colleges and universities are responding to the call for action presented by Professors Arum and Roksa in their book Academically Adrift.  Hear the activities and outcomes from three institutions in response to the book, share experiences and plans from your institution, and join the dialogue to improve undergraduate education.
Peter Skoner, Associate Provost, Saint Francis University; Kerry Pannell, Dean of the Faculty, DePauw University; Pedro Muíño, Professor of Chemistry, Saint Francis University; Gary Phillips, Dean of the College, Wabash College
Responding to Academically Adrift power point presentation
Wabash Supplemental document

THURSDAY, JANUARY 26, 1:30-2:30 PM

How to Prepare Global Leaders

The Joy of Engagement: Motivating Faculty to Work with Communities

Civic Engagement and Democratic Visions of First-Year Students: 2011 Findings from the CIRP Freshman Survey

Collaborative Space: Is it Worth It? Measuring the Impact in Quantitative Terms
Central to planning, design and construction of learning spaces is the premise that physical environments affect teaching, learning, scholarship and collaboration among faculty and students. In this interactive session, presenters will discuss how planning for learning and research environments have a significant impact on space allocation and costs for academic projects. A variety of projects will be used for relative comparison, and initial findings of research into the actual impact physical spaces are having (e.g., quality of teaching, level of faculty and faculty-student research, faculty hiring, facility usage) will be shown. A facilitated discussion will take place on what types of spaces (e.g., collaborative spaces) are currently available (or missing) on campuses, those that are working well, and who benefits from the creation of such spaces. Participants will gain rubrics regarding space types, ratios within programs, and be able to apply lessons learned to their institutions and projects.
Leila Kamal, AIA, LEED AP, Vice President Design & Expertise, EYP; Kip Ellis, AIA, NCARB, LEED AP, BD +C, Academic Planning and Design Principal, EYP; Charles S. Weiss, Director, Grants and Corporate & Foundation Giving and Associate Professor of Psychology, College of the Holy Cross
This session is sponsored by EYP
Collaborative Space power point presentation

Using Feedback to Guide Reflective Practice
Faculty, administrators, and academic programs become more effective when feedback from students and faculty is used to guide reflective practice. This session will describe how Northwestern College adopted The IDEA Student Ratings System initially as a tool for faculty development and eventually led to more broadly informing the campus about student learning and engagement. This session will also describe how the IDEA Feedback for Department Chair and IDEA Feedback for Administrator systems can be used to facilitate personal reflection to become an even more effective leader.
Jasper Lesage, Provost, Northwestern College; Adrienne Forgette, Dean of the Faculty, Northwestern College; Bill Pallett, President, The IDEA Center; Amy Gross, Vice President for Knowledge Management and Special Projects, The IDEA Center
This session is sponsored by The IDEA Center
Using Feedback to Guide Reflective Practice

Change That Lasts: Lessons from the Scholarship of Teaching and Learning
Many campuses today are engaged in a variety of reforms to strengthen liberal learning and improve the undergraduate experience. But sustaining such work, and integrating it into institutional life in ways that last, is often a challenge.  This session will examine institutional change through the lens of the scholarship of teaching and learning, exploring how the principles of this important movement in higher education are being integrated into other institutional agendas, practices, and policies. The focus is on the dynamics of change: the tensions and tradeoffs between integration (weaving new approaches, sometimes almost invisibly, into other institutional activities) and identity (maintaining the distinct status and appeal of a new and special initiative).
Pat Hutchings, Consulting Scholar, Carnegie Foundation for the Advancement of Teaching and Scholar in Residence, Gonzaga University; Mary Huber, Senior Scholar Emerita and Consulting Scholar, Carnegie Foundation for the Advancement of Teaching —both also co-authors of The Scholarship of Teaching and Learning Reconsidered: Institutional Integration and Impact (Jossey-Bass, 2011)
Change That Lasts power point presentation
The Scholarship of Teaching and Learning Reconsidered flyer
Change That Lasts handout

Building a Best-Practice Assessment Culture for an Effective  e-Portfolio Model
This session is sponsored by LiveText

Realizing Challenges: Strategies for the 21st Century
San Diego State University achieved the greatest gains in graduation rates in the country between 2005 and 2010, and closed the achievement gap to less than 2% in the same years. The presenters will describe the strategies and core values that led to such changes and in the second half of the session, audience members will be asked to join the conversation about what strategies and commitments can work across a range of institutions.
Geoffrey Chase, Dean of Undergraduate Studies, Nancy Marlin, Provost,Marycella Cortes, Student,— all of San Diego State University
Prezi presentation can be found here:

Global Learning in a Global Century

Teaching Democratic Thinking

Building on Success: What the Research Shows about Successful Student Transfer
What kinds of structures and practices help ensure successful transfer between two-year and four-year institutions? This session will explore promising innovations based on sound evidence. Governors State University has established a Dual Degree Program (DDP) model for university-community college partnerships, requiring that students complete the associate degree. The DDP affirms the value of the associate degree and ensures that students pursue a coherent plan of study. The University of Wisconsin-Oshkosh is designing the Titan Transfer Center in collaboration with UW Fond du Lac and UW Fox Valley, which will ensure transfer student success by increasing their participation in high-impact practices and assisting transfer students to successfully integrate into the culture of the university.
Elaine P. Maimon, President, Governors State University; Carleen Vande Zande, Assistant Vice Chancellor, University of Wisconsin-Oshkosh
Building on Success: What the Research Shows about Successful Student Transfer power point presentation
Building on Success: Titan Transfer Credit power point presentation
Dual Degree Program handout
Research and Rationale for the Dual Degree Program Approach handout
For more information about the Dual Degree Program:

ACAD Session:
Synchronous Course Delivery Between Institutions: Potential Benefits and Opportunities for 2- and 4-Year Institutions
Two and four-year institutions can benefit from each other by sharing resources.  This session will outline curricular relationships between four colleges employing synchronous course delivery.  Specific topics will include the purpose, curricular development process, financial implications, logistics, educational impact, assessment of the relationship, and opportunities for growth.
Kristél Pfeil Kemmerer, Chair, Commercial Music, Lamar State College – Port Arthur; Wesley A. Bulla, Dean, Mike Curb College of Entertainment and Music Business, Belmont University
Synchronous Course Delivery Between Institutions power point presentation


THURSDAY, JANUARY 26, 2:45-3:15 PM

Student Success for the 21st Century: A System-Wide Perspective

Global Social Problems: Local Action & Social Networks for Change—A “Gameful” Approach
This session will introduce participants to the use of “Supergaming” and social media in teaching a course on Global Social Problems, including a report on a course piloted at St. Edward’s University in Fall 2011. The “gameful” approach to curriculum design will be articulated; participants will be provided with examples of materials used in that pilot course; they will be invited to engage online with the course artifacts and applications used in the actual course.
Robert Strong, Associate Professor/Associate Dean University Programs, Jason Rosenblum, Special Projects Professional-Emerging Technologies, — both of St. Edward's University
Global Social Problems power point presentation
For more information visit:

