2010 AAC&U Institute on General Education and Assessment
University of Vermont
Burlington, VT
AAC&U's annual Institute on General Education and Assessment is an opportunity for campus teams to come together to work with consultants, and each other, on reforming their general education programs. The 2010 Institute on General Education and Assessment was held June 4 -June 9, 2010, in Burlington, Vermont on the campus of the University of Vermont. More details are available in the brochure (pdf).
Resources from the 2010 Institute are available on the IGEA Resource Page—including session schedules, faculty bios, and many other documents.
2010 Institute Curriculum Tracks
Track 1: The Process of General Education Change
Simply developing good ideas does not guarantee successful change. Workshop discussions focus on the analysis of campus dynamics, politics, and culture, and relations with internal and external entities to help make project teams develop and support ideas for strategic change on their campuses.
Track 2: Models of General Education Organization and Delivery for Improved Learning
Developing clear learning outcomes or expectations is a powerful first step to learning improvement. Building curricula to achieve integrative liberal education outcomes is often more challenging. Ways of structuring and delivering general education will be examined.
Track 3: Building Institutional Capacity: Making Excellence Inclusive
A number of issues can complicate the path toward developing clear learning outcomes essential to improving general education curricula. Workshops survey a number of current issues that affect the reform process, such as:
- The integration of transfer students
- Articulating and implementing diversity and global knowledge and engagement
- Ethical reasoning an civic involvement in action
- Effective pedagogies for student learning and development in the twenty-first century
- Working with e-portfolios and the use of technology to enhance student learning
Track 4: Assessment and Communication
The assessment of student learning should be both meaningful and strategic. Participating teams will be introduced to various assessment techniques and strategies, including rubrics and portfolios of student work for organizing current and future assessment agendas, communicating data on campus, and using results to create change and advance institutional goals.
2010 Institute Faculty
J. Herman Blake - Medical University of South Carolina
Helen Chen - Stanford University
Susan Elrod- Executive Director, Project Kaleidoscope
Scott Evenbeck - Indiana University-Purdue University Indianapolis
Bret Eynon - City University of New York–La Guardia Community College
Ann Ferren - American University in Bulgaria
Ashley Finley- Director, AAC&U
Paul Gaston - Kent State University
Kevin Hovland- Director, AAC&U
Lee Knefelkamp - Teachers College, Columbia University
Peggy Maki - Educational Consultant
Terrel Rhodes - Vice President, AAC&U
Carol Geary Schneider - President, AAC&U
Sherwood Smith- University of Vermont
Barbara Wright - Western Association of Schools and Colleges
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