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Student Success: Pushing Boundaries, Raising Bars

Network for Academic Renewal Conference
March 22-24, 2012
Seattle, Washington

Pre-Conference Workshops

Separate registration and fee required ($100 members;
$125 non-members); seating will be limited, so register early.

Thursday, March 22, 2:00 – 5:00 P.M.

Workshop 1: Creating Campus Cultures for Access and Success
What does a campus culture for student access and success look like? How is greater student access and success fostered and sustained? How do campuses determine where to set the bar for student expectations and allocate resources for achievement? This workshop will provide a set of framing questions that educators can use to develop strategies and practices for closing the achievement gap. Participants will consider how to use these questions along with data about their students to develop high-impact practices that help those most at risk achieve their highest educational aspirations.  Participants will leave with key steps for better understanding their students and for coupling high expectations with high-impact practices to foster and sustain a culture of student success.
Geoffrey Chase, Dean of Undergraduate Studies, San Diego State University

Workshop 2: How to Hit a Moving Target: Assessing Engaged Learning in Changing Environments
Campuses are increasingly realizing the need to expand traditional notions of student learning to accommodate diversifying student populations, technology rich environments, and resource deficits. Two solutions being implemented by campus educators are the use of rubrics and e-portfolios to capture and assess learning experiences across complex and often non-traditional settings. Participants will examine the role of Web 2.0 tools and new learning environments in shaping ways to assess engagement (e.g., social media and constructivist digital tools). Participants will discuss the utility of e-portfolios and rubrics in assessing engaged learning, especially with regard to developing intentional reflective practices that integrate meaningful assessment with experiential learning.
Randy Bass, Assistant Provost for Teaching and Learning Initiatives and Professor of English, Center for New Designs in Learning and Scholarship, Georgetown University; and Ashley Finley, Senior Director of Assessment and Research, AAC&U

Workshop 3: Raising the Bar for Students: Providing Cross-Campus Support
Effective teaching in the 21st century draws upon science and art to offer a definitive expression of integrative learning and successful problem solving.  Across the country, faculty members are traversing disciplinary boundaries and experimenting with strategies that engage students, deepen their learning, and help them successfully complete their educational goals. This workshop invites a cross section of campus educators to discuss transcending traditional boundaries to raise expectations for students and foster their educational achievement. Participants will discuss how students learn and how best to engage them; how to introduce students, including underprepared students, to the essential questions and key concepts at the core of our disciplines; and how to help students cultivate habits of mind—including integrative thinking—that enable them to be effective problem solvers both in and out of school. 
Emily Lardner and Gillies Malnarich, Co-Directors, the Washington Center for Improving the Quality of Undergraduate Education, The Evergreen State College

Workshop 4: Facilitating Seamless Transitions
With a growing number of students—many being first-generation and underserved—entering college through two-year institutions, how can campuses assure that all students receive the support and learning experiences they need to seamlessly transition from secondary through post-secondary education? Participants will join with colleagues from a range of institutions to examine research and policy perspectives on the pipeline and transition issues they and their students face. They will discuss the components necessary for effective transfers and evidence for high-impact practices that are successfully advancing student achievement, from first-year seminars to capstone experiences. 
Deborah A. Santiago, Vice President of Policy and Research, Excelencia in Education; and John Michael Lee, Jr., Policy Director, Advocacy and Policy Center, The College Board

 



 

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