Faculty Work and the New Academy:
Emerging Challenges and Evolving Roles
2006 Conference Description, Program, and Resources
AAC&U's 2006 Faculty Work and the New Academy Conference took place November 9-11, 2006 in Chicago, Illinois. Over 300 attendees joined the conference conversations on the enduring and evolving roles of faculty.
The American Psychological Association, The IDEA Center, and Columbia College Chicago contributed to the conference as sponsors. Associated New American Colleges, New England Resource Center for Higher Education, and Professional and Organizational Development Network were Academic Partners for the conference.
The full conference schedule appears below with links to many of the presentations and resources from the conference.
Thursday, November 9, 2006
2:00 – 5:00 p.m.
Workshop 1: Faculty Development in the New Academy
What efforts best support and enrich faculty work—particularly in a changing context? A recent major study of the field of faculty development suggests that faculty development will play a critical role in supporting individual faculty members, institutional leaders, and higher education in the New Academy. In this interactive session, participants will chart the progress of faculty development from its beginnings and explore successful program structures, goals, and practices. The facilitators will identify the key challenges and pressures facing faculty members and institutions and collectively develop and share strategies for addressing these challenges through faculty development. Participants will leave this session with concrete ideas and best practices for enhancing the effectiveness of faculty development programs and resources on their campuses.
Publication Flyer for Creating the Future of Faculty Development
Ann Austin, Professor of Higher, Adult, and Lifelong Education, Michigan State University; and Mary Deane Sorcinelli, Associate Provost for Faculty Development, Director, Center for Teaching and Associate Professor, Department of Educational Policy and Research Administration, University of Massachusetts Amherst
Workshop 2: The Changing Landscape: Diversifying the Academy after the Michigan Decision
How can a campus distinguish itself with regard to racial/ethnic diversity among the faculty? Participants will examine the ways in which the Supreme Court's decision in the case of Grutter vs. University of Michigan has affected the racial/ethnic diversification of the faculty and hiring and retention practices. Perspectives of faculty women of color, provosts, general counsels, and affirmative action officers uncovered in a national study will be discussed and combined with the insights of others to illuminate innovative practices for highlighting the distinctiveness of a campus to appeal to candidates. Participants will critique some of the practices suggested with an eye toward broad implementation in the academy and on their own campuses.
Caroline Sotello Viernes Turner, Professor, Educational Leadership and Policy Studies, Interim Associate Dean for Research, College of Education, Arizona State University Tempe; Kathleen Wong (Lau), Executive Director and founder of the Women of Color Research Collective, Western Michigan University Kalamazoo
Workshop 3: Making Learning Visible: Representing the Intellectual Work in Teaching
Participants will examine the utility of the “teaching as scholarship” metaphor in the development, representation, and evaluation of teaching. Each participant will generate a brief analysis of an existing course based on the Carnegie framework “Scholarship Assessed,” focusing on efficient ways to capture the intellectual work in teaching. Participants will examine short examples of course portfolios that document inquiry into successful learning, and discuss the quality of the teaching and learning, the value of the inquiry, and the effectiveness of the representations. Finally, participants will use the reviews of the courses to discuss the benefits of proposed guidelines for evaluating the scholarship of teaching. (Participants should bring writing supplies or a laptop.) Background links:
Peer Review of Teaching Project: http://www.courseportfolio.org
Visible Knowledge Project: http://crossroads.georgetown.edu/vkp
Carnegie Foundation Gallery: http://gallery.carnegiefoundation.org/
Dan Bernstein, Director of Center for Teaching Excellence, University of Kansas
Workshop 4: Rebalancing Faculty Work
With the explicit purpose of “enabling its faculty to lead more balanced—and therefore more productive—professional lives,” Columbia College Chicago is currently adjusting the teaching responsibility for tenured and tenure-track faculty from four courses to three courses per term. This workshop will examine Columbia’s process as a case study of how an institution re-imagines and re-maps faculty work and roles in relation to its mission statement, strategic plan, and tenure policies. Participants will engage in structured reflection and dialogue about how to define faculty productivity within particular academic cultures, including how faculty can balance multiple expectations pertaining to academic advising, curriculum development and review, creative and scholarly endeavors, and college and community service.
Steven Kapelke, Provost and Vice President for Academic Affairs; Doreen Bartoni, Dean of the School of Media Arts; Lisa Brock, Chair of the Department of Liberal Education; Richard Woodbury, Professor of Dance; and David H. Krause, Assistant Vice President for Teaching and Learning Initiatives, Columbia College Chicago
Workshop 5: Integrating Civic Engagement into Faculty Life
Participants will explore new understandings of faculty work that include (1) a growing emphasis on teaching as inquiry, (2) a broader understanding of what counts as legitimate scholarship, and 3) how these open the way to conceptualize public and civic engagement as an expression of the “complete scholar.” In his 1996 essay “Making a Place for the New American Scholar,” Gene Rice explores the emergence of a new constellation of faculty interests and activities. Building on both Emerson’s “The American Scholar” and his own collaboration with Ernest Boyer, Rice identifies “the assumptive world of the academic professional” and the ways in which change is pressuring that world. Several of the themes laid out in Rice’s essay will be used as the starting point for this workshop—especially his call for academics to become a “complete scholar.” The facilitators and the participants will reflect on how the movement toward a more “engaged academy” provides opportunities for faculty to integrate professional integrity with personal fulfillment.
Resources: Course Revision Exercise, Reflection
Nadinne Cruz, Consultant and former Director for HAAS Center for Public Service at Stanford University; and Ed Zlotkowski, Senior Faculty Fellow, Campus Compact and Professor, Bentley College
Workshop 6: Achieving Coherence in Assessing Faculty Work in the New Academy
Faculty members are often asked to be models and mentors to students to foster learning and development beyond the traditional classroom. These expanded roles create new challenges for the evaluation of teaching and can make it a difficult undertaking. This workshop will provide a strategy for faculty assessment that consists of three major phases: (1) determining expectations; (2) collecting and organizing evidence; and (3) using evidence for both institutional (personnel evaluation for salary increase, promotion and tenure decision) and individual (personal improvement) purposes. This workshop is intended for faculty who desire to learn more about how to improve their teaching through faculty assessment, and for administrators and faculty committees charged with designing and implementing an evaluation program. Extensive resource materials will be distributed.
Resources: Using Evidence, Rubric Exercise, References, Survey
Larry A. Braskamp, Professor Emeritus, Loyola University Chicago; and William H. Pallett, President, The IDEA Center
7:00 – 8:30 p.m.
Welcome and Keynote Address
Liberty and Duty: Faculty Responsibility in an Age of Accountability
At a time when the demands for accountability in higher education are increasing, there is a tendency for some faculty members to resist such calls on the grounds of academic freedom and faculty autonomy. What is the proper balance between academic freedom and faculty responsibility with reference to academic work and student learning? How much transparency do we owe our students and our other stakeholders with regard to the evidence that significant student development is occurring under our tutelage? How does am evolving senses of professional responsibility affect the quality of life and career of faculty? Lee Shulman will provide the foundation to stimulate examination of these questions throughout the conference and in subsequent conversations concerned with the evolving role of faculty in the New Academy.
Lee Shulman, President, Carnegie Foundation for the Advancement of Teaching, and Charles E. Ducommun Professor of Education Emeritus and Professor of Psychology Emeritus (by courtesy), Stanford University
8:30 – 9:30 p.m.
