Conference Program

10:00 a.m.

Registration opens

2:00 - 5:00 p.m.

Pre-Conference Workshops
Separate Registration Required

Workshop #1

Creating Engaged Departments: Building Engagement across the Campus
Building engagement across the campus requires several strategies, one of which is the focus on department/unit engagement. This workshop will introduce the concepts central to an engaged department and provide an overview of campus-based programs for developing engagement at the unit level. The purpose of an engaged department initiative on campus is to help participating departments develop strategies to: a) include community-based work in both their teaching and their scholarship; b) include community-based experiences as a standard expectation for majors; and c) develop a level of unit coherence that will allow them to successfully model civic engagement and progressive change on the departmental level.
John Saltmarsh, Project Director, Integrating Service with Academic Study, Campus Compact; Steven Jones, Coordinator, Office of Service Learning, Center for Service and Learning, Indiana University-Purdue University Indianapolis; and Kevin Kecskes, Director, Community-University Partnerships for Learning, Center for Academic Excellence, Portland State University

Workshop #2

Purposeful Student Engagement: Learning Communities and Intentional Pedagogies
How do we work on our own campuses to build on students' aspirations while inviting them to participate responsibly in a pluralistic society? Participants will develop prototypes for theme-based learning communities that could be used on their home campus. They will also examine the pedagogies that support a core practice of learning communities' work--the integrative student seminar.
Emily Decker Lardner, Co-Director, and Gillies Malnarich, Co-Director, The Washington Center for Improving the Quality of Undergraduate Education

Workshop #3

Boundary-Crossing Leaders: Building Coalitions for Change Through Deliberative Dialogue
Participants in this session will explore new ways of thinking about interdisciplinary, integrative, community-based, and multi-unit programs and the kind of leadership campuses need to develop initiatives that cut across institutional boundaries. By examining exemplary practices of experienced social and community change organizations, participants will discover how to build coalitions and mobilize for change through disciplined dialogue and deliberation. This interactive workshop is appropriate for faculty members and institutional leaders at any level.
Nancy Thomas, Director, Democracy Project, Society for Values in Higher Education; and David Schoem, Director, Michigan Community Scholars Program, University of Michigan

Workshop #4

Building an Evaluation Strategy that Fosters Ownership and Facilitates Change
In 2002, Duke University initiated "Scholarship with a Civic Mission: A Research-Learning Initiative" with the objective of promoting research-service learning pedagogy throughout the Duke community and beyond. This interactive workshop will use the project as a case study to explore how supportive evaluation strategies are developed and implemented. Specifics topics include: consideration of stakeholder-related outcomes; integrating evaluation with institutional research and assessment; developing and implementing evaluation tools; ethical, civic, and intellectual learning outcomes; and building ownership of the evaluation process.
Alan R. Peterfreund, Consultant, Peterfreund Associates; Matt Serra, Director of Assessment, Trinity College of Arts & Science, Elizabeth Kiss, Director, Kenan Institute for Ethics, and Alma Blount, Director, Hart Leadership Program Duke University

7:00 - 8:30 p.m.

Keynote Address

Cognitive Research: Evolving Insights for Pedagogical Innovation
In recent years, findings from cognitive science have provided numerous insights on how people learn leading to ways of modernizing traditional instructional methods in higher education. Given an educational landscape where information increases at such a rate that we can teach only a small subset of all that is important, coupled with a complex and diverse global society, what are the key outcomes of an undergraduate education and how might these outcomes best be nurtured? Professor Mestre will summarize salient findings from learning research and then engage the audience in active learning to illustrate these learning principles. He will conclude by summarizing the implications of learning research for classroom practice.
José Mestre, Professor of Physics, University of Massachusetts

8:30 - 9:30 p.m.

Poster Sessions and Reception

Environmental Science Activities for Teaching Sustainability
We have developed a series of activities for undergraduate courses in Environmental Science that integrate "wet lab" and computer-based exercises (simulations, virtual tours, environmental calculators) that enable students to quantify and analyze their personal contributions to regional and global environmental impacts, and examine ways to reduce these impacts through changes in lifestyle. This poster will demonstrate how civic engagement, environmental introspection, and real-world issues can encourage students to adopt more sustainable lifestyles. (esa21.kennesaw.edu)
Matthew Laposata, Associate Professor of Environmental Science, Kennesaw State University

Linking the Curricular and Co-Curricular for Student Engagement
Two students and a faculty member will share their experiences with active engagement through a student speakers' bureau and how such engagement challenges and informs academic coursework and vice-versa. The student perspective will exemplify pedagogies of engagement. The faculty perspective will speak to how to launch and sustain such an initiative while also using it as a lever for institutional change.
Lauren Bowen, Chair of Political Science, Lea Ogard, Student, and Emily Boal, Student, John Carroll University

