2008 Greater Expectations Institute: Campus Leadership for Student Engagement, Inclusion, and Achievement
June 18-22, 2008 | Snowbird, Utah
The eighth annual Greater Expectations Institute drew 157 participants representing twenty-five institutions from the U.S. While in Snowbird, 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
- 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
Aurora University, IL
Baldwin-Wallace College, OH
Cleveland State University, OH
Ferrum College, VA
Indiana University-Purdue University Indianapolis, IN
Kapi'olani Community College, HI
Marquette University, WI
Monmouth University, NJ
Pepperdine University, CA
Philadelphia University, PA
Point Loma Nazarene University, CA
Ramapo College of New Jersey, NJ
Salt Lake Community College, UT
The Richard Stockton College of New Jersey, NJ
United States Military Academy, NY
University of Hawaii at Manoa, HI
University of Idaho, ID
University of La Verne, CA
University of Nevada Las Vegas, NV
Utah State Board of Regents, UT
Utah Valley State College, UT
Virginia Polytechnic Institute and State University, VA
Wartburg College, VA
Weber State University, UT
Woodbury University, CA
Brochure
2008 Institue Brochure 357 KB (PDF)
Program
2008 Institute Program 151 KB (PDF)
Resources
Handout: Institutional Capacity for Change: 10 Questions for Exploration 18.4 KB (PDF)
Prepared for teams by the 2008 Institute faculty and adapted from a workshop presentation given by Judith Ramaley, April 2006.
Opening Address: New Vision, New Designs, New Measures of Success: Preparing Today’s Students for the New Global Century
Making Excellence Inclusive: Liberal Education and America's Promise presentation by Carol Geary Schneider 534 KB (PPT)
This session helped teams locate their educational change projects within national efforts to build on themes developed in three major AAC&U initiatives. 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. Panelists drew on these themes to discuss the changing nature of the higher education environment and the aims of an undergraduate liberal education from national and institutional perspectives.
Panelists: Sylvia Hurtado, professor and director of the Higher Education Research Institute (HERI), Graduate School of Education and Information Sciences, University of California, Los Angeles; Carol Geary Schneider, president, AAC&U; and Judith A. Ramaley, president, Winona State University
Moderator: Tori Haring-Smith,
president, Washington & Jefferson College
Plenary: Fostering Institutional Readiness to Achieve Excellence in Teaching and Learning
Effective Student Learning-centered environments presentation by Susan E. Borrego 286 KB (PPT)
Making Excellence Inclusive: The Learning Imperative for the 21st Century presentation by Alma R. Clayton-Pedersen 415 KB (PPT)
Institutional Readiness for Excellence in Teaching and Learning presentation by L. Dee Fink 161 KB (PPT)
New Pedagogies in Higher Education handout by L. Dee Fink
32 KB (PDF)
Rapid changes in the college-going population, new demands for greater effectiveness and accountability, shrinking resources, and numerous technological innovations are pressuring the teaching and learning enterprise of colleges and universities in unprecedented ways. In order to meet these challenges and ensure high levels of learning for all students, campus leaders must devise effective solutions at every level of institutional functioning. In this plenary, panelists discussed how leaders can prepare students, faculty, and institutions for change while being particularly attentive to the changing student population. How will thinking and actions need to shift to accommodate this changing environment and to sustain innovative practice? Who will need to be involved? How can we best deal with resistance we encounter from various sources? What is the next generation of work in “inclusive excellence” that must be undertaken to ensure the success of underserved students and underrepresented faculty? And throughout, how will we know we are accomplishing our goals?
Panelists: Susan E. Borrego, vice president for student affairs, California State University, Monterey Bay; Alma R. Clayton-Pedersen, vice president for education and institutional renewal, AAC&U; and 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
Plenary: The Role of Assessment in Furthering Student Engagement, Inclusion, and Achievement
Presentation by Mary J. Allen and Patricia Iannuzzi 685 KB (PPT)
Presentation by Sylvia Hurtado 273 KB (PPT)
Assessing Student Learning handout by Mary J. Allen
665 KB (PDF)
Assessment is a vital component of any program or initiative in terms of monitoring and strengthening its impact. Assessment involves establishing outcomes (programmatic, learning, etc.), verifying that efforts are aligned with those outcomes, assessing impact, and “closing the loop” by using what is learned to make improvements. This presentation focused on characteristics of quality assessment, such as the need for it to be valid, reliable, actionable, and efficient. AAC&U’s cluster of intellectual and practical skills for a liberal education include inquiry and analysis; critical and creative thinking; written and oral communication; quantitative literacy; and teamwork and problem solving. Information literacy relates to and incorporates many of these learning outcomes and was used as an example to illustrate how collaboration among campus professionals and robust assessment can lead to effective student engagement and learning.
Panelists: Mary J. Allen, consultant for the Western Association of Schools and Colleges (WASC) and other higher education organizations, and Patricia Iannuzzi,
dean of university libraries, University of Nevada, Las Vegas
Moderator: Sylvia Hurtado, professor and director of the Higher Education Research Institute (HERI), Graduate School of Education and Information Sciences, University of California, Los Angeles
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