Poster Sessions and Reception
The Marty Kane Quartet represents the superb creativity, passion, and practice nurtured through Columbia College Chicago. Performing during the reception will be: Sarah Ferguson, student providing vocals; Eric Woody, student on piano; Kevin Martinez, alumni on bass; and Marty Kane, alumni on drums.
Sponsored by Columbia College Chicago
Poster 1: Sharing Cultures: An Online, International Project of the New Academy
Sharing Cultures creates two, interconnected, on-line writing and learning communities between Columbia College Chicago and Nelson Mandela Metropolitan University (NNMU), South Africa. The project offers a cultural, digital, and print literacy exchange community for underserved or disempowered students enrolled in each institution. It also creates an online, asynchronous discussion space in which students and teachers from vastly different backgrounds share diverse perspectives, experiences, and beliefs. Through a visual presentation of the size, scope, and history of the Sharing Cultures Project, this electronic poster will invite participants to consider the power and possibility of online international exchanges. Participants are invited to learn more about the project through subsequent seminar and roundtable sessions.
Amy Hawkins, Director of Composition/Critical Encounters Fellow, English Department, and Stephanie Shonekan, Assistant Director, Cultural Studies Program and Professor, Liberal Education, Columbia College Chicago; and Nico Jooste, Director of the Office for International Education, and John Ruiters, Sharing Cultures Lecturer, Nelson Mandela Metropolitan University
Poster 2: Global Connectedness in Social Work Education
This poster will describe partnering experiences of social work faculty as learners and educators in global, national, and local interactions that explore and promote ecological, systemic, holistic, and strengths-based approaches to social work practice. These approaches to campus and community partnerships include: (1) professional exchanges by practicing social workers in African countries; and (2) service provision to HIV/AIDS infected African immigrants and infected Africans within their native land. The facilitators will talk about how these faculty and student immersion experiences have fostered better understanding of social services globally, as well as a more informed perspective on international social work.
Cray Mulder, Assistant Professor, and Dianne Green-Smith, Assistant Professor, Grand Valley State University
Poster 3: Linking Earth Ethics, Global Education, and Service Learning to Foster Social Responsibility
Solutions to tomorrows global issues will come from students enrolled in todays educational institutions. As we live in a finite world with an ever expanding population, we are increasingly becoming aware that decisions that are good for the Earth and its abundant diversity are not only good for humans and beneficial to economies, but are ultimately necessary for survival as we know it. Our educational systems must begin to reflect this knowledge. We must imaginatively develop and apply across the disciplines a vision of a sustainable way of life that respects local, regional, national, and global contexts. We must educate toward an understanding of the complex and beneficial interrelationships of Earths economic, social and biological systems. This poster will present the ways in which faculty are addressing these issues in their specific disciplines.
Carlos Gonzalez, Professor of English and Faculty Campus Coordinator for The Center for Community Service, Carol Petrozella, Professor, School of Nursing and Director of MDC Institute for Ethics in Healthcare, Marcia Lopes de Mello, Professor of Architecture, School of Architecture and Interior Design and MDC Earth Ethics Institute Council, Miami Dade College
Poster 4: Value-added Faculty Development
Preparation and support of faculty in the 21st century requires innovative approaches and commitment of resources. This poster/demonstration will present eFellows, a unique professional development program that provides faculty with a toolkit of skills and resources needed for the challenges of teaching in our information rich, increasingly diverse, and technologically advanced culture.
Nancy Shirley, Associate Professor, Program Chair of Linking Education and Practice, Creighton University
Poster 5: Communicating with the Technology Savvy Student of the New Academy
The Net Generation student has a high level of technical savvy with media platforms such as the Web, digital video, and audio technologies. This poster will provide a look at how these technologies can be used in the New Academy as both a teaching platform and a student response platform. Examples of student work and ideas for integrating new technologies into the curriculum will be provided.
Joseph W. Habraken, Assistant Professor, Business Administration, University of New England
Friday, November 10, 2006
8:00 – 9:00 a.m.
Continental Breakfast and Roundtable Discussions
Liberal Education and America’s Promise
Liberal Education and America’s Promise (LEAP) is AAC&U’s new campus-action and advocacy initiative to engage the public with what really matters in college. This session will introduce participants to the initiative’s goals and activities. It will provide participants with an overview of initiative resources as well as the principles and practices guiding the campus action component of the campaign. Participants will discuss how their institutions can be involved and use the campaign and the emerging national consensus around important liberal education outcomes to guide educational planning and practice on campus. Breakfast will be available in the Regency Ballroom Foyer.
Terrel Rhodes, Vice President, Office of Quality, Curriculum and Assessment, and Bethany Zecher Sutton, Senior Assistant to the President and Program Director, AAC&U
Table 1: The Double Bind of Faculty Excellence: Two Institutional Case Studies
The facilitator will initiate conversation about the challenges to the aims of liberal education by presenting research results from two small liberal arts institutions. Specifically, findings drawn from 50 faculty work histories will be used to illustrate a potentially intractable conflict between mounting expectations regarding professional development, that is, research and institutional and personal goals regarding campus educational objectives.
Lisa M. Sullivan, Professor of Economic History and Chair of the Department of Humanities and Social Sciences, Harvey Mudd College
Table 2: Supporting Part-Time Faculty
While many people would argue that a secure, full-time faculty is optimal, the reality is that today, 46 percent of faculty at colleges and universities are part-time. In particular, higher education relies heavily on part-time, non-tenure-track faculty to teach core undergraduate classes. Because the system for employing part-time faculty often VCprevents them from fully engaging in institutional matters, the reliance on part-time faculty threatens the quality and stability of higher education. How can chairs and administrators improve conditions for faculty who are teaching such significant numbers of our students, and thereby improve the quality of education?
Gwendolyn Bradley, Associate Secretary, American Association of University Professors; and Michael J. Goeller, Director of Business and Technical Writing, Rutgers University
Table 3: Confronting Hurtful Workplace Behaviors
Much has been written about transforming academe into a more collaborative and collegial culture. Yet women faculty, faculty of color, LGBT faculty, and others continue to be marginalized in the workplace. Join this conversation to explore how self-care and the conscious practice of nonviolence in academic settings can help address this problem.
Virginia C. Branch, Professor of Library Science, and Geri Miller, Professor of Human Development and Psychological Counseling, Appalachian State University
Table 4: Learner-centered Assessment Tools
How can faculty use an interactive library of learner-centered education tools to advance programmatic efforts? This discussion will begin with a review of a searchable database library of learner-centered education tools and then engage participants in exploring its applicability for their own use in the development, assessment, and improvement of learner-centered education.
Steve Miller, Interim/Associate Director of University Evaluation and Testing Services, Arizona State University
Table 5: Research and Reflection: A Senior Inquiry Experience
How do we help students integrate their academic experience with the rest of their lives? How do we encourage them to synthesize the diverse aspects of their lives? This discussion will begin with the experience of Augustana College in instituting a senior research experience linked to reflection. The current program will be outlined, obstacles to implementation discussed, and hoped-for benefits defined.
Robert D. Haak, Director of the Augustana Center for Vocational Reflection, Augustana College
Sponsored by Augustana College
Table 6: Clarifying the Role of Scholarship at a Teaching Institution
Participants in this roundtable will explore how teaching institutions can develop new models that validate and promote scholarship within their teaching mission. Using Bridgewater State College as an illustration of a larger trend in higher education, the facilitators will raise some of the major challenges, discuss possible approaches, and engage participants in a discussion of how these challenges manifest and can be understood and addressed on their own campuses.