Academic Service Learning to Enhance Student Learning and Civic Engagement
Service learning must be viewed as a mechanism wherein the student learners mentor and guide so as to empower others to help themselves. Service learning relieves the students of the monotony of routine classroom work and learning disengagement. In addition, service learning helps to rekindle the social consciousness of the student learner. This poster will show how to design service-learning programs that can make a significant impact in the area of social activism.
Mysore Narayana, Associate Professor of Engineering, Miami University, Hamilton Campus

Promoting Effective Teaching and Learning through an Educational Innovation Collaboration
The Educational Innovation Collaborative (EIC) at Lawrence Technological University (LTU) is a university-wide initiative to promote instructional innovation, effective teaching practices, and improved student learning through faculty development and support. The poster will provide information on EIC activities and details on how organizations such as the EIC can provide resources and opportunities for faculty leaders and the administration to advance their understanding, scholarship, and practice of engaged teaching and learning.
Donald D. Carpenter, Professor of Civil Engineering, Lawrence Technological University

Promoting Student Engagement through Teamwork: Partnering Faculty Leaders with IT User Services
At the University of Delaware, a sustainable model for educational reform has emerged from two sources working in partnership. The Institute for Transforming Undergraduate Education is a faculty-led program that promotes problem-based learning in undergraduate courses. PRESENT (Practical Resources for Educators Seeking Effective New Technologies) is the technology support unit that helps faculty make the connection between learning goals and customized course design. The elements of the partnership to advance student engagement will be presented in this poster.
George H. Watson, Associate Dean of Arts and Sciences, and Janet de Vry, Manager Information Technology - User Services, (co-author, not presenting) University of Delaware

How Technology Enhances First Year Student Engagement Both In and Out of the Classroom
The First Year Experience Program at Lawrence Technological University uses advanced technology and laptops to facilitate student engagement both inside and outside of the classroom. This comprehensive approach combines the use of technology in advising, peer mentoring, faculty collaboration and instructional activities in order to link student engagement with achievement. Participants will explore the advantages and challenges of various strategies that use technology to enhance the learning environment.
Jamie Hobart, First Year Student Coordinator, Maria J. Vaz, Associate Provost and Dean of Graduate Programs, and Donald Carpenter, Assistant Professor of Civil Engineering, Lawrence Technological University

Using Technology to Assess Teaching and Learning
The goal of the University Scholar Series (USS) is to engage faculty, students, and staff at the University of the District of Columbia in a professional development program focused on using technology for the assessment of teaching and learning. Coordinated by a team of nine participants, the USS held 10 workshops for the 2003-2004 academic year. This poster will highlight how the workshops model the principles of effective teaching and learning by utilizing interactive workshops, online discussions, and online assessment tools.
Helene Krauthamer, Associate Professor of English, Self-Study Co-Chair, Philip Brach, Distinguished Professor of Engineering (Retired), Arlene King-Berry, Associate Professor of Education and NCATE Coordination, and Marie M.B. Racine, Professor of French and Self-Study Chair, University of the District of Columbia

Opportunities for Growth in Institutional Change: Fifteen Years of Linked Courses Flourish
In different forms, learning communities based on linked courses have flourished at George Mason University for over a decade. Opportunities for growth through institutional change include a new general education program and a new management company contracting to operate the residence halls. This poster will demonstrate how faculty input and a commitment to using writing to learn have contributed to the duration of linked courses and the Mason Topics program.
Teresa L. Michals, Director, Mason Topics Program, and Kenneth Thompson, Coordinator, Mason Topics, George Mason University

Advancing Intentional Learning through Academic Internships
The ultimate goal of higher education is to create intentional, life-long learners who are productive members of society. What better way to connect students to their learning than through “knowing and doing”? IEL offers a highly structured academic internship program that is based on the best practices of experiential learning. The internships allow students to participate in the real workings of organizations and society, and students become active learners, fully engaged in the work of their organizations. Students test their skills, expand their knowledge, and learn from experience. This session will highlight the strategies utilized by IEL to create reflective practitioners via its internship programs for students and faculty.
Mary Ryan, Executive Director, Institute for Experiential Learning

8:00 - 9:00 a.m.

Continental Breakfast

9:00 - 10:00 a.m.

