SUGGESTED READINGS FOR THE ANNUAL MEETING
Thinking About Liberal Education in a Global Polity
As part of the AAC&U meeting, AAC&U and Aspen-Wye Programs invite reflection on liberal education in a global polity. The two texts below, which are often used as part of our Seminars for faculty and chief academic officers, open up a wide range of issues about the relationship between liberal education, the conditions of humane democracy, and the increasingly global context of liberal learning. The texts are not designed to lead you to particular conclusions, but to stimulate further reflection about how we might respond responsibly to innovations, efficiencies, and disruptions in higher education. More information about the Aspen Institute’s Wye Faculty Seminar and Wye Deans' Seminar is available online.
AAC&U thanks Aspen-Wye Programs for making these documents available to registrants of AAC&Us’ 2013 Annual Meeting:
THURSDAY, JANUARY 24, 8:45-10:15 AM
Governance and Institutional Transformation: Some Lessons Yet to Be Learned
John T. Casteen III served as the president of the University of Virginia from 1990 to 2010, where he oversaw a major restructuring of the University's administrative and governance structures, one of the largest capital funds campaigns ever undertaken, and significant improvements in academic programs. Also a Professor of English, Dr. Casteen taught at the University of California-Berkeley before coming to the University of Virginia. He served as the Dean of Admissions at the University of Virginia; as the Commonwealth of Virginia’s Secretary of Education, directing reforms in both secondary and higher education; and was president of the University of Connecticut from 1985 to 1990. Dr. Casteen chaired the board of the College Entrance Examination Board and the Association of American Universities, and served as a director of the American Council of Education and the National Collegiate Athletic Association, among others.
John T. Casteen III, President Emeritus, University of Virginia
THURSDAY, JANUARY 24, 10:30-11:45 AM
More Degrees, Higher Quality Learning: How Do We Get Both?
As states face increased public skepticism about the value of higher education along with pressures to increase completion rates while also reducing costs, how can state policy leaders ensure continued commitment to equity, inclusion, quality, and the integrity of college degrees? This session will explore the challenges and competing priorities faced by state policy leaders and new policy approaches that facilitate the goal of more college graduates and higher quality learning outcomes.
Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U; Mark Nook, Senior Vice President for Academic and Student Affairs, University of Wisconsin System; Ken O’Donnell, Senior Director, Student Engagement and Academic Initiatives and Partnerships, California State University System; Richard M. Freeland, Commissioner, Massachusetts Department of Higher Education
Liberal Education Emerging: General Education and Curriculum Reform in Hong Kong
Hong Kong is a dynamic world class city, a gateway to China, one of the primary engines of economic growth in the world, and a crossroads of East and West. This year, all eight of its public universities have launched major new programs in general education designed to prepare all students to be world citizens. These changes are driven by a conviction that a broad general education is strategically important and will make Hong Kong more competitive in the global economy. This view stands in stark contrast to common concerns heard in the United States that study in the liberal arts is an irrelevant and impractical luxury, not worth the high cost of college. What are the implications—educational and economic—of divergent policy priorities in the US, China, and other fast-rising countries of Asia?
Jerry G. Gaff, Senior Scholar, AAC&U, and Fulbright Senior Specialist; and Nancy E. Chapman, President, United Board for Christian Higher Education in Asia; Mei Yee Leung, Director, Office of University General Education,The Chinese University of Hong Kong
How Do We Build an Improved and Successful Business Model in Support of Campus Based Undergraduate Education?
This session is an open conversation with audience participation around the critical issues of learning, value and cost embedded in building an effective and sustainable business model for campus based undergraduate education. The panel will hold a 30 minute fishbowl conversation with a 45 minute open microphone session for the audience to offer reflections, recommendations and best practices. We will discuss affordability, access, productivity, cost sharing, collaboration, learning outcomes, faculty and staff roles, pedagogy of social media, online learning including MOOC’s, and the explicit, measurable outcomes from campus and co-curricular learning.
Moderator: Richard Guarasci, Moderator, President, Wagner College; Bobby Fong, President, Ursinus College; Mark Heckler, President, Valparaiso University; Devorah Lieberman, President, University of La Verne; Timothy White, Chancellor, University of California, Riverside
Faculty of the Future: Voices from the Next Generation
AAC&U welcomes the 2013 recipients of the K. Patricia Cross Future Leaders Award, honored for their outstanding work in undergraduate teaching, their excellence in research, their active engagement in civic and university programs, and their commitment to a career in higher education. Recipients of the 2012 Cross Award will explore with the audience topics such as teaching and learning at the undergraduate level, the role of their disciplines, their views of today’s college students, and their views of the changing American academy.
Moderator: L. Lee Knefelkamp, Professor of Psychology and Education, Teachers College, Columbia University
- Atnreakn Alleyne, Political Science, University of Delaware
- Fiona Barnett, Literature, Duke University
- Milagros Castillo-Montoya, Education, Teachers College, Columbia University
- Sarah Lang, Human Development and Family Science, The Ohio State University
- Justin Lomont, Chemistry, University of California–Berkeley
- Laurie A. Pinkert, English, Purdue University
- Gina Spitz, Sociology, University of Wisconsin–Madison
Success and Inclusive Leadership in the Academy
LGBTQ Presidents in Higher Education is the sponsor of this panel which will focus on the professional development of higher education executives. Panelists will describe their acquisition of experiences, knowledge, and skills for successful leadership in the academy. Panelists will share their stories of higher education leadership and their approach to incorporating their LGBTQ status into their professional identity. The path to the chief executive role will be the focus of this panel, and the session may alsobe of interest to those aspiring to other leadership roles such as the dean or the chief academic officer. The audience will be invited to ask questions and to engage in discussion with panelists.
Raymond E. Crossman, President, Adler School of Professional Psychology; Margaret L. Drugovich, President, Hartwick College; DeRionne P. Pollard, President, Montgomery College ; Charles R. “Chuck” Middleton, President, Roosevelt University
Linking Classrooms, Campuses, Communities, and Colleagues via Social and Civic High Engagement Learning
Project Pericles works with faculty to enhance links between the curriculum, campus, communities, and colleagues, encouraging students to connect knowledge with real-world responsibilities. Periclean Faculty Leaders from different institutions and disciplines will discuss curricular programs that strengthen critical thinking, skills, social responsibility, and active engagement while promoting faculty development. The panel explores real-world social issues: food insecurity, political participation, and cultural survival. With audience participation, panelists will discuss replicable best practices, tactics, challenges and solutions.
Jan Liss, Executive Director, Project Pericles; Ben Berger, Associate Professor of Political Science, Swarthmore College; Marina Barnett, Associate Professor of Social Work, Widener University; Emily Kane, Professor of Sociology, Bates College; Molly Olsen, Associate Professor of Hispanic and Latin American Studies, Macalester College
Faculty Flexibility: Lessons Learned and Implications for the Future--The Perspective of Three Liberal Arts Colleges
This panel presentation discusses efforts to support faculty work flexibility on three liberal arts college campuses: Albright College, Mount Holyoke College, and Oberlin College. These Colleges report on respective faculty work flexibility initiatives developed in part through support from the ACE/Sloan Awards for Faculty Career Flexibility. Development, implementation, dissemination, and utilization of faculty flexibility programs are discussed in a cultural change context with an eye towards sustainability. Implementation challenges are discussed as are national trends.
Lynn Pasquerella, President, Mount Holyoke College, and Caroline Clauss-Ehlers, Visiting Special Assistant to the President –both of Mount Holyoke College ; Andrea Chapdelaine, Provost and Vice President for Academic Affairs, Albright College; Heather Hogan, Associate Dean, Oberlin College
The Degree Qualifications Profile: What Users Say and What Others Want to Know
Two years ago, the Degree Qualifications Profile (DQP) was introduced at the AAC&U annual meeting. Since then, more than 100 colleges and universities are participating in consortia funded by Lumina Foundation for Education to experiment with the DQP. Scores of other institutions are using the framework for a variety of purposes, including guiding curricular revisions, retooling assessment approaches, and organizing accreditation self-studies. In this session, we will briefly review the DQP’s purposes and architecture, and then moderate a town hall meeting during which those in attendance will learn more about how institutions are using the DQP and ask questions or raise issues about its promise and future.
George Kuh, Co-Principal Investigator, National Institute for Learning Outcomes Assessment Indiana University Bloomington; Peter Ewell, Vice President, National Center for Higher Education Management Systems; Paul Gaston, Trustees Professor of English, Kent State University; Pat Hutchings, Scholar in Residence, Gonzaga University and Senior Scholar, National Institute for Learning Outcomes Assessment; Natasha Jankowski, Project Manager, National Institute for Learning Outcomes Assessment
This session is presented by National Institute for Learning Outcomes Assessment
Considering Disruptive Innovations that Improve Student Engagement
Institutions that have realized improvements in student engagement enact specific conditions for making change. This session reports on findings from the Learning to Improve project – a study of evidence-based reforms – focusing on the role of three emerging "disruptive innovations": repurposing institutional research, grassroots leadership, and using grants and pilot projects to launch wider change initiatives. Project staff and institutional representatives will discuss these findings and suggest lessons to inform change efforts on other campuses.