Meaning Making with the Campus Community: Data, Dissemination, Discussion, Decisions
What are the relationships between experiential learning, and student well-being, involvement and persistence at Wagner College?  Through the Bringing Theory to Practice Project we are conducting this research and disseminating the results.  By expanding the groups included in the dissemination discussions, we aim to increase the community’s engagement with the research and use of the results to make changes in practice.  This presentation will focus on the dissemination phase of the BTtoP project, as that aspect of closing the assessment loop can be hard to accomplish.
Anne Goodsell Love, Associate Provost for Assessment, Patricia Tooker, Dean of Integrated Learning, Ruta Shah-Gordon, Assistant Vice-President for Campus Life—all of Wagner College
Making Meaning with the Campus Community power point presentation
Making Meaning with the Campus Community handout


THURSDAY, JANUARY 26, 3:30-4:00 PM

National Research and Trends on High-Impact Educational Practices and the Transition to College
In order to provide information regarding best-practices for the success of students in transition and the effective use of high-impact educational experiences, The National Resource Center for The First-Year Experience and Students in Transition conducted national surveys of several commonly-used educational practices such as first-year seminars and sophomore-year initiatives.  These national data will be shared as a springboard for a discussion about how to advance our current knowledge, effective use, and future research agenda of these practices and understand their impact on the first-year experience and students in transition.
Jennifer Keup, Director of the National Resource Center for the First-Year Experience and Students in Transition, University of South Carolina-Columbia
National Research and Trends on High-Impact Educational Practices and the Transition to College power point presentation

Building Student, Staff and Organizational Capacity; Collaborative Community Based Program Evaluation (CCBP)
This presentation will provide an overview of  the  process of implementing a model of Community based learning and its valuable dual outcomes of building organizational capacity for agencies seeking program evaluation and providing students real world experience  that increases professional skills and has relevance to the common good.
Shauna Carlisle, Assistant Professor, Interdisciplinary Arts and Sciences, University of Washington Bothell
Building Student, Staff and Organizational Capacity power point slides


THURSDAY, JANUARY 26, 2:45-4:00 PM

Reinforcing the Equity Imperative:
Policies and Practices for Full Participation in a Global and Interconnected Society

The strength of our economy and civic society depends on the capacity—and willingness—of our postsecondary education system to support first-generation, low income, and underrepresented minority students to and through college completion and into the workforce.  In light of changing student demographics, institutions of higher education would be wise to approach the current education landscape as an opportunity to ensure that students, regardless of race/ethnicity or socioeconomic status, have access to high-quality learning experiences needed to graduate, armed with the knowledge and skills to succeed in a global and interconnected society.  Panelists will provide insights and ideas on translating an equity-minded approach to postsecondary education policy into promising institutional practices that improve student learning outcomes, particularly for first generation, low-income and underrepresented minority students.
Moderator: Tia Brown McNair, Senior Director for Student Success, AAC&U
Speakers: Estela Mara Bensimon, Professor of Higher Education and Co-Director, Center for Urban Education, University of Southern California; Michelle Asha Cooper, President, Institute for Higher Education Policy; Robert T. Teranishi, Associate Professor of Higher Education, New York University and Principal Investigator, The National Commission on Asian American and Pacific Islander Research in Education

Equity Scorecard™ handout
For more information visit:
For more information about the Equity Scorecard methodology and the institutions we have worked with visit:

A Transatlantic and TransEuropean Dialogue on Quality Assurance and Student Mobility
This session is sponsored by the Lumina Foundation, Carnegie Foundation for the Advancement of Teaching, and Erasmus Mundus programme of the European Union

Student Learning Outcomes Assessment:
What Do We Know and What Needs to Happen Next?

For the past three years, NILOA has been documenting what colleges and universities are doing with regard to student learning outcomes assessment.  This session will summarize the key findings from this work, drawing on national surveys, interviews with thought leaders, policy makers, faculty and staff, web scans, and an array of commissioned papers by experts to describe the state of the art and discern what must happen next to advance the assessment agenda in meaningful, actionable manner.
Eduardo Ochoa, Assistant Secretary for Postsecondary Education, U.S. Department of Education; Stanley O. Ikenberry, President Emeritus, University of Illinois, and Former President, American Council on Education; George D. Kuh, Chancellor’s Professor of Higher Education Emeritus, Indiana University, and Project Director, NILOA; Peter Ewell, Vice President, National Center for Higher Education Management Systems; Ralph Wolff, President, Western Association of Schools and Colleges
This session is presented by the National Institute for Learning Outcomes Assessment (NILOA)
For more information, please visit:

Attending to Students' Inner Lives: A Call to Higher Education

Undergraduate Public Health Studies and LEAP Essential Learning Outcomes
There is growing interest in undergraduate public health studies across the country. Addressing social, scientific, and economic influences on diverse populations, the study of public health epitomizes interdisciplinary collaboration and closely corresponds to the LEAP essential learning outcomes.Participants will learn about AAC&U’s Educated Citizen and Public Health initiative and its research on successful practices used to develop and implement public health programs at two-year and four-year institutions. They will also examine a learning outcomes model developed by the Association of Schools of Public Health and partners. This model represents public health knowledge, concepts and skills that can be integrated into curricular and co-curricular undergraduate educational opportunities to enable all students to become more active participants in their own and their community’s health.
Brenda Kirkwood, Assistant Director of the Public Health Program, American University; Marian Osterweis, Senior Fellow, AAC&U; Donna Petersen, Professor and Dean, College of Public Health, University of South Florida; Moderator: Richard Riegelman, Professor of Epidemiology, The George Washington University
Educated Citizen and Public Health resources
Resources- Undergraduate Public Health Education handout
Recommendations for Undergraduate Public Health Education handout
Undergraduate Public Health at 4-year Institutions handout
For more information visit:

Empowering Students: The Democracy Commitment and Community Colleges
The Democracy Commitment aims to increase the civic skills and the civic capacity of community college students to do the work of democracy, by creating a space for community colleges to share best practices across campus and district boundaries. Professional development, a "civic inventory," curricular and extra-curricular programming, community partnerships, and regional and national meetings are strategies being employed to address community needs by educating students for lives of engaged citizenship. Leaders of the initiative will share what is working at their colleges, and engage participants in discussing the challenges of education for democracy.
Bernie Ronan, Associate Vice Chancellor, and Alberto Olivas, Director, Center for Civic Participation—both of Maricopa County Community College District Office; Brian Murphy, President, and Rowena Tomaneng, Associate Vice President of Instruction—both of DeAnza College
Maricopa Community Colleges' commitment to fostering Civic Responsibility handout
Workshop Scenarios handout
Cultivating Student Engagement at DeAnza College power point presentation

Hidden in Plain Sight: Positive Deviance and Universalizing Global Learning in the Academy

The Uncommon Campus and Its Role in a Democratic Future
The desire to educate citizens, and to develop creative imagination and trained intelligence for tackling civic problems has spurred innovation throughout the history of American higher education. A panel of faculty, administrators, current and former students from five innovative colleges will discuss civic commitments and educational vision in past and current uncommon schools. We will also discuss how to incorporate the experiences and lessons of innovative colleges for more traditional settings.
Patricia Karlin-Neumann, Senior Associate Dean for Religious Life, Stanford University; Kathleen O'Brien, Senior Vice President for Academic Affairs, Alverno College; Joy Kliewer, Director of Institutional Advancement, Fountain Valley School of Colorado; James Hall, Director of New College, University of Alabama; Eli Kramer, Student, Johnston Center for Integrative Studies, University of Redlands, Aron Edidin, Chair of the Humanities Division, New College of Florida
This session is presented by the Consortium for Innovative Environments in Learning
The Uncommon Campus and Its Role in a Democratic Future power point presentation
Consortium for Innovative Environments in Learning Uncommon Campus power point presentation
For more information visit:

Digital Humanities for Undergraduates
The digital humanities offer one avenue for exploring the future of liberal education by pursuing essential learning goals and high impact practices in a digital context.  This panel of faculty, staff and students from the Tri-College Consortium (Bryn Mawr, Haverford and Swarthmore Colleges), Furman University, Hamilton College, and Wheaton College will share how students have used digital methodologies to engage in authentic, applied research and prepare to be citizens in a networked world.
Rebecca Frost Davis, Program Officer for the Humanities, NITLE, Kathryn Tomasek, Associate Professor of History, Wheaton College; Angel David Nieves, Associate Professor of Africana Studies, Hamilton College; Janet Simons, Associate Director of Instructional Technology, Hamilton College; Christopher Blackwell, Professor of Classics, Furman University; Laura McGrane, Associate Professor of English, Haverford College; Jennifer Rajchel, Digital Humanities Intern, Library, Bryn Mawr College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
The link to the presentation is here:

ACAD Session:
The Benefits of Collaboration: Lessons Learned from a Teagle Collaborative
n 2008, five liberal arts colleges (Goucher, McDaniel, Ursinus, Washington, and Washington and Jefferson) were awarded a grant from the Teagle Foundation to assess diversity efforts and their impact on student learning. While the participants anticipated learning a great deal about students' lived experiences with diversity on campus, the lessons learned about working with other colleges were less expected but highly rewarding. Representatives will discuss the benefits of working as a collaborative, the challenges and successes of this particular collaborative, future action items for the collaborative, and practical steps to take – and pitfalls to avoid – for any group of institutions looking to work together.
Gregory M. Weight, Assistant Dean for Academic Affairs, Ursinus College; Debora Johnson-Ross, Associate Dean for Academic Affairs and Associate Professor of Political Science and International Studies, McDaniel College; Janet Shope, Associate Dean for Faculty Development and Professor of Sociology, Goucher College; James M. Sloat, Associate Dean for Assessment and New Initiatives, Washington and Jefferson College; Susan Vowels, Associate Professor of Business Management, Washington College
The Benefits of Collaboration power point presentation


THURSDAY, JANUARY 26, 4:15-5:30 PM

The Innovative University:
Changing the DNA of Higher Education from the Inside Out

This session is sponsored by Jossey-Bass

Authentic Assessment for Learning: The VALUE Rubrics in Practice

The Global Innovation Economy: Essential Outcomes and Practices for Student Employability and Success in the 21st Century Economy
In this session, presenters will share data and analysis of the changing nature of the global economy and the implications of an innovation-driven workplace for higher education practices and outcomes.  Data from employers and students in Europe, the United States, and Australia will be presented and explored.
Speaker: Luis Vila Lladosa, Researcher in Labour Market, University of Valencia
Respondents:  Frans van Vught, President European Centre for the Strategic Management of Universities, top level advisor to the European Commission and international higher education expert; Former Rector and President Universiteit Twente; Lynn Meek, Director, LH Martin Institute, University of Melbourne
Moderator: Debra Humphreys, Vice President for Communications and Public Affairs, AAC&U

This session is sponsored by the Lumina Foundation, Carnegie Foundation for the Advancement of Teaching, and Erasmus Mundus programme of the European Union
The Global Innovation Economy Power Presentation (PDF)
Empolyability and Australian Graduates power point presentation
Competencias para la innovación en las universidades de América Latina: un análisis empírico
Development of Competencies in the World of Work and Education power point presentation
Innovative Behavior and Competencies of Young Higher Education Graduates power point presentation
The Contribution of Higher Education to the Development of Innovation-Related Competences: A Graduates' View power point presentation
Evaluation of the Main Factors with Influence on the Development of Competentces in Spanish Higher Education Gradutates paper

Building a Diverse Leadership to Guide 21st Century Democratic Visions and Institutions

Reshaping Business Education: Preparing Students for Society and Democracy
This session will report on the Carnegie Foundation for the Advancement of Teaching's recent study—and the publication, Rethinking Undergraduate Business Education: Liberal Learning for the Profession (Jossey-Bass, 2011)— on better ways to provide liberal learning for business students, the largest undergraduate major. The session aims to engage participants in thinking about how they might translate and adapt the recommendations and examples from Carnegie’s research for use in their own institutions to further the AAC&U's aim at "education for the application of creative imagination and trained intelligence to the solution of social problems."
William Sullivan, Senior Scholar, Center of Inquiry in the Liberal Arts, Wabash College; Anne Colby, Consulting Professor, Stanford Center; Matt Statler, Richman Family Director of Business Ethics and Social Impact Programming, New York University Stern School of Business
Moderator: Edward Zlotkowski, Professor of English and Media Studies, and Director of the Bentley Service-Learning Center, Bentley University
William Sullivan's remarks were drawn from the article "Realigning Business Education for College Students" originally printed in edited form in Bloomberg Business Week
For more information visit:

The Role of Teaching Centers in Forging Collaborations for Institutional Transformation
This session is presented by the Professional and Organizational Development (POD) Network in Higher Education

The Role of Place in 21st Century Higher Education
Seven private, comprehensive institutions will discuss their approaches to creating an institutional culture and curriculum that promotes students’ understanding of the role of place by intentionally integrating the local in the global and global in the local.  From the perspective of president and provost, they will briefly describe how their institution is ensuring that these concepts and practices are being woven into the fabric of the institution: its mission, strategic planning processes, general education, and co-curricular programs.
Moderator: Harold Baillie, Provost, The University of Scranton
Panelists: Thomas Burns, Provost, Belmont University; Jamie Comstock, Provost, Butler University; Thomas Kazee, President, University of Evansville; Steven Michael, Provost, Arcadia University; Thomas Rochon, President, Ithaca College; Charles Taylor, Vice President for Academic Affairs, Drury University; and Terry Weiner, Provost, The Sage Colleges

This session is presented by The New American Colleges and Universities
The Role of Place in 21st Century Higher Education power point presentation
Sage Goes Glocal power point presentation

Expanding Undergraduate Research Opportunities at the Consortium Level:
Opportunities and Challenges in the Public Liberal Arts Sector

This session is presented by COPLAC

Essential Learning Outcomes, the New MCAT® Exam, and Curricular Change
Major changes in the Medical College Admissions Test (MCAT) have recently been recommended by a committee appointed by the Association of American Medical Colleges (AAMC). The recommended changes include a focus on learning outcomes or competencies rather than courses. They also encourage an integrative approach that includes an emphasis on higher order inquiry and reasoning skills. The changes anticipated in the MCAT represent a once in a generation opportunity to encourage an integrative approach to preparation for the health professions and to emphasize scientific inquiry and reasoning skills in the behavioral and social sciences as well as the natural sciences.
Richard Riegelman, Professor of Epidemiology, The George Washington University; Saundra Oyewole, Chair of the Biology Program, Trinity Washington University; Robert Hilborn, Associate Executive Officer, American Association of Physics Teachers; Richard Lewis, Professor of Psychology and Neuroscience, Pomona College
Essential Learning Outcomes, the New MCAT® Exam, and Curricular Change power point presentation
Scientific Inquiry and Reasoning Skills power point presentation
Guide to the New MCAT®: MCAT 2015

Civic Professionalism and Institutional Change: The Imagining America Engaged Undergraduate Education Collaboratory