Ronald E. Pitt, Associate Vice President for Academic Affairs, Andrew Harris, Executive Assistant to the President, and Catherine Womack, Associate Professor of Philosophy, Bridgewater State College
Table 7: Establishing an Equitable Workload Policy
Northeastern University has recently implemented a comprehensive, University-wide, faculty workload policy. This roundtable discussion will focus on the process through which Northeastern provosts, deans, chairs and key members of the faculty led the development and implementation of the policy.
Priscilla M. Elsass, Associate Dean, Clark University; and James Stellar, Dean, College of Arts and Sciences, Northeastern University
Table 8: What Is a Curriculum Manager?
How can you engage geographically dispersed full-time and adjunct faculty members in meaningful conversations about course objectives, curriculum guides, online platforms, best practices, textbooks, and the needs of a diverse student population? Join in this discussion, which will review a successful model for curriculum committee discussions, address the role of Curriculum Manager, and examine how Curriculum Managers can provide opportunities for instructors who have never met to work together to improve teaching, courses, and scholarship.
Cathy Dees, Communications Curriculum Manager, DeVry University
Table 9: “The Times They Are A-Changing:” Faculty Workshops and Discussion Forums As Support Mechanisms
New faculty face many challenges that may be compounded by the creation of different, sometimes non-traditional faculty categories. Moreover, they need to deal with new and confounding variables does not disappear as they move along in their careers. Roundtable facilitators and participants will discuss the results of a yearlong series of faculty workshops and discussion forums aimed at helping faculty connect to each other, the institution, and the challenges of change.
Barbara G. Hornum, Director, Center for Academic Excellence, and Antonis J. Asprakis, Assistant to Director, Center for Academic Excellence, Drexel University
Table 10: Social Entrepreneurship in the New Academy
Social entrepreneurship, defined as the creation of businesses and other enterprises to promote social welfare and meet social needs, has emerged as a recognized field for colleges of business across the United States. Faculty across the disciplines and liberal arts are increasingly engaged in social entrepreneurship, often by establishing socially-engaged programs and projects. This discussion will explore the implications of increased faculty engagement in social entrepreneurship, which include legal and ethical questions, public relations concerns, institutional recognition of faculty efforts, opportunities for student learning, and use of institutional resources/reputation for social entrepreneurship.
Jason A. Scorza, Director of the School of English, Philosophy and Humanities/School of Art and Media Studies, Fairleigh Dickinson University
Table 11: Partnerships across Disciplines: Multiplication or Integration?
Participants will explore the impact of partnerships across disciplines in relation to student learning and faculty work. What partnerships and collaborations produce a vibrant teaching and learning environment? What forces shape faculty work when integrative outcomes are embraced, and how are they best addressed? Some insights will be drawn from the Associated New American Colleges and Association for Integrative Studies contexts.
Francine G. Navakas, Bramsen Professor in the Humanities, Director of Integrative Programs, and Associate Academic Dean, North Central College, IL
Sponsored byAssociated New American Colleges
Table 12: Utilizing Communities of Practice to Integrate Disciplines
It is challenging to continually create ways to link general education to specific disciplines. Communities of Practice have provided a forum to expand knowledge beyond program “silos”. This validates good ideas, and enriches members with the perspective of others. Join a table discussion of the “new teamwork” concept. Information will be shared relative to the formation and best practices of Communities of Practice.
Lorinda L. Coan, Assistant Clinical Professor, School of Dentistry, and Ingrid Ritchie Associate Professor, School of Public and Environmental Affairs, Indiana University Purdue University Indianapolis
Table 13: Using Service Learning to Break Down Walls
This discussion will focus on how service learning can advance interdisciplinary learning and be incorporated in interdepartmental projects to afford students the opportunity to learn about real life challenges. Participants will share promising practices and recent research findings about the ways in which service learning can better prepare students for civic engagement and the global work place.
Kelly Kennedy-Isern, Associate Professor, and Leslie Biaggi, Professor, Miami Dade College
Table 14: Practicing Reflective Ethical Leadership in Academia
The academy would benefit from instilling a reflective ethical leadership culture in which the locus of ethical agency and accountability rests with individuals and groups at different levels of the institution. The Awareness, Investigation, and Response (AIR) Model provides practical principles to guide ethical awareness, thinking, and decision making in the face of competing organizational needs. Using the AIR model as a framework, participants will explore how this model empowers individuals and groups to make more adaptive ethical choices in research, teaching, and administration.
Perrin Cohen, Professor of Psychology, and Donna M. Qualters, Director, Center for Effective University Teaching, Professor of Education, Northeastern University
Table 15: The Teaching and Technology Intersection: Supporting Faculty at the Crossroads
Powerpoint, personal response, and course management systems exist at the crossroads of academic technology and instructional development. The staff who help faculty to use technology are frequently not the same people who help faculty enhance teaching skills. Professors may feel torn or confused about where to turn for guidance. Roundtable participants will explore and discuss models of helping faculty utilize technology in ways that keep them on the path of enhancing learning outcomes.
Discussion Overview, Faculty Development Workshop Outline
Miriam Rosalyn Diamond, Associate Director, Faculty Programs, and Brian Nielsen, Project Manager, Course Management System, Northwestern University
9:15 – 10:15 a.m.
Forging a Professional Identity in the New Academy
The professional identity of everyone who works in the academy seems up for grabs these days. “Faculty” come in an ever-expanding array of shapes and sizes: adjunct, tenured, liberal arts, professional, research-focused, teaching-focused, content providers, content deliverers, sages on the stage, guides on the side, mentors, and supervisors. At the same time, the task of building a comprehensive learning community for our students involves another set of academic professionals who may or may not have faculty roots. These individuals work in the libraries, student life offices, tutoring center, counseling center, dean’s office, residence halls, instructional technology office, community partnerships office, career and internship center, and in off-campus study sites throughout the world. With the days of Mr. Chips long gone, is there any hope of nurturing a shared sense of professional identity for all those who work in the Academy?
Linda McMillin, Provost, Susquehanna University
10:45 a.m. – 12:00 p.m.
Faculty Work, Institutional Work: New Thinking
As the higher education environment continues to change, faculty face an increasing array of pressures to contribute to the achievement of larger institutional ends while at the same time maintaining a clear focus on teaching and scholarship. Time-honored approaches to faculty participation in institutional governance can suddenly seem obsolete as both faculty and administrative staff confront an unprecedented range of external challenges and expectations. This session will explore shifting patterns between the natural interests of faculty in teaching and scholarship and new demands for participation in the larger work of the institution. Possibilities for new approaches to shared governance as well as ideas for building mutually effective relationships between faculty and key administrative units will be the topic of conversation.
James Kulich, Executive Vice President, Gene Losey, Professor of Chemistry, and Alzada Tipton, Vice President for Academic Affairs and Dean of the Faculty, Elmhurst College
The New Academy: Implications for the Disciplines
Perhaps the most salient characteristic in the evolution of undergraduate education in our society has been that of inclusiveness. Whereas the earliest forms of college were for a privileged few, higher education today has become an expectation for the majority of people in society. Such is the context for considering the AAC&U Greater Expectations vision for the New Academy. This session will address questions about the Greater Expectations vision in the context of the increasingly diverse undergraduate student body and the role(s) disciplines might play in advancing a coherent learning experience. How are institutions encouraging partnerships among the disciplines and rewarding collaboration of their faculty in an effort to advance the goals of liberal education for more students?