Jillian Kinzie, Associate Director, Center for Postsecondary Research, NSSE, and Alexander McCormick, Director, National Survey of Student Engagement—both of Indiana University; Mark Salisbury, Assistant Dean and Director of Institutional Research and Assessment, Augustana College
Strategic Approaches to Open Education and Liberal Education
As the open content revolution starts disrupting curricular development and scholarly publication, how can liberal arts institutions best respond? We discuss our research into open education in liberal education, including case studies, interviews, and a multi-campus survey. We survey open education in 2013, outlining the field's state of play. We conclude with an exploration of open content strategies already used by liberal arts colleges and universities, along with recommendations for next steps.
Bryan Alexander, Senior Fellow National Institute for Technology in Liberal Education; Jennifer Spohrer, Instructional Technologist, Bryn Mawr College
Supporting Transitions Between Academic Institutions: weaving ePortfolios with Peer Mentoring to Support Students' Success
First generation and under-represented minority students often undergo dramatic cultural and identity-related shifts in order to transition from one school to another, and learn the "habits of mind" needed for academic success. In this session, educators from several institutions show how they are weaving integrative ePortfolios with peer coaching methods to help students identify the tacit knowledge (unconscious ways of knowing gained from life experience) and explicit knowledge (formal academic concepts) needed for their success.
Melissa Peet, Director of Integrative Learning and Knowledge Management, Ross School of Business, University of Michigan; Yves Labissiere, Assistant Director of University Studies, Associate Professor of Community Health, Urban and Public Affairs, Portland State University; Laura Reynolds-Keefer, Associate Professor of Educational Psychology and Chief Assessment Officer, University of Michigan Dearborn
ACAD SESSION: The Governance Imperative
This panel concentrates on the essential role of institutional governance for implementing significant change on our campuses. Universities and colleges face an array of significant challenges, and it has become increasingly clear that our governance systems are often ill-equipped to address them. This session examines the features of effective governance that are important for collective decision-making, as well as some of the practices that undermine our institution’s ability to respond to the issues before them.
Frank Boyd, Associate Provost for Academic Planning and Standards, Illinois Wesleyan University; David Paris, Executive Director, New Leadership Alliance for Student Learning and Accountability; Linda Cabe Halpern, Dean of University Studies, James Madison University; Marlene Moore, Dean of the College of Liberal Arts, Willamette University
THURSDAY, JANUARY 24, 1:30-2:30 PM
2013 Ernest Boyer Award Presentation
Give Students a Compass: Liberal Learning, Educational Innovations, and the Global Commons
The New American Colleges & Universities has established a national award to honor the legacy of Ernest L. Boyer by recognizing an individual whose achievements in higher education exemplify Boyer’s quest for connecting theory to practice and thought to action, in and out of the classroom. As stated by Boyer: “We emphasize this commitment to community not out of a sentimental attachment to tradition, but because our democratic way of life and perhaps our survival as a people rest on whether we can move beyond self-interest and begin to understand better the realities of our dependence on each other." Carol Schneider, recipient of the 2013 Boyer Award, will speak about the priorities we need to set now, in an era of student swirl, disruptive innovations, and the urgent needs of the global commons.
Carol Geary Schneider, President, AAC&U
2012 EHRLICH CIVICALLY ENGAGED FACULTY AWARD
Strengthening The Case for Community Engagement in Higher Education
We invite you to join a conversation with Campus Compact's 2012 Thomas Ehrlich Civically Engaged Faculty Award winner, Andrew Furco. During the last two decades, we have seen tremendous growth in the number of higher education institutions that have integrated community engagement into their research and teaching initiatives. Community-engaged work, however, continues to struggle for full legitimacy as a central component of higher education’s work. One of the strongest, persistent criticisms is the belief that the field lacks strong evidence regarding the impact of community engagement on student development. This session will examine the current state of research on the impact of community engagement on student outcomes and will engage participants in discussing the additional evidence that they believe is needed to strengthen the case for community engagement in higher education.
Andrew Furco, Associate Vice President for Public Engagement and Associate Professor of Organizational Leadership, Policy and Development, University of Minnesota
This session is presented by Campus Compact
Online Learning at Public Liberal Arts Colleges: Access, Quality, and Assessment
Online courses and degree programs for undergraduates in the public liberal arts sector present multiple challenges and opportunities. How do faculty members and administrators create policies regarding online learning that best reflect campus culture and assure quality learning outcomes? What level of training and ongoing support is appropriate for faculty members who are new to online instruction? Is the student’s online learning experience qualitatively different at a public liberal arts institution? This session will address issues surrounding the place of online learning and the broader effort to expand access to a liberal arts education in the public sector.
Moderator: Beth Barnett, Provost and Vice-President for Academic Affairs, Ramapo College of New Jersey
Presenters: Bryan Hoyt, Professor of Psychology, University of Virginia’s College at Wise; Ray Schroeder, Associate Vice-Chancellor and Director of the Center for Online Learning, University of Illinois-Springfield;George Finkle, Online Learning Services Coordinator, Department of Instructional Technology, Henderson State University
This session is presented by COPLAC: Council of Public Liberal Arts Colleges
A Year is Sufficient
Simply announcing an idea for transition rarely results in its adoption, and unnecessarily long processes can sap energy and attract criticism. This 7-person panel offers findings on focused, year-long processes – mostly successful – pertaining to curriculum reform, senior administrative reorganization, and strategic planning.
John Swallow, Provost and Professor of Mathematics and Humanities, Sewanee: The University of the South; Laurie Joyner, President, Wittenberg University; Pat Sellers, Associate Dean for Curriculum and Professor of Political Science, Davidson College; Steve Neilson, Interim Vice President for Student Affairs, and Marc Sardy, Associate Professor of International Business — both of Rollins College; Nancy Berner, Associate Provost for Planning and Administration and Henderson Professor of Biology, and Scott Wilson, Professor of Political Science — both of Sewanee: The University of the South
The Required Senior Capstone as Transformative Learning: Best Practices from Four Colleges
Four colleges that require a senior capstone of all students collaborated to evaluate learning outcomes and identify best practices. Surveying 2,843 capstones over two years, the study supported the capstone’s contribution to lifelong learning goals and identified practices that contribute to success. It also yielded results that challenged preconceived notions and is leading to changes on each campus.
Christopher Ames, Special Assistant to the President ,Washington College; Simon Gray, Associate Professor of Computer Science, College of Wooster; Ben Slote, Professor of English, Allegheny College; Mark Salisbury, Assistant Dean and Director of Institutional Research and Assessment, Augustana College
Integrating Internationalization Among Competing Priorities
In a sea of challenges facing liberal education, what is driving internationalizaiton of education and why must it remain a priority? How can it be seen as complementing rather than competing with other institutional priorities. This session will expand on these topics and point to action steps leaders can take to ensure global and international perspectives permeate liberal education.
Robert Stableski, Senior Adviser, Planning and Service Development NAFSA: Association of International Educators
Collective Impact: A Powerful Methodology for Solving Complex Issues in Higher Education Through Partnerships
“Collective impact,” a methodology developed to bring organizations together across sectors to address large-scale, complex issues, is being employed by two large Hispanic-serving institutions in the United States—Florida International University and Miami Dade College—to increase baccalaureate attainment while at the same time keeping all eyes on student learning. Through a focused common agenda, shared measurement systems, mutually reinforcing activities, continuous communication, and strong backbone organizations, “collective impact” has produced positive results.
Hilary Landorf, Associate Professor and Director of Global Learning Initiatives, and Janie Valdés, Assistant Dean of Undergraduate Education—both of Florida International University; Veronica Owles, Dean of Students, Miami Dade College
Innovations in Collaborative Faculty Development
Helping faculty become more engaged and expert in the learning and teaching enterprise requires programs that are collaborative, connected, and far-reaching. This session describes four such projects—a national disciplinary-based set of integrated workshops, a liberal arts college “innovations” center, a holistic university campus approach, and a cross-campus consortial effort. The session will offer both a challenge to traditional individual-focused approaches and models for more collaborative approaches.
John Ottenhoff, Vice President for Academic Affairs and Dean of the Faculty, The College of Idaho; Karl Wirth, Associate Professor of Geology, Macalester College; Kathy Takayama, Director of the Harriet W. Sheridan Center for Teaching and Learning, Brown University; David Schodt, Senior Program Officer, Associated Colleges of the Midwest
Shaping the Next Decade Together: Values and Actions for Transformations Ahead
The April 2012 HERS Summit for Women Presidents & Chancellors brought together seventy-five women leaders in higher education to discuss values and actions for shaping this decade of transformation. Three action areas emerged: responding to the many “starting points” from which students enter college, reclaiming the public conversation about the value of higher education, and recruiting diverse leadership for the challenges ahead. HERS invites leaders at all levels of responsibility to join in refining and advancing an action agenda.
