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

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


Please note:
The following information includes only those sessions beginning with the Opening Plenary on Thursday morning and concluding with the Final Plenary on Saturday. The pre- and post-meeting events—the Symposium, the workshops, and the E-Portfolio Forum—are described on separate pages.  Please see the sidebar to the right, under “Meeting Information,” to select the appropriate event.

A PDF of the Final Program (posted January 9, 2012) is now available.

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
IImmediately following the Opening Plenary, participants are invited to continue to share strategies that advance civic learning and democratic engagement. What are the next practical steps required if higher education is to take the lead in local and national efforts to make democratic engagement a centerpiece of college learning? A distinguished panel of national leaders will frame the discussion.
Eduardo Ochoa, Assistant Secretary for Postsecondary Education, US Department of Education; Azar Nafisi, author of Reading Lolita in Tehran, Director of Cultural Conversations at the Foreign Policy Institute of Johns Hopkins University's School of Advanced International Studies; Lewis M. Duncan, President, Rollins College; Anthony S. Tricoli, President, Georgia Perimeter College

Faculty of the Future: Voices from the Next Generation
AAC&U welcomes the 2012 recipients of the K. Patricia Cross Future Leaders Award, honored for their outstanding work in undergraduate teaching, their excellence in research, their active engagement in civic and university programs, and their commitment to a career in higher education. Recipients of the 2012 Cross Award will explore with the audience topics such as teaching and learning at the undergraduate level, the role of their disciplines, their views of today’s college students, and their views of the changing American academy.

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

Moderator: L. Lee Knefelkamp, Professor of Psychology and Education, Teachers College, Columbia University

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

Defining and Assessing Degrees Based on Learning: Degree Qualifications Frameworks in the US and Europe
The moderator and presenters will present new and emerging approaches to defining quality in undergraduate student learning—including commonalities and differences among colleges and universities in the United States and Europe.  Participants will learn the latest development in the continuing European tuning project and will explore how colleges and universities in the United States are using the Degree Qualifications Profile to more precisely define levels of demonstrated accomplishment and to develop more robust ways to assess student learning.
Welcome and Introductions
Mei Zhao, Consulting Scholar, Carnegie Foundation for the Advancement of Teaching ; 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
Speakers: Terry Rhodes, Vice President for Quality, Curriculum, and Assessment, Association of American Colleges and Universities (AAC&U); Robert Wagenaar, Coordinator, Tuning Educational Structures; Director, Undergraduate and Graduate Studies, Faculty of Arts, University of Groningen
Moderator:  Holiday Hart McKiernan, Vice-President, Lumina Foundation
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

Renowned scholars and practitioners Betsy Barefoot and John Gardner are the recipients of the 2012 New American Colleges & Universities Ernest L. Boyer Award. Following the presentation of the award, they will reflect on their efforts to create environments that effectively promote student success. Founders of the John N. Gardner Institute for Excellence in Undergraduate Education, they have worked with colleges and universities throughout the world to improve student learning and retention. Currently, the Institute’s work focuses on implementing a previously non-existent set of aspirational standards for the first year and the transfer student experience. These standards are known as “Foundational Dimensions”® in a process called Foundations of Excellence® in the First College Year or Foundations of Excellence® – Transfer Focus.
John N. Gardner, President, and Betsy O. Barefoot, Vice President—both of the John N. Gardner Institute for Excellence in Undergraduate Education
Presentation of Ernest L. Boyer Award
Richard Guarasci, President, Wagner College; Levester Johnson, Vice President of Student Affairs, Butler University
This session is presented by The New American Colleges and Universities

Social Entrepreneurship Education: Applying the Creative Imagination to Real-World Problems
Can social entrepreneurship function as an interdisciplinary solution-focused framework that develops problem-solving skills? Social entrepreneurship education is experiencing rapid growth. Presenters will engage participants with innovative pedagogies that are part of the work of the Changemaker Campus consortium, a cross-sector community of practice which includes Ashoka, a non-profit organization that supports social entrepreneurs in seventy countries, and ten colleges and universities that are integrating social entrepreneurship across the curriculum and co-curriculum.
Paul Rogers, Assistant Professor of English and Faculty Director of the Mason Center for Social Entrepreneurship, George Mason University; Jay Friedlander, Sharpe-McNally Chair of Green and Socially Responsible Business, College of the Atlantic; Michele Leaman, Changemaker Campus Consortium Director, Ashoka: Innovators for the Public; Michele Kahane, Professor of Professional Practice, The New School

“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

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

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

Sustaining Comprehensive Internationalization
During the past decade, we have been riding a rising wave of interest in internationalizing higher education.  Sustaining interest in a more global view of education in light of many current, competing challenges is a difficult task, requiring the involvement of faculty, deans, and provosts alongside international education professionals.  This session will highlight the competing forces that threaten internationalization and describe the steps “from concept to action” that can lead to comprehensive internationalization.  The session will be of particular value to those wishing to be on the leading edge of internationalization on their campuses.
John Hudzik, NAFSA Senior Scholar for Internationalization and Professor, Michigan State University (former Dean and Vice President for International Programs at MSU)
Alan Ruby, Education Policy Adviser, University of Pennsylvania

Moderator: Dorothea J. Antonio, Director, Internationalization Services, NAFSA: Association of International Educators
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

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

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

How to Prepare Global Leaders
What skills will students need to become leaders in an increasingly global world?  How can students prepare themselves for global leadership opportunities? Please join a discussion with panelists—a former ambassador,  a journalist who covers leadership, and a rising scholar who administers a political leadership institute and international conference—who will  address these questions and discuss several unique leadership programs thathelp develop scholar-leaders through direct engagement with international colleagues.
Sam Potolicchio, Semester In Washington Program, Georgetown University, and 2011 recipient of the K. Patricia Cross Award; Garrett M. Graff, Editor, The Washingtonian and author of The First Campaign: Globalization, the Web, and the Race For The White Houseand The Threat Matrix: The FBI at War In the Age of Global Terror; Ambassador John O'Keefe, Executive Director, The Open World Leadership Center


The Joy of Engagement: Motivating Faculty to Work with Communities
In partnership with Campus Compact, AAC&U welcomes Sherril B. Gelmon, Professor of Public Health at Portland State University, who is the recipient of Campus Compact's 2011 Thomas Ehrlich Civically Engaged Faculty Award. Professor Gelmon, in conversation with a university president and a state director for Campus Compact, will highlight strategies for motivating faculty to become engaged with their communities. Particular attention will be given to mechanisms to help faculty find joy in such work, with illustrations of different perspectives on how to translate engagement into teaching and scholarship.
Sherril B. Gelmon, Professor of Public Health and Chair, Division of Public Administration, Portland State University
Respondents: Devorah A. Lieberman, President, University of La Verne; Julie Plaut, Executive Director, Minnesota Campus Compact