Paul D. Nelson, Deputy Executive Director of Education, American Psychological Association; and Paul Bodmer, Senior Program Officer, Higher Education, National Council of Teachers of English
Sponsored by American Psychological Association
Revitalizing Liberal Arts through New Conceptualizations of Academic Leadership
Implementing transformative curricular and co-curricular change requires more than just new administrative structures; it requires examining assumptions about leadership and change itself. College leaders desiring deep change need to attend to the dynamics of institutional identity, information, and relationships. The Greater Expectations initiative at the College of St. Catherine illustrates how emerging management scholarship provides a conceptual framework to foster the flexibility and creativity demanded by the New Academy. Join in this session to learn about this framework and how it might transfer to your own institution.
Marla Martin Hanley, Associate Dean for Integrated Learning, College of St. Catherine
Faculty Collaboration as Faculty Development
Very often, faculty development is understood as taking place in insular, personal ways. Activities and supports such as sabbaticals and awards often help to nurture the individual faculty member in their specific research projects. Course releases for completion of book projects or the development of new curricula also tend to isolate the faculty member from their peers. While acknowledging all of these supports as fruitful, beneficial, and necessary to any strong faculty development program, this session will focus on development that occurs as the direct result of collaborative, collective work on the part of a cross-section of faculty members. In this way, we can begin to expand the definition of faculty development to take into account the valuble exchange that can take place among faculty.
Robert C. Lagueux, Director, New Millennium Studies: The First-Year Seminar, Amy Hawkins, Director of Composition/Critical Encounters Fellow, English Department, and Stephanie Shonekan, Assistant Director, Cultural Studies Program, Professor, Liberal Education, Columbia College Chicago
Sponsored by Columbia College Chicago
Supporting Flexible Faculty Roles: An Integrated Model for Administrative Faculty Partnership
Iowa State University (ISU) is supporting flexible faculty careers through a range of policies and programs related to the University’s Boyer-influenced promotion and tenure policy. This session will include a brief overview of current ISU policies and practices, focusing on ISU’s inclusive definition of scholarship, the definition of faculty positions, and evolving policy support for flexible career pathways. Participants will share their relevant campus experiences and insights and explore how policies affect faculty success at each stage of their career. Together, participants and facilitators will examine how policies and processes can advance partnerships for success that include the faculty member, department chair, central administration, and other university partners.
Resources: Timeline, Session Abstract
Susan L. Carlson, Associate Provost for Faculty Advancement and Diversity, Corly Brooke, Director of the Center for Excellence in Learning and Teaching and Co-Director for Learning Communities, Claire B. Andreasen, Chair of the Department of Veterinary Pathology, and Tom Brumm, Associate Professor, Iowa State University
Engaging Faculty and Chairs in the New Academy
Faculty have done a good job of becoming the disciplinary professionals that their universities have asked them to be. Institutions, which worked hard to create highly visible cohorts of scholars, have recently found themselves pressured to change to meet new academic and societal needs. Getting faculty to focus on institutional change, perhaps at the expense of disciplinary success, requires faculty and chairs to engage in a deep and sustained conversation about faculty work. This session presents a process that has engaged chairs in making sense of their work as a first step in engaging faculty in re-conceptualizing what they do.
Richard C. Turner, Professor of English and Philanthropic Studies, Indiana University-Purdue University Indianapolis
Beyond the Tenure Track: Teaching Communities and Academic-Student Affairs Partnerships
This session will explore two avenues for re-conceiving faculty work outside of the traditional roles of tenure-track faculty members. The facilitators will discuss strategies for transforming the non-tenure-track faculty members who staff first-year composition courses into a community of teachers who achieve professional satisfaction. They will explore problems and solutions related to the traditional separation between faculty members and student affairs professionals. Participants will discuss strategies for developing a shared vision of student learning by creating partnerships around living-learning communities, an honors program, facilities for both curricular and co-curricular use, student research, service learning, faculty development, the first-year experience, and general education reform.
Resource: Non-Tenure Track Evaluation Proposal
David P. Haney, Associate Vice Chancellor for Academic Affairs, Cindy Wallace, Vice Chancellor for Student Development, and Georgia Rhoades, Director of Composition, Appalachian State University
Faculty Priorities: Where Does Faith Fit?
The widespread debate among Americans concerning the role of religion in public life presents increasingly complex challenges for college and university faculty. When religious beliefs are at stake, the public square can become a place that chills dissent, discourages compromise, and lacks civility. Emboldened by nationally visible religious conservatives and a rising interest in spiritual issues, students are no longer willing to check their religious beliefs at the classroom door. These changes raise significant questions about the professional boundaries surrounding faculty work and the ground rules for discourse that are appropriate in a learning environment. They also generate questions about how college and university teachers encourage free expression while simultaneously affirming standards of intellectual inquiry, reasoned dialogue, and academic freedom. Participants will review the changes in the role of religion in public life and their implications for faculty roles.
Resources: Discussion Topics, Wingspread Declaration on Religion and Public Life: Engaging Higher Education
R. Eugene Rice, Senior Scholar, AAC&U; and Nancy L. Thomas, Director, Democratic Project, Society for Values in Higher Education and Senior Associate, Study CirclesResource Center
2:00 – 3:00 p.m.
Examining Trends in Part-time Faculty
This session will use data from the National Study of Postsecondary Faculty as the basis for discussing how changes in the higher education environment have impacted work and career patterns of full-time and part-time faculty. The session will also examine The American Association of University Professors’policy statement on Contingent Faculty and the Academic Profession, which affirms its commitment to tenure while calling for better treatment of those not on the tenure track. In particular, the inequities between full- and part-time faculty members and the possibility of a secondary class of workers within the academy will be given significant attention. Join in this discussion to learn more about trends in faculty hiring and the implications for teaching and learning.
Valerie Martin Conley, Associate Professor of Higher Education and Director, Center for Higher Education, Ohio University
Faculty Development in the New Academy: Evolving Trajectories
While academics carry advanced credentials and are experts in their fields, preparation for academic life is often meager. Academic tasks are often ill-defined, involving vague criteria for performance. Some faculty may possess high levels of teaching experience, whereas others may have little or no experience in the classroom. The range of support for teaching varies greatly. And academic life is complex, demanding, and evolving, situated as it is in departmental, institutional and even national milieus. This seminar will present an emerging model of faculty development based on faculty interviews, dimensions of development, conception of oneself as a teacher/academic, and the role of teaching intentions. Participants will be asked to share their personal experiences and opinions regarding developmental trajectories in academic life, and as related to advancing the New Academy.
Ellen Lavelle, Director of Excellence in Learning and Teaching Initiative, Southern Illinois University Edwardsville
Revisioning the Future: Black Professional Associations
What is the contribution of professional associations to higher education and in particular, how have black professional associations advanced the hiring and retention of black faculty in higher education? This session will present results from an ongoing investigation of black professional associations that came into existence, primarily as a result of black professionals being ignored by predominately white professional associations. Participants will discuss the ways in which black professional associations have contributed to higher education, what role they have played in the evolution of the New Academy, and what next steps they might take to increase the hiring and retention of people of color.
Sheila V. Baldwin, Professor of English, Columbia College Chicago, and Iris L. Outlaw, Director of Multicultural Student Programs and Services, University of Notre Dame
Promoting Student-Centered Teaching through a Project-Based Faculty Development Program
The session facilitator will present a model for a project-based, year-long faculty development program (FDP). In small groups, participants will explore how a project-based FDP can encourage student-centered approaches to teaching. Participants will gain a deeper understanding of inquiry-based approaches to faculty development, including the design and implementation of faculty teaching and learning projects.