Judith White, Executive Director of HERS; Holiday Hart McKiernan, Chief of Staff, Lumina Foundation; Carol Moore, President Emerita, Lyndon State College; S. Georgia Nugent, President, Kenyon College; Blenda Wilson, Educational Consultant
Reimagining Teaching and Learning Across Disciplines through ePortfolios
Using student ePortfolios as examples, panelists will discuss strategies for 1) introducing the use of ePortfolios through the QEP; 2) transforming the identity of an ePortfolio Project from assessment instrument to a vehicle for fostering deep learning; and 3) locating it in the institutional landscape to ensure its long-term success.
Christina McDonald, Institute Director of Writing and Professor of English, Howard Sanborn, Director of the ePortfolio Project, Assistant Professor of International Studies, and Ken Koons, Professor of History—all of the Virginia Military Institute
Collaborative Space: Is it Worth It? Measuring the Impact in Quantitative Terms
This session will describe work to date on creating spaces for collaborative academic work and review the impact collaborative space—or its absence—can have on students, faculty, curricula, and a culture of scholarly research. Details of an ongoing assessment project into existing, renovated, and new spaces will be shared, followed by facilitated discussion on the research methodologies used and the potential application of findings. Participants will leave the session with an understanding of the positive impact well-planned learning spaces can have; guidelines when considering how much space should be devoted to collaborative spaces; and practical strategies for creating collaborative environments. The presenters will draw on case studies of science education projects at the University of Scranton, College of the Holy Cross, and Trinity University.
Leila Kamal, Vice President Design & Expertise, and Kip Ellis, Academic Planning and Design Principal—both of EYP Architecture & Engineering; and Janice Voltzow, Professor and Chair, Department of Biology, The University of Scranton
This session is sponsored by EYP Architecture & Engineering
Building an Effective Culture of Assessment to Ensure True Student Learning
The presentation will focus on examples and best-practice models for involving faculty in strategic assessment planning and implementation for Gen Ed, program and university wide initiatives. This presentation provides valuable insight and strategies for engaging faculty involvement in order to enhance assessment integration for the purpose of gaining knowledge, as well as provides an avenue to hear about others’ experiences, the kinds of technology being used, and successful techniques for assured student learning and program effectiveness – from assessment planning, to implementation and data measurement, to closing the loop.
Renee Hicks, Executive Director of Planning and Institutional Effectiveness and SACS Liaison, Nicholls State University; Charles Maher, Senior Educational Consultant, LiveText
This session is sponsored by LiveText
ACAD SESSION: Disruptive Leadership: Honoring Our Identities While Challenging Our Traditions
A perennial frustration of administrators is that faculty members, focused appropriately on their disciplines, seem blithely unaware or willfully resistant to the many challenges to traditional higher education. This session will address how deans may engage their faculty in serious reflection upon higher education in the 21st century, with a focus on issues of equity, access, and the new demographics.
Bonnie Irwin, Dean, College of Arts and Humanities and Patricia Poulter, Associate Dean, College of Arts and Humanities—both of Eastern Illinois University
THURSDAY, JANUARY 24, 2:45-3:15 PM
Developing a Culture of EPortfolio Use at a Large University
We will analyze 1) how we use ePortfolios extensively at the College of General Studies (CGS), Boston University (BU) to assess learning, 2) how and why various leaders from CGS and elsewhere on campus are encouraging greater use of eportfolios at the university, and 3) the obstacles we face in this process and how we are dealing with them. We will invite participants to share their own practices in developing a culture of eportfolio use.
Natalie McKnight, Associate Dean and Professor of Humanities; John Regan, Senior Lecturer in Rhetoric and Amod Lele, Educational Technologist for Eportfolio, Information Services and Technology—all of Boston University
Why Should Mentoring End after Tenure? Building a Mentoring Network at Midcareer
This session explores network-based mentoring for midcareer faculty in liberal arts colleges and research universities. Participants will identify potential barriers to success for midcareer faculty; examine both traditional and emerging models of mentoring; and describe informal activities and formal programs that encourage midcareer faculty to build their own mentoring networks.
Mary Sorcinelli, Associate Provost for Faculty Development University of Massachusetts Amherst; Becky Wai-Ling Packard, Director, Harriet L. and Paul M. Weissman Center for Leadership, Mount Holyoke College
Integrating Inclusivity Initiatives into Accountability Reporting
This discussion session will focus on identifying ways to integrate data collected from inclusivity initiatives into campus accountability reports. Identifying appropriate data, analysis frameworks and reporting mechanisms will highlight model practices to support the broader campus diversity and inclusivity work on campus. Participants will raise questions about student learning within the context of larger scale initiatives. Inclusive Excellence provides both a context and approach for an analysis of student learning in multiple contexts.
Carleen Vande Zande, Assistant Vice Chancellor University of Wisconsin-Oshkosh
Using Community Organizing Strategies to Maximize Student Success: Campus-Wide Transformation of Practice Via High-Impact Foundational Courses
Foundational coursework (Introduction to Psychology), illustrates several important points about student success: major impact, student investment is key, and that investment gained through powerful design and pedagogies. Unlike a traditional redesign approach, NAU's FYLI method is explicitly face to face and peer to peer, inspired by a community organizing approach. FYLI has created measurable and substantial changes in key foundational course design features and pedagogical practices reaching over 10,000 students per year.
Michelle Miller, Professor of Psychology; Co-chair of First Year Learning Initiative, and Blase Scarnati, Director of First Year and Global Learning and Cochair of First Year Learning Initiative—both of Northern Arizona University
THURSDAY, JANUARY 24, 3:30-4:00 PM
Discussion of a Model for the Use of Technology by Faculty Across a Diverse University
Presentation will include a model of preparing faculty to use technology in promoting student learning at an institution offering traditional, hybrid and online courses throughout the curriculum. The audience is involved in discussing a potential “best” model for incorporating technology into promoting excellence in teaching, including benefits, opportunities, and obstacles.
Kimberly Bogle Jubinville, Associate Dean School of Business; Dinorah Frutos, College of Online & Continuing Education and Associate Dean of Business; Alexandru Manus, College of Online & Continuing Education and Associate Dean of Business; and William Gillett, Dean School of Business—all of Southern New Hampshire University
Students on the Move: A STEM Migration Analysis
University System of Maryland researchers compared migration, retention and graduation patterns of science, technology, engineering, and mathematics (STEM) majors in three cohorts of first-time freshmen at four institutions in four STEM majors (computer science, mathematics, engineering, and STEM Education). Findings from the study and will detail what factors affected out-migration in STEM, especially by underrepresented groups and in particular fields. Researchers will provide an evidence-base analysis of the most appropriate intervention strategies for specific disciplines.
Erin Knepler, P-20 Program Director, The University System of Maryland, and Nancy Shapiro, Associate Vice Chancellor—both of the University System of Maryland
National Research and Trends on Senior Capstone Experiences
As a result of attending this session, participants will: 1) gain a greater understanding of the characteristics and outcomes of senior capstone experiences; 2) have the opportunity to compare their senior capstone programs to a national profile; and 3) gather information to guide key decisions as they develop or refine their institution’s senior capstone experience.
Jennifer Keup, Director, National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina-Columbia
Architecture Orlando: A Model for 2+2+2 Multiple University Collaborative Programs
This session presents the development process for the Valencia College, University of Central Florida, and University of Florida 2+2+2 collaborative Architecture degree program in Orlando Florida as a point of departure for a broader discussion about how the process can be applied in other disciplines. The session will begin with a presenter from each institution briefly discussing the program from their own institution’s point of view and conclude with a facilitated discussion with the audience.
Frank Bosworth, Director CityLab-Orlando and Assistant Director, School of Architecture, and Martin Gold, Director School of Architecture—both of the University of Florida; Lynn Hepner, Associate Dean College of Arts and Humanities, University of Central Florida; D Watters, Program Chair, Architecture, Valencia College
THURSDAY, JANUARY 24, 2:45-4:00 PM
Only in America: U.S. Higher Education and the Global Knowledge Economy
American colleges and universities—past and present—have played critical roles in the world economy, not only via the production of STEM degrees and research commercialization but also through a distinctively American model of liberal education that teaches students to think critically and creatively. In an age of global competition, outsourcing, and teleconnectivity, American liberal education has remained the one building block of the knowledge economy that cannot be outsourced or placed entirely online. This history and contemporary global context demonstrates the extraordinary, place-based advantages of American colleges and universities, and suggests what's needed to ensure future technological innovation, economic growth, and individual opportunity.
Margaret Pugh O’Mara, Associate Professor of History, University of Washington, Fellow, National Forum on the Future of Liberal Education, and author of Cities of Knowledge: Cold War Science and the Search for the Next Silicon Valley (Princeton University Press)
A Crucible Moment: Not Just a Report but a Change Agenda
This session will focus on some of the specific initiatives national organizations have launched to make AAC&U’s report, A Crucible Moment: College Learning and Democracy’s Future, a lever for change. Members of the Civic Learning and Democratic Engagement Steering Committee, representing groups committed to implementing the report’s ambitious civic agenda which they helped shape, will highlight the strategies, focus, and insights thus far of their organizations’ efforts to make a difference at the ground level so civic learning becomes an expected outcome of every college graduate.