Civic Engagement and Democratic Visions of First-Year Students: 2011 Findings from the CIRP Freshman Survey
This session presents the findings of the 2011 CIRP Freshman Survey, the largest and longest running study of higher education in the United States. The CIRP Surveys combine assessment of students from academic, civic, and diversity-related views.  The presentation will examine the entering class of 2011 with particular attention to the values and practices that are essential to a democratic society. We will also connect CIRP data to the AAC&U Value project rubrics.
John Pryor, Director, Cooperative Institutional Research Program, University of California-Los Angeles
Sylvia Hurtado, Professor and Director, Higher Education Research Institute, University of California-Los Angeles

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

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

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)

Building a Best-Practice Assessment Culture for an Effective  e-Portfolio Model
The presentation will focus on best-practice models of assessment  integration using easy-to-understand, effective technology solutions.   This experience will provide an environment for peers to enhance  assessment knowledge, to share innovative solutions to common  classroom communication problems, and to discuss experiences, tools,  and techniques for assured student learning and program effectiveness.
Robert Budnik, Co-Founder, LiveText
Kevin Beach, Associate Dean for the Baccalaureate Experience &  Professor of Biology, University of Tampa
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, San Diego State University
Nancy Marlin, Provost, San Diego State University
Marycella Cortes, Student, SDSU

Global Learning in a Global Century
St. Edward’s University and Otterbein University are leadership schools in AAC&U’s Shared Futures initiative. Both have re-imagined their general education curricula using LEAP practices to ensure global learning, diversity, and democratic engagement are central, well-integrated parts of every student’s experience. This session features distinct examples of ways to integrate global preparedness and assessment throughout the curriculum as well as discussion of multiple rubrics developed to assess the level of global preparedness of students.
David Blair, Director of Institutional Assessment, and Robert Strong, Associate Dean and Associate Professor, University Programs—both of St. Edward's University; Sarah Fatherly, Interim Associate Vice President for Academic Affairs and Dean of University Programs, Otterbein University

Teaching Democratic Thinking
What is democratic thinking? How do we actualize our aspirations to enact democracy? The Elon Research Seminar (ERS) has focused our three-year inquiry on the arts, practices, and capacities supportive of democratic life. Participants will engage with members of ERS to critically examine such topics as the material conditions, contextual circumstances, and habits of mind and language that enable and limit our understanding of “democracy” and “thinking,” as well as possibilities for committed action.
Stephen Bloch-Schulman, Associate Professor of Philosophy, Elon University
Elizabeth Minnich, Senior Scholar, AAC&U/Queens University
Ed Whitfield, Co-Founder, Fund for Democratic Communities
Kathleen Edwards, Student, University of North Carolina - Greensboro
Desirae Simmons, Associate Director for Undergraduate Service Learning, Simmons College
Spoma Jovanovic, Associate Professor of Communication Studies, University of North Carolina-Greensboro
Wesley Morris, Intern, Beloved Community Center
Michèle Leaman, Changemaker Campus Consortium Director, Ashoka

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

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


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

Student Success for the 21st Century: A System-Wide Perspective
Like most other higher education institutions, Maryland colleges and universities have traditionally used student retention and graduation rates as the primary measures for institutional success. This presentation will focus on a set of proven strategies that the University System of Maryland developed help institutions move beyond retention and graduation to embrace quality of student learning as an assessment measure.
Nancy Shapiro, Associate Vice Chancellor for Academic Affairs and Special Assistant to the Chancellor, University System of Maryland, The University System of Maryland Office
Erin Knepler, P-20 Program Director, University System of Maryland
Edward Morgan, Research Analyst, University System of Maryland

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, St. Edward's University
Jason Rosenblum, Special Projects Professional-Emerging Technologies, St. Edward's University

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, Wagner College
Patricia Tooker, Dean of Integrated Learning, Wagner College
Ruta Shah-Gordon, Assistant Vice-President for Campus Life, Wagner College


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

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

A New Kind of Liberal Education: How Liberal Education as a Western Tradition is Localized in Mainland China
The session will discuss the development of a new kind of liberal education both as a response to the crisis of the contemporary world and as a result of translating the liberal education into today’s China. The intended audience includes researchers and educators who are interested in international and/or liberal education. The attendees will learn about the social, cultural and educational contexts of China from the founder of the first liberal arts college in China.
Edmund Kwok, Founder of the Hong Kong International Education Development Foundation, Executive Vice President of United International College, the Hong Kong International Education Development Foundation
Haipeng Guo, Director of the Whole Person Education Office, BNU-HKBU United International College


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

A Transatlantic and TransEuropean Dialogue on Quality Assurance and Student Mobility
In this session, the moderator and presenters will discuss the current status of the Bologna process in Europe—and how it has influenced discussions about quality assurance and increased student mobility in the United States.  Participants will learn about how institutions in Europe and in the United States are moving from broad dialogue about shared goals to new designs for quality assurance and more engagement of faculty with defining and assessing student learning.
Moderator: Paul Gaston, Trustees Professor of English, Kent State University and consultant to the Lumina Foundation; Peter Ewell, Vice President, National Center for Higher Education Management Systems (invited); Liviu Matei, Central European University Vice-President
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)

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

Recent research on college students underscores the importance of students'  “inner lives”—their values, beliefs, and sense of meaning and purpose.  The Astins will discuss why it is important for colleges and universities to begin focusing greater attention on this aspect of the students’ lives. Such a reorientation of priorities will help create a new generation who are more caring, more globally aware, and more committed to social justice than previous generations, while also strengthening students' capacity to respond to the many stresses and tensions of our rapidly changing technological society.
Helen S. Astin, Professor Emerita of Higher Education and Senior Scholar, and Alexander W. Astin, Allan M. Cartter Professor Emeritus of Higher Education and Founding Director—both of the Higher Education Research Institute at the University of California Los Angeles

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

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

Hidden in Plain Sight: Positive Deviance and Universalizing Global Learning in the Academy
Notwithstanding the overwhelming consensus within and outside the academy supporting the goals of global education, global learning is far from institutionalized at most US colleges and universities. This session will explore how Positive Deviance, in seeking to overcome this problem, can be effective in helping faculty discover the ways in which they are already engaged in this work, even as they are unaware of it.  This discovery helps to make global learning more explicit and intentional and may lead to universalizing this project in the academy.
Harvey Charles, Vice Provost for International Education, Northern Arizona University
Mark Munger, Senior Consultant, Positive Deviance Initiative, Tufts University