Susanna Calkins, Senior Program Associate, Searle Center for Teaching Excellence, Northwestern University
Who’s Driving This Bus? Problems in the Pursuit of Interdisciplinarity
In seeking to include more global, social, and cultural elements in their curricula, English faculty at Washington State University are part of a larger effort to encourage interdisciplinarity across the university. Is interdisciplinarity pursued for its intellectual challenges and connections to a complex contemporary society, or as a response to central administrations’ desires to appear innovative and secure new revenue streams? This session will focus on one department’s effort to address these universal concerns while revising its curriculum and pursuing new resources.
Resource: Confronting Interdisciplinarity as a New Professor
George E. Kennedy, Professor and Chair, Department of English, Aimee Phan, Assistant Professor of English, Todd Butler, Assistant Professor of English, and Jon Hegglund, Assistant Professor of English, Washington State University
Curricular Enhancement through Student Diversity
Much attention has been given to the ways in which we can make our schools, our campuses, and our cultures more inclusive. Yet, despite our growing awareness that student retention is frequently linked to the quality of students’ classroom experience, little attention has been paid to using the classroom experience to foster rather than just tolerate cultures of inclusiveness. Faculty members are finding greater diversity in their classrooms than they encountered in the beginning of their careers, and may feel a sense of uneasiness as they face their students. Some may be resistant to change and so rely upon traditional pedagogies that were designed for a different student body. For academic administrators charged with the task of promoting cultural diversity, yet not in complete control of the classroom dynamic, the issue is particularly challenging. This seminar will provide faculty and administrators with immediately useful tools for enhancing the classroom experience across various demographic groups.
Priscilla M. Elsass, Associate Dean, Clark University
The Faculty Role in Value Added Assessment
Session facilitators will lead a conversation about how to fruitfully engage faculty in the improvement of teaching and learning. They will report on recent work in a Teagle-funded initiative to engage faculty in value added assessment. Participants will learn how to develop models for collaborations among faculty, institutional researchers, and senior administrators that replace the ubiquitous, but mistaken tactic of seeking faculty “buy-in” for assessment. A collaborative approach instead grounds assessment in faculty culture and interests.
Steven Weisler, Dean of Academic Development, Hampshire College; Charlie Blaich, Director, Center for Inquiry in the Liberal Arts, Wabash College; and Scott VanderStoep, Associate Professor of Psychology, Hope College
3:15 – 4:15 p.m.
Interdisciplinary Studies: Fostering Student Persistence, Re-Enrollment, and Degree Completion
This session will introduce a unique Bachelor of Science in Interdisciplinary Studies program that provides non-traditional students the means to creatively merge diverse interests. In this program, interdisciplinary studies serve as a mechanism for reaching students transferring credits and encouraging students with large numbers of credits to persist to degree completion. Session facilitators will describe the program and the interactive practices used in its design. Participants will engage in discussion about the transferrability of this program to their own work and how the elements of the program may provide guidance for developing other interdisciplinary innovations.
Beverly Moon, Coordinator of Bachelor of Science in Interdisciplinary Studies Program, and Paul Starkey, Dean, Graduate and Continuing Studies, Delta State University
Undergraduate Research: New Visions for Faculty Engagement and Workload
Campus administrators value the engagement of students and faculty in learning that reaches beyond traditional classroom instruction. Undergraduate research has become a major way in which students become more engaged with learning. Session facilitators will present several ways in which campus administrators can support collaborative undergraduate research. Discussion will also touch on the ways in which the time required for undergraduate research and the pressures of promotion and tenure are significant barriers to active faculty involvement in undergraduate research.
Resources: Undergraduate Research at the University of Arizona, Undergraduate Research Programs at Moravian College, Potential Resources
Nancy H. Hensel, Executive Officer, Council on Undergraduate Research; Lori Bettison-Varga, Associate Professor of Geology, The College of Wooster; Diane Husic, Professor and Chair, Biology, Moravian College; and Carol Bender, Director of Undergraduate Biology Research Program, University of Arizona
Institutional Strategies to Support Faculty in Civic Engagement
This session will address institutional strategies to support faculty engagement in communities through teaching, research, and service. Two strategies will be highlighted: supporting faculty through department-level approaches and expanding civic engagement through international service learning. By identifying principles to frame this work, participants will gain an understanding of the key ways in which institutuions can support faculty in designing service learning courses and conducting scholarship on engagement.
Steve Jones, Coordinator for Service Learning, Hilary Kahn, Director of International Curriculum, and Christopher Vice, Chair, Department of Visual Communication, Indiana University-Purdue University, Indianapolis
Changing Our Students, Changing Ourselves: Cognitive Development in a First Year Seminar Program
How can first year seminars be structured to help students prepare for a diverse and complex world? How can we help students in the critical tasks of identity formation and understanding one’s self in relation to diverse people and cultures? Facilitators will lead a discussion on the relationship between cognitive development and multicultural education. Participants will examine proven strategies for using writing and reflection, fiction, films, and experiential learning to facilitate student development. They will also review how to intentionally structure course assignments and how to use competencies and rubrics to set common goals and learning outcomes.
Zaide Pixley, Dean of the First Year and Advising, and Kathleen White Smith, Professor of French, Kalamazoo College
Changing Faculty Roles in Blended Learning Environments for the New Academy
As the Net Generation of students continues to enter college, the emerging New Academy will increasingly use hybrid and blended models of learning and teaching. How are faculty developing the knowledge and skills necessary to enhance student learning through the use of technology and adaptive blended learning environments? This session will address the changing role of faculty as online learning environments become more central to higher education and student life.
Nishikant Sonwalkar, Vice President and Associate Dean, Cambridge College
Opportunities for New Faculty Identities
The University System of Maryland (USM) functions as a catalyst for linking university faculty with educational, civic, and business organizations. This presentation will introduce participants to a framework that allows faculty members to use their expertise in their disciplines as the focus for developing learning communities and cohorts of teachers and learners. Presenters will share USM’s modes of recognizing and rewarding faculty members who are committed to quality educational experiences for learners and examine their applicability to other campus settings.
Edward Dewayne Morgan, Research Associate, Lynn Harbinson, E=mc2 Project Manager, and Danielle Susskind, Graduate Research Assistant, University System of Maryland
Promoting the Flow of Discovery across Institutional Boundaries
Imagining America: Artists and Scholars in Public Life is a national consortium of 80 diverse colleges and universities committed to the larger civic purposes of education. While many campuses are experimenting with revised tenure and promotion policies, narrow views of scholarship and creative activity still constrain invention in the space between campus and community. This constricts the flow of discovery across institutional boundaries, which many higher educational leaders believe is essential to the evolution of the academy. Imagining America members are seeking to develop a broad understanding of the university's public mission and its impact on changing scholarly and creative practices in the cultural disciplines. Presenters will provide and summarize draft recommendations for defining public scholarship. Participants will form groups to respond to three questions: “In the last three years, what has been the most significant change relating to public scholarship on your campus? In your view, what is the most significant change included in the draft recommendations? In the next three years, how could the significant change that you picked be introduced at your institution?”