Moderator: Caryn McTighe Musil, Senior Vice President, AAC&U
Presenters: Gwendolyn J. Dungy, Executive Director Emeritus, NASPA; Ariane Hoy, Senior Program Officer, The Bonner Foundation; and Brian Murphy, President, De Anza College, and Co-Founder, The Democracy Commitment
Service, Disrupting Citizenship, and the Neoliberal Academy
University service opportunities for students are co-implicated with broader neoliberal moves on college campuses. They often promote technological rather than political understandings of social suffering and inculcate in students not so much critical thinking as entrepreneurialism and administrative prowess. Universities concerned with cultivating students for lives in a robust democracy may need to rethink how they encourage students to channel their laudable desires to change the world.
John Bodinger de Uriarte, Associate Professor of Anthropology, Director of Diversity Studies , and Shari Jacobson, Associate Professor of Anthropology and Chair—both of Susquehanna University
Cultivating Inquiry-Driven Learners: A College Education for the 21st Century
This session advances a unifying purpose of a college education for the complex, interconnected, and rapidly changing world of the twenty-first century. By developing four interdependent capabilities in students, higher education can empower graduates to generate solutions for real-world problems, and to flourish across the professional, personal, and public domains of their lives. These capabilities include: (1) six core qualities of mind, (2) methods of critical analysis, (3) expertise in divergent modes-of-inquiry, and (4) highly elastic communication skills. By examining a wide range of high quality initiatives from colleges and universities of remarkably different missions and sizes, participants will take away transferable methods of inquiry-driven learning from across the curriculum.
Laura Dunek, Doctoral Candidate, and Clifton Conrad, Vilas Distinguished Achievement Professor and Professor of Higher Education—both of the University of Wisconsin-Madison, and authors of Cultivating Inquiry-Driven Learners: A College Education for the Twenty-First Century (Johns Hopkins University Press, 2012)
Regional Accreditation and Evidence of Student Learning: What Comes Next?
Regional accreditation is the mainstay for quality assurance in American higher education. As the stakes rise, so have the demands on accreditors and institutions, especially in the area of obtaining and using more and better evidence of student learning. Even so, regional accreditation itself is under increasing scrutiny, criticized for doing too little too late, and recommendations for its reform have been posed by a federal panel as well as an American Council on Education Task Force. In this session, panelists with discuss changes now underway in regional accreditation and the implications for gathering and using evidence of student learning.
Stanley Ikenberry, Co-Principal Investigator, National Institute for Learning Outcomes Assessment (NILOA), University of Illinois Urbana-Champaign; Peter Ewell, Vice President, National Center for Higher Education Management Systems; Sylvia Manning, President, Higher Learning Commission of the North Central Association; Barbara Brittingham, President, New England Association of Schools and Colleges
This session is presented by the National Institute for Learning Outcomes Assessment (NILOA)
Who is Coming to College: 2012 CIRP Freshman Survey Results
In this always popular session, the 2012 results of the CIRP Freshman Survey will be released. Find out what is unique about the entering class of 2012. Particular attention will be given to changes in student's results that we know, from extensive studies using CIRP data, impact the likelihood of graduating. In addition, new questions that address student understanding and expectations of time to degree will be examined.
John Pryor, Director, Cooperative Institutional Research Program, and Sylvia Hurtado, Professor and Director, Higher Education Research Institute—both of the University of California, Los Angeles
Connecting ePortfolios to a Four-Year Developmental Plan
This session will provide an overview of Loyola University Chicago's Four-Year Plan for Student Transformation. The Four-Year Plan was a collaborative project of student affairs and academic affairs, providing suggested curricular and co-curricular high-impact experiences and milestones for undergraduate students. The plan is currently being launched through the ePortfolio program, utilizing the first-year seminar course as the gateway into the Four-Year Plan. Future plans will be featured, including initiatives to assess engaged learning outcomes through Loyola's Center for Experiential Learning.
Patrick Green, Director, Center for Experiential Learning, Loyola University Chicago; Ashley Kehoe, ePortfolio Program Manager, Loyola University Chicago
This session is sponsored by TaskStream
Campus 2023: Futuring Liberal Education
Liberal arts campuses can use futures methods to anticipate and plan for institutional disruptions. We present the results of a year-long, networked environmental scan, outlining major trends impacting higher education, including technologies, demographics, and economics. We discuss scenarios for 2023 using selected trends: Open World, A Retrospective Renaissance, America’s Lost Decade, and Phantom U. During the session the presenter facilitates the creation of a collaborative futuring method, based on audience reflections.
Bryan Alexander, Senior Fellow National Institute for Technology in Liberal Education
ACAD SESSION: Assistant/Associate Deans—Leading from Unusual Places
Assistant/Associate Deans are part of the leadership structure of academic institutions, but they often exercise leadership from unusual positions—depending on the nature of their appointments. This interactive session explores how the “geography” of one’s position shapes the leadership strategies that are most effective. This is a networking and development opportunity for new and veteran Assistant/Associate Deans.
James Sloat, Assistant Dean of Faculty for Academic Development, Colby College; Kathleen McEvoy, Assistant Dean of Academic Affairs, Washington & Jefferson College; Janine Bowen, Associate Professor, Business Management and International Business, Goucher College; Gretchen McKay, Associate Professor of Art History, Chair of the Department of Art and Art History Director of the Center for FacultyExcellence, McDaniel College
THURSDAY, JANUARY 24, 4:15-5:30 PM
The Quest for Quality – The Future is Now!
Since that the quality of a student’s degree has become part of the completion lexicon, how are states and campuses defining quality and measuring student learning? The Quality Collaboratives initiative (funded through a Lumina Foundation grant) involves nine states and twenty dyads, or partner 2- and 4-year campuses that are using the Degree Qualifications Profile (DQP) as a definition and framework for measuring the quality of student learning to facilitate student transfer. A brief overview of the QC initiative will be followed by two states – Utah (focused on business) and Wisconsin (focused on civic engagement) – describing their campus and statewide efforts to place quality metrics at the center of their work. A final summary of issues and insights drawn from all nine states and twenty campus QC leaders will expand the lessons learned when trying to focus on the quality of the degree.
Terrel Rhodes, Vice President for Quality, Curriculum, and Assessment, and Rebecca Dolinsky, Research Analyst and Program Coordinator—both of AAC&U; Carleen Vande Zande, Assistant Vice Chancellor for Curricular Affairs and Student Academic Achievement, University of Wisconsin-Oshkosh; Martin Rudd, Campus Dean and CEO, University of Wisconsin-Fox Valley; Harry Muir, Campus Dean and CEO, University of Wisconsin-Waukesha; Theresa Castor, Associate Professor of Communication and Director of Assessment, University of Wisconsin-Parkside; Norman Jones, Chair, Utah Regents' Task Force on General Education, and Daniel McInerney, Professor of History—both of Utah State University; and Phyllis Safman, Assistant Commissioner for Academic Affairs, Utah System of Higher Education
Not Your Grandmother's Community Engagement: Institutional Perspectives and Considerations on Student Demographics and Community Engagement
As higher education becomes increasingly diverse a one-size-fits-all approach to community engagement is not successful. A panel of four institutional leaders will examine how the “new” assets of diverse students shape their respective community-based learning models. Participants will build strategies for their own institutions.
Susan Agre-Kippenhan, Vice President for Academic Affairs, Dean of Faculty, Linfield College; Sherril Gelmon, Chair, Division of Public Administration, Professor of Public Health, Portland State University; Devorah Lieberman, President, University of La Verne; Judith Ramaley, President Emerita, Winona State University, Distinguished Professor of Public Service, Portland State University
The Economic Future of Liberal Arts Colleges
Although the affordability crisis in higher education has received widespread attention, liberal arts colleges have been largely silent bystanders to these conversations. This session will examine the economic factors that are at work among the broad range of liberal arts colleges. The speakers will use data from the Delta Cost Project and the Wabash National Study to analyze the economic context of liberal arts colleges, examine the link between educational expenditures and student learning, and consider ways that liberal arts colleges could collaborate to address affordability issues.
Charles Blaich, Director, Center of Inquiry and the Higher Education Data Sharing Consortium, and Kathy Wise, Associate Director, Center of Inquiry—both of Wabash College; David Schodt, Professor of Economics, St. Olaf College; Christopher Welna, President, Associated Colleges of the Midwest
Moving Assessment of SLOs from “Add On” to “Essential” with Tk20’s CampusWide
The University of St. Thomas is focused on changing assessment from an "add on" process to a fully integrated essential part of the university. As part of the work, St. Thomas implemented Tk20 CampusWide as the centralized assessment reporting tool for academic and non-academic departments. Data from Tk20 is used to document assessment of student learning outcomes for annual and program review. Additionally, faculty is using the assessment to further enhance their teaching.
Lucy L. Payne, Assessment and Accreditation Liaison Officer, University of St. Thomas
This session is sponsored by Tk20
Preparing Students for Global Citizenship: A Strategic Approach
This session explores a strategic approach to campus internationalization, with a particular focus on the curriculum and globalized student learning outcomes. New data from ACE’s “Mapping Internationalization on U.S. Campuses” study delineates current internationalization efforts at U.S. institutions. ACE’s “Model for Comprehensive Internationalization” and examples of good practice from a variety of institutions provide a solid framework and practical strategies for administrators and faculty engaged in implementing internationalization on their home campuses.
