Sharing Responsibility for Essential Learning Outcomes:
New Partnerships across Departments, Academic Affairs, and Student Affairs
Program Highlights
Thursday, November 1, 2007
6:00 – 7:30 p.m.
Reception and Dinner (Pre-registration and fee required)
7:30 – 8:30 p.m.
Welcome and Keynote
"Integrated" Learning in an Era of School Resegregation
Beverly Daniel Tatum, President, Spelman College
Today's college students are likely to graduate from public schools that are more segregated than the ones their parents attended.By contrast, colleges and universities are now more diverse than they were a generation ago. In that context, it is not surprising that many students are unprepared for the diversity that exists in many institutions of higher education.Will they be prepared for the increasingly "flat world" they will enter upon graduation?How do we create a seamless learning environment, engaging students in and out of the classroom, to ensure that our students—the next generation of leaders—will be prepared to engage effectively with others in a pluralistic society?Regardless of the type of institution, educators must develop strategies for truly "integrated" education.
Friday, November 2, 2007
9:15 – 10:15 a.m.
Plenary
Intellectual Community/Diverse Academy
J. Herman Blake, Scholar in Residence; Director, Sea Islands Institute, University of South Carolina
Colleges and universities face the opportunities and challenges of increased levels of social diversity among students, faculty and staff; competing institutional priorities; and increasing demands for transparency and accountability. Although most individuals who represent the institution pursue the common goals of learning, teaching, research and service, global perspectives add greater complexity to these goals. Guided by compelling visions, we can engage our constituencies in experiences that generate an intellectual commons within the diverse academy. The idea of all students achieving essential learning outcomes can serve as a unifying force within and across institutions. Shaped by principles of continual growth and purposeful change, this plenary will identify ways to work across traditional boundaries to achieve essential learning outcomes that all students need to succeed in our contemporary, global society. The discussion will build on four decades of the facilitator’s leadership in higher education and draw on the conference’s southern location to explore its theme.
10:45a.m. - 12:00 noon
Featured Session
Giving Priority to Teaching—Four Institutions' Progress
Stephen Bowen, Dean of Oxford College, and Cristine Levenduski, Senior Associate Dean of Emory College— both of Emory University; Elizabeth J. Ciner, Associate Dean of the College, Carleton College; and Bill Hill, Director, Center for Excellence in Teaching and Learning, Kennesaw State University
Over the last decade, most undergraduate programs have tried to increase the priority assigned to teaching as an element of faculty work. This session will present the approaches and experiences of four institutions, with distinctly different missions, n support of that work. The presenters will discuss the increasing support for the scholarship of teaching and learning, revised criteria for promotion and tenure, the support for pedagogical and curriculum development, and the development of assessment.
5:30 – 6:30 p.m.
AAC&U/Campus Connections
Alma R. Clayton-Pedersen, Vice President, Office of Education and Institutional, and Co-director, Network for Academic Renewal, Karen Kalla, Co-director, Network for Academic Renewal, and Dennis Renner, Director for Membership, AAC&U
Conference participants are invited to share suggestions about how AAC&U can better assist campuses in developing, implementing, and sustaining learning-centered efforts. We are particularly interested in ideas that might strengthen AAC&U’s support of educators, and encourage institutional level educational change. New members are especially encouraged to join in the conversation.
Saturday, November 3, 2007
10:30 a.m. – 11:15 a.m.
Plenary
Advancing Student Learning through Engagement with “Real-World” Problems
Marilyn Amey, Professor of Educational Administration, Michigan State University; and Gerdenio (Sonny) Manuel, Rector of the Jesuit Community, Santa Clara University
Students learn best that which they experience with relevance to their own lives, educational goals, and communities. Engaging society’s big questions and connecting knowledge with choices and action in ways that respect the common good are essential learning outcomes for every student. Fr. Manuel will discuss partnerships that are actively engaging students with their communities to understand their social, cultural, environmental complexities better, and to promote their commitment to learning and justice. Dr. Amey will offer innovative approaches and institutional strategies for interdisciplinary and curricular and co-curricular collaboration and discuss implications specific to two and four-year institutions.
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