2009 Greater Expectations Institute: Leadership to Make Excellence Inclusive
June 17-21, 2009 | The University of Vermont | Burlington, Vermont
The ninth annual Greater Expectations Institute drew 150 participants representing twenty-six institutions from the U.S. and the Republic of the Marshall Islands. This year, AAC&U and Bringing Theory to Practice partnered to subsidize some of the Institute costs for participating campus teams.
While in Burlington, teams developed campus-specific plans aligning institutional purposes, policies, structures, and practices to foster the engagement, inclusion, and success of all students.
Specific topics examined included
- institutional capacity for change;
- aligning leadership and resources to deepen student learning and engagement;
- liberal education for the new global century;
- teaching, learning, and assessment;
- underserved student achievement.
AAC&U would like to thank the leadership teams for their efforts and for their significant contributions to the Institute.
Participating Campuses
- Bethel University, MN
- College of the Marshall Islands, MH
- CUNY College of Staten Island, NY
- Gonzaga University, WA
- Houghton College, NY
- Indiana University-Purdue University Indianapolis, IN
- John Carroll University, OH
- Maryland/Pennsylvania Teagle Collaborative (a project on value-added assessment of student learning and Inclusive Excellence):
Goucher College, MD; McDaniel College*, MD; Ursinus College*, PA;
Washington College, MD; and Washington and Jefferson College*, PA
- Marymount University, VA
- Penn State Schuylkill, PA
- Purchase College, State University of New York*, NY
- Ramapo College of New Jersey, NJ
- Rochester Institute of Technology, NY
- Southern Illinois University Edwardsville, IL
- The School of the Art Institute of Chicago*, IL
- United States Air Force Academy, CO
- University of Dayton, OH
- University of La Verne, CA
- University of Maine at Farmington*, ME
- University of South Carolina-Columbia, SC
- The University of Vermont, VT
- Vincennes University, IN
- Washington and Jefferson College*, PA
(*Member of the Bringing Theory to Practice Leadership Coalition.)
Brochure
2009 Institute Brochure 804 KB (PDF)
Program
2009 Institute Program 266 KB (PDF)
Resources
Opening Address: New Vision, New Designs, New Measures of Success: Preparing Today’s Students for the New Global Century
Presentation 281 KB (PDF)
This session helped teams locate their educational change projects within national efforts to build on themes developed in three major AAC&U initiatives and other research. Greater Expectations calls on colleges and universities to become more intentional in their actions to develop learners who are empowered, informed, and responsible. Liberal Education and America’s Promise (LEAP) and its 2007 report, College Learning for the New Global Century, seeks to expand the public’s understanding of liberal education as the essential form of learning for the 21st century—the one that will best help all students navigate the complexities of work and life in an era of rapid change. Making Excellence Inclusive makes the case that students cannot be prepared for this era unless diversity, broadly and richly defined, is placed at the center of institutional functioning and the academic enterprise. Higher education researchers suggest that several cultures rather than a single culture characterize the academic environment. They call for campus leaders to attend to and leverage these multiple cultures when undertaking educational change efforts. Panelists drew on these themes to discuss contemporary aims of an undergraduate liberal education and the institution’s role in helping students achieve key outcomes.
Panelists: L. Lee Knefelkamp,
professor of Psychology and Education, Teachers College, Columbia University, and senior scholar, AAC&U, and Carol Geary Schneider,
president, AAC&U
Moderator and Panelist: Alma R. Clayton-Pedersen,
vice president for Education and Institutional Renewal, AAC&U
Plenary: Leading Institutional Change that Endures even in Tight Economic Times
Presentation 91.3 KB (PDF)
Two college presidents shared their experiences and offered advice on how to ensure that change reaches deep into the culture of an institution—an essential component for change that endures. Their advice helped teams prepare to overcome barriers, to meet objections, and to move change from the margins to the center of an organization. Participants learned how to position change so that it can be discussed as part of the larger exploration of mission that occurs when colleges and universities must undergo budget reallocations.
Panelists: Tori Haring-Smith,
president, Washington & Jefferson College and Judith Ramaley,
president, Winona State University
Moderator: Carol Geary Schneider, president, AAC&U
Reflection and Skill-building Sessions' Handouts
(See the Institute Program for session descriptions.)
- Building Faculty Capacity for Better Teaching and Learning
Facilitators: 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 and Patty Iannuzzi, dean of University Libraries, University of Nevada, Las Vegas
Handouts:
Evaluating Teaching: A New Approach to an Old Problem 32 KB (PDF)
Faculty (or Educational) Development 18 KB (PDF)
POD Network in Higher Education 28 KB (PDF)
New Pedagogies in Higher Education 43 KB (PDF)
Faculty Teaching Certificate Program (FTCP) 43 KB (PDF)
- Assessing Student Learning
Presentation 2.43 MB (PDF)
Facilitators: Mary 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 and Gail Evans,
dean for Undergraduate Studies, San Francisco State University
- A Roadmap for Comprehensive Institutional Change: Cultivating Leadership for Making Excellence Inclusive
Facilitator: 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
Defining, Articulating, and Implementing a Vision of Inclusive Excellence
Facilitator: 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
Handouts:
Cultivating Generative
Connections, Commitment,
and Engagement among
Campus Constituencies:
A Practice Brief Based on
BEAMS Project Outcomes 273 KB (PDF)
Chapter: Cultivating Self as Responsive Instrument for Inclusive Excellence and Success for All 2.98 MB (PDF)
Cultivating Self as Responsive Instrument for Inclusive Excellence and Success for All 304 KB (PDF)
Chapter: Making Evaluation Work for the Greater Good 4.12 MB (PDF)
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