Robin Helms, Senior Research Specialist, and Barbara Hill, Senior Associate for Internationalization—both of the American Council on Education; Penelope Pynes, Associate Provost for International Programs, University of North Carolina at Greensboro
Faculty Diversity: Strategies to Address a Stubborn Problem
Despite goodwill, good intentions, target of opportunity programs, and the efforts of many, faculty diversity remains a stubborn and seemingly intractable problem at most colleges and universities. Some campuses struggle with recruitment; others have difficulties with retention of diverse faculty; and some face resistance even getting started. Panelists will candidly address the challenges they have faced, steps they have taken to overcome them, and showcase policies, practices, and programs that have proven to be effective.
Cathy Trower, Research Director Harvard University; Robbin Chapman, Associate Provost and Academic Director of Diversity and Inclusion, Wellesley College; Libby Barlow, Assistant Vice President, Academic Affairs, University of Houston; Crystal Cusimano, Faculty Affairs Officer in Arts, Sciences and Engineering, University of Rochester; and Jack Finney, Associate Provost for Faculty Affairs, Virginia Tech
Experiential Learning as Liberal Learning: Innovative Institutions and the Extended Classroom
An experiential approach to learning is profound, engaging, and labor intensive. In this presentation, three innovative institutions will provide specific information on the practice of enhancing liberal education through experiential methods including eportfolios. The presentation will include summative and formative assessment strategies with reference to The Valid Assessment in Learning project (VALUE). Participants will find value in a presentation conducted in a manner that models experiential practices and encourages authentic engagement.
Paul Burkhardt, Executive Vice President for Academic Affairs, Prescott College; Kebokile Dengu-Zvobgo, Associate Dean for International Programs, Pitzer College; Jim Hall, Director of New College, University of Alabama
This session is presented by the Consortium of Innovative Environments in Learning (CIEL)
The Integration of Academics and Athletics: Aligning Intercollegiate Athletic Programs with Institutional Missions
This panel will discuss integration of student-athletes and the department of athletics into the academic program and the larger campus community. Panelists, representing academic and athletic campus communities, as well as the NCAA, will provide a summary of successful strategies and assessment tools to assist in achieving learning outcomes for student-athletes along with description of some of the inherent challenges.
Therese McCarty, Dean of the Faculty and Vice President of Academic Affairs, and Jim McLaughlin, Director of Athletics—both of Union College; Robert Malekoff, Associate Professor and Chair, Sports Studies Department, Guilford College; Dan Dutcher, Vice President for Division III, NCAA
Engaging Faculty in Academic Quality Work
National and state policy emphasis on increasing quality in higher education is difficult to translate to faculty, who perceive externally-initiated quality mandates as irrelevant or invasive. The Academic Audit (Massy, Graham, & Short, 2007) provides a tool to involve faculty in program quality. The presenters will describe applications, provide information on implementations in several states, and provide both administrator and faculty perspectives on strengths and weaknesses. Audience will be encouraged to discuss applications for their setting.
Rick Short, Dean and Professor of Psychology, and Paula Short, Distinguished Professor of Education & Director of Institute on Policy, Research, & Evaluation—both of the University of Houston; Steven W. Graham, Senior Associate Vice President for Academic Affairs, University of Missouri System ; William Massy, Professor Emeritus, Stanford University
Undergraduates as Public Digital Scholars
How do we prepare students to be lifelong learners who are adaptive, networked and engaged citizens? By becoming public digital scholars, undergraduates learn digital methods of analysis, critique, and networked communication and gain experience in the increasingly public, global, collaborative, and networked process of knowledge production and exchange.
Rebecca Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education; Jeffrey McClurken, Chair and Associate Professor of History and American Studies, University of Mary Washington; James Proctor, Professor, Environmental Studies Program, Lewis and Clark College; Daniel Chamberlain, Director, Center for Digital Learning and Research, Occidental College
E-Portfolios as Tools for Advising and Intentional Learning
This session discusses the purposes of e-portfolios, how to align a portfolio system with an institution’s mission, the specific goals of our portfolios, their value as an advising tool, the ways in which they facilitate student learning, and the manner in which they deepen our students' engagement with research and experiential learning.
Henry Kreuzman, Dean for Curriculum and Academic Engagement. Kevin Carpenter, Student, Katherine Holt, Associate Professor of History, and Matthew Broda, Assistant Professor of Education—all of The College of Wooster
HEDs Up—A Series of Ten-Minute Presentations in the Spirit of “TED” Talks
First, Do No Harm! Innovations, Efficiencies, Disruptions from a Late-Career Department Chair
First, do no harm to your students, colleagues, and senior administrators as you take some risks in mid- or late-career delivery of opportunities for liberal learning. Get online. Get supplemental instructors who are digital natives and can serve as culture brokers. Barter your wise mentorship in exchange for their knowledge of the 21st century. Facilitate thinking, speaking, writing, and leading as aspects of liberal learning.
Elaine Whitaker, Professor of English and Chair, Department of English and Rhetoric, Georgia College
Who is Your Audience and Should We Be Edutainers?
Today's educators are challenged with engaging students and improving completion rates. How can we do this when they are distracted by smart phones, tablets, videos on demand, thousands of songs in their pocket, the Internet, etc.? Do we all have to convert our coursework into video games? Do we have to become videographers and denizens of multimedia? Maybe just a little. But it isn't hard and doesn't require vast technological knowledge. Just some creativity!
Kathleen Kinney, Assistant Professor - Digital Media Design, Central Ohio Technical College
“Sustainability” is Not a Buzzword: Lessons from the (Real) Field
While higher education has been spinning out and spiraling downward, leading us to find strategies and solutions within business, management, and our own scholarship, the scholars and practitioners who worry about halibut populations, straw bale construction and coastal erosion have been using Principles of Sustainability to inform their work. What would it mean if we define the word "sustainable" and use it in a sentence, or even two, about higher education?
Lee Burdette Williams, Vice President for Student Affairs and Dean of Students, Wheaton College
Death of a Metaphor: ‘A University is a Business'
This talk calls for a reexamination of a powerful metaphor that dominates higher education—that a university is a business. Decades of cognitive psychology research demonstrates that metaphors fundamentally shape how we reason about concepts. We will explore several key questions about universities as political communities and corporations, why we continue to use this metaphor in the face of faculty hostility towards it, and what can take its place.
Blase Scarnati, Director of First Year and Global Learning; Co-chair of First Year Learning Initiative, and Michelle Miller, Professor of Psychology; Co-chair of First Year Learning Initiative—both of Northern Arizona University
Teaching and Learning in a Material War: Faculty Roles in a "Corporatizing" Academy
Corporatization of the Academy is a divisive topic. This session seeks to reframe that debate, suggesting possible insights that business culture can contribute to academe. The collaboration between professional disciplines, such as business administration, and those rooted in the Liberal Arts is one way to do this, creating the integrated education envisioned by the LEAP report. This presentation will provide specific examples of efforts to engage in this kind of collaboration – both successful and not.
Randall Hanson, Chair Department of Multidisciplinary Studies and Coordinator of Liberal Education Program, and Elizabeth Crockford, Professor of Administration and Associate Dean of On Line Education—both of Colby-Sawyer College
ACAD SESSION: Designing Summer Bridge Programs
Increasingly, colleges and universities concerned about student preparedness are instituting summer bridge programs that seek to help different target populations make a successful transition to college. This session will examine a variety of existing models, discussing their rationales, formats, and indicators of success. Attendees will then work in groups on concepts for summer bridge programs at their own institutions.
David Brailow, Vice President of Academic Affairs, Franklin College; Nayef Samhat, Provost, Kenyon College; Ross Peterson-Veatch, Associate Academic Dean and Director of Curriculum, Teaching and Faculty Development, Goshen College; Beth Rushing, Vice President for Academic Affairs and Dean of Faculty, St. Mary’s College of Maryland; Leela Madhavarau, Special Advisor to the President and Associate Dean of Campus Diversity and Inclusion, University of Redlands
A New Employer-Educator Compact for the Liberal Learning Students Need Now
Employers continue to seek college graduates with broad knowledge and high-level intellectual and practical skills that will help companies and organizations thrive in an increasingly global competitive environment. This session will focus on the importance of educating college graduates with the critical thinking, creative problem solving, technological, and communication skills needed to fuel productivity and growth. The plenary also will include commentary from members of the LEAP Presidents’ Trust on a new AAC&U initiative, the “LEAP Employer-Educator Compact.”
Moderator: Ronald A. Crutcher, President, Wheaton College (MA)
Presenter: Norman R. Augustine, former Chairman and CEO of the Lockheed Martin Corporation, former Under Secretary of the Army; and member of the President's Council of Advisors on Science and Technology and the US Department of Homeland Security's Advisory Council
Respondents: Edward Ray, President, Oregon State University; Elsa Núñez, President, Eastern Connecticut State University
FRIDAY, JANUARY 25, 8:45-10:15 AM
New Directions in Professional Development for STEM Faculty
Nearly every national report written about improving undergraduate STEM (science, technology, engineering and mathematics) education calls for creating more evidence-based, student-centered learning environments. STEM faculty members, however, are generally not prepared to teach using these modern approaches, thus revealing a need for faculty development to help transform undergraduate STEM programs to improve student learning and success. New models of faculty development are emerging, and there is new evidence about what may or may not be effective. This session will provide a synthesis of current program models and will highlight emerging best practices and research regarding program effectiveness. Gaps and challenges in offering successful programs will also be discussed.
