2012 Institute on General Education and Assessment

June 2-6, 2012
The Hotel at Turf Valley
Ellicott City, Maryland

Institute Faculty

The Institute faculty will be in residence throughout the Institute, bringing experience from a variety of institutional settings, disciplines, and academic responsibilities. Some are scholars of educational change, while others have campus-based experience as leaders and innovators in curricular and institutional change. As consultants to colleges and universities of all types, faculty members offer expertise on a range of topics.

Depending upon the needs and projects of the selected teams, other faculty members may be added to the following list

Brian Bridges, Executive Director of the Frederick D. Patterson Research Institute, United Negro College Fund: diversity initiatives, institutional goal alignment, academic excellence, student access, retention

Helen Chen, Research Scientist at the Stanford Center for Innovations in Learning, Stanford University: e-portfolios and "folio thinking," Web 2.0 applications and strategies, classroom design

Gail Evans, Dean for Undergraduate Studies, San Francisco State University: “revisioning” general education from start to finish (developing learning outcomes, assessment strategies, governance structure); implementing and sustaining campus projects; integrating general education with the major; first-year experience

Scott Evenbeck, President, City University of New York-New Community College: first-year experience; learning communities; learning outcomes; K-12 support for learning; faculty involvement with new students

Bret Eynon, Assistant Dean for Teaching and Learning, City University of New York–LaGuardia Community College: e-portfolios; faculty development; student success; English-language learners; integrative learning

Ann S. Ferren, Senior Fellow, AAC&U: general education models; use of resources/costing out models; politics and strategy; improving teaching, strengthening curricula

Ashley Finley, Senior Director of Assessment and Research, AAC&U: assessment strategies; developing logic models to map institutional assessment; using data for effective communication; assessment using rubrics and e-portfolios; connecting learning, civic engagement, and student well-being

Paul Gaston, Trustees Professor, Kent State University: curriculum; implementation; continuous improvement; connecting general education and the major

Kevin Hovland, Senior Director for Global Learning and Curricular Change, AAC&U: global learning outcomes and opportunities; civic engagement initiatives; strategies for developing and expanding diversity initiatives

Debra Humphreys, Vice President for Communications and Public Affairs, AAC&U: communications; diversity; institutional change

Lee Knefelkamp, Professor of Psychology and Education, Teachers College, Columbia University: student intellectual and moral development; learning styles; diversity and intercultural communication; integrating student and academic affairs

Peggy Maki, Educational Assessment Consultant, Assessment Field Editor, Stylus Publishing; Assessment Consultant, Advancing a Massachusetts Culture of Assessment Project: assessment issues and practices; aligning teaching, learning and assessment; culture of assessment; mapping and inventories

José Moreno, Associate Professor of Latino Education & Policy Studies, California State University, Long Beach: building capacity for improving student success, particularly underserved students; access and equity; building capacity for diversity, including faculty hiring and retention; assessment and evaluation methods

Terrel Rhodes, Vice President for Quality, Curriculum, and Assessment, AAC&U: e-portfolios and rubrics; learning communities; integrative learning; institutional transformation; transfer students

Carol Geary Schneider, President, AAC&U: learning outcomes; connecting liberal learning and major/professional studies and general education reform; personal and social responsibility outcomes

Barbara Wright, Vice President, Western Association of Schools and Colleges: principles and practices in assessment; qualitative assessment; accreditation; expectations for the quality of student work