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

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)

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


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

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

The Innovative University

The Innovative University illustrates how higher education can respond to the forces of disruptive innovation, and offers a nuanced and hopeful analysis of where the traditional university and its traditions have come from and how it needs to change for the future. Through an examination of Harvard and BYU-Idaho as well as other stories of innovation in higher education, the book deciphers how universities can find innovative, less costly ways of performing their uniquely valuable functions. Dr. Eyring will discuss how the traditional university survives by breaking with tradition, but thrives by building on what it's done best.
Henry Eyring, Advancement Vice President, BYU-Idaho, and co-author (with Clayton M. Christensen) of The Innovative University: Changing the DNA of Higher Education from the Inside Out (Jossey-Bass, 2011)
This session is sponsored by Jossey-Bass

Authentic Assessment for Learning: The VALUE Rubrics in Practice
With continued emphasis on demonstrating improvement in student learning from policy makers and accreditors, faculty and institutions are searching for ways to use the work they assign student to satisfy accountability demands. Given the increasingly diverse students attending college, the ability also to show learning gains for all students is increasing. This session will examine how the faculty-developed VALUE rubrics are being used on campuses in the two years since they were released, the emerging evidence about their reliability and validity, and examples of how they are being implemented and how the assessment results are affecting improved learning and pedagogy.
Terrel L. Rhodes, Vice President, Office of Quality, Curriculum, and Assessment, AAC&U

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
Power Presentation (PDF)

Building a Diverse Leadership to Guide 21st Century Democratic Visions and Institutions
This session will explore the disparity between men and women students in visible leadership positions on college and university campuses and the implications of this absence of diversity at the top for building the democratic visions and values needed in today’s world.  A recent study undertaken at Princeton University shows that women are excelling academically in the classroom, yet they are less likely to obtain organizational roles with high visibility and power, a trend echoed across sectors today where women’s leadership hovers between 14% and 17%. ­­ Academic and corporate leaders will address this reality, probe its causes, and identify initiatives being taken across the nation to encourage women’s leadership on campuses and in corporations.
Linda Basch, President, National Council for Research on Women Network; Nan Keohane, former President, Duke University and Wellesley College and Visiting Professor, Princeton University; Beverly Daniel Tatum, President, Spelman College; and Melinda Wolfe, Head of Professional Development, Bloomberg LP; Jennifer Allyn, Managing Director, Price Waterhouse Coopers
Moderator:  Gail Mellow, President, La Guardia Community College - City University of New York

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

The Role of Teaching Centers in Forging Collaborations for Institutional Transformation
As the field of faculty development has matured, more and more teaching centers are becoming campus leaders, nurturing collaborations among academic departments, academic support units, libraries, co-curricular offices, and administration. At the same time, they continue to offer traditional programs such as workshops, orientations, and consultations focused on individual faculty members. In this interactive session, leaders of the Professional and Organizational Development (POD) Network in Higher Education, the largest professional organization for faculty development specialists in North America, will provide compelling examples of teaching centers facilitating campus-wide collaborations for change in curriculum reform, assessment, civic engagement, diversity and other institutional priorities.
Phyllis Dawkins, Associate Provost, Dillard University; Peter Felten, Assistant Provost, Elon University; Virginia Lee, Senior Consultant, Virginia S. Lee & Associates; Angela Linse, Director, Schreyer Institute for Teaching Excellence, Pennsylvania State University
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

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

Since 2009 the 26-member institutions of the Council of Public Liberal Arts Colleges (COPLAC) have worked intentionally to create new opportunities for students to publish and present their scholarly and creative work. So far the consortium has developed a peer-reviewed, interdisciplinary electronic journal of undergraduate research and a series of regional undergraduate research conferences.  Currently, COPLAC received support from the Teagle Foundation to design a project to test the viability of distanced-mentored undergraduate research, allowing students in the consortium to work under the direction of a faculty member at another COPLAC institution using computer mediated technology.  This distance model has the potential to dramatically increase the range of disciplinary expertise available to students. This session will discuss the potential for expanding democratic access to a recognized “high-impact” practice at the consortium level through publication, presentation, and distance mentoring.
Bill Spellman, Director, Council of Public Liberal Arts Colleges; Steven Greenlaw, Professor of Economics, Mary Washington University; Carol Long, Provost, State University of New York at Geneseo
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

Civic Professionalism and Institutional Change: The Imagining America Engaged Undergraduate Education Collaboratory
Taking a collaborative, multi-institutional approach to institutional change, the Imagining America consortium’s working group on civically engaged undergraduate education focuses on “civic professionalism” as a way to synthesize the goals of vocational paths for liberal arts graduates with skills for effective action in a democracy. This session will report on the collaborative process developed and lessons learned in exploring civic professionalism as a lever for conceptual and programmatic change in undergraduate liberal arts education.
Amy Koritz, Director, Center for Civic Engagement, Drew University
Paul Schadewald, Associate Director, Civic Engagement Center, Macalester College
Brigitta Brunner, Associate Professor, Dept of Communication and Journalism, Auburn University
Darby Ray, Professor of Religious Studies, Millsaps College
Robin Bachin, Assistant provost for Civic and Community Engagement, University of Miami

ACAD Session:
Advising and Liberal Education:  Engaging the Mission
Academic advising relationships provide an often overlooked site for making the outcomes of liberal education tangible to students.  We will describe advising initiatives, including an educational planning and advising center and a structured advising course, underway at the College of Wooster and Denison University.  Each is intended to provide a more holistic and integrative advising experience, connecting students more fully and intentionally with the opportunities of a liberal education.
Kim Coplin, Associate Provost, Denison University; Heather FitzGibbon, Dean for Faculty Development and Henry Kreuzman, Dean for Curriculum and Academic Engagement, both of College of Wooster

Organizing Meeting: Business Education and Civic Engagement

Following on the Carnegie Foundation’s recent study Rethinking Undergraduate Business Education (Jossey-Bass, 2011) and the related conference session “Reshaping Business Education: Preparing Students for Society and Democracy” (Thursday, January 26, 4:15-5:30), we invite colleagues interested in business education to meet each other and discuss ways to collaborate in creating forms of civic engagement especially suited to the business disciplines.  Can we develop civic resources for business education analogous to those developed for the STEM disciplines?  What theoretical and cultural issues arise when linking civic engagement with business concepts and practices?  What role can organizations like AAC&U play in fostering a more robust civic-business education dialogue?  Please join us after dinner for coffee and conversation.
Facilitator:  Edward Zlotkowski, Professor of English and Media Studies, and Director of the Bentley Service-Learning  Center, Bentley University


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?