Julie Ellison, Director, Imagining America, and Timothy K. Eatman, Project Director for Research and Policy, Imagining America/University of Michigan
Meeting Challenges in Recruiting and Retaining a New Generation of Faculty
The Associated New American Colleges will present innovative college and university efforts to recruit and retain new faculty members to replace the large retiring generation that joined the professoriate in the 1960s and 1970s. Participants will discuss the challenges to effectively supporting this growing number of new faculty; future faculty shortages in particular disciplines; declining attractiveness of the faculty career; and changing aspirations and expectations of faculty candidates.
Devorah Lieberman, Provost, Wagner College; Nancy Midgette, Associate Provost, Elon University; and Francine Navakas, Associate Academic Dean, North Central College
Moderator: Jerry Berberet, founding Executive Director, Associated New American Colleges
Sponsored by Associated New American Colleges
4:30 – 5:30 p.m.
Faculty Ownership of the New Academy
As the New Academy emerges to provide a growing and unevenly prepared student population with the keys to success in a time of increasing budget constraints, what are the implications of the movement to a more learning-centered model? How can faculty, spanning early career to retirement, develop a vision that they truly possess and is representative of their collective best work? How can faculty and senior administrators create a vision for the institution that moves it forward without faculty feeling disenfranchised and administrators disempowered? This discussion will begin with a review of the movement of higher education to a learning centered curriculum and the ways in which these changes are affecting the role of faculty. It will explore ways to negotiate the tensions among faculty at different points in their career and among faculty and administrators as the rate of change accelerates. In closing, particpants will examine how faculty can integrate fresh ideas for innovation into teaching and curriculum development within a university’s culture and address how to balance university service with the other (often more pressing) demands on a faculty member’s life.
Ronald A. Williams, President, Prince George’s Community College; Eric Ruckh, Chair, Baccalaureate Reform through Integrated Design of General Education (BRIDGE) and Associate Professor, Historical Studies, Southern Illinois University Edwardsville; and Linda Lopez, Program Director, Division of Cross Directorate Activities, National Science Foundation
Saturday, November 11, 2006
8:00 – 9:00 a.m.
Continental Breakfast and Roundtable Discussions
Table 1: The Academy in 2020
Participants will engage in conversation about recent developments in our understanding of the brain and how people learn and their implications for higher education and the role of faculty. In particular, they will focus on digital learning environments and how to leverage these recent developments; the transformation of communication and communities resulting from near-universal access to the Internet; and research on the impact of that transformation on how we work. Discussion of the impact on institutions, students, and faculty will be facilitated by shared note taking via computer. Notes will then be e-mailed to interested participants.
William C. Clyde, Associate Vice President of Academic Affairs, Quinnipiac University
Table 2: The Institutional Challenges of Full-time Faculty Retirement
This discussion will address issues surrounding faculty retirements and the impacts this phenomenon may have on colleges and universities. Particular attention will be given to early retirement approaches. Several issues will be discussed including: the proportion of faculty at participants’ institutions that are likely to retire, planning for renewal of the faculty as a whole, retirement “on-going packages” or one-time buyouts versus negotiated exit incentives, and other issues of concern to the participants. Terminal leaves emeritus programs and other phased retirement approaches are also issues for consideration.
Jeffrey D. Senese, Vice President for Academic Affairs, Philadelphia University
Table 3: Challenges to Institutionalizing Progress in Faculty Roles and Responsibilities Initiatives
The discussion session will begin with a case study about the challenges to institutionalizing work initiatied and sustained through the voluntary commitment of faculty leaders. Session facilitators will lead a discussssion on several key questions, including how the Faculty Senate can enhance the culture, commitment, and leadership that serve as the foundation for faculty roles and responsibilities initiatives.
Resource: Case Study
Gertrude P. Pannirselvam, Associate Professor, Cathy R. Santanello, Assistant Professor, and David J. Sill, Associate Provost and Professor, Southern Illinois University Edwardsville
Table 4: The 3 R’s to Student Success and Retention
This discussion will provide a theoretical framework to help participants serve the changing student population in higher education. The framework offers a model detailing the roles and responsibilities that the university and its faculty have in promoting student success and retention. Roundtable participants will have the opportunity to engage in a case study of their own programs and/or institutions through application of the framework and discussion.
Vicki T. Purslow, Director of Medford Campus, and Amy T. Belcastro, Assistant Professor of Education, Southern Oregon University
Table 5: Constructing Meaning through Reflection: Mediating Learning with Students in Service Experiences
This discussion will explore recent findings about how students create meaning from service learning experiences through reflection and identify effective pedagogical strategies for mediating learning in these experiences. The gap in literature on service learning is clear: we know reflection is important, but what happens to students in the service experience and reflection that leads to learning? What processes in student reflection lead to possible perspective transformation? Participants will examine a framework for enhancing student reflection and meaning-making of their service experiences.
Resource: Framework and Research Overview
Patrick M. Green, Director of Career Services and Adjunct Faculty in Arts and Sciences, Roosevelt University
Table 6: Sharing Cultures: An Online, International Project of the New Academy
This roundtable explores the ways in which Sharing Cultures, an online international project connecting first-year developmental writing students at Columbia College Chicago with first-year bridge program students at Nelson Mandela Metropolitan University, South Africa, may be understood as a project of the New Academy. Conversation will focus on faculty development, framed around three interests of the New Academy: (1) the intersections between academic autonomy and community engagement; (2) the connections between student learning and faculty development; and (3) the relationship between institutional support of faculty and global impact. Roundtable facilitators will encourage conversation regarding the important role of internationalization in the New Academy.
Amy Hawkins, Director of Composition/Critical Encounters Fellow, English Department, David Krause, Assistant Vice President for Teaching and Learning Initiatives and Director, Center for Teaching Excellence, and Stephanie Shonekan, Assistant Director, Cultural Studies Program, Professor, Liberal Education, Columbia College Chicago; and Nico Jooste, Director of the Office for International Education, and John Ruiters, Sharing Cultures Lecturer, Nelson Mandela Metropolitan University
Sponsored by Columbia College Chicago
Table 7: Arts Integration across the Curriculum and into the Community
This discussion will focus on how a universitys arts integration initiatives can encourage faculty collaboration across disciplines and promote partnerships with community organizations and schools. Participants will discuss the ways in which their campuses and communities can use existing resources in performing and visual arts programs to enhance both curricular change and community engagement.
Stephanie Hawley, Director of the Center for Excellence in Teaching and Learning, and Roxanne Reed, Director of the Fine Arts Institute, Oklahoma City University
Table 8: The New School: Building the New Academy
The New School, consisting of researchers, scholars, artists, and practitioners, is consciously and proudly pioneering a new community that values equally part-time and full-time faculty. Based on a holistic and teaching-centric vision the institution is modeling innovative, long-term employment that provides faculty with flexible arrangements. In addition, by renewing its mission and affirming its identity, the New School administration is embracing faculty development as a way to improve faculty life through academic and professional support and programming. Discussion will explore this approach and its applicability to other types of institutions.
Resource: Faculty Policies at The New School
Eliza Nichols, Vice Provost, and Shannon Salinas, Director of Faculty Recruitment and Retention, The New School
Table 9: Pragmatic Approaches to Improving Faculty Work Life
How can administrators help to develop and advance policies and procedures at the institutional and department levels that will support and advance the professional development of women faculty, faculty of color, LGBT faculty, and others who continue to be marginalized in higher education? This discussion will examine the promising practices and pragmatic approaches that improve faculty work life, rentention, and opportunities for tenure for all faculty without discrimination.