Plenary Address

Critical Thinking: The Fad versus the Real McCoy
The pedagogical literature is replete with new definitions of “Critical Thinking” as educators explore its centrality to the quality of student achievement and ability to make essential connections among various fields of knowledge for application to challenging contemporary issues. How do these new definitions reflect the centuries of research and practice in critical thinking and how have they evolved to meet the demands of today’s information age and global society? Dr. Juarrero will address the serious, hard work of teaching logic and reasoning as well as the related and sobering findings concerning the neurobiology of learning and reasoning upon which all learning depends.
Alicia Juarrero, Professor of Philosophy, Prince George's Community College

10:30 a.m. - noon

Concurrent Sessions

Pathway 1

Ready and Willing to Learn: Are Our Classrooms Hospitable Places?
Whether we teach in learning communities or stand alone classes, all students are well-served when the curriculum we design reflects current research on learning. This session will focus on the critical importance for cognitive development of making students feel welcome through inclusive classroom practices and curriculum design.
Emily Decker Lardner, Co-Director, and Gillies Malnarich, Co-Director, The Washington Center for Improving the Quality of Undergraduate Education
Sponsored by the Washington Center for Improving the Quality of Undergraduate Education

Pathway 1

Student Engagement through Problem-Based Learning
The fundamental tenet of problem-based instruction is that learning is initiated by a posed problem that the student wants to solve. In the PBL approach, complex, real-world problems motivate students to identify and research concepts and principles they need to understand to progress from ideas to solutions. Students work in small groups to acquire, communicate, and integrate information in a process that resembles that of inquiry. We will demonstrate PBL and model ways that it can be used effectively for student engagement.
George H. Watson, Associate Dean of Arts and Sciences, and Deborah E. Allen, Associate Professor of Biological Sciences, University of Delaware

Pathway 1

Using Technology to Promote Active Learning
This session will explore ways in which technology can be used efficiently to establish a learner-centered environment and to reduce faculty workload. Topics for discussion will include use of the PERS devices, student assistance in developing technology, the research needs of students, and intellectual property issues.
Tori Haring-Smith, Vice President for Educational Affairs, Willamette University

Pathway 3

Research Service-Learning: Enhancing Leadership for Students, Faculty, and Community Partners
Scholarship with a Civic Mission is a research service-learning project at Duke University that provides students, faculty, and community partners the opportunity to collaboratively address complex social issues through research and service. In this session, project staff will describe the methods used to enhance the leadership capabilities of these three groups. Program participants will identify strengths of these groups in their own institutions and develop strategies to enhance these groups and their collaboration.
Vicki B. Stocking, Research Service-Learning Coordinator, Betsy Alden, Service-Learning Coordinator, and Jennifer Ahern-Dodson, Community Partnerships Coordinator, Kenan Institute for Ethics, Duke University

Pathway 3

Exploring Intentional Learning for the 21st Century Campus
In an exchange of ideas on learner-centered and intentional learning practices, facilitators will share their experiences in designing curriculum and developing programs for interdisciplinary studies, service learning, and faculty development. Questions such as, "What is the role of faculty in student learning?" will drive the discussion. Session highlights will be captured for web site dissemination.
ASU Center for Learning and Teaching Excellence
ASU Service Learning Program
Janice M. Kelly, Director, Academic Community Engagement Services, University College, Judy Grace, Interim Director, Center for Learning and Teaching Excellence, and Dave Wells, Assistant Director, Interdisciplinary Studies Program, Arizona State University

Pathway 4

Shifts in Perspective and Practice: Transitioning from Traditional to Engaged Pedagogies
Engaged pedagogies (e.g., service-learning, distance learning, inquiry-guided learning) require students -- both generally more familiar with traditional classrooms -- to "shift their perspectives" on the roles and responsibilities of learners. The co-facilitators ( service-learning, distance learning instructor, and inquiry guided learning instructors and a service-learning student leader) will share student initiated research on these shifts in perspective and practice. Small group exploration of the non-traditional nature of such engaged pedagogies will generate strategies to help students and faculty understand and make these shifts.
Patti H. Clayton, Coordinator, Service-Learning Program, Myra G. Day, Lecturer in Technical Communication, Sarah L. Ash, Associate Professor, Departments of Animal Science and Family and Consumer Sciences, and C. Dianne Raubenheimer, Assistant Director, Faculty Center for Teaching and Learning, North Carolina State University

Pathway 4

Engaging Undergraduate Students in Science and Research
How do we best help science majors and non-majors understand science in the modern world, where they will often need to draw upon a broad base of knowledge, skills and scientific intuition? This session will present examples of interdisciplinary programs underway at Central Washington University to engage students in the sciences, focusing on the process of integrating original research experiences into all levels of the undergraduate curriculum. Participants w ill discuss the benefits and challenges of involving undergraduate students in various fields of research and of transforming the culture of the university to one that supports this model of education. Small groups will collaborate on developing creative models and solutions that would work in their own institutions and disciplines.
Lisa L. Ely, Chair, Department of Geological Sciences, Central Washington University

2:00 - 3:30 p.m.