Moderator: Helen Giles-Gee, President, Keene State College
Panelists: Peter Ewell, Vice President, National Center for Higher Education Management Systems; Sylvia Manning, President, Higher Learning Commission; Dewayne Matthews, Vice President, Policy and Strategy, Lumina Foundation for Education (invited)


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)

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

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

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

Raising Student Voices: Developing Democratic Engagement Through Dialogue About Teaching and Learning
The largest group at universities—students—do not have the most powerful voices in higher education. This acoustic imbalance echoes a paradox that underlies our country’s democracy, which claims that all citizens have an equal say in important decisions, but in which the voices of the powerful often silence others.  This session will explore opportunities for engaging students, faculty, and staff in democratizing dialogues about teaching and learning through an analysis of three innovative programs.  Participants will consider how creating structures that foster careful listening to diverse voices can not only improve teaching and learning, but also develop democratic capacities across campuses.
Peter Felten, Assistant Provost, Elon University
Taylor Binnix, Undergraduate student, Elon University
Alison Cook-Sather, Professor of Education and Coordinator, The Andrew W. Mellon Teaching and Learning Institute, Bryn Mawr College
Mia Chin, Undergraduate student, Bryn Mawr College
Carmen Werder, Director, Teaching-Learning Academy and Learning Commons/ Communication Faculty, Western Washington University
Daniel Espinoza-Gonzalez, Undergraduate student, Western Washington University
Dmitri Simuel, Undergraduate student, Western Washington University

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, Virginia Tech,
Rebecca Miller, College Librarian for Sciences, Life Sciences and Engineering, Virginia Tech
Kyrille Goldbeck-DeBose, College Librarian for Natural Resources and Environment, Virginia Tech
Patrick Tomlin, Head, Art and Architecture Library, Virginia Tech
Rachel Holloway, Associate Dean of Undergraduate Academic Affairs, Virginia Tech

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

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

Liberal Arts for Twenty-First Century Global Engagement and Understanding: Insights from Educators in Muslim-Majority Nations
Liberal arts education evolved through the nineteenth and twentieth centuries in the context of Western philosophy and deeply held democratic values. Yet liberal education has been implemented in non-Western nations without long-held democratic traditions. What insights can we gain from leaders of institutions that are a part of the Global Liberal Arts Alliance – particularly those from Muslim-majority nations – about essential characteristics of liberal education in a global context and how they contribute to international understanding?
Richard Detweiler, President, Great Lakes Colleges Association, and also the Global Liberal Arts Alliance
Peter Dorman, President, American University of Beirut

Driss Ouaouicha, President, Al Akhawayn University
Medhat Haroun, Provost, American University in Cairo
Marcia Grant, Vice Rector, Forman Christian College
Haifa Jamal Al-Lail, President, Effat University

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

Mathematics Pathways for Student Success in Community Colleges
An alarming number of community college students referred to developmental mathematics do not successfully complete the sequence of required courses. Some spend semesters repeating courses, others simply drop out. These students’ progress toward career and life goals is thwarted—a circumstance with dire consequences for them and for our society. The Carnegie Foundation, in collaboration with faculty, researchers, developers and students, is working to change those statistics with two new math pathways.
Gay Clyburn, Associate Vice President, Public Affairs, The Carnegie Foundation for the Advancement of Teaching

Developmental Education
Developmental education is a widely utilized approach for supporting students who are under-prepared for college-level work; yet, little is known about how developmental faculty encourage students to be agents in their own learning. Using focus group data, we highlight the struggles that 44 faculty from four community colleges encountered with students’ background characteristics and the approaches they used to engage them. We hope discussions with attendees will stimulate recommendations for broad use in developmental classrooms.
Heather Wathington, Assistant Professor, University of Virginia
Christine Patton, Senior Research Analyst, Harvard University

Examining Student Engagement in Undergraduate Professional Education
It is well documented that professional education accounts for a far larger share of undergraduate majors than in previous decades. This study seeks to examine patterns of engagement in effective education practices in selected professional majors relative to the arts and sciences, with a particular focus on study time, deep approaches to learning, and high-impact educational practices. We examine these questions using data from the 2010 administration of the National Survey of Student Engagement.
Alexander McCormick, Associate Professor of Education and Director, National Survey of Student Engagement, Indiana University Bloomington
Jillian Kinzie, Associate Director, Center for Postsecondary Research and NSSE Institute, Indiana University Bloomington

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

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

Supporting Student Access and Success Through Systematic Scholarly Inquiry
How do students from under-represented populations (aboriginal, first-generation, non-traditional, rural, etc.) learn the skills and strategies necessary to succeed in university coursework?  What are their most significant challenges and how can these best be overcome?  At MRU we are addressing these and other questions through a formal program in scholarship of teaching and learning, using classroom inquiry and faculty investigation to understand and improve student learning within undergraduate studies and the context of university access.
Richard Gale, Director of the Institute for Scholarship of Teaching and Learning, Mount Royal University
Deb Bennett, Coordinator of the University Entrance Program, Mount Royal University

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, Southern New Hampshire University
Martin Bradley, Professor of Organizational Leadership, Southern New Hampshire University
Steven Painchaud, Professor of Organizational Leadership, Southern New Hampshire University

Understanding Boundaries, Breaking Borders: Developing Successful Inter-Institutional Global Learning Communities
In Spring 2011, John Jay College of Criminal Justice and the University of Texas at El Paso joined into a collaboration to develop a course in which students explore race and ethnicity in New York City and the U.S. Mexico border.  Through the use of various technologies including video conferencing and web-based platforms, students from both campuses learn and work collaboratively in understanding each global site as areas in which identities are contested and constructed.  Session participants will learn how campuses can collaborate to create such global learning opportunities for their students, as well as about challenges and results.
Isabel Martinez, Assistant Professor, Latin American and Latina/o Studies, City University of New York John Jay College of Criminal Justice
Irma Montelongo, Lecturer, M.A., University of Texas at El Paso
Dorothy Ward, Director of Entering Student Program, University of Texas at El Paso
Kate Szur, Director of First Year Experience, John Jay College of Criminal Justice

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, Augustana College
Steve Bahls, President, Augustana College (IL)
Heidi Storl, Professor of Philosophy, Augustana College