ACAD Session:
Advising and Liberal Education:  Engaging the Mission

THURSDAY, JANUARY 26, 4:30-5:30 PM
Presidents' Forum

Reframing Accountability: Making Student Learning a Driver for our Cost, Completion, and Innovation Challenges
Stan Ikenberry, Regent Professor and President Emeritus, University of Illinois at Urbana-Champaign; Co-Principal Investigator, National Institute for Learning Outcomes Assessment; Robert Sternberg, Provost and Senior Vice President, Oklahoma State University; Robert Templin, President, Northern Virginia Community College; Jane Wellman, Executive Director, The Delta Project on Postsecondary Education Costs, Productivity, and Accountability; Executive Director, National Association of System Heads
Measuring Learning Outcomes power point presentation


Organizing Meeting: Business Education and Civic Engagement


FRIDAY, JANUARY 27, 7:00-8:30 AM

Networking Breakfast for Colleagues at Research Universities
Topic:  High-Impact Practices and Systemic Change

Networking Breakfast for Colleagues at Community Colleges
Topic:  Roadmaps for Student Success

ACAD Members’ Breakfast
This event is sponsored by Interfolio

Presidents’ Breakfast Panel and Discussion
Does Higher Education Need a Shared “Degree Qualifications Profile”? Does Accreditation?


FRIDAY, JANUARY 27, 8:45-10:15 AM

A Leadership Guide for Planning, Implementing, and Institutionalizing Interdisciplinary Programs
More and more campuses are talking about interdisciplinary learning—learning that fosters the cross-disciplinary skills our students will need to grapple with challenges of the 21st century. Campuses quickly learn, however, that it is easier to start interdisciplinary programs, than maintain them. Participants will engage in discussion about a new leadership guide for planning, implementing, and institutionalizing interdisciplinary programs. The guide, developed as part of PKAL’s Facilitating Interdisciplinary Learning project, provides an organizational framework within which campus leaders can anticipate and address the structural, human resource, and political issues that can stymie long-term interdisciplinary program sustainability.
Susan Elrod, Executive Director, Project Kaleidoscope; and Mary J.S. Roth, Simon Cameron Long Professor of Civil and Environmental Engineering and Associate Provost for Academic Operations, Lafayette College
This session is presented by Project Kaleidoscope (PKAL)
Power point presentation
Keck/PKAL Leadership Guide for Facilitating Interdisciplinary Learning
Session Overview & Worksheet

Developing Innovative Curricula to Prepare Students for Successful Lives of Global Civic Engagement
Project Pericles works with faculty to strengthen the links between the curriculum, campus, and community to encourage students to become citizens actively addressing global issues. Periclean Faculty Leaders from different institutions and disciplines will discuss curricular programs that strengthen knowledge, values, and engagement focusing on skills and tactics.  They will describe the intercampus peer review process in which faculty from different campuses evaluate each other’s work and share replicable best practices, challenges, and solutions.
Jan Liss, Executive Director, Project Pericles; Matthew Broda, Assistant Professor of Education, The College of Wooster; Milton Moreland, Associate Professor of Religious Studies & Chair, Program in Archaeology, Rhodes College; Jennifer Olmsted, Associate Professor and Chair, Economics, Drew University; Lisa Leitz, Assistant Professor of Sociology, Hendrix College
Jan Liss opening remarks
Gender and Sexuality Civic Engagement Projects power point presentation
Developing Innovative Curricula to Prepare Students for Successful Lives of Global Civic Engagement handout

Civic Engagement: Demonstrating Excellence in Practice
Join a discussion with the top finalists from Campus Compact's 2011 Ehrlich Civically Engaged Faculty Award. In a conversation facilitated by Campus Compact, the panel finalists will reflect upon their experiences and discuss best practices in community engagement. Their perspectives will reveal their distinct institutional, disciplinary, and community contexts, and the impacts of these on community based practice. They will also explore strategies for developing students' civic skills, knowledge, and commitments over time; facilitating open inquiry and active engagement among diverse groups and institutions; and integrating the professional and democratic purposes of higher education.
Stuart Greene, Associate Professor of English Center for Social Concerns, University of Notre Dame; Frederic Waldstein, Irving R. Burling Chair in Leadership, Director of the Institute for Leadership Education, and Professor of Political Science, Wartburg College; Sunil Bhatia, Director, Holleran Center for Community Action and Public Policy and Associate Professor of Human Development, Connecticut College; and John Poulin, Professor of Social Work, Widener University
This session is presented by Campus Compact
Civic Engagement power point presentation

Two Systems, One Goal: Improving the GE Transfer Curriculum
Many students complete general education at several institutions, making it challenging to design a coherent learning experience. Building on work begun through AAC&U’s “Give Students a Compass” initiative, the California State University and California Community Colleges are partnering to create alternate pathways to completion of lower division general education, incorporating high-impact practices and new ways to assess student learning. Panelists will discuss our efforts at system and campus levels, highlighting one pilot project currently underway.
Debra David, Project Director, Give Students a Compass, California State University System Office; Barry Russell, Vice Chancellor of Academic Affairs, California Community Colleges Chancellor's Office; Ken O'Donnell, University Associate Dean, California State University Chancellor's Office; Marie Francois, Professor of History, California State University - Channel Islands; Carolyn Inouye, Dean of Math, Science, Health, PE, and Athletics, Oxnard College
Student Success Task Force Recommendations- Final Report

Raising Student Voices: Developing Democratic Engagement Through Dialogue About Teaching and Learning

VALUE-ing the Librarian: Collaboration to Enhance Student Learning in a High-Impact Practice
In 2010, Virginia Tech initiated a First Year Experience (FYE) program to integrate an inquiry-based component into course curriculum in order to develop information literacy and research skills for new students.  Virginia Tech’s University Libraries system has partnered with various departments across campus to support the success of this program.  This panel will discuss the evolution of these partnerships and the use of assessment tools, like the VALUE rubrics, measuring the program’s impact.
Carolyn Meier, Instructional Services Librarian; Rebecca Miller, College Librarian for Sciences, Life Sciences and Engineering; Kyrille Goldbeck-DeBose, College Librarian for Natural Resources and Environment; Patrick Tomlin, Head, Art and Architecture Library; Rachel Holloway, Associate Dean of Undergraduate Academic Affairs—all of Virginia Tech
VALUE-ing the Librarian power point presentation

Where Is the Political in Civic Engagement?
This generation of college students has become increasingly active in volunteerism and civic engagement, and yet increasingly disengaged from the political process.  These trends have important implications for the future and nature of democracy. This panel will explore the relationship between these phenomena and look at specific civic programs that aim to connect students to broader political and policy goals.
Eric Mlyn, Executive Director, DukeEngage, Duke University; Amanda Moore McBride, Associate Professor and Associate Dean for Social Work, Director, Gephardt Institute for Public Service, Research Director, Center for Social Development, Washington University in St. Louis; J Hartley, Associate Professor and Chair, Higher Education, University of Pennsylvania, Graduate School of Education; Nancy Wilson, Interim Dean, Tisch College/Tufts University; Adam Weinberg, President and CEO, World Learning
Typologies of Civic Engagement among Tufts Students handout