Concurrent Sessions

Pathway 1

Faculty Development: Integrating Liberal Learning Across the Curriculum to Engage Students
Supported by a 3-year Davis Foundation grant, Bentley is developing unique faculty workshops focused on weaving key elements such as ethics and social responsibility, creative thinking and critical analysis, etc. throughout the curriculum, regardless of discipline. This session will offer an abbreviated version of a selected summer 2005 workshop element. Participants will take part as faculty, viewing and applying concepts from their own unique perspectives. Follow-up discussion will allow for the sharing of these perspectives.
Roy A. Wiggins, Associate Professor of Finance, Lynn S. Arenella, Associate Professor of Natural Sciences, Human Biology Discipline Coordinator, Angelique M. Davi, Assistant Professor of English, and Cyrus Veeser, Assistant Professor of History, Bentley College

Pathway 1

Work and Play in Academic Communities
Students generally describe academic activity as "work," not "play," Yet, "play" is a powerful stimulus for learning, and expert learners are both adept at "playing" with ideas and viewing their intellectual efforts as a source of considerable pleasure. In this panel, three 2003-2004 Carnegie Scholars will first engage participants in reflection on their assumptions about "work" and "play," and then each will discuss his/her recent efforts to create a space for intellectual play in their classrooms.
Patricia Donahue, Professor of English, Lafayette College; Michael Steven Marx, Associate Professor of English, Skidmore College; and Heidi Elmendorf, Assistant Professor of Biology, Georgetown University

Pathway 1

Reacting to the Past: Using Games to Explore Great Texts in the History of Ideas
Reacting to the Past, a pioneering education pedagogy, consists of elaborate historical games, in which students lead each other in explorations of great texts in the history of ideas. The Reacting model has found success in engaging students in a variety of institutions, and also in creating powerful learning communities. During the session, participants will be divided into groups and assigned roles from the game, Rousseau, Burke and Revolution in France, 1791. The presenters--Reacting faculty from three institutions--will guide the groups. Participants will experience, as do students, the challenge of coping with a variety of intellectual and social challenges. The session will also feature a video presentation of an actual class playing that game.
Mark C. Carnes, Ann Whitney Olin Professor of History, Barnard College; Ann Davison, Assistant Professor of English and Co-Director of the Freshman Year Initiative, Queens College; David Henderson, Professor of Chemistry, Trinity College; and Dana M. Johnson, Program Coordinator , Reacting to the Past, Barnard College

Pathway 1

Using Science Case Studies to Promote Interdisciplinary Learning
Recent advances in the life sciences encourage students to engage in real-life debates that require critical research, reasoning, and communication skills. This session will review case studies that promote student understanding of science in every day settings. Participants will leave the session with a collection of resources and ideas for developing cases specific to their own disciplines and home institutions.
National Center for Case Study Teaching in Science
Cell Biology for Life Learning Activities
Katayoun Chamany, Faculty Member, Eugene Lang College, Science, Technology and Society Program, New School University and Deborah Allen, Associate Professor of Biology, University of Delaware

Pathway 1

Building Interdisciplinary Learning Communities: A Framework for Nurturing Responsible Citizens
This session will investigate a framework for integrative learning that responds to the goal of creating a learning environment that nurtures productive and responsible citizens. The session begins with a short presentation describing community based learning projects and a primer on developing learning communities. Following the presentation, participants will form teams for a collaborative planning exercise to develop an interdisciplinary strategy for integrative learning. Resources will include handouts, an interactive web site (Blackboard) and KEEP Toolkit.
Frank M. Bosworth, Professor and University Service Learning Fellow, and Marsha R. Cuddeback AIA, Program Director and Professional in Residence, Louisiana State University

Pathway 2

Service-politics and Civic Engagement: The Development and Evaluation of an Innovative Service-Learning Course
This presentation is unique in that it is a team presentation by an instructor and students who will describe an innovative service-learning course designed to promote service-politics and civic engagement. The presentation begins with a rationale and background, followed by an overview of the course (assignments, topics, etc.) and a report of outcomes to assess its impact. The presentation utilizes a "ping-pong" exchange between instructor and student, both discussing the "highlights" and "low lights" of the course.
Marshall Welch, Director, Lowell Bennion Community Service Center, William Chatwin, and Noella Sudbury, Undergraduate Students, University of Utah
Sponsored by Campus Compact

