2007 Greater Expectations Institute: Campus Leadership for Student Engagement, Inclusion, and Achievement
June 20-24, 2007 | Burlington, Vermont
The seventh annual Greater Expectations Institute drew 185 participants representing thirty-two institutions from the U.S. and Canada. While in Burlington, teams developed campus-specific plans aligning institutional purposes, policies, structures, and practices to foster the engagement, inclusion, and high achievement of all students.
Specific topics examined included
- various aspects of the change process;
- aligning leadership and resources to deepen student learning and engagement;
- liberal education for the new global century;
- effective use of assessment tools and data.
AAC&U would like to thank the leadership teams for their efforts and for their deep contributions to the Institute.
Participating Campuses
Acadia University, NS, Canada
Adelphi University, NY
Agnes Scott College, GA
Albertus Magnus College, CT
Auburn University, AL
Augustana College, IL
Bishops University, PQ, Canada
Bowling Green State University, OH
Community College of Vermont, VT
Douglas College, BC, Canada
Elizabethtown College, PA
Eureka College, IL
Indiana University-Purdue University Fort Wayne, IN
Kansas State University, KS
Keene State College, NH
Lyndon State College, VT
Marywood University, PA
Missouri State University, MO
Mount Saint Mary’s College, NY
Paul Smith’s College of Arts and Sciences, NY
San José State University, CA
Spelman College, GA
Springfield College, MA
State University of New York College at Oneonta, NY
United States Air Force Academy, CO
University of Alaska Anchorage, AK
University of California, Riverside, CA
University of Colorado at Colorado Springs, CO
University of Nevada, Reno, NV
The University of Vermont, VT
Vassar College, NY
Winona State University, MN
Brochure
2007 Institute
Brochure
286 KB (PDF)
Program
2007 Institute Program 133 KB (PDF)
Resources
Plenary: The Role of Assessment in Furthering Student Engagement,
Inclusion, and Achievement
How Do You Know?: Assessing Learning by Richard Hersh
1.23 MB (PPT)
Assessment, Engagement, Inclusion, and Achievement: Be Careful What Your Wish For by George Kuh 3.13 MB (PPT)
AAC&U’s LEAP report argues that the essential outcomes of a 21st
century liberal education provide “a shared framework for both
intentionality and accountability” and that “the right standard for
both assessment and accountability at the college level is students’
demonstrated ability to apply their learning [in these outcome areas]
to complex, unscripted problems.” In this plenary, panelists
discussed the importance of robust assessment in enhancing student
engagement, inclusion, and achievement; explored the impact of
AAC&U’s framing of essential outcomes on assessment and
accountability efforts on campus and nationally; and suggested how
different assessment tools can be used to demonstrate student
learning and engagement as well as an institution’s progress on
educational improvement goals.
Richard Hersh, Co-director, Collegiate Learning Assessment (CLA)
project, Senior Fellow, Council for Aid to Education, and former
president, Hobart & William Smith and Trinity colleges; Sylvia
Hurtado, Professor and Director, Higher Education Research Institute,
UCLA Graduate School of Education; George Kuh, Chancellor’s
Professor of Higher Education, Indiana University and Director,
National Survey of Student Engagement (NSSE)
Plenary: Cultivating an Inclusive Architecture of Engagement—
Student Leadership and Institutional Change
Slide Presentation 136 KB (PPT)
Successful institutional change is dependent on engaging the entire
campus community in the pursuit of “greater expectations,” and
students play a vital role in this effort. In this plenary, panelists
offered strategies for engaging students in diversity initiatives in order
to achieve an array of institutional outcomes. They shared
promising practices to cultivate students’ talents in meaningful ways
to advance diversity, focusing on the insights that students from
traditionally marginalized groups bring to the academic enterprise.
Daniel Hiroyuki Teraguchi, Dean for Diversity and Academic
Advancement, Wesleyan University; Jesús Treviño, Associate Provost
for Multicultural Affairs and Director of the Center for Multicultural
Excellence, University of Denver; students representing Greater
Expectations Institute teams
|