Luis Ponjuan, Assistant Professor, Educational Administration and Policy, University of Florida
Table 10: Who are the New Faculty in the New Academy?
Participants will discuss the impact that the evolution of the New Academy has had on faculty identity, duties, and roles. With emphasis upon particular case studies, participants will engage in lively discussion about the advantages and challenges presented by the New Academy. The facilitators will initiate the conversation with a brief review of the changes involving English writing faculty and the efforts to form a culture of assessment at the University of Louisiana. Handouts will be available.
Jeff Galle, Head of the Department of English,University of Louisiana at Monroe
Table 11: Issues and Concerns for New Faculty
The facilitators will present excerpts from interviews with tenure-track faculty from a range of institutional types in the University of North Carolina system. The interviews illustrate a number of concerns of early-career faculty and how their institutions are (or are not) responding in ways that foster faculty success and satisfaction. Participants will discuss the insights the interviews provide into how institutions might more effectively support and retain early-career faculty.
Betsy E. Brown, Associate Vice President for Academic Affairs, Office of the President, and Carroll-Ann Trotman, Professor of Dentistry, University of North Carolina Chapel Hill
Table 12: Values, Norms, and Mutual Commitment for Diversity in the New Academy
The recruitment, selection, and retention of faculty historically underrepresented in the academy involves the articulation of values, development of specific norms (e.g., mentoring), and mutual commitment from the institution, its incumbents, and its new arrivals. The facilitators will critique a case related to diversity in Sociology and Criminal Justice and invite participants to share other models for enhancing diversity.
Meg Wilkes Karraker, Chair, Sociology and Criminal Justice, University of St. Thomas
Table 13: The Social and Political Structure of Faculty Ethicality
This discussion will begin with a brief overview of a qualitative study of faculty ethicality in education. The facilitator will present findings on faculty characterizations of professional ethics, related socialization experiences, and responses to dilemmas. Participants will analyze social and political factors that influence their own academic reasoning, and consider how faculty preparation and socialization influence decision making, particularly in early career.
Earle Reybold, Associate Professor, Qualitative Research Methods, George Mason University
Table 14: How Is the Community Served By Your Community Service Projects?
This discussion will focus on the importance of identifying and collaborating with community organizations to craft service learning projects that address the needs of the organizations while advancing student learning and civic engagement. The significance of nurturing and sustaining these partnerships as well as encouraging the continued articulation of organizational needs will be discussed. Community service projects that engage students should be substantive, provide academic stimulation, and allow for reflection. Examples of such campus-directed community projects will be presented and explored.
Sandra Jowers-Barber, Professor of History, and Sylvia Benatti, Director, Certificate in Non-Profit Leadership, University of the District of Columbia
Table 15: Religion, Public Life, and the Academy: Framing Campus Conversations
Religion has always played a significant role in American society, but in recent years, that role has become increasingly visible and, at times, difficult. The U.S. is now one of the most religiously diverse nations in the world, yet most Americans know little about their own faith, much less the faith of others. Studies suggest that Americans are becoming less tolerant of differing religious views and less willing to compromise when religious beliefs are at stake. That these worrisome trends are happening at a time when most high school graduates are pursuing postsecondary education raises the question of how colleges and universities should respond. Join in this discussion to explore how campuses can frame conversations to promote learning, civility, and respect concerning religion, faith, and spirituality.
Nancy L. Thomas, Director, Democratic Project, Society for Values in Higher Education and Senior Associate, Study Circles Resource Center
9:15 – 10:15 a.m.
Seasons of Academic Life
Higher education is facing one of its most intriguing historical moments as the baby boom generation of faculty approach retirement. What might this change mean for higher education? What can we learn from the retiring generation? Though faculty vitas often look linear, faculty careers are not. This session will explore various phases that occur in faculty life, from beginning to retirement, and the significant challenges and demands along the way. Particular attention will be paid to the changes in the academy over the last half century and the ways in which faculty have both adapted to and led these changes.
L. Lee Knefelkamp, Professor of Psychology and Education, Teachers College of Columbia University
10:30 – 11:30 a.m.
Positioning Your Teaching and Learning Center to Support Faculty Work in the New Academy
Campus teaching and learning centers play a vital role in supporting faculty on topics such as: teaching strategies, academic leadership, the scholarship of teaching and learning, faculty and TA mentoring, human learning and development, diversity, evaluation of teaching and learning, civic engagement, and service learning. At the same time, these centers are often underutilized in terms of fostering institutional change. Strategies to position your teaching and learning center to maximally contribute to the needs of your institution, faculty and students and to be responsive to the changing nature of the New Academy will be shared and discussed.
James E. Groccia, Director, Biggio Center for the Enhancement of Teaching and Learning, Associate Professor of Educational Leadership, Auburn University and President, POD Network in Higher Education
Sponsored by the Professional & Organizational Development Network in Higher Education
Creating Attractive Workplaces for Full-time Faculty Working Off the Tenure Track
Institutions must view full-time faculty members working off the tenure track as integral players in achieving their mission. If these faculty members are to be in a position to produce their best work, they must be appropriately supported. This session will describe what research has found is often lacking from the workplace of full-time, non-tenure track faculty members and offer concrete suggestions for what institutions can do to support their work more fully.
Publication Flyer for Rethinking Faculty Work: Higher Education's Strategic Imperative
Andrea G. Trice, Consultant, Trice and Associates; and Ann E. Austin, Professor of Higher, Adult, and Lifelong Education, Michigan State University
Simple Commitment but Long Term Challenge: P&T and SoTL
Southern Illinois University Edwardsville’s 1994 commitment to meritorious teaching as a requirement for promotion and tenure has led to twelve years of struggle, growth, and improvement. This session will examine the four responsibilities that go with a commitment to excellent teaching: defining, documenting, and evaluating quality teaching, and helping faculty get there. Through exercises and examples, the session will explore how other universities or colleges might benefit from the lessons learned.
David J. Sill, Associate Provost, Southern Illinois University Edwardsville
Reformers or Roadblocks to Renewal? Engaging the Potential of Mid-Career Faculty
In a competitive and rapidly changing environment, mid-career faculty are strategically positioned within their institutions to support or resist academic reform efforts. This session will draw upon national research data to examine specific strategies colleges and universities are employing to address key challenges found in the often overlooked middle years of academic life. Participants will discuss how best to align growth opportunities for mid-career professors with goals for institutional renewal.
Roger G. Baldwin, Professor of Higher, Adult, and Lifelong Education, and Deborah A. Chang, Doctoral Student and Research Assistant, Higher, Adult, and Lifelong Education, Michigan State University
It is a Matter of Time: Discretionary Time and Faculty in the New Academy
One of the significant changes that has occurred in academia is the allocation and use of the faculty’s discretionary time. The New Academy presents challenges and stimulating possibilities, but also puts new demands on time allocation that are altering the definition and expectations of discretionary time. The facilitators will share a methodology that can be utilized at educational institutions to produce a comparative and more relevant study of discretionary time among faculty.
Pinar Batur, Director of Urban Studies, and Leonard Nevarez, Assistant Professor of Sociology and Urban Studies, Vassar College
Academic Freedom and Professional Standards in the New Academy
The facilitators will discuss the role of academic freedom, shared governance, peer review, and academic ethics as professional standards in the New Academy. They will argue that the academic profession is failing to socialize its new members about its traditions and ethical principles, leading to the slow erosion of the profession’s autonomy. The session will offer new approaches for socializing faculty that the New Academy might engage to better prepare faculty to better engage them for exercising their educational and scholarly responsibilities and will argue for a mission-driven conception of shared governance.