Pathway 4

Seminar Courses: A Means to Build Community and Facilitate Institutional Change
Participants will discuss how the seminar-- defined by its pedagogy of engagement--can facilitate change within and among institutions. The focus will be on the community-building role of both team taught seminars and all-campus, common-syllabus seminars on a variety of campuses. Issues such as staffing, governance, course purpose, the role of disciplines and assessment will be highlighted.
Warren Rosenberg, Professor of English, Mike Axtell, Assistant Professor of Mathematics, Wabash College; and Jim Harnish, Professor of History, North Seattle Community College

4:00 - 5:00 p.m.

Concurrent Sessions

Pathway 1

Effective Environments for Liberal Learning: Urban; Virtual; and Residential
This session will explore effective environments for liberal learning for first-year students (and beyond), focusing on urban environments, residential environments, and virtual environments. It will highlight the importance of developing an intentional infrastructure to facilitate and evaluate learning.
IUPUI University College
IUPUI Center on Integrating Learning
Sharon Jean Hamilton, Associate Dean of the Faculties, Scott E Evenbeck, Dean of University College, and Michele J. Hansen, Director of Assessment for University College, Indiana University-Purdue University Indianapolis

Pathway 1

Integrating Students' Curricular and Co-Curricular Lives
The New Academy realizes the need for institutions to educate the whole person by encouraging students (both traditional and non-traditional) to integrate the critical inquiry they learn in the classroom into their personal, professional, and civic lives. This session will invite participants to explore principles for creating strong curricular-co-curricular coordination and learn about best practices in the field.
Tori Haring-Smith, Vice President for Educational Affairs, Willamette University

Pathway 1

What Constitutes a Well-crafted Engaging Learning assignment?
This session begins by discussing the question: "What constitutes a well-crafted engaging learning assignment?" Following, will be a description of a model and accompanying strategies, tools, and assessment approaches that can assist faculty in creating and managing engaging assignments. Session participants, using the provided "well-crafted assignment criteria," will discuss and critique three assignments which represent different disciplines. Participants will receive two handouts: 1) a "How to Design Engaging Assignments" checklist, and 2) examples of well-crafted assignments.
Pamela D. Sherer, Associate Professor of Management, Providence College

Pathway 2

Using Student Outcomes Data to Inform Meaningful Change
Some assessment approaches have taken individual student work, as measured by various "outcomes," as the unit of analysis. These "units" can then be aggregated in various ways to develop indicators of relative success or failure. We propose an alternative that focuses on "learning experiences." This approach recognizes that teaching and learning in higher education means involving students in the discovery and construction of knowledge. Our approach uses student outcomes data to inform meaningful change to optimize institutional effectiveness.
Sharon M. Karkehabadi, Doctoral student, and David P. Aday, Jr., Professor of Sociology and Director of SACS Reaffirmation Project, College of William and Mary

Pathway 3

An Action Research Faculty Development Initiative
This session will focus on an action research model of faculty development being implemented at Bronx Community College and Lehman College as a collaborative funded project. The session will highlight action research models, training protocols for faculty and examples of faculty action research projects. Opportunities will be provided for participating faculty and administrators to explore this faculty development model and how it can be implemented at their campuses.
Susan Rovet Polirstok, Associate Dean of Education and Professor of Special Education, Herbert H. Lehman College, CUNY; and Harriet Shenkman, Professor and Director of the Center for Teaching Excellence, Bronx Community College, CUNY

Pathway 4

Creating an Institutional Culture to Advance Civic Engagement and Leadership
This session describes the process of creating a culture that supports civic engagement and leadership at the University of Maryland. The presenters will review the mission, learning outcomes, and organizational structure; share transferable lessons learned; and engage participants in visioning how to advance civic engagement and leadership at their institutions. Resources will be provided.
Barbara Jacoby, Director, Office of Community Service-Learning; Diane Harvey, Undergraduate Studies Librarian, Phyllis Peres, Associate Dean of Undergraduate Studies and Associate Professor of Latin American Studies, Spanish and Portuguese, and Jauvane Adams-Gaston, Executive Director of the Career Center, University of Maryland

Pathway 4

Supporting Pedagogies of Engagement Through the National Endowment for the Humanities
This session will review federal institutional granting opportunities sponsored by the National Endowment for the Humanities.
Frederick A. Winter, Senior Program Officer, Office of Challenge Grants, and Wilsonia Cherry, Deputy Director, Division of Education Programs, National Endowment for the Humanities

8:00 - 9:00 a.m.