Developing Assessment Skills Via “Institutional Service Learning”
A growing number of academics view assessment as part of their professional identity. The Center of Inquiry’s Teagle Assessment Scholar Program seeks to develop academics so they can help their own and other institutions use evidence to strengthen liberal education. This session, in which Teagle Scholars share lessons learned from the program, will be particularly useful for those wishing to build institutional assessment capacity and support the professional development of individuals leading campus assessment efforts.
Charles Blaich, Director, Center of Inquiry at Wabash College and the Higher Education Data Sharing Consortium, Wabash College; Frank Boyd, Associate Provost, Illinois Wesleyan University; Lori Collins-Hall, Professor and Chair, Sociology, Hartwick College; Lori Dawson, Dean, School of Humanities and Social Sciences, Worcester State University; Mandy Moore, Assistant Professor, Business Division, John Brown University
Developing Assessment Skills Via "Institutional Service Learning" power point presentation

Liberal Arts for Twenty-First Century Global Engagement and Understanding: Insights from Educators in Muslim-Majority Nations

Presidents' Session

Numbers and Narratives:  Creating a Culture of Inquiry, Civic Responsibility, and Demonstrated Achievement
Charles Bantz, President, Indiana University Purdue University Indianapolis
Grant Cornwell, President, The College of Wooster; Sylvia Hurtado, Professor and Director, Higher Education Research Institute, University of California, Los Angeles
; Moderated by: Helen Giles-Gee, President, Keene State College
Numbers and Narratives, Charles Bantz power point presentation
Numbers and Narratives, Grant Cornwell power point presentation


FRIDAY, JANUARY 27, 10:30-11:00 AM

Mathematics Pathways for Student Success in Community Colleges

Developmental Education

Examining Student Engagement in Undergraduate Professional Education

Rural StudentSuccess: Cultivating Social Capital for Innovative Access to Higher Education
Lack of access to higher education for rural students has historically stalled professional opportunities for individual and community success.  Social capital provides the framework for a case-study of a unique approach to innovative pedagogy in rural southern Virginia, born of public-private partnerships and leading to increased social and intellectual capital for a struggling region.  Learning outcomes will provide audience members with an insight into project challenges as well as best practices for replication.
Leanna Blevins, Associate Director, New College Institute; Janie Brazier, MSW, Professional Faculty, Faculty-in-Residence, Site Coordinator, Norfolk State University; Kimble Reynolds, Jr., Vice Mayor, City of Martinsville, Virginia
Rural Student Success power point presentation

FRIDAY, JANUARY 27, 11:15-11:45 AM

Supporting Student Access and Success Through Systematic Scholarly Inquiry

Three-Year Degrees and the Liberal Arts: Quality Assurance
Three-year degree programs exist that do not diminish the Liberal Arts. The Integrated, Competency-based Three-Year model’s successful implementation by Southern New Hampshire University is proof. The model eschews seat-time for competency achievement which entails reworking an existing four-year curriculum into one that can be delivered in six semesters and 120 credits without summer or winter-session classes. Saving 25 percent can be the difference between a high school degree and a college education for many students.
Robert Seidman, Professor of Computer Information Technology, Martin Bradley, Professor of Organizational Leadership, Steven Painchaud, Professor of Organizational Leadership—all of Southern New Hampshire University
Three-Year Degrees and the Liberal Arts power point presentation

Understanding Boundaries, Breaking Borders: Developing Successful Inter-Institutional Global Learning Communities

Strategic Partnerships for Students and Community: Augustana and Texas Medical Center
Can liberal arts colleges with limited resources, especially in the sciences, provide a model through which resources and experiences can be extended by cooperation with large research/clinical medical institutions? The current partnership between Augustana and Texas Medical Center will be described—concentrating on the aspects of the program that mark this program as particularly successful. The key question that will ground the session is “what elements of this model can be extended to other institutions?”
Robert Haak, Associate Dean; Steve Bahls, President, Heidi Storl, Professor of Philosophy—all of Augustana College
Strategic Partnerships for Students and Community power point presentation


10:30-11:45 AM
HEDs Up—A Series of Ten-Minute Presentations in the Spirit of “TED” Talks

Reclaiming a democratic vision for college learning—one student, one classroom, one institution at a time…

Using Avatars to Foster Empathy and Support Democratic Education

Teacher as Yoda
In From Philosophy to Neuroscience, Stephan Hall identified eight pillars of wisdom and mused about what it might mean to teach these in college.  What indeed might happen if we took as our primary mission teaching compassion, humility, and patience?  What if students had to make sound judgments, regulate their emotions, and tolerate uncertainty? This presentation explores teaching wisdom in the context of a molecular biology course and challenges attendees to imagine themselves as Yoda.
Amy Mulnix, Professor of Biology; Teaching and Learning Consultant, Earlham College
Teacher as Yoda power point presentation

Team Projects as Democracy Killers

The Play's the Teaching Thing

Democracy in an Age of Uncertainty


FRIDAY, JANUARY 27, 10:30-11:45 AM

Implementing Reform in Life Science Education:  Institutional Strategies for Wider Scale Success
There are parallel, yet separate, national movements in higher education and in STEM education, each with its own set of national reports, goals, and recommendations leading toward higher quality undergraduate education.  This fragmentation, however, impedes the reform momentum at the very time that coordinated efforts are needed in order to create the sustained institutional and systemic changes called for in the national report literature.  While such reports describe critical outcomes and desired end points, they generally do not provide institutional or leadership strategies for achieving these goals. This session will provide an opportunity for participants to review key STEM and higher education report recommendations and work together to generate strategies for moving from analysis to wider scale institutional action.
Susan Elrod, Executive Director, Project Kaleidoscope; and Cynthia Bauerle, Senior Program Officer, Howard Hughes Medical Institute
This session is presented by Project Kaleidoscope
Power point presentation
Session Overview and Worksheet
AAAS "Vision & Change in Undergraduate Biology Education" Report
Actions, Challenges, and Strategies for Change – Group Results

Maximizing Institutional Effectiveness: Synchronous Support for Planning, Assessment and Compliance with TracDat
This session is sponsored by Nuventive

Show Me the Learning: Best Practices in Institutional Transparency
NILOA has been monitoring for several years how colleges and universities are communicating their assessment activities and results.  Based on this work, NILOA created a Transparency Framework to assist institutions in providing information to both internal and external audiences, now being used at scores of campuses.  Presenters will illustrate how their institutions are responding to the transparency mandate and will describe successful strategies for cultivating faculty and staff buy-in.  They will also discuss challenging questions, such as how much information should be made public and when.
Staci Provezis, Project Manager and Assistant Research Scientist, NILOA; Gary Pike, Executive Director, Information Management and Institutional Research, Indiana University Purdue University Indianapolis; Thomas Kepple, President, Juniata College; and Jo Beld, Director of Evaluation and Assessment and Professor of Political Science, St. Olaf College; Karen Pugliesi, Vice Provost for Academic Affairs, Northern Arizona University
This session is presented by the National Institute for Learning Outcomes Assessment (NILOA)
For more information please visit:
Show Me the Learning power point presentation
Juniata College, Transparency, and Our "Just the Facts" page power point presentation
Notes for power point presentation

Linking Education Abroad Assessment with Measure of Overall Undergraduate Learning