Facilitators: Susan Elrod, Professor, California Polytechnic State University-San Luis Obispo, and Senior Scholar, AAC&U; and Robert C. Hilborn, Associate Executive Officer, American Association of Physics Teachers (AAPT); Gili Marbach-Ad, Director of the Teaching and Learning Center, and Katerina Thompson, Director of Undergraduate Research and Internship Programs—both of the University of Maryland College Park
Teaching Centers and the Evolving Role of Technology in Higher Education
Recent news in higher education often portrays a tension between enthusiasm for expanding and experimenting with technology and reports of faculty skepticism about the use of online learning and instructional technology in terms of learning outcomes.Teaching and learning centers are well-positioned to help both institutions and faculty make pedagogically sound decisions about technology. This session will offer a variety of models and scenarios for working with faculty and administrators.Participants will have the opportunity to explore the structures and processes at their own institutions and to develop ideas and strategies to facilitate effective use of technology for collaboration, communication, and teaching.
Facilitators: Eli Collins-Brown, Assistant Professor, Department of Medical Education,School of Medicine, and Faculty Fellow, Office of Faculty Development, Western Michigan University; Kathryn M. Plank, Director, Center for Teaching and Learning, and Assistant Professor, Department of Education, Otterbein University; President Elect, POD Network in Higher Education
This session is presented by the POD Network
Civic Engagement and Economic Development: Developing Engaged Learning Economies
The top finalists from Campus Compact's 2012 Ehrlich Civically Engaged Faculty Award will respond to Campus Compact’s recent white paper, “Engaged Learning Economies: Aligning Civic Engagement and Economic Development in Community-Campus Partnerships.” The finalists will bring their unique perspectives to the connection between civic engagement and economic development, discussing strategies, pros and cons, and good practices for working with community partners to develop vibrant economies. Join us for a thought-provoking discussion on how civic engagement can jumpstart economic development.
Peter Bortolotti, Associate Professor of Marketing, Johnson & Wales University; Gabriel Garcia, Professor of Medicine, Associate Dean for Medical School Admissions, Stanford University School of Medicine; Stephen Philion, Director, SCSU Research Group on Immigrant Workers in Minnesota, Associate Professor of Sociology, St. Cloud State University; and Gary Welborn, Associate Professor of Sociology, Buffalo State College
This session is presented by Campus Compact
Using Team-Designed Cognitive Apprenticeship to Improve Writing and Thinking in Large Courses
In response to the Teagle and Spencer Foundations’ initiative to improve undergraduate education through establishing a culture of experimentation and evidence in teaching and learning, thirteen research universities undertook experiments that employed a common iterative process: (1) implement a teaching experiment; (2) assess the impact on student learning; (3) use the findings to guide modifications in the experiment; and (4) assess student learning. As a model of the overall aims, approach, and lessons learned, this session describes the University of Kansas project to systematically improve critical thinking and writing in large courses. Session participants will be invited to consider potential teams for course redesign on their own campuses.
Andrea Follmer Greenhoot, Associate Professor of Psychology, and Daniel J. Bernstein, Director of Center for Teaching Excellence—both of the University of Kansas; Robert J. Thompson, Jr., Professor of Psychology, Duke University
Disrupting Student Work: Designing Meaningful General Education Assignments
Even the best curricular models fail if faculty are assigning the same old standard research papers and asking the same old exam questions. This workshop is designed to offer attendees to explore GE-appropriate alternatives to assignment design that will lead to greater student engagement and learning.
Paul Hanstedt, Professor of English ,Roanoke College
Integrating Student Learning Through Cocurriculum Laboratories
Cocurriculum laboratories are innovative ways to tie experiential learning to courses. They require faculty and student affairs to collaborate on which specific discipline- and course-related learning outcomes are to be reinforced in the cocurriculum laboratory. Additionally, outcomes related to the civic purposes of higher education and intercultural competencies are embedded throughout. Presenters will discuss how to create and implement cocurriculum laboratories and the value of doing so.
Gwendolyn Dungy, Executive Director Emeritus, and Brian Sponsler, Vice President for Research and Policy—both of NASPA- Student Affairs Administrators in Higher Education
Preparing & Evaluating 21st Century Faculty: Aligning Expectations, Competencies, and Rewards
This session directly addresses the challenges associated with ensuring that faculty, departments, and institutions are prepared to successfully meet the numerous responsibilities and complexities associated with 21st Century higher education. Offering concrete solutions that can be adapted by a range of institutions, panelists help participants develop a creative and humane approach to faculty workload and departmental structure to enhance student learning.
Nancy Hensel, President New American Colleges and Universities’ Bridget Newell, Associate Provost, Diversity and Global Learning, Westminster College; Terry Weiner, Vice President for Academic Affairs, The Sage Colleges; Rick Gilman, Assistant Provost, Valparaiso University; Lily McNair, Provost and Vice President for Academic Affairs, Wagner College
This session is presented by the New American Colleges and Universities
The Power of 5: How One System’s Diverse Campuses are Uniting for Student Learning and Degree Completion
Empowering faculty from one university’s system campuses to collaborate on student learning accomplished dual purposes: It demolished stereotypically perceived differences between faculty at two- and four- year campuses and shifted focus to learning and degree completion. The results? A system-community empowered to provide quality opportunities to a diverse student constituency.
Shelly Stovall, Director of Assessment, Tanya Allred, Associate Professor of English, and Jonathan Schwartz, Department Head, Counseling and Educational Psychology—both of New Mexico State University;, New Mexico State University at Alamogordo; Shannon Bradley, Education Program Director, Assistant Professor, Dona Ana Community College
Informing The Public Discussion On Higher Education: The Inside View
Today, there are two parallel conversations about higher education—a public conversation and an insider conversation—and keeping these conversations separate risks a public policy debate without the benefits of insider expertise. At stake is the future of quality in American colleges and universities. As we look to innovate and achieve efficiencies, what do actual cost structures suggest about the art of the possible, if we are to sustain core strengths of higher education? This session brings together leaders in higher education who speak to meaningful, appropriate, and effective reforms, based on actual, on-campus financial and budgetary landscapes.
Saul Fisher, Executive Director for Grants and Academic Initiatives, Mercy College; David W. Breneman, Newton and Rita Meyers Professor in Economics of Education, University of Virginia; Scott L. Waugh, Executive Vice Chancellor and Provost, UCLA; Jonathan Levin, Dean of the College of Liberal Arts, Drew University; Robert Archibald, Chancellor Professor of Economics, College of William and Mary
CUR’s Characteristics of Excellence in Undergraduate Research: A guide for discussing and planning campus initiatives and best practices in undergraduate research
The Council on Undergraduate Research document, Characteristics of Excellence in Undergraduate Research (COEUR), is a summary of best practices that support and sustain highly effective undergraduate research environments. The characteristics of excellence are important elements in an integrated, synergistic approach to enhancing undergraduate research. An overview of COEUR will be provided followed by a discussion on how faculty, departments, programs and administration can use COEUR as a guide to develop and grow undergraduate research programs.
Linda Blockus, Director of Undergraduate Research, University of Missouri – Columbia; Susan Larson, Professor of Psychology; Director of Undergraduate Research, Concordia College
Fugitive Knowledge: Documenting Data Use for the Collective Good
Given the paradox of (1) powerful rhetoric promoting cultures of evidence, and (2) significant challenges that faculty and administrators confront in converting assessment results to action and improvement, it is surprising and puzzling how little is actually known about how assessment data are used in U.S. higher education. This interactive session explores challenges in converting data to action and the need to systematically share and build on richly detailed examples of data use.
Alexander McCormick, Associate Professor of Education & NSSE Director, and Jillian Kinzie, Associate Director, Center for Postsecondary Research—both of Indiana University Bloomington; Charles Blaich, Director, Center of Inquiry; HEDS Consortium Director, and Kathleen Wise, Director, Teagle Assessment Scholar Program and Associate Director, Center of Inquiry—both of the Wabash Center of Inquiry in the Liberal Arts
FRIDAY, JANUARY 25, 10:30-11:45 AM
Generation on a Tightrope: A Portrait of Today’s College Student
An understanding of today’s undergraduate college students is vital to the effectiveness of our nation’s colleges and universities. As described by the authors’ of Generation on a Tightrope, today’s students need a very different education than the undergraduates who came before them—an education for the 21st Century, which colleges and universities are so far ill-equipped to offer and which will require major changes of them to provide. Based on new research of 5,000 college students and student affairs practitioners from 270 college campuses, Arthur Levine and Diane Dean examine college student expectations, aspirations, academics, attitudes, values, beliefs, social life, and politics, painting an accurate portrait of today’s students.
