2009 Greater Expectations Institute: Leadership to Make Excellence Inclusive
June 17-21, 2009 | Dudley H. Davis Student Center | University of Vermont
Faculty
Institute participants will work with nationally recognized scholars and practitioners in the areas of institutional renewal, campus capacity building, leadership development, and student engagement, inclusion, and high achievement. Each team is assigned an Institute faculty liaison who will mentor team members throughout the Institute. In addition, team consultations provide multiple opportunities for teams to work with all Institute faculty members to examine their goals and build their capacity to broaden, deepen, and sustain educational change efforts.
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Mary J. Allen, consultant for the Western Association of Schools and Colleges (WASC) and other higher education organizations, former director of the California State University Institute for Teaching and Learning, and founder of the Faculty Development Center and the Assessment Center at California State University, Bakersfield
Areas of expertise: direct and indirect assessment of course and program learning outcomes, aligning curricula and pedagogy with learning outcomes, accreditation expectations for assessment
Alma R. Clayton-Pedersen, vice president for education and institutional renewal, AAC&U
Areas of expertise: policy development and program evaluation; organizational learning; collaboration; diversity as an educational resource; student readiness, recruitment, retention, and achievement
Gail G. Evans, dean for undergraduate studies, San Francisco State University
Areas of expertise: implementing and sustaining campus projects; curricular re-visioning, including general education; writing across the curriculum; integrative learning; assessment, including the use of ePortfolios; academic affairs/student affairs collaboration; first-year experience programs.
L. Dee Fink, national consultant in higher education, former president of the Professional and Organizational Development (POD) Network in Higher Education, and founder of the Instructional Development Program, University of Oklahoma
Areas of expertise: institutional efforts to promote better teaching and learning across campus; faculty development; pedagogy; designing courses for significant learning; evaluating college teaching
Ashley Finley, assistant professor of sociology, Dickinson College & National Evaluator for the Bringing Theory to Practice
Areas of expertise: gender and social stratification, sociology of education, program implementation and evaluation, quantitative methods
Robin J. Hailstorks, associate executive director, education directorate and director of precollege and undergraduate programs, American Psychological Association and Professor of Psychology at Prince George’s Community College (on leave)
Areas of expertise: program and course evaluation; learning outcomes assessment; curriculum development; diversity and leadership training; and student success.
Patricia Iannuzi, dean of university libraries, University of
Nevada, Las Vegas
Areas of expertise: information literacy;
research-based learning; faculty development; collaboration and
organizational culture; the educational role of libraries
Tori Haring-Smith, president, Washington & Jefferson College
Areas of expertise: strategies for institutional change; building diversity and globalism; pedagogies of engagement and inclusion; cross-curricular programs; curricular and co-curricular alignment; grant-making and fundraising
Jillian L. Kinzie, associate director, Indiana University Center for Postsecondary Research and NSSE Institute for Effective Educational Practice
Areas of expertise: student learning outcome assessment; using assessment results in institutional improvement; organizational learning; accreditation selfstudies; student success and retention; underrepresented students; minority-serving institutions; learning communities, first-year experience programs
L. Lee Knefelkamp, professor of psychology and education, Teachers College, Columbia University, and Senior Scholar, AAC&U
Areas of expertise: assessment of student learning styles and student intellectual, moral, and social identity development; integration of intercultural communication and diversity education; education for personal and social responsibility; curricular transformation; engaged pedagogies; sustaining organizational innovation and change; the psychology of change and resistance to change
Judith A. Ramaley, president, Winona State University
Areas of expertise: higher education reform; the changing nature of work and the workforce; science, technology, engineering, and mathematics (STEM) education; civic responsibility and the role of higher education in promoting good citizenship; leadership of change; grant-making and fundraising
Carol Geary Schneider, president, AAC&U
Areas of expertise: student learning outcomes; goals across the curriculum; re-defining liberal education for today’s students; general education; curriculum change; high impact teaching and learning practices; curriculum-embedded assessments
Hazel Symonette, senior policy and program development specialist, University of Wisconsin-Madison, Office of Human Resource Development and the Offices of the Dean of Students
Areas of expertise: educational assessment and evaluation; diversity and inclusive excellence; organizational development; improving campus climate; faculty/staff development; cultivating ethical leadership and social justice
Jesús Treviño, associate provost for multicultural excellence, University of Denver
Areas of expertise: campus climate issues; campus intergroup relations; diversity training; the collegiate experiences of students of color
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