Continental Breakfast and Roundtable Discussions

Collaborations for Civic Engagement
This discussion will address a collaboration by professors at three different colleges/universities in Raleigh North Carolina: a land-grant institution, a historically black college, and a women's college. Professors and students, working with city officials and community leaders, participated in the design of the city's 10-year plan to end homelessness. Students were engaged in a rich environment of civic engagement through active, collaborative, and service learning. Participants will engage ideas for their own collaboration around issues of concern to their campus and community.
Barbara True-Weber, Associate Professor of Political Science, Meredith College

Savannah Studio: Active Learning, Human Ecology and Landscape Architecture
The integrated 15 credit Savannah Studio curriculum choreographs forty sophomores, three faculty and five university vans across 7,000mi, and ten states from Canada to Mexico defining the Midwest Savannah eco-region. This emersion course pedagogy introduces discipline-specific knowledge engaging site-specific (global/local) sociopolitical environmental issues and inter-cultural landscape perceptions. This "real-world" learning-community evokes cohesion between students, preparing them for shared coursework and professional inter-disciplinary collaboration. This discussion will address methodologies encouraging inter-disciplinary pedagogy and critical logistical planning.
E. Ashley Kyber, Assistant Professor of Landscape Architecture, Heidi M. Hohmann, Assistant Professor of Landscape Architecture, and Ann Gansemer-Topf, Academic Advisor, Iowa State University

Pedagogies From Industrial Design: Strategies for Engagement Within Interdisciplinary Programs
Industrial design, which focuses on aspects of manufactured products relating to human needs, environmental impacts, and production constraints, is an inherently interdisciplinary field. Allied disciplines include psychology, engineering, art, and business. This discussion will examine alternative approaches to curriculum and course design, exploring learning activities that emphasize student engagement in several different departmental and campus contexts. Participants will consider how industrial design education strategies are applicable within their own programs and institutions.
Hilarie Nickerson, Program Coordinator, UNC Teaching and Learning with Technology Collaborative, University of North Carolina; Bryan Laffitte, Department Chair, Industrial Design, North Carolina State University (co-author, not presenting)

Disciplinary Differences in the Scholarship of Teaching
This session uses data collected as part of the 2001-2002 HERI Faculty Survey to highlight disciplinary differences in faculty members' proclivity to engage in student-centered pedagogy and to actively endorse students' personal development. Participants will reflect on their personal and professional teaching/learning experiences and engage in small group dialogue to consider implications for practice and future research.
Jennifer A. Lindholm, Associate Director, Cooperative Institutional Research Program, and Katalin Szelenyi, Research Analyst, Higher Education Research Institute, University of California, Los Angeles

Integrative Applications of Freshman Chemistry
In Academic Year 2003-2004, the Department of Chemistry and Life Science initiated a project in the freshman chemistry course to demonstrate the application of chemistry to other core courses that all cadets take during their first year. This discussion will explore how connections between courses can advance student learning of specific outcomes.
Patricia A. Dooley, Associate Professor, Department of Chemistry and Life Science, Robert C. McWilliams, Assistant Professor of Chemistry, and Jennifer K. Bailey, Instructor of General Psychology, United States Military Academy

Academic Service Learning to Enhance Student Learning and Civic Engagement
Service learning must be viewed as a mechanism wherein the student learners mentor and guide so as to empower others to help themselves. Service learning relieves the students of the monotony of routine classroom work and learning disengagement. In addition, service learning helps to rekindle the social consciousness of the student learner. This discussion will address the designing of service-learning programs that can make a significant impact in the area of social activism.
Mysore Narayana, Associate Professor of Engineering, Miami University, Hamilton Campus

9:00 - 10:00 a.m.

Plenary Address

Identity and Stereotype Threat: Powerful Influences for Student Development, Achievement, and Performance
In what ways does student identity evolve through the undergraduate experience and what are the most powerful influences over this evolution? When students arrive on campus, how do the perceptions that others hold of them impact not only their achievement, but the friends they develop and the co-curricular activities they pursue? Why is it that some students are better able to weather the opinions of others unaffected? What might campus practitioners do to nurture a student's identity and maximize the potential of each for academic excellence? Dr. Purdie-Vaughns will share findings from her research on the impact that student identity, social stigma, and stereotyping have on student development and performance. Participants will consider in small group discussions the ramifications of these findings for the pedagogies and inter-group processes they select to foster student learning.
Valerie Purdie-Vaughns, Assistant Professor of Psychology, Yale University

