FACULTY ROLES IN HIGH-IMPACT PRACTICES
Conference Highlights
full preliminary program (pdf)
Thursday, March 25, 2010, 7:00 – 8:30 p.m.
Opening Keynote:
Academic Excellence and Civic Engagement:
Constructing a Third Space for Higher Education
Nancy Cantor, Chancellor and President, Syracuse University
Although many students and faculty agree that civic and community engagement are important, many also say they “don’t have time” for it in their crowded class schedules, their teaching loads, or their efforts to get tenure. Syracuse University Chancellor Nancy Cantor will argue that civic engagement cannot be an “extra,” but is essential for higher education in a complicated, fast-paced world. She’ll share her experiences with Scholarship in Action as it is evolving at Syracuse, where the university and many partners are making a “third space” for reciprocal learning, discovery, and innovation, addressing critical social issues in imaginative—and sometimes unconventional—ways.
Friday, March 26, 2010, 9:15 – 10:15 a.m.
Plenary:
The Role of Faculty in the Engaged Campus and
High-Impact Practices
Phyllis Worthy Dawkins, Associate Provost and Associate Vice President for Academic Affairs, Dillard University, and President-elect, Professional and Organizational Development (POD) Network; Robert Mathieu, Professor of Astronomy and Codirector, Center for the Integration of Research, Teaching, and Learning, University of Wisconsin-Madison; and Alexander C. McCormick, Director, National Survey of Student Engagement, Center for Postsecondary Research, Indiana University
How are faculty members effectively incorporating innovative high-impact practices into their teaching, research, scholarship, and service to advance student learning, self-authorship, and personal and social responsibility? What kinds of support do teachers want and need to develop and use engaging high-impact practices? These panel members will share their expertise and experiences and engage the audience in conversations about approaches to high-impact practices they are finding successful.
Friday, March 26, 2010, 12:15 – 2:00 P.M.
Luncheon Panel Discussion
Faculty-Led Innovation for Academic Excellence, Inclusion, and Student Achievement
Sylvia Hurtado, Professor of Higher Education and Organizational Change, and Director, Higher Education Research Institute, University of California-Los Angeles; and Jeffrey Milem, Associate Dean for Academic Affairs, College of Education, University of Arizona
Hurtado and Milem will share research findings on the learning experiences of students and professional activities of faculty and will discuss the implications of these findings for integrating high-impact learning practices into the undergraduate experience. They will explore how active learning helps students accomplish their educational goals and discuss the kinds of support faculty need to create engaged and inclusive learning environments.
Separate registration and $50 fee required for Luncheon Panel Discussion
Friday, March 26, 2010, 5:30 – 7:15 P.M.
Forum
Creating Partnerships to Address Urgent Social Issues
Convened by AAC&U’s Educated Citizen and Public Health initiative and Community-Campus Partnerships for Health
Public health is a matter of urgency to us all, regardless of community, discipline, or profession. But what role and responsibility should academic institutions take in the face of such challenges as pandemic flu or health care reform? This forum will bring campus and community leaders together to discuss new ways to engage undergraduate students and faculty across the disciplines to learn about these “big questions” and build and sustain partnerships for healthy communities.
Saturday, March 27, 2010, 11:00 A.M. – 12:00 P.M.
How Teachers Need To Deal with the Seen, the Unseen, the Improbable, and the Nearly Imponderable
Marshall Gregory, Harry Ice Professor of English, Liberal Education, and Pedagogy, Butler University
Many teachers walking into classrooms or other teaching venues typically focus on issues of content and authority—Do I know my material well enough? Will I be able to cover all the topics I want to cover in the time available to me? Will I be able to handle all the questions that might be asked? They often fail to see other important variables that affect the quality of student learning even more than teacherly expertise and authority. Gregory will discuss a more nuanced and comprehensive vision of teaching and learning variables: variables that are seen, unseen, improbable, and nearly imponderable.
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