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
Cultivating empathetic response is a critical part of a student’s education for democracy, as a number of political scientists, historians, and psychologists have argued.  Thus, research indicating a decline in dispositional empathy among college students is particularly troubling.  But can students “learn” empathy?  Working with students examining South American dictatorships from 1964-1990, the speaker developed a project that placed students into the history they were studying with stunning results in terms of empathetic response.  He will discuss the concrete process, and challenges, of creating an avatar project as a high-impact educational practice that can foster education for democracy.
Steven Volk, Professor of History, Director, Center for Teaching Innovation and Excellence, Oberlin College

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

Team Projects as Democracy Killers
What if one of the practices that we hope will instill democratic skills and thinking in our students is actually doing the opposite?   The potential benefits of team projects are clear:  They can teach students how to learn collaboratively, communicate with others, create shared visions, and manage relationships. In reality, however, they are often one of the assignments students hate most.   This talk provocatively explores the ways in which team projects can undermine the capacity for civic engagement.  It asks:  If we aren’t doing team projects well, should we be doing them at all?  The talk explores common challenges and innovative approaches to address them.
Kristine LaLonde, Associate Professor of Honors, Belmont University

The Play's the Teaching Thing
Educators who have created case studies or performance tasks know the hard work inherent in adequately creating scenarios that capture the complexity and ambiguity of challenges faced in the real world, where solutions are not obvious, where information can be partial or conflicting, and where there are competing frameworks from which to view the situation.  So do playwrights.  The presenter will draw from experience facilitating professional development workshops to help faculty create rich classroom projects that can be used as formative assessment tools.  Audience members will learn ten tips in ten minutes about how to craft meaningful case studies, informed by lessons from playwriting. 
Marc Chun, Director of Education, Council for Aid to Education

Democracy in an Age of Uncertainty
The presenter will share both an idea and a challenge:  How can an institution educate for democracy when it replicates within its own structures and hierarchy non-democratic practices?  Metro State is working to enhance democratic practice within higher education.  Each year a cohort of 20—including classified or secretarial staff, contingent faculty, tenure-track faculty, and administrators—is selected to participate in a yearlong series of seminars, joining with the President, his wife, and the cabinet, in critical conversations about the College, its direction, new challenges, and potential solutions.  Hear our story, share ideas, and consider future strategies.
Elizabeth Parmelee, Director, Center for Individualized Learning, Metropolitan State College of Denver


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

Maximizing Institutional Effectiveness: Synchronous Support for Planning, Assessment and Compliance with TracDat
Nuventive’s enterprise software system, TracDat, provides a foundation for institutional effectiveness and a culture of assessment by supporting accreditation, strategic planning, and management of academic and administrative outcomes. This session will focus on how American University uses TracDat to assess student learning outcomes and manage strategic planning. This Middle States accredited university is able to digitally update planning and assessment information, link courses to learning outcomes, and create ongoing reports to support improvement and accreditation compliance.
Karen Froslid Jones, Director of IR and Assessment, American University
Denise Raney, Channel & District Manager, Nuventive
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)

Linking Education Abroad Assessment with Measure of Overall Undergraduate Learning
In this session, we engage to experts in collegiate institutional research in a dialogue regarding assessment, linking evidence of outcomes of education abroad across the disciplines with major students of undergraduate learning overall.
Margaret Heisel, Director, Center for Capacity Building in Study Abroad, NAFSA Mark Salisbury, Executive Director, Institutional Research and Assessment, Augustana College
Richard Sutton, Executive Director of International Programs, Western Kentucky University

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

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

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


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

The Market Made Me Do It
Don Michael Randel, President, The Andrew W. Mellon Foundation

Among the many complaints about higher education is that it is not sufficiently responsive to its "customers" and its market. The fact is that higher education in the U.S. is what it is because of the market or markets that it tries to serve. There is still something of a market for the traditional values. But there are other markets for things that we might not be very proud of.

Don Randel is a musicologist who attended Princeton University, where he received bachelor’s, master’s, and doctorate degrees in music. He served for 32 years as a member of Cornell’s faculty, where he was also department chair, vice-provost, and associate dean and then dean of the College of Arts and Sciences.  In 1995, he became provost of Cornell University.  Mr. Randel served as President of the University of Chicago from July 2000 until he joined the Foundation in July 2006.
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
Around the world, educators seem to be focused on “student-centered learning,” but are student voices included in defining their own goals for learning and success? Where student voices are included, are they representative of the new diversity of students? The European Students’ Union asserted their own definition through their “Toolkit for Student-Centred Learning,” while Tecnológico de Monterrey in Mexico is working to clearly measure the outcomes of citizenship education among students, and the Baltimore College Town project is supporting students in implementing their vision within the community. Participants will engage with students, administrators, and community partners in an open discussion around how educators can move beyond the rhetoric and ensure student voices are heard and action is taken to realize our democratic ideals, what more needs to be done, and ways to ensure student voices are included in a meaningful way when returning to their respective campuses.
Gwendolyn Jordan Dungy, Executive Director, NASPA; Kristen Campbell McGuire, Executive Director, Baltimore Collegetown Network
This session is presented by NASPA

The Critical Role of Mentoring in Increasing Graduates and Faculty of Color
Which people and programs have a proven record of success in mentoringand getting under-represented students through the pipeline? Better yet, are their efforts scalable? This session will engage leaders and organizations that have their hands on the pulse of successful mentoring programs. Don't miss this opportunity to learn about important data to support "Diversity Best Practices" for you and your campus.
Moderator: Maya Matthews Minter, Vice President of Editorial, Diverse Issues in Higher Education
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

Reimagining the Faculty Hiring Process
Learn how Rutgers and other institutions are designing faculty hiring processes that help administrators and search committee members focus their time and expertise on reviewing and identifying the best candidates for their institution. Discover new methods and best practices used to build faculty hiring programs that are adopted and embraced across your organization. Session leaders will share tools, methods and updated processes that can dramatically increase the efficiency and success of your faculty hiring initiatives.
Frank Fessenden, Vice President, Higher Education Partnerships. Interfolio, Inc.; Quionne L. Matchett, Assistant to Department Chair, Department of English, Rutgers, The State University of New Jersey
This session is sponsored by Interfolio