Arthur Levine, President, Woodrow Wilson National Fellowship Foundation, and Diane R. Dean, Professor of Higher Education Policy and Administration, Illinois State University—authors of Generation on a Tightrope: A Portrait of Today’s College Student (Jossey-Bass, 2012)
Getting to the Point: Using Sustainability to Improve Student Learning in STEM
Our planet and its inhabitants are under unprecedented stress, and we need people—citizens, scientists, engineers, and teachers—who not only understand the scientific and societal dimensions of the sustainability challenges we face, but who are equipped to help solve the underlying problems. Although many campuses have sustainability commitments, they often focus on operations, buildings, and cocurricular activities. How can faculty and other campus leaders integrate sustainability concepts more fully into introductory courses and general education programs? Facilitators will share resources that have been developed through PKAL's project—“Sustainability Improves Student Learning in STEM” (SISL). The FIPSE-funded project’s ultimate aim is to better prepare students for real-world “Big Questions" that relate to societal issues such as energy, water quality, and climate change. By leveraging the influence of eleven STEM disciplinary societies, the SISL project has engaged six cross-disciplinary teams consisting of over fifty STEM faculty members across the country to develop and disseminate teaching and learning resources related to sustainability.
Facilitators: Kelly Mack, Executive Director, and Catherine Fry, Project Manager—both of Project Kaleidoscope (PKAL); Debra Rowe, President, US Partnership for Education for Sustainable Development and Professor of Sustainable Energies and Behavioral Sciences, Oakland Community College; Nat B. Frazer, Professor of Environment and Society, Utah State University and PKAL Fellow
Civic Mission of Higher Education
What are the fundamental issues about the civic mission of higher education? Bringing Theory to Practice has launched a series of publications on this question, including civic scholars who work at the forefront of the field. Panelists will provide provocations, followed by active participation with the audience. The discussionwill provide insights and stimulate responses regarding the complexities of the civic and how those issues connect to the triad (engaged learning, student well-being, and civic awareness) of core commitments that underlie the missions of our institutions and the work of Bringing Theory to Practice.
Moderator: Barry Checkoway, Professor of Social Work and Urban Planning and founder of the Ginsberg Center, University of Michigan; Michelle Fine, Professor of Social and Personality Psychology, Graduate Center, CUNY; Corey Keyes, Associate Professor of Sociology, Emory University; Matthew Countryman, Assistant Professor of History and American Culture, University of Michigan
Preparing Critical Faculty for the Future
AAC&U has undertaken a major initiative—Preparing Critical Faculty for the Future (PCFF)— to expand academic leadership and teaching acumen among women of color STEM faculty and to enhance STEM learning among historically underrepresented students. This National Science Foundation-funded initiative is working withthirty-six HBCU campuses. PCFF will now undertake in-depth work with nine campuses to strengthen systemic undergraduate STEM education reforms. This session will highlight HBCUs’ efforts to transform undergraduate STEM education through faculty leadership, professional development, and institutional engagement. Session attendeeswill be invitedto help develop a roadmap for how to successfully engage faculty and campuses in meaningful STEM reform that establishes a culture of success for allstudents, especially thoseunderserved. Attendees will explore the challenges and successes of advancing STEM initiatives that focus on students’ success working in small groups to strengthen campus policies and practices to support faculty in these efforts.
Alma Clayton-Pedersen, Senior Scholar, AAC&U, and Project Director, PCFF;
Alexis Brooks-Walter, Associate Professor of Biology, Bethune-Cookman University; Michelle Foster, Associate Professor in the Department of Mathematics & Computer Science, Alabama State University; Marcia Williams, Research Professor, STEM/Technology, North Carolina A&T State University
From Research Findings to Institutional Policies: How 57 Institutions Implement Research-Supported Policies and Practices Facilitating First-Year Student Success
Drawing data from surveys completed by senior academic and student affairs administrators at 57 bachelor’s degree granting institutions across five states (California, Florida, Iowa, Pennsylvania, and Texas), this session highlights specific institution-wide policies that can be leveraged to increase college student engagement – a key predictor of student grades and persistence that is especially beneficial to underrepresented and academically under-prepared students. Each attendee will receive a 20+ page report describing the research project and its findings.
Bradley Cox, Assistant Professor of Higher Education, and Rebecca Brower, Graduate Research Assistant—both of Florida State University; Robert Reason, Associate Professor of Higher Education, Iowa State University; Barbara Tobolowsky, Assistant Professor of Educational Leadership and Policies, University of Texas - Arlington
National Organization Seeks Grass-Roots Change: The American Historical Association Approach to Tuning
With faculty roles in flux and pressures for accountability intensifying, scholarly societies have the opportunity to serve as places for faculty to clarify their core goals and promote the value of liberal education to the public. Hear how historians are seizing the chance to improve learning and make their case.
Julia Brookins, Special Project Coordinator, American Historical Association; Anne Hyde, Professor of History, AHA Teaching Division member, Colorado College; Steven Usselman, Professor of History and Chair, School of History, Technology, and Society, Georgia Institute of Technology; Michelle Kalina, (Panel Chair) Vice President, Tuning USA, Institute for Evidence Based Change
TUNING THE HISTORY DISCIPLINE IN THE U.S.
Paths to Quality: Two-Year/Four-Year Collaboration for Engaging General Education
Whether they begin their paths to a degree at a two- or four-year institutions, students initially take general education classes which are usually isolated from each other, their major, and, too often, our complex and rapidly changing world. California Community Colleges and the California State University are experimenting with ways to make general education more relevant and integrated, while assuring comparable quality regardless of where students begin. Learn how one partnership is creating thematic “paths” with shared learning outcomes aligned with LEAP and the Degree Qualifications Profile.
Ken O’Donnell, Senior Director, Student Engagement and Academic Initiatives and Partnerships, and Debra David, Project Director, Give Students a Compass Project—both of the California State University System Office; Elizabeth Adams, Senior Director, Undergraduate Studies, California State University, Northridge; and Barbara Anderson, Dean of Academic Affairs, Pierce College
The Updated NSSE: New Opportunities to Assess Liberal Learning
The year 2013 marks an important milestone for the National Survey of Student Engagement with the first substantial update to the survey since its inaugural administration in 2000. During this discussion session, participants will not only learn about survey updates but also how to incorporate these updates in their assessment plans and reports. Changes to survey items and benchmarks will be discussed, along with issues related to transitioning to the new survey (e.g., longitudinal comparisons) and new survey features.
Robert Gonyea, Associate Director, Jillian Kinzie, Associate Director, and Alexander McCormick, Director and Associate Professor—all of the Center for Postsecondary Research, Indiana University Bloomington
EPortfolio Case Study: How Embry Riddle Aeronautical University Has Established its ePortfolio Culture
This presentation will delve into how Embry Riddle Aeronautical University has established its ePortfolio culture and plans for proliferation. The following will be covered as part of this presentation: Initial use of ePortfolios at ERAU; how the decision was made to find a robust ePortfolio system; ERAU’s ePortfolio system selection process; how ePortfolios are currently used at ERAU; samples of ERAU student ePortfolios; integration with Blackboard for account provisioning and single sign on; and plans for moving forward with Quality Enhancement Program using Assessment ePortfolios.
Becky Vasquez, Chief Technology Officer , and Tracey Richardson, Program Chair, MS Project Management—both of Embry Riddle Aeronautical University; Todd Narrol, Assessment Consultant, Foliotek
This session is sponsored by Foliotek
Flipping with Folios: Equipping Instructors to Empower Student Learning
Flipping with folios will identify how a reflective integrative-learning e-folio can be used to (1) facilitate lifelong learning as students articulate the value of their learning experiences; (2) implement high-impact pedagogical practices designed to meet course and program-level outcomes; and (3) flip instruction to leverage learning outside of the classroom. Participants will learn how to engage students in the development of a reflective e-folio, while also recognizing challenges instructors and administrators should expect to face.
Cindy Raisor, Lecturer, Technical Communication, and Debra Fowler, Associate Director, Center for Teaching Excellence—both of Texas A&M University
HEDs Up—A Series of Ten-Minute Presentations in the Spirit of “TED” Talks
Save the Baby, Trash the Bathtub: Reimagining the Liberal Arts College
Based on insights provided by research and personal teaching experience, I will propose ways to rethink colleges, foregrounding and strengthening faculty-student and student-student interactions while restructuring many of the basic components of higher education delivery from classroom design and scheduling to the nature of faculty incentives.
Steven Volk, Professor of History, Director, Center for Teaching Innovation and Excellence, Oberlin College
The Online Checklist
How should your college or university respond to the opportunities and challenges presented by online education? This talk offers a checklist of questions that you should be asking as you consider whether to invest in online courses. It will help you identify the audience to be reached, the gap in current offerings to be filled, the resources that will be necessary, and the level of synchronicity with overall mission of your institution.
Alison Byerly, College Professor, Middlebury College, and Visiting Scholar, MIT
We Fail Our Students By Not Teaching Them To Fail
Many students do not know how to succeed, but even fewer know how to fail. Yet they will fail at some point. Anticipating and recovering from failure are essential skills students need to succeed in the modern world. We will discuss four lessons of failure: 1. Failure is always an option; 2. Failure is a good thing; 3. The impossible will take a while; 4. One can learn to recognize failure before it comes.