Creating A Culture of Democratic Engagement
Panelist for this session are contributors to the edited volume by John Saltmarsh and Matthew Hartley, “To Serve a Larger Purpose;” Engagement for Democracy and the Transformation of Higher Education (2011). Each of panelists will address the question of what is needed to create a culture of democratic engagement on campus. Each panelist will approach the question from a unique perspective, examining leadership, faculty development and rewards, and graduate education that prepares future faculty as engaged academics.
John Saltmarsh, Co-Director, New England Resource Center for Higher Education, University of Massachusetts Boston; J. Matthew Hartley, Associate Professor Chair, Higher Education, University of Pennsylvania; William Plater, Chancellor's Professor of Public Affairs, Philanthropic Studies, English, and Informatics, IUPUI; KerryAnn O'Meara, University of Maryland, College Park
Lorlene Hoyt, Visiting Scholar, New England Resource Center for Higher Education
Creating a Culture of Democratic Engagement power point presentation
To Serve a Larger Purpose flyer

Leading with Data: Tracking Student Success with Interactive Data Dashboards
Three groups of institutions will share early experiences creating aggregated “data dashboards,” displaying how students make progress to degree -- even across transfer.  The dashboards draw from learning management systems, student information systems, and other databases, consolidated across institutions within a region.  The work is early but the potential payoff significant:  more robust information about student learning and progress to degree could better demonstrate which educational practices work, and which ones don’t.
Jeff Gold, Director, Academic Technology, California State University System Office; Desdemona Cardoza, Special Consultant, California State University System Office; Javier Miyares, Senior Vice President, Institutional Effectiveness, University of Maryland University College; Deborah Noble-Triplett, Assistant Vice President, Academic Affairs, University of Missouri System
Leading with Data power point presentation

ACAD Session:
Becoming a CAO
This session is intended for faculty members, department chairs, and assistant or associate deans who are considering becoming a chief academic officer. The session will include advice from two current CAOs who have recently made this transition, a discussion of the formal preparation programs available, and advice on the search process and working with search consultants. Brief presentations will be followed by a discussion of participants’ questions and next steps.
Robert Holyer, Senior Consultant, AGB Search; Andrea Warren Hamos, Associate Director, ACE Fellows Program; Michael Orr, Provost, Lake Forest College; Nayef Samhat, Provost, Kenyon College
Becoming a CAO outline
Components of the Fellows Program power point presentation
The ACE Fellows program handout
For more information visit:

FRIDAY, JANUARY 27, 10:30-Noon
Presidents' Session

Working with Boards, Policy Leaders, and Stakeholders:  Toward Better Frames for Reporting Student Accomplishment
Richard Freeland, Commissioner, Massachusetts Department of Higher Education; David Paris, Executive Director, New Leadership Alliance for Student Learning and Accountability; Professor of Government, Hamilton College; Patricia Crosson, Senior Advisor for Academic Policy, Massachusetts Department of Higher Education; Professor Emerita, University of Massachusetts Amherst
Moderator: Carol Geary Schneider, President, AAC&U
Committing to Quality: Guidelines for Assessment and Accountability in Higher Education power point presentation
Learning Outcomes Assessment in Massachusetts power point presentation
For more information visit:


FRIDAY, JANUARY 27, 11:45-1:15 pm

The Market Made Me Do It
The ACAD Luncheon is sponsored by Interfolio


FRIDAY, JANUARY 27, 1:30-2:30 PM

The STUDENT Voice in College Learning and the Realization of Democratic Ideals
This session is presented by NASPA

The Critical Role of Mentoring in Increasing Graduates and Faculty of Color
This session is sponsored by Diverse Issues in Higher Education

Paving the Way for Improved Institutional Assessment
With a new president andexpandedreporting requirements forcontinuing accreditation,The University of Findlay embarked on a campus-wide effort to improve institutional assessment with TaskStream’s enterprise management solution. Learn how Findlay is staying on track with its ambitious implementation plan and promoting a shared commitment to quality improvement.
Cheryl Cape, Faculty Liaison, Center for Teaching Excellence, The University of Findlay; Scott Trimmer, Academic Technology Specialist: Blackboard Administrator & Technical Support, Center for Teaching Excellence, The University of Findlay; Dara Wexler, Education Solutions Specialist, TaskStream
This session is sponsored by TaskStream
Paving the Way for Improved Institutional Assessment power point presentation

Reimagining the Faculty Hiring Process
This session is sponsored by Interfolio

Higher Education for Social Change: Fulfilling the Promise

Building a New Community of Practice: Translating What We Know from Research and from the Field into Planning 21st Century Learning Environments
How might AAC&U’s LEAP learning goals, PKAL’s vision of STEM learning, or intent of librarians to serve all students influence planning and assessing twenty-first-century learning spaces?  How do students, faculty, facilities officers, and other administrators collaborate on teams responsible for planning and assessing learning spaces?  This discussion will advance the evolution of a Learning Spaces Collaboratory (LSC) guide for shaping transformative learning environments, through an integrated process of planning, designing, experiencing, and assessing learning spaces campus-wide.
Jeanne L. Narum, Principal, Learning Spaces Collaboratory; William La Course, Dean of Science and Director of the Discovery Learning Center, University of Maryland Baltimore County (LSC Project Team member); Anuradha Vedantham, Director, Weigle Information Commons, University of Pennsylvania (LSC Project Team member)
Building a New Community of Practice power point presentation
For more information visit:

The US Liberal Arts Bachelors versus the Bologna Bachelors: Apples versus Oranges?
In this panel, representatives of three European national agencies (France, Germany, and Ireland) will discuss Bologna degrees with their US counterpart.  They will look at the classic US Liberal Arts Bachelor’s with respect to the Bologna Bachelor’s in France, Germany and Ireland.  Differing educational philosophies, soft skills acquired in these degrees and their outcomes will be contrasted and explored.
Peter Kerrigan, Deputy Director, German Academic Exchange Service (DAAD)
Emilienne Baneth-Nouailhetas, Higher Education Attaché, French Embassy
Robin Helms, Manager for Adviser Professional Development, Global EducationUSA Services, Institute of International Education
US Liberal Arts Bachelors versus the Bologna Bachelors power point presentation

Facilitating Off Campus Study for Large Numbers of Students Through Careful Enrollment and Fiscal Management
AAC&U along with many institutions believe that liberal education should include experiences in other nations or in more applied settings.  It can be a challenge to support such efforts.  Our colleges have long supported a majority of their students to spend a semester off campus.  In this session we report how we have developed tools to manage the enrollment and fiscal aspects off campus study to allow us to support wide participation.
Jim Swartz, Dack Professor of Chemistry, Director Center for Science and the Liberal Arts, Interim Director Office of Analytic Support, Grinnell College
Kathleen Murray, Provost and Dean of the Faculty, Macalester College
Facilitating Off Campus Study for Large Numbers of Students Through Careful Enrollement and Fiscal Management power point presentation

Future Scenarios for Liberal Education
How will our campuses change in the next ten years?  Bryan Alexander, NITLE’s Senior Fellow, leads participants in a scenario exercise to help us imagine and strategize trends.  After introducing the scenarios method, we present several 2022s: International Liberal Arts, Good Times are Here Again, The Residential Alternative, and Lost Decade.  Participants then break into small groups to work through their assigned futures.  Groups reassemble to share their results, collaboratively building a future planning methodology.
Bryan Alexander, Senior Fellow, National Institute for Technology in Liberal Education
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
Liberal Education in 2022 power point presentation
Four Futures for Liberal Education prezi presentation