Higher Education for Social Change: Fulfilling the Promise
Recent research indicates that economic equality, minimized consumer lifestyles, social connectedness, and participatory democracy are keys to happier and healthier citizens and communities. How can we change our colleges and universities to fulfill the social and democratic promise of higher education? Panelists will provide brief assessments of the current situation and offer recommendations for closing the gap between higher education’s social promise and its current operations.
Eric Bain-Selbo, Executive Director, Society for Values in Higher Education, Western Kentucky University
George Mehaffy, Vice President for Academic Leadership and Change, American Association of State Colleges and Universities
John de Graaf, Co-Director, The Happiness Initiative
Timothy Eatman, Assistant Professor of Higher Education/Director of Research, Syracuse University/Imagining America

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)

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

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

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)

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

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

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


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

Designing Leadership: The Arts, Innovation, and the Creative Economy
Boston University is exploring several cross-campus initiatives that will transform the undergraduate experience for our students at the curricular, co-curricular, and extra-curricular levels.  The College of Fine Arts and the College of Engineering will highlight new programs. We invite faculty, administrators, and community leaders to join us for a frank discussion of what works, what doesn’t, and what’s next in enriching the undergraduate educational experience.
Victor Coelho, Professor of Music, Boston University
Benjamin Juarez, Dean, College of Fine Arts, Boston University
Jonathan Rosen, Special Assistant to Provost for Entrepreneurial Studies, Boston University

Aligning Co-Curricular Initiatives and Organizational Structure to Support an Integrative Learning Agenda and Student Success: Leadership Lessons from the Field
The session describes steps toward the creation of an integrated learning agenda across co-curricular areas based on Liberal Education and America's Promise (LEAP) learning outcomes. Given the complexity of campus culture this initiative was followed by institutional restructuring to maximize student success. The presenters will focus on lessons learned in managing the administrative and political challenges surrounding this work in support of the liberal education of students.
Laurie Joyner, Vice President for Planning and Dean of the College, Rollins College
Meghan Harte, Executive Director of Student Success, Rollins College


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

Making Art (In a Liberal Arts Course)
John Dewey proposes that a separation between “intellectual” and “artistic” work is false--while distinguishable in terms of form and content, their processes are inseparable in terms of learning and thought. This session will explore ways in which “intellectual” and “artistic” processes are pedagogically combined in a First-Year Seminar to lay a foundation for a liberal education that applies creative imagination to real world problems through scholarship, discourse, and creative practice.
Miranda Zent, Assistant Director, First-Year Seminar, Columbia College Chicago

Revitalizing Education:  Helping our Students Learn from Unexpected Places
Challenging the pedagogical logic that competitive success is the tried and tested method for producing young global leaders, we suggest a symbiotic approach that cross-pollinates ideas/techniques from different disciplines and cultures to design better solutions for local and global problems. Using research data and examples from Allegheny College’s global learning projects, this session invites attendees to generate ideas about how higher education can be revolutionized to produce innovative and effective creative thinkers, ready to shape a brave new world.
Ishita Sinha Roy, Associate Professor of Media Studies, Allegheny College
Rachel O'Brien, Chair & Associate Professor of Geology, Allegheny College
Marian Sherwood, Director Of Institutional Research, Allegheny College


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)

We’re Losing Our Minds:
Rethinking American Higher Education

America is being held back by the quality and quantity of learning in college.  Questions of cost, efficiency, completion, and access, important as they are, are relevant only if students learn.  Many college graduates cannot think critically, write effectively, solve problems, understand complex issues, or meet employers’ expectations—and the need for systemic change—not just one college or a few exemplary programs—is pressing.   The authors argue that solutions are within reach, but that nothing short of a national discussion, involving all stakeholders, will generate enough energy and influence to restore learning as the first and highest priority in our colleges and institutions. 
Richard P. Keeling, Principal and Senior Executive Consultant, and Richard H. Hersh, Senior Consultant—both of Keeling & Associates and co-authors, We’re Losing Our Minds: Rethinking American Higher Education (forthcoming January 2012, Palgrave Macmillan)

Contingency and the Common Good:
Setting the Stage for Democratic Reform of Academic Employment Practices

This session will situate the model of contingent academic employment in the context of national political and socioeconomic trends and concern for the quality, vitality, and public standing of undergraduate liberal education. Examples of successful reforms will be presented, and the audience will be invited to consider whether and how these and other ongoing efforts to reform the contingent academic hiring model support democratic values, strengthen the teaching profession, and enhance undergraduate learning.Audience members will also be invited to join the discussion by proposing additional actions and strategies to strengthen the contingent academic employment reform movement and to ensure the vitality and integrity of higher education for the common good.
Adrianna Kezar, Associate Professor for Higher Education, University of Southern California
Maria Maisto, President of the Board, New Faculty Majority, and Adjunct Faculty, Cuyahoga Community College

Caryn McTighe Musil, Senior Vice President, AAC&U
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

Bard College’s Center for Civic Engagement: A model for higher education institutions acting in the public interest
Informed by the belief that higher education institutions should operate in the public interest, Bard displays public leadership, shapes policies and implements programs with social consciousness and an entrepreneurial spirit. The Bard Center for Civic Engagement offers a unique organizational model that unites a local, national and international program utilizing a wide array of deep local, national and international governmental and institutional partnerships. A panel discussion of Center partners will highlight Bard’s programs and projects.
Jonathan Becker, Vice President and Dean for International Affairs and Civic Engagement, Bard College At Simon's Rock
Erin Cannan, Dean of Student Affairs, Bard College
Ric Campbell, Dean of Teacher Education / Director, Master of Arts in Teaching Program, Bard College
Valeri Thomson, Principal, Bard High School Early College Queens
Paul Marienthal, Director of Trustee Leadership Scholars, Dean of Civic Engagment, Bard College

Critical Thinking Across the Curriculum
This session will introduce participants to an approach to use a common rubric and a common approach (performance tasks) to closely link teaching, learning and assessment of higher order thinking skills.
Marc Chun, Director of Education, Council for Aid to Education
Kimberly Boyd, Associate Professor of Biology and Chair, Science Department, Cabrini College
Dan Kulmala, Assistant Dean for the Graduate School, Fort Hays State University
Elizabeth McEneaney, Associate Professor, California State University Long Beach

Growing Responsible Citizens in the Fertile Ground of General Education: Two Approaches to Preparing the Fields
Faculty and provosts agree that higher education encourages responsible citizenship, but finding common ground for a campus-wide curriculum with citizenship as a goal is not easy.  Faculty and CAOs from two colleges share the processes used to significantly revise general education.  Parallel use of AAC&U research led to curricula meeting the mission and needs of each institution.  Presentations and participant discussions focus on faculty/CAO collaboration, conflict and consensus, and embedding citizenship across the curriculum.
Elizabeth Tobin, Dean of the College and Vice President for Academic Affairs, Illinois College
Steven Griffith, Senior Vice President and Academic Dean, Simpson College
CoryAnne Harrigan, Co-Director of General Education and Associate Professor of English, Simpson College
James Marshall, Professor of Mathematics and Chair of the Task Force on General Education, Illinois College

