Engaging Departments Institute

Resources for 2009 Participants

• Logistics memo - contains travel, housing, and other details
• Schedule outline - provides a rough overview of the Institute agenda
• Faculty biographies - an introduction to the institute consultants
  
• Institute Schedule - the complete schedule for the Institute
• Session Descriptions - brief descriptions of the content of the Institute sessions, plus an overview of the themes for the three tracks
• Sessions Update - two additional sessions not listed in the original program
• How to do the Institute - an overview of the resources available at the Institute to help you plan your time

Session Handouts

Evaluation Form

Session-Specific Resources and Readings (see session descriptions for complete citations)

Track 1

• Rosemary J. Cleary and Eve Allegra Raimon, Whose "Greater Expectations" Are They, Anyway? Exposing the Tensions within the Rhetoric of Educational Reform
• Laura Donnelly-Smith, Enhancing Intentionality in the Requirement-Free Curriculum
• Lee Knefelkamp, 1990. Seasons of Academic Life: Honoring our Collective Autobiography (PDF)
• Robert Connor, What’s Happened to the Major in Liberal Education?

Track 2

• AAC&U LEAP and ASBMB learning outcomes [Page 8 in Evaluation of the Biochemistry / Molecular Biology major as defined by the American Society for Biochemistry and Molecular Biology]
• Parker Palmer, Learning Communities:  Reweaving the Culture of Disconnection
• Jane Fried, “Learning Communities as Learning Systems.”  Journal of Learning Communities Research 2.2 (2007).
• Pat Hutchings, From Special Occasion to Regular Work:  A Different Way to Think About Professional Development
• Etienne Wenger, Richard McDermott and William M. Snyder, Cultivating Communities of Practice:  A Guide to Managing Knowledge—Seven Principles for Cultivating Communities of Practice

Track 3

• AAC&U, Our students’ best work: A framework for accountability worthy of our mission (PDF)
• Peggy Maki, Moving From Paperwork to Pedagogy: Channeling Intellectual Curiosity into a Commitment to Assessment.
• Beld, Walczak & Gross, Engaging Faculty in Department-Level Assessment (PDF)
• Banta & Lefebvre, Leading change through assessment. In Effective practices for academic leaders. (PDF)
  • This document is no longer available - we had permission from the publisher to share it for only a brief period.

Concurrent Sessions

• Hersch & Schneider, Fostering Personal & Social Responsibility on College & University Campuses
• Colby & Sullivan, Strengthening the Foundations of Students' Excellence, Integrity, and Social Contribution
• Toni Morrison, How Can Values Be Taught in the University? (PDF)
• Hunter, Laursen & Seymour, Becoming a scientist: The role of undergraduate research in students' cognitive, personal and professional development
• David Lopatto, Undergraduate Research Experiences Support Science Career Decisions and Active Learning
• Published or Accessible Papers Related to Efficacy, Assessment, and/or Innovation in Undergraduate Research

Pre-Institute Background Readings

Electronic Publications and Reports (all PDF files):

• The Challenge of Connecting Learning
  This 1991 report was crafted by members of the national advisory committee for an Association of American Colleges (now AAC&U) project on liberal learning, study-in-depth, and the arts and sciences major.
• Biochemistry/Molecular Biology and Liberal Education: A Report to the Teagle Foundation
  This is one of a series of reports from the Teagle Foundations on the relationship between the disciplines and undergraduate liberal education. Note in particular the mapping of disciplinary goals to AAC&U’s LEAP essential learning outcomes.
  • (Scroll to the bottom of the page at teaglefoundation.org/learning/publications.aspx for the full list, free registration is required to view the reports.)
• Learning and Assessment: Trends in Undergraduate Education
  Results of a survey of AAC&U members, completed by chief academic officers at 433 colleges and universities of all sorts, the survey shows that campus leaders are focused both on providing all students a broad set of learning outcomes and assessing students’ achievement of these outcomes across the curriculum.
• The Greater Expectations report
  For a “quick read” of the report, see the executive overview, Chapters 3 and 4 (including sidebars), and Chapter 5 – the charts and recommendations.
• Integrative Learning: Mapping the Terrain / Mary Taylor Huber and Pat Hutchings
  A paper on creating opportunities for students to connect their learning into a more coherent whole.
• Levels of Assessment: From the Student to the Institution / Ross Miller and Andrea Leskes
  A short guide that presents ideas about how five levels of assessment can be used on campuses.  Included are questions for each level of assessment that can guide understanding and planning. 

Printed Publications (a copy of each of these items is being mailed to the team leader to share among team members):

• Academic Freedom and Educational Responsibility
• The Art and Science of Assessing General Education Outcomes / Andrea Leskes and Barbara Wright
• Assessment in Cycles of Improvement / Ross Miller
• College Learning for the New Global Century (Executive Summary with buisness leader survey findings)
• High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter / George Kuh
• Our Students' Best Work (2008 Update)
• Taking Responsibility for the Quality of the Baccalaureate Degree

LINKS

  About the Institute
  Location

  Brochure (pdf)

Application:
  Guidelines
  Fees

Institute Faculty
Registrant List

  Institute Goals
  Institute Curriculum
  Campus Teams
  Institute Resources

Past Institutes:
  2010
  2009