10:30 a.m. - noon

Concurrent Sessions

Pathway 1

Identity Formation as a Step toward Construction of Meaning and Inclusion in the Classroom
Foregrounding identity formation in teaching interpretation and other forms of constructing meaning engages students in the work and creates a more inclusive classroom by making identity everyone's business. The session will offer a short background on the approach and spend most of its time involving participants in the process of using identity formation to engage students and create a more open and positive approach to pursuing meaning individually and collaboratively.
Richard C. Turner, Professor of English, Indiana University-Purdue University Indianapolis

Pathway 1

Interdisciplinary Living-Learning Communities: Pedagogies to Actively Engage Students
College Park Scholars is a federation of 12, interdisciplinary living-learning communities. Each program delivers a curriculum that complements students majors and general education. Through civic engagement, team projects and other activities, students examine and develop their personal character. This session will address pedagogical approaches that actively engage students, such as peer instruction, self-directed research, mock Senate hearings, and in-depth internship analysis.
Greig M. Stewart, Executive Director, College Park Scholars, Peter Beicken, Professor, School of Languages, Literatures, and Cultures; and Director of the College Park Scholars Arts Program, James Duncan, Professor, A. James Clark School of Engineering; and Director of the College Park Scholars, Science, Technology and Society Program, Ruth Fassinger, Professor of Education, and co-Director of the College Park Scholars Advocates for Children Program, and Bruce James, Professor of Agriculture and Natural Resources and Director of the College Park Scholars Environmental Studies Program, University of Maryland College Park

Pathway 1

Unique Collaborations for New Pedagogies to Advance Multi-Cultural Understanding
Co-facilitators will describe a unique collaboration between the Graduate School of Education and the Greenfield Intercultural Center at the University of Pennsylvania. The goal of the collaboration is to pedagogically create a space for sustained engagement around multicultural issues. Through collaboration textual knowledge is interwoven with lived experiences as students explore difference. Educators continue to work with these students on campus after the class to deepen their knowledge and identify applied strategies for engaging in social change.
Valerie De Cruz, Director, Greenfield Intercultural Center, Sean Vereen, Associate Director, Greenfield Intercultural Center, University of Pennsylvania

Pathway 2

Why Should I Go To Class? How Pedagogy and Classroom Practices Affect First-Year College Students
This session will feature findings from the 2001 CIRP Freshman Survey and the 2002 Your First College Year (YFCY) survey to facilitate group conversation about how classroom practices, in the form of both teaching pedagogies and student behaviors, affect various first-year student outcomes, including self-confidence, self-assessed cognitive development, and overall academic success. The session will also feature a discussion of the implications of these findings for campus-based assessment, policy, and practice both inside and outside of the classroom.
Jennifer Rinella Keup, Director of Follow-Up Surveys, Higher Education Research Institute, University of California - Los Angeles

Pathway 3

Education for Social Change: Engaging Students through Community Health Education
Hampton University, a historically black college, and Stony Brook University, a co-ed research I institution, are collaborators in Project Pitch (Partners in Teaching Community Health), a consortium of colleges and universities focused on developing partnerships among institutions of higher education, high schools, and the community around issues of women's health. This panel will model the collaborative strategies and pedagogies that have proved successful in developing curricula, promoting engaged learning, helping high school students prepare for college, and integrating classroom learning with community issues.
Mary C. Rawlinson, Associate Professor of Philosophy, Helen Rodnite Lemay, Distinguished Teaching Professor of History, SUNY-Stony Brook University; Beatrice P. Byrd, Assistant Professor of Physical Education, Anne Pierce, Assistant Professor of Education, Marilyn Wells, Assistant Professor and Coordinator for Health Education, and Assistant Professor of Education, Hampton University; Lady Velez and Amanda Poon, students, High School for Health Professions and Human Services, New York, NY

Pathway 4

Engaging Excellence in Education: Student Initiated Institutional Change
In 2003, University of California, Santa Cruz undergraduates passed a campus ballot measure to establish the Engaging Education Center for Student Engagement and Academic Excellence (e2). The student initiated and coordinated center consists of outreach programs, retention programs, a facilitated seminar, and campus programming. A panel of UCSC undergraduate scholar activists, affiliated with various elements of the e2 center, will discuss student participation and empowerment. Educators, staff, administrators and students are encouraged to attend.
Amanda Wake, e2 Board of Directors Representative, Engaging Education

1:30 - 2:30 p.m.