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

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


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)

Beyond Tolerance: Assessing Multi-faith Understanding, Interfaith Cooperation, and Religious Pluralism on College Campuses
Although our institutions differ in many ways, we share the overarching goals of our students’ obtaining knowledge about diverse faith communities and people of no faith, understanding the value of pluralism and intercultural cooperation, and creating positive and meaningful interaction among difference. This session builds on an ongoing Teagle Foundation “Engaging Evidence” grant to explore how institutions might define and assess the development of pluralism and inter-faith understanding in our students.
Trina Janiec Jones, Associate Professor of Religion, Wofford College
Peter Felten, Assistant Provost and Director of the Center for the Advancement of Teaching and Learning, Elon University
Ron Robinson, Perkins-Prothro Chaplain, and Director of the Center for Global and Community Engagement Professor of Religion, Wofford College
Brooke Barnett, Faculty Administrative Fellow for Diversity and Global Engagement, Office of the President; Associate Professor, School of Communications, Elon University, Mary Ellen Giess, Vice President of Campus Partnerships, Interfaith Youth Core

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

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

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
In 2009, Dr. Bob Kegan and Dr. Lisa Laskow Lahey published Immunity to Change: How to Overcome it and Unlock the Potential in Yourself and Your Organization, synthesizing  their research on developmental psychology, institutional dynamics and creating workable methodologies for effecting change.  This session proposes to disseminate the basic theory and methodology of this work, providing a key resource for facing difficult choices.
John Crafton, Provost and Vice President for Academic Affairs, Clayton State University
Ross Peterson-Veatch, Director of Curriculum, Teaching, and Faculty Development, Goshen College
Victoria Roman-Lagunas, Vice Provost for Academic Affairs, Northeastern Illinois University
Linda Samek, Dean of the School of Education, George Fox University
Scott Furlong, Dean of the College of Liberal Arts and Sciences, University of Wisconsin -- Green Bay

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, University of Wisconsin System Administration
Christine Navia, Senior Equity and Diversity Planner, University of Wisconsin System Administration

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

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
Recipients of a Fulbright-Hays grant, RWU faculty experienced a month-long immersion in Egypt, just after the 2011 “Arab Spring” revolution, amidst continuing demonstrations and protests as Egyptians grappled with democratic reformation.  Discussed is the role of education in emerging democracies; the potential for libraries to foster democratic societies; opening up traditional canons by representing the global human spirit; and social networking to bring collective action based in ideals of freedom, justice, democracy, and interfaith dialogue.
Robert Cole, Dean of Education, Arts & Sciences, Roger Williams University
M. Leuchak, Associate Professor of Art & Architectural History, Roger Williams University
Marybeth MacPhee, Associate Professor of Anthropology, Roger Williams University
Joseph Roberts, Assistant Professor of Political Science, Roger Williams University
Ann Winfield, Associate Professor of Education, Roger Williams University

What Do CAOs Think? A Dialogue About Inside Higher Ed Survey Findings
Inside Higher Ed (IHE) Editor Scott Jaschik will present and lead a discussion of findings from a survey of Chief Academic Officers (CAOs) sponsored by IHE and scheduled for release just as AAC&U's Annual Meeting launches. Dr. Humphreys will set the context of the discussion with insights drawn from earlier AAC&U studies and Dr. Netzhammer will reflect on what the findings reveal about Chief Academic Officers' current challenges and priorities for change. Findings will include CAO attitudes on such topics as: accountability and assessment; the impact of budget cuts on programs and quality; changing faculty roles and rewards; the impact of the current focus on college completion data; and success in advancing a variety of important learning goals.
Debra Humphreys, Vice President for Communications and Public Affairs; Scott Jaschik, Editor, Inside Higher Ed; Emile C. Netzhammer, III, Provost and Vice President for Communications and Public Affairs, Keene State University

Assessing Diversity, Empowering Students
This session features the efforts of a three-year five-college collaborative (Ursinus, Goucher, Washington & Jefferson, McDaniel and Washington)  funded by the Teagle Foundation to involve students in the assessment of campus diversity initiatives. Faculty and students from the collaborative will describe specific ways that students participated in the assessment project, consider successes and challenges, and identify how this process helps students develop skills and capacities for professional life and responsible citizenship.
Sheryl Goodman, Associate Professor of Media and Communication Studies, Ursinus College
Gail Edmonds, Vice President and Dean of Students, Goucher College
Teanca Shepherd, Assistant Dean of Student Life and Director of Diversity Programs and Multicultural Affairs, Washington & Jefferson College
Mahlia Joyce, Director of the Office of Diversity and Multicultural Affairs, McDaniel College
Kwei Maduot-Parek, Student, McDaniel College
Darnell Parker, Director of Multicultural Affairs, Washington College

Sustaining and Sustainable Collaboration: Making an Impact
This panel presents results from an Associated Colleges of the Midwest (ACM) project that fostered new models for collaboration and will offer lessons for creating collaborations with consequential outcomes. The session will focus on the FaCE program as a whole and on three successful sub-projects—“Global Citizenship in Malta,” “Strategies for Internationalizing Undergraduate Psychology,” and “Developing Student Agency Through Community Exploration.” Each highlights the collaborative process and outcomes that promote democratizing and globalizing impact.
John Ottenhoff, Vice President, Associated Colleges of the Midwest
Deborah Norland, Professor of Education, Luther College
Kenneth Abrams, Assistant Professor of Psychology, Carleton College
Natalie Gummer, Associate Professor of Religious Studies, Beloit College

Cultivating a Culture of Evidence-Based Decision Making about Student Learning
Developing a campus culture that encourages and facilitates faculty use of data to improve student learning is a prerequisite to future success for any college. How can administrative leaders work with faculty to help create a culture that both values and utilizes evidence about student learning? Colleges and Universities collect a great deal of data about students and student learning—and most of it goes unused, particularly by faculty. This session will explore principles and strategies to facilitate faculty ownership of the evidence about student learning that many of our institutions are already collecting, and help systematize the ways in which faculty use that data to make decisions about curriculum, course design, and teaching.
Michael Reder, Director, Joy Shechtman Mankoff Faculty Center for Teaching & Learning, Connecticut College, and Senior Teagle Assessment Scholar, Wabash National Study of Liberal Arts Education; Richard Holmgren, Chief Information Officer and Associate Professor of Mathematics, Allegheny College; Paul Kuerbis, Director, Crown Faculty Center and Professor and Chair, Education, Colorado College