Reforming Undergraduate Education: Lessons from Institutions that Improved Student Engagement
Calls to reform undergraduate education have grown more insistent. How does evidence-based improvement work? This session shares findings from an in-depth study of institutions that realized steady improvements in their NSSE scores over time. Project staff and institutional representatives will discuss the impetus for reform and factors of organization, participation, and implementation that facilitated success. Results reveal valuable insights about achieving improved performance and lessons about campus data use for improvement.
Jillian Kinzie, Associate Director, Center for Postsecondary Research, Indiana University Bloomington; Alexander McCormick, Director, National Survey of Student Engagement
Reforming Undergraduate Education power point presentation

The Sputnik Moment - Then and Now
America’s response to the launch of Sputnik in 1957, and decision four years later to send men to the Moon, profoundly shaped the course of our nation. Amidst calls for a new “Sputnik Moment” to galvanize the American  body politic to respond to contemporary problems, this presentation will revisit the first “Sputnik Moment” and its consequences, and will challenge participants to explore how these lessons can be applied today.
Fred Ledley, Professor, Department of Natural and Applied Sciences, Bentley University; Roger Launius, Senior Curator, Division of Space History, National Air and Space Museum, Smithsonian Institution; George Fishman, Senior Lecturer, Astronomy, Department of Natural and Applied Sciences, Bentley University; Space Science Teacher Liasion, Space Foundation
Sphere of Influence power point presentation
Sphere of Influence: The Sputnik Crisis and the Master Narrative article
Excerpts from "Sputnik's Child"

ACAD Session:
Embracing Academic Politics
Politics is unavoidable. Good politics makes an organization smarter. Many administrators try to “cushion” politics by minimizing conflict, which only removes it from the public sphere.  By cultivating productive and transparent conflicts in clearly defined structures, deans can create the conditions for higher level disagreements and deeper commitments.
Brandon Claycomb, Dean of the School of Arts and Sciences, Edgewood College
Embracing Academic Politics power point presentation
The Curious Case of the Contested Classroom Space scenario


FRIDAY, JANUARY 27, 2:45-3:15 PM

Designing Leadership: The Arts, Innovation, and the Creative Economy

Aligning Co-Curricular Initiatives and Organizational Structure to Support an Integrative Learning Agenda and Student Success: Leadership Lessons from the Field


FRIDAY, JANUARY 27, 3:30-4:00 PM

Making Art (In a Liberal Arts Course)

Revitalizing Education:  Helping our Students Learn from Unexpected Places

FRIDAY, JANUARY 27, 2:45-4:00 PM

Student Learning Outcomes Assessment at Community Colleges
Demands for learning outcomes assessment have intensified.  This session features results from two recent NILOA studies that portray the state of the art of assessment at community colleges, with a particular focus on successful approaches for involving faculty and best practices for program-level assessment. Partners from two Achieving the Dream campuses— distinguished for using data effectively to evaluate and improve programs and student achievement—will respond to and elaborate on the findings, highlighting the challenges of implementing effective assessment efforts and discussing the connections between assessment and accreditation.
Jillian Kinzie, Associate Director, NSSE Institute and Research Associate NILOA; Trudy Bers, Executive Director, Research, Curriculum and Planning, Oakton Community College; Mary Kate Quinlan, Director of Learning Outcomes and ATD, Community College of Allegheny County
This session is presented by the National Institute for Learning Outcomes Assessment (NILOA)
For more information please visit:

We’re Losing Our Minds: Rethinking American Higher Education

Contingency and the Common Good: Setting the Stage for Democratic Reform of Academic Employment Practices
This session is presented by the New Faculty Majority Foundation (NFM) and is scheduled in conjunction with the NFM Foundation’s National Summit on Saturday, January 28 

Building and Sustaining Interdisciplinary Campus Programs: 'What Works' Case Studies from the Keck/PKAL Facilitating Interdisciplinary Learning in Science and Mathematics Project
Real-world problems do not neatly divide into academic disciplines, yet educators oversimplify problems to fit discipline-specific courses. Interdisciplinary learning (IDL) supports student motivation and application of abstract concepts from multiple fields, resulting in meaningful understanding of complex systems. We will share five campus cases illustrating the mobilization and implementation of IDL science courses.  Participants will use AAC&U recommendations and the cases to consider how to develop and implement their own interdisciplinary programs.
Judy Ridgway, Assistant Director, Center for Life Sciences Education, The Ohio State University Main Campus; Whitney Schlegel, Associate Professor of Biology, Indiana University; Scott Denham, Director, Center for Interdisciplinary Studies, Davidson College; Mark Stewart, Associate Dean, College of Liberal Arts; Professor of Psychology, Willamette University; Mary Roth, Associate Provost for Academic Operations; Professor of Engineering, Lafayette College
This session is presented by Project Kaleidoscope (PKAL)
Power point presentation
Indiana University Case Study
Davidson College Case Study
The Ohio State University Case Study
Willamette University Case Study
Lafayette College Case Study

Bard College’s Center for Civic Engagement: A model for higher education institutions acting in the public interest
Power point presentation

Critical Thinking Across the Curriculum

Growing Responsible Citizens in the Fertile Ground of General Education: Two Approaches to Preparing the Fields

The American Commonwealth Project: Organizing Around the 150th Anniversary of The Morrill Act
The goal of the session is to draw conference attendees into an empowered connection with a new national initiative on higher education and civic engagement, the American Commonwealth Project (ACP), initiated by the White House Office of Public Engagement. Our plan is to send attendees away with concrete ideas about how they and their institutions can take an active role in organizing around this crucial occasion--and beyond.
Julie Ellison, Professor of American Culture, English, and Art and Design, University of Michigan; M. Brown, President, Alcorn State University; Timothy Eatman, Assistant Professor of Education; Director of Research, Imagining America, Syracuse University; Cecilia M. Orphan, Ph.D. Student, Higher Education Division, University of Pennsylvania; Ismael Ahmed, Associate Provost for Integrated Learning and Community Partnerships, University of Michigan-Dearborn
Building a Movement power point presentation

ACAD Session:
Associate Deans—Managers of Innovation
Associate Deans often serve as managers of academic innovation—either implementing new initiatives or overseeing changes to familiar programs.  This interactive session explores challenges and opportunities that Associate Deans face institutionally, programmatically, and personally in their role.  This is a networking and development opportunity for new and veteran Associate Deans.
James M. Sloat, Associate Dean for Assessment and New Initiatives, Washington & Jefferson College; Kathleen E. Harring, Associate Dean for Institutional Assessment, Muhlenberg College; Adrienne Bloss, Associate Dean for Academic Affairs and Institutional Relations, Roanoke College
Session Outline handout
Managing Institutional Transitions handout
Managing Programmatic Transitions handout

Managing Personal Transitions handout

FRIDAY, JANUARY 27, 4:15-5:30 PM

Life after College: 
Findings from the Academically Adrift Follow-Up Study

Students often spend a limited number of hours studying and show small (or no) gains on a measure of critical thinking, complex reasoning, and writing during college.  How are these graduates faring two years after degree completion?   We consider a range of transitions, from enrollment in graduate school, to unemployment, living arrangements, and engagement with current events.  While college graduates overall are facing difficult transitions, highly academically engaged undergraduates who demonstrated learning gains during college report more positive outcomes.
Richard Arum, Professor of Sociology and Education, New York University; and Josipa Roksa, Assistant Professor of Sociology, University of Virginia—co-authors of Academically Adrift: Limited Learning on College Campuses (University of Chicago Press, 2011)
Life after College power point presentation