Neil Hamilton, Professor, University of St. Thomas School of Law; and Jerry Gaff, Senior Scholar, AAC&U
A New Model for Faculty Preparation and Support for the Scholarship of Engagement
This session will describe a study conducted to deepen our understanding about preparing and supporting faculty to undertake the scholarship of engagement. The facilitators will offer a new model that promotes “enabling” institutional for settings that prepare future faculty as well as supporting and rewarding current faculty in scholarly engagement. Participants will explore how to transform institutions into enabling environments for faculty engagement; the institutional contexts that create supportive environments for engaged scholars; and future faculty needs for becoming engaged scholars.
Lorilee R. Sandmann, Professor, Department of Lifelong Education, Adminstration, and Policy, University of Georgia; John A. Saltmarsh, Director, New England Resource Center for Higher Education; and Dwight Giles, Professor, Higher Education Adminstration Doctoral Program, University of Massachussetts Boston
Sponsored by New England Resource Center for Higher Education
The Dean Partnership: A Retrospective on a Cross-Disciplinary, Academic Leadership Model
Participants in this session will examine a cross-disciplinary model of “dean partnership” for an academic division. This redefinition of traditional, silo-based management, the re-conceptualization of traditional faculty roles, and the institutional response represents a real-time case study of innovative, academic management. In this case, a management and a marketing professor functioned in the unique role of dean partners. The dean partners worked as the team leaders for cross-disciplinary faculty that included business areas and a broad array of traditional liberal arts faculty involved in a number of the division’s programs. Implications of this model for a variety of cross-disciplinary efforts will be explored.
Cecilia McInnis-Bowers, Professor of Marketing and the Chair of the Department of International Business, Rollins College; and E. Byron Chew, Monaghan Professor of Management, Birmingham-Southern College
12:45 – 1:45 p.m.
Environmental Sustainability: An Interdisciplinary Curriculum Reform
Session facilitators will describe the process through which a recent curricular reform at a small liberal arts college was implemented. In this process, the faculty was charged with writing a new mission statement, revamping the general education requirements, and streamlining the major requirements. Faculty unanimously approved an environmental sustainability mission and the board commented favorably. The general education requirements were then developed using the outcomes as determined by the new mission statement. The faculty’s role in shifting the focus from subject- based learning to competency-based learning will provide the basis of discussion for participants.
Kimberly Bateman, Chair, Psychology, and Charles Levitan, Chair, Natural Sciences, Sierra Nevada College
Using Undergraduate Research to Promote Institutional Change
Undergraduate research is assuming a more central role in a 21st-century liberal arts education. While the benefits for undergraduates seem clear, less clear is the broader institutional impact. This session will explore how undergraduate research can support and challenge an institution as it expands and revises its identity. Taking as an example our struggles and successes in using undergraduate research to support institutional change, participants will consider how such programming could effect change on their own campuses.
Lee Torda, Director of Undergraduate Research, and Andrew Harris, Executive Assistant to the President, Bridgewater State College
Conceptual Development Models
Today, the Internet has exempted us of our responsibility for storing too much factual information. There are numerous estimates of how long it takes for knowledge to double, with current estimates being approximately three years. Jerome Bruner recognized the futility of knowing everything, but insisted that students should learn a rich conceptual framework to see the “big picture.” Constructivist teaching is critical to fostering conceptual level learning models. This presentation will demonstrate how a constructivist model works and how it can be implemented in a large undergraduate art history class. Participants will work with elements of constructivist pedagogy including cognitive dissonance, accommodation, and assimilation and consider how it might apply to their own work.
Mitchell Klett, Assistant Professor, Northern Michigan University
Professors as Writers: Supporting Faculty in Academic and Professional Writing
Faculty must write and publish to get tenure, and many faculty members have a desire to share their scholarship. But, according to a UCLA survey, over 60% of United States faculty members find the demands of research and publishing stressful. This session offers a look at the rationale for and possible approaches to developing institutional support for faculty writing, using the Professors as Writers program at the University of Virginia as a model and springboard for discussion.
Gertrude J. Fraser, Vice Provost for Faculty Advancement, and Dawn Elizabeth Hunt, Writer/Project Coordinator, Office of the Vice Provost for Faculty Advancement, University of Virginia
Can Faculty Teach “The Good Life”?
The principle of free inquiry defines the academy. Session facilitators will raise two questions using this principle: (1) How do colleges that have a distinctive and often religious perspective of the “good life” honor free intellectual inquiry and (2) Are there especially effective strategies for faculty who wish to teach “the good life”? The session includes findings from church-related and secular colleges, and the audience will reflect on barriers, challenges, and successes in teaching “the good life”.
Larry A. Braskamp, Professor Emeritus, Loyola University Chicago; Charles Blaich, Director of Inquiries, Wabash College; and Lois Calian Trautvetter, Assistant Professor, Northwestern University
Institutionalizing Public Social Science
Increased focus on public social science scholarship linking work in the academy to outside audiences and consumers has led higher education and disciplinary associations to examine how they are institutionalizing these linkages to make them permanent. This session will examine the growth of public social science, strategies to reduce barriers to university-based public scholarship, and ways to strengthen links to audiences and consumers outside of the academy.
Philip Nyden, Director, Center for Urban Research and Learning and Professor of Sociology, Loyola University Chicago
Examining the Value and Creation of Faculty ePortfolios
As faculty roles, appointment types, and rewards continue to change, support for faculty work and its documentation is becoming especially crucial. This session focuses on faculty eportfolios as flexible vehicles for both documenting work and promoting development. Such portfolios can include a professional development planner, templates for CVs, areas for reflective commentary, peer review comments, and the capacity for attachments. Participants will discuss benefits, challenges, and future potential of faculty eportfolios and examine several examples.
Megan M. Palmer, Director of Administrative and Organizational Development, Indiana University-Purdue University, Indianapolis
Graduate Preparation of Faculty for the Future
Preparing Future Faculty (PFF) was an AAC&U initiative from 1993-2003. PFF provided funds to develop programs for graduate students interested in a career as a college professor with preparation for teaching, research, and service. Session facilitators will describe the scope of the PFF program and a few key strategies for making it sustainable. Participants will learn about an updated analysis of the status of PFF programs, several factors that contribute to the sustainability of these innovations, and strategies to include professional development in the formative stage of their graduate preparation.
Jerry Gaff, Senior Scholar, AAC&U; Lee Seidel, Professor, Health Management and Policy/Teaching Excellence, University of New Hampshire; and Kimberly Moffitt, Director of the Program for Academic Support Services, Graduate School, Howard University
2:00 – 3:00 p.m.
Living Lives of Purpose and Meaning: Creating Communities that Connect Faculty and Institutional Goals
How can a vision of the new academy as a learning-centered institution committed to collaboration help faculty live lives of purpose and meaning? As gender and cultural diversity increase among faculty, the values that should link meaningful academic work and institutional priorities can instead diverge, creating greater complexity and conflict. How can our institutions reframe the nature of the academic workplace to accommodate the needs of an increasingly “multicontextual” faculty? How can we better align faculty and institutional priorities? Join this conversation to discuss strategies for enriching and enhancing faculty life and institutional purpose.
Ann E. Austin, Professor of Higher, Adult, and Lifelong Education, Michigan State University; Roberto A. Ibarra, Associate Professor Sociology, The University of New Mexico
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