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

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

The future of higher education lies in its ability to draw strength from its multicultural assets instead of being fractured by divisions across difference. For over ten years, AAC&U affiliate Campus Women Lead has practiced faculty and administrative leadership consistent with this assertion through its Women’s Leadership Project for Inclusive Excellence. Using a case study drawn from that project, session leaders will demonstrate an intentional pedagogy for conducting difficult conversations about resource allocation for inclusive excellence in the face of competing priorities and perspectives. Attendees will practice participating in this pedagogy and will develop strategies for facilitating similar discussions on their campuses.
Patricia Lowrie, Women’s Resource Center, Michigan State University; and Caryn McTighe Musil, Association of American Colleges and Universities

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

An Informal Conversation—All Welcome

Tenure and Promotion and the Challenge of Institutionalizing Civic Learning
In light of our shared efforts to institutionalize a civic ethos, civic perspectives, civic literacy, and civic agency within all of our colleges (A Crucible Moment: College Learning and Democracy’s Future, 2012), join our faculty learning community on civic engagement for a frank discussion of tenure and promotion wording that supports civic learning. Is your college already rewarding faculty who integrate community-based learning, service learning, and experiential learning into the curriculum across the disciplines but not civic learning or civic literacy? To reshape institutional structures to appropriately incorporate civic learning and support the faculty who do, we need to share our institutions’ internal processes as we are engaging in a national dialogue that influences how we move forward together. How does your school institutionally reinforce a democratic vision? How do you propose to strengthen and improve it? Please join us on Saturday morning for an urgent, overdue multi-university conversation.
Facilitated by the Faculty Learning Community on Civic Engagement, Middle Tennessee State University
Mary A. Evins, Associate Professor of History and Coordinator, American Democracy Project
Hilary Stallings, Manager of Recruitment and Resources, College of Liberal Arts
Kaylene Gebert, Professor of Speech and Theatre
Tony Johnston, Professor of Agribusiness and Agriscience;
Laura Clark, Assistant Professor of Educational Leadership

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?
Academic deans must be comfortable with Adminispeak, the language spoken by decision-makers, and Academese, a language that faculty find palatable, in order to champion campus wide initiatives. In this interactive session, with the use of clicker technology, we will encourage participants to share their own answers to questions we have asked ourselves at our respective institutions.
Paul Eisenstein, Dean, School of Arts and Sciences, Otterbein University; Amy Jessen-Marshall, Dean of the College and VPAA, Sweetbriar College

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, Columbia College
Azmeh Amer, Student, Columbia College
Yolina Elenkova, Student, Columbia College
Farzona Hakimova, Student, Columbia College
Lilit Makaryan, Student, Columbia College

Everything You’ve Ever Wanted To Know About Gen Ed Assessment Using ePortfolios (But Were Afraid to Ask)
Faculty and assessment staff at Salt Lake Community College are developing answers to questions like this: What role can ePortfolios play in assessing General Education? Can ePortfolios be used simultaneously to assess Gen Ed and program outcomes? What is it like to examine an ePortfolio using a holistic Gen Ed rubric? What sort of institutional investment is needed to properly assess a sample of Gen Ed ePortfolios? The session will mix presentation with hands-on participation.
David Hubert, Professor of Political Science, and ePortfolio Director, SLCC Salt Lake Community College

Ensuring Excellence: Assessing the e-Portfolio Infrastructure for Deep Learning
Panelists will engage audience members in a rich discussion of strategies for moving beyond ePortfolio assumptions to document both successes and shortfalls from a technological, pedagogical, and assessment perspective.
Kathryne McConnell, Assistant Director, Academic Assessment, Virginia Tech
Peter Doolittle, Director, Center for Instructional Development & Educational Research, Virginia Tech
Mary Ann Lewis, Director, Office of First Year Experiences, Virginia Tech
Eddie Watson, Associate Director, CIDER, Virginia Tech
Marc Zaldivar, Director, ePortfolio Initiatives, Virginia Tech

Deep Learning Using ePortfolios for Course to Enterprise Transformation
Electronic portfolio capabilities suggest to us a new vision of learning and assessment aligned with current learning theory and with the reality of needing to continue learning throughout life in our culture as it is now.  Their capabilities allow educators to imagine a new epistemology that fits our times that is also doable because of eportfolio management capabilities.  Join in addressing essential questions about current higher education structures and how they could be realistically and positively replaced.
Trent Batson, Executive Director of AAEEBL, Association for Authentic, Experiential and Evidence-Based Learning

Are There Non-Negotiable Core Features of Eportfolios? A Collaborative Exploration
The Inter/National Coalition for Electronic Portfolio Research is studying four core features that may be the non-negotiable cores of eportfolio practice: interaction of pieces of evidence; the contribution of reflection; the role of material practices in the making of knowledge; and comparison of eportfolios without standardization. Together and using student examples, we explore the efficacy of these propositions and consider how institutions adopting them can enhance their eportfolio programs and practices.
Kathleen Yancey, Kellogg Hunt Professor of English, Florida State University; Barbara Cambridge, Director, Washington Office,  National Council of Teachers of English; and Darren Cambridge, Senior Consultant, American Institute for Research—all Co-Directors of the Inter/National Coalition for Electronic Portfolio Research



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

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

Lisa Anderson — President of the American University of Cairo — will reflect on the impact of varying definitions of the public good on the meaning and significance of liberal education.  She will draw on her experience teaching undergraduates in New York and Cairo while leading institutions committed to fostering curious and courageous citizens, innovative and inquiring researchers, engaged local communities and global partners, and sustainable policies and procedures,

President Anderson, a specialist on politics in the Middle East and North Africa, served as the James T. Shotwell Professor of International Relations at Columbia University and is the former dean of Columbia’s School of International and Public Affairs.  President Anderson also served as the chair of the political science department and as the director of Columbia’s Middle East Institute. Before joining Columbia, she was assistant professor of government and social studies at Harvard University

Lisa Anderson is author of Pursuing Truth, Exercising Power: Social Science and Public Policy in the Twenty-first Century (Columbia University Press, 2003), The State and Social Transformation in Tunisia and Libya, 1830-1980 (Princeton University Press, 1986), editor of Transitions to Democracy (Columbia University Press, 1999) and coeditor of The Origins of Arab Nationalism (Columbia 1991).