Beyond Tolerance: Assessing Multi-faith Understanding, Interfaith Cooperation, and Religious Pluralism on College Campuses

Reclaiming a Democratic Vision for College Learning: Why Now?
Five prominent educators explore the complex answer to these questions: Why is the civic mission important now? If educators do not adopt a more deliberate civic mission, does our inaction imperil the future of higher education? What are the shared futures and difficult choices that educators need to make to realize the vision of providing civic education for our students? Join us for a stimulating exploration of the issues in this Ted Talks-style presentation.
Linda Major, Assistant to the Vice Chancellor, Student Affairs, University of Nebraska - Lincoln; Eric Popkin, Associate Professor of Sociology, Dean of Summer Sessions, Colorado College; John Saltmarsh, Director of the New England Resource Center for Higher Education, University of Massachusetts, Boston; George Sanchez, Professor of American Studies and Ethnicity and History, University of Southern California; Abby Kiesa, Youth Coordinator & Researcher at Circle Center for Information and Research on Civic Learning and Engagement, Tufts University; Moderator: Ashley Finley, Senior Director of Assessment and Research, AAC&U
This presentation drew from the paper "Full Participation: Building the Architecture for Diversity and Public Engagement on Campus" which can be found here:

Fostering Global Citizenship Through Campus and Study Away Experiences
This session explores how coursework, co-curricular activities, and community engagement weave together in supporting students’ global learning and development. Highlighting data for both international and domestic students from 80 U.S. colleges and universities, panel members will discuss variations in the types of educational experiences that foster global learning, including its cognitive, intrapersonal, and interpersonal dimensions. A case study of community-engaged experiences [service-learning, field study and internships] illustrates how students’ global citizenship was (and was not) affected.
Larry Braskamp, Senior Fellow, AAC&U, Central College; Neal Sobania, Executive Director, Wang Center for Global Education, Pacific Lutheran University; Chris Glass, Researcher and Doctoral Student, Michigan State University
Assessing Student Learning in Study Away Programs power point presentation
Fostering Global Citizenship Through Campus and Study Away Experiences power point presentation

Breaking the Immunity to Change and Making the Difficult Choices: An Appraisal of Robert Kegan's Theory of Institutional Change as a Paradigm for Institutional Leaders

Beyond Rhetoric:  Really Making Excellence Inclusive
At the heart of this interactive session is the question, “What would a college or university look like with Inclusive Excellence fully integrated into all aspects of its operation?”  Participants will be put to work on two, interelated activities:  first, to engage in an envisioning exercise focused on the central question above; and second, to determine what steps need to be taken to implement that vision, moving beyond rhetoric towards authentic implementation of inclusive excellence.
Rebecca Karoff, Special Assistant to the Senior Vice President for Academic Affairs, Christine Navia, Senior Equity and Diversity Planner—both of University of Wisconsin System Administration
Beyond Rhetoric power point presentation
Guiding Principles of Inclusive Excellence handout
Making Excellence Inclusive in the University of Wisconsin System handout

Bringing High-Impact Practices to Scale: Institutionalizing Undergraduate Research, Scholarship, and Creative Activity within Systems and Consortia
The Council on Undergraduate Research (CUR) is working with six state systems and public and private consortia to improve the quality of undergraduate education at each of the constituent campuses and within the larger systems/consortia by focusing on institutionalizing undergraduate research, scholarship, and creative activity within each system and consortium. The systems/consortia include the Council of Public Liberal Arts Colleges, University of Wisconsin System, California State University System, City University of New York System, Great Lakes Colleges Association, and Pennsylvania State System of Higher Education.  Panelists will discuss what has worked, current challenges, ongoing implementation issues, and lessons-learned from their own experiences.
Jeffrey M. Osborn, Dean, School of Science, The College of New Jersey, and Past-President, Council on Undergraduate Research; Elizabeth L. Ambos, Assistant Vice Chancellor for Research Initiatives and Partnerships, California State University; William Spellman, Director, Council of Public Liberal Arts Colleges; Karen Havholm, Director of the Center of Excellence for Faculty and Undergraduate Student Research Collaboration, University of Wisconsin Eau Claire
This session is presented by the Council on Undergraduate Research
Bringing High-Impact Practices to Scale power point presentation

ACAD Session:
ACAD Roundtable and Open-Mic Session



In addition to the sessions below, AAC&U registrants are welcome to attend the Saturday morning sessions of the National Summit on "Reclaiming Academic Democracy: Facing the Consequences of Contingent Employment in Higher Education," presented by the New Faculty Majority Foundation. Registrants can also attend the morning presentations held in conjunction with the E-Portfolio Forum.

  • The 8:15-9:30 am session of the New Faculty Majority Foundation will feature speakers Carol Geary Schneider, President of AAC&U, and Gary Rhoades, Professor of Higher Education at the University of Arizona and former General Secretary, AAUP.
  • The 8:15-9:30 am session of the E-Portfolio Forum will feature a presentation by David Shupe, Chief Innovation Officer of  eLumen Collaborative


SATURDAY, JANUARY 28, 8:30-9:30 AM

"Arab Spring:” The Role of Liberal Education in Emerging Democracies

What Do CAOs Think? A Dialogue About Inside Higher Ed Survey Findings

Assessing Diversity, Empowering Students

Sustaining and Sustainable Collaboration: Making an Impact

Cultivating a Culture of Evidence-Based Decision Making about Student Learning


SATURDAY, JANUARY 28, 8:30-10:45 AM

Shared Futures / Difficult Conversations: Combining Women’s Multicultural Assets and Collaborating across Differences

SATURDAY, JANUARY 28, 9:45-10:45 AM

An Informal Conversation—All Welcome

Tenure and Promotion and the Challenge of Institutionalizing Civic Learning
Facilitated by the Faculty Learning Community on Civic Engagement, Middle Tennessee State University

ACAD Session:
Learning to Speak Both Adminispeak and Academese:  What Role Do Deans Play In Getting Faculty Behind Larger Campus Initiatives That Go Beyond Their Standard Job Expectations And, Perhaps, Their Ideal Vision Of A University?

Learning Portfolios and the International Student: Students Reflect on a Brave New World of Learning
The learning portfolio is a compelling method of recording intellectual growth, a critically reflective process that enriches learning. But such declarations may not make much sense to international students who are unfamiliar and uncomfortable with pedagogical strategies that support reflective practice and portfolios. What do international students say about the worth and challenges of portfolio work? Do they perceive that reflection makes a difference in their learning? Come join the conversation with international students!
John Zubizarreta, Professor of English, Director of Honors & Faculty Development; Azmeh Amer, Student; Yolina Elenkova, Student; Farzona Hakimova, Student; Lilit Makaryan, Student—all of Columbia College
Learning Portfolios and the International Student power point presentation

Everything You’ve Ever Wanted To Know About Gen Ed Assessment Using ePortfolios (But Were Afraid to Ask)

Ensuring Excellence: Assessing the e-Portfolio Infrastructure for Deep Learning

Deep Learning Using ePortfolios for Course to Enterprise Transformation

Are There Non-Negotiable Core Features of Eportfolios? A Collaborative Exploration


SATURDAY, JANUARY 28, 11:00 AM-12:15 PM

From Résumés to Revolutions:
Realizing the Rights and Responsibilities of Education in the 21st Century

For Resources on E-Portfolio Forum sessions please click here