2006 Greater Expectations Institute: Campus Leadership for Student Engagement, Inclusion, and Achievement
June 21-25, 2006 | Snowbird, Utah
The sixth annual Greater Expectations Institute drew over 200 participants representing twenty-nine institutions from the U.S. and Canada. While in Snowbird, teams developed campus-specific plans to align institutional purposes, policies, structures and practices to encourage the engagement, inclusion, and high achievement of all students.
Specific topics examined included aligning leadership to deepened student learning creating engaged learning communities, and the benefits of inclusion. AAC&U would like to thank the Institute participants for their contributions to the sessions and informal conversation throughout the event and wish them all the best as they return to campus to implement their initiatives.
Campuses
Buffalo State College, SUNY, NY
California State University, Long Beach, CA
Chestnut Hill College, PA
Columbia College Chicago, IL
Columbia State Community College, TN
Delta State University, MS
Fairmont State University, WV
Georgia College and State University, GA
Grand Valley State University, MI
Kansas City Kansas Community College, KS
Kenyon College, OH
Manchester Community College, CT
New College of Florida, FL
Norfolk State University, VA
Penn State University, PA
Ramapo College of New Jersey, NJ
San José State University, CA
South Dakota School of Mines and Technology, SD
Trinity University, Washington DC
Troy University, AL
United States Air Force Academy, CO
University of Connecticut, CT
University of Guelph, ON (Canada)
University of Idaho, ID
University of La Verne, CA
University of Massachusetts, Boston, MA
Vassar College, NY
Weber State University, UT
Wells College, NY
Program
2006 Institute Program 120 KB (PDF)
Resources
Plenary: Mapping the Future of Inclusion and Excellence
Slide Presentation 228 KB (PDF)
Given the rapid changes we are experiencing in the economy, in the U.S. college-going population, and in global geopolitics, scholars have argued that diversity, as a component of academic excellence, is essential to higher education’s continuing relevance in the twenty-first century. At the same time, our “post-Michigan” educational environment calls for campuses to connect their educational quality and inclusion efforts more fundamentally and comprehensively than ever before. Panelists will discuss this next generation of diversity and excellence work: What will it look like? How will both our thinking and our actions need to shift? Who will need to be involved? How will we know we are accomplishing our goals? How will we deal with the resistance we will invariably encounter from various sources?
Alma R. Clayton-Pedersen, Vice President for Education and Institutional Renewal, AAC&U; L. Lee Knefelkamp, Professor of Psychology and Education, Teachers College, Columbia University; Jeffrey F. Milem, Professor, Center for the Study of Higher Education, University of Arizona; Damon A. Williams, Assistant Vice Provost for Multicultural & International Affairs, University of Connecticut
Plenary: Engaged Learning Communities: Students, Faculty, and Institutions
Slide Presentation 2,120 KB (Power Point); Handout 27 KB (PDF)
NSSE has helped reshape discussion in the higher education community of the extent to which students are engaged in their learning, as well as how faculty and campus leadersmight deepen students' engagement. This plenary will provide an overview of the national survey's results, engage the participants in conversation about the disparities between what students and faculty report about engaged learning, and what can be done to close this perception and reality gap.
George Kuh, Chancellor’s Professor of Higher Education, Indiana University and Director, National Survey of Student Engagement (NSSE)
Plenary: Aligning Leadership to Create Intentional Environments for Deeper Student Learning
Slide Presentation 370 KB (PDF)
Too often in the academy, student and academic affairs are referred to as “two sides of the house.” Yet, all of what these institutional units do is focused on students’ learning development—academically, socially, emotionally, ethically and civically. How might we develop the leadership needed to build one house that is learning-centered regardless of institutional type? This interactive discussion will engage you in developing an answer that will help you facilitate these important resources working together to achieve key learning outcomes.
Susan E. Borrego, Vice President for Student Affairs, California State University, Monterey Bay; Vera Zdravkovich, Independent Consultant and former Vice President for Instruction, Prince George’s Community College
The Greater Expectations Gazette (daily newsletter)
The Greater Expectations Gazette, 6.21.2006 198 KB (PDF)
The Greater Expectations Gazette, 6.22.2006 223 KB (PDF)
The Greater Expectations Gazette, 6.23.2006 193 KB (PDF)
The Greater Expectations Gazette, 6.24.2006 208 KB (PDF)
The Greater Expectations Gazette, 6.25.2006 194 KB (PDF)
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