Concurrent Sessions

Pathway 1

Examining Teachable Moments: How to Engage Student Identity with Course Content

Chris McIntyre, Director of Global Studies and Associate Professor of Spanish, and Lori Askeland, Associate Professor of English and Women's Studies, Wittenberg University

Pathway 1

Critical Thinking About Values: A Unifying Theme In and Out of the Classroom
This presentation will focus on the design and implementation of the Bowling Green Experience (BGX program), a campus curricular initiative that seeks to build more meaningful relationships between students and faculty. The BGX strives to integrate students' curricular and co-curricular experiences; prepare students to recognize and think critically about values that underlie important social, political, scientific, and professional issues; encourage students to act on their values; and, ultimately, graduate individuals who are ethically aware, principled citizens.
Don Nieman, Dean of Arts and Sciences, C. Carney Strange, Professor of Higher Education and Student Affairs Administration, Peg Yacobucci, Assistant Professor of Geology, and Leigh Ann Wheeler, Assistant Professor of History, Bowling Green State University

Pathway 1

Integrating Teaching, Research & Service To Strengthen Student Engagement in Scholarship
Pedagogical approaches will be discussed that integrate faculty teaching, research, and service to support the scholarship of a thriving community of biology undergraduates at Lake Forest College. In addition to direct engagement in faculty scholarship, projects in several biology courses engage first-year to advanced students in inquiry-based experiences, ranging from students "role-playing" science professionals engaged in diverse research-based activities to conducting original research. Course-based projects have diverse and public outcomes: campus-wide symposia (The Diseased Genome), research workshops where students role-play world famous scientists and present seminars alongside noted Chicago area neuroscientists (Neurofrontiers), in-house publications (Trends in Diseased Cells), public awareness campaigns (Brain Awareness Week), student presentations of original research at regional and national conferences, and student contributions to peer-reviewed research manuscripts. To bolster institutional commitment for and student motivation in undergraduate scholarship, a new online journal of life science scholarship (Eukaryon) was created, peer-reviewed, governed, and published by undergraduates. This journal is linked to course outcomes across the biology curriculum and is already impacting the diversity of scientific writing and inquiry-based experiences offered.
Shubhik K. DebBurman, Assistant Professor of Biology, Lake Forest College

Pathway 2

Assessment's Role in Mobilizing Change
This session will describe an assessment process that led to a more learner-centered culture. Using John Kotter's theory of change, the presenter will explore Kotter's model as it reflects the steps taken on campus to create a culture of assessment. Programs that have grown out of assessment process include faculty and student learning communities, summer teaching institutes, departmental and staff retreats, and other initiatives to enhance learning.
Shepherd University Center for Teaching and Learning
Patricia M. Dwyer, Dean of Teaching and Learning, Shepherd University

Pathway 3

Library Partnerships: Collaboration for Engaged Pedagogies
Libraries can be dynamic campus partners in supporting engaged pedagogies. Collaboration with librarians can build student information literacy competency skills that are vital to engaged learning. This session will provide examples of how the library supports engaged pedagogies such as undergraduate research, service learning, civic engagement and learning communities at the University of Maryland. Participants will work in small groups to strategize ways to incorporate information literacy competency building through collaboration with campus librarians
Diane K. Harvey, Undergraduate Studies Librarian, University of Maryland

Pathway 4

Using ePort to Deepen Learning in Themed Learning Communities
How can faculty make better connections across courses? How can faculty generate students' interest in "themed" subject matter? How can the use of an electronic portfolio (ePort) help students sustain their learning? This session will illustrate how to connect courses using a common theme and common assignments. Facilitators will highlight the efforts of faculty who piloted the ePort and are designing an effective portfolio system for students, faculty and the university.
Carmon Weaver Hicks, Associate Director, Center on Integrating Learning, and Sharon J. Hamilton, Associate Dean of the Faculties, Indiana University-Purdue University Indianapolis

2:45 - 3:45 p.m.

Closing Address

Is the Sum of our Teaching Greater than its Parts?
What might it mean to foster a culture of learning and engagement? How are both student and faculty engagements changing in new learning environments? Active pedagogies, as well as some dimensions of new media environments, increase the possibilities for engaged learning among students and faculty. To realize this potential, we need to find better ways to share knowledge about teaching effectiveness and to link the multiple layers of transformation emerging in higher education. Professor Bass will explore how new strategies and tools for sharing and building knowledge might help advance student achievement, faculty collaboration, and ultimately foster a culture of learning and engagement.
Randall Bass, Associate Professor of English and Assistant Provost, Georgetown University; Senior Scholar, Carnegie Foundation for the Advancement of Teaching

2005 Conference

2005 Resources

2004 Conference