Bonnie Irwin, Dean of the College of Arts and Humanities Eastern Illinois University; Robert Fischer, Dean of the College of Basic and Applied Sciences, Middle Tennessee State University
Pedagogy for Professors
A Liberal Arts education should be transformative. It should focus on higher-level learning. Yet the structure of American higher education at many institutions tends to alienate teachers and students. This presentation tells the story of how I used pedagogical tactics to engage large lecture classes in the project of self-transformation. Teaching has become fun again.
Andrew Arnold, Associate Professor of History, Kutztown University of Pennsylvania
Mom, Dad, I’m an English Major: A National Conversation on the Future of Liberal Education
Students are often confused as to what they can “do” with a liberal education after they graduate. In response, the presenters are organizing a national seminar series that will bring together university educators and administrators, leaders in both the public and private sectors, and parents and students to explore the ways in which liberal education prepares students for careers and enriches them as individuals. With brief clips and images from their pilot event at the Brown University Family Weekend, they will argue for the power of personal stories and the possibilities of an online archive of discussions to forge a national conversation about the economic and non-economic value of liberal education to our students as future workers and global citizens.
Brett Gadsden, Associate Professor of African American Studies, Emory University and Fellow, National Forum on the Future of Liberal Education; Vanessa Ryan, Assistant Professor of English, Brown University and Fellow, National Forum on the Future of Liberal Education
Brown University TEDx 2012
ACAD SESSION: The Academic Leader as Advocate for Increased Internationalism
Academic leaders champion many causes, from literacy and numeracy to faculty scholarship and development. One important cause is internationalism, which could refer to (a) international students, (b) study-abroad opportunities for Americans, (c) opportunities for faculty to study and do research abroad, or (d) academic programs. Four deans present their perspectives on their roles, and describe supportive and challenging structures in their settings.
Gregory Mahler, Vice President for Academic Affairs and Academic Dean, Earlham College; Linda DeMeritt, Provost and Dean of the College, Allegheny College; Neil Gordon, Vice President and Dean of the University, American University of Paris; Ann Lesch, Associate Provost for International Programs, American University of Cairo
FRIDAY, JANUARY 25, 1:30-2:30 PM
High-Impact Practices and the New Majority Student: Findings, Strategies, and Reflection
Over the past year, AAC&U has conducted a research project to investigate the engagement of traditionally underrepresented populations, specifically low-income, first-generation, and minority students, with high-impact practices. AAC&U researchers will present findings and recommendations from this mixed-method analysis that consists of data gathered from 38 universities across three state systems and fifteen student focus groups. Participants will join in a discussion about the findings, view video clips of the students sharing their lived experiences, and discuss strategies for educating the new majority student. This project is funded by TG.
Ashley Finley, Senior Director of Assessment and Research, and Tia Brown McNair, Senior Director for Student Success—both of AAC&U
How Much Techology is Enough?: Critical Encounters with the "New Literacies"
Faced with reformist zeal on behalf of the technological transformation or “disruption” of higher education, administrators, faculty, and students can benefit from knowledge of the debate about the “new literacies,” or what advocates claim for the preferences of the Net Generation as the foundation for reform of the curriculum and teaching. A form of technology education can reveal how we came to our habits of “digital maximalism” and what can be done to moderate them.
Steven Weiland, Professor of Higher Education, Michigan State University
Student Voices on Building a Forum of Online Reflective Learners, Or “How Do I Know I’ve Really Learned?”
Recording students’ critical reflection skills produces compelling evidence of quality in higher education learning. A collaborative online forum is a powerful means of creating such a safe, challenging environment that helps students understand and document their own learning for improvement and self-assessment. Come listen to several undergraduate students’ voices as they explore the benefits and hurdles of embracing online forums for building a community of reflective learners.
John Zubizarreta, Professor of English, Director of Honors and Faculty Development, Lindsey Hernandez, Student, Jordan Pilkey, Student, Roxanne Rosario, Student, Olivia Shugar, Student, Kristina Syrigos, Student, and Madeline Thiemann, Student—all of Columbia College
Factors Effecting and Intervention Strategies to Improve Academic Performance, Retention, and Graduation Rates at a Highly Selective College
Toward a more complete understanding of student persistence at Grinnell College. The work presented explores the results and limitations of predictive modeling, the value added by qualitative data, and the expected synergy of the two when used to develop and implement targeted first year intervention programs.
Jim Swartz, Dack Professor of Chemistry and Interim Associate Vice President for Analytic Support, Narren Brown, Assistant Director for Analytic Support and Institutional Research and Mark Schneider, Associate Dean and Professor of Physics—all of of Grinnell College; Ann Gansemer-Topf, Assistant Professor of Educational Leadership and Policy Studies, Iowa State University
Making IDEA Your Own
Follow one institution's process for adoption of IDEA to fill a variety of needs including evaluating adjunct faculty, allowing faculty to provide feedback to Department Chairs, assessing student learning outcomes, determining appropriate faculty development opportunities, and providing feedback to support service entities, such as facilities management and technical/instructional support. Implementation timelines, group processes, use of IDEA and internal reports will be shared; participants will also have an opportunity to share best practices.
Sue Subocz, Interim Vice President Academic Affairs, and Laura Polk, Laura Polk, Professor and Chair, Health Sciences Division—both of College of Southern Maryland; Steve Benton, Senior Research Officer, The IDEA Center
This session is sponsored by The IDEA Center
Advancing Institutional Effectiveness with Tracdat: Supporting Planning, Assessment and Compliance with a Single System
TracDat provides an enterprise-wide foundation for institutional effectiveness and facilitates a culture of evidence by supporting accreditation, strategic planning, and management of academic and administrative outcomes. This session will focus on how institutions use TracDat to manage student learning outcomes and strategic planning, and how the benefits of TracDat can be enhanced when the software is integrated with Microsoft SharePoint.
Denise Raney, Regional Sales Executive, Nuventive
This session is sponsored by Nuventive
What Does It Mean to "Individualize" an Undergraduate Major?: Organizational and Disciplinary Challenges of Individualized Major Programs
Individualized major programs (IMPs) are rising to the challenge posed by students who are resisting the primacy of disciplinarity in higher education through their desire to tackle complex real-world problems. This panel explores the challenges confronting IMPs, along with the benefits emerging from this growing approach to student learning.
Kevin Egan, Acting Director, Center for Interdisciplinary Inquiry, Drexel University; Christina La Sala, Associate Professor and Chair, Individualized Major Program, California College of the Arts; Daniel Gordon, Professor of History and Associate Dean of the Commonwealth Honors College, University of Massachusetts; Margaret Lamb, Senior Associate Director, Honors Program,and Interim Director, Office of Undergraduate Research, Monica van Beusekom, Interim Director, Individualized & Interdisciplinary Studies Program- both of University of Connecticut
Engaging Your Faculty in Student Learning and Success
The Chronicle of Higher Education and Inside Higher Education are replete with articles suggesting a growing divide between faculty and administrators about whether and how to innovate, how far to go with student-centeredness, and the use of technology for teaching. Get fresh insights into these issues as we highlight practical strategies to support faculty as they transition with the times to excel in creating rich teaching and learning environments where students and faculty thrive.
Cathy Trower, Research Director, Harvard University; Phyllis Larson, Assistant Provost, St. Olaf College; Beth Rushing, Vice President for Academic Affairs and Dean of Faculty, St. Mary's College of Maryland; Joseph Klesner, Associate Provost, Kenyon College
Sustainability Commitments, Liberal Learning, and Real-World Challenges
Commitments to sustainability offer important synergies with goals for liberal learning. This session will review breakthrough strategies in curriculum, with attention to the unique mission and values of diverse institutions. Discussions will explore multiple paths for students to graduate able to address the urgent and complex problems facing our planet.
Geoffrey Chase, Dean, Undergraduate Studies, San Diego State University; Peggy Barlett, Goodrich C. White Professor of Anthropology, Emory University
Building Distinctive Undergraduate Programs through Academic and Community Partnerships: A Case Study of Public Health in Atlanta
As a leading center for higher education in the U.S., and the public health capital of the world, Atlanta offers unparalleled opportunities for academic and community partnerships. Such partnerships are critical to the success of undergraduate public health programs at liberal arts colleges. Following brief descriptions of the panelists' experiences, the audience will participate in a discussion of best practices for creating, administrating, funding, and assessing partnerships that cross institutional boundaries.
Carolyn Stefanco, Vice President for Academic Affairs, and Charlee Quarless, Undergraduate Public Health Student –both of Agnes Scott College; James Curran, James W. Curran Dean of Public Health, Rollins School of Public Health, Emory University; Denise Koo, Director, Scientific Education and Professional Development Office, Centers for Disease Control and Prevention
How Can Assessment Data Benefit Faculty and Students More Directly?
With diminishing resources and increasing accountability/accessibility requirements in higher education, assessment is profuse. But data gathered at the institutional level is seldom embraced by the faculty and students it is meant to help. Can assessment data benefit faculty and students more directly? The Illinois Initiative on Transparency in Learning and Teaching has tested a promising new grassroots model that engages faculty and students across disciplines, institutions and countries in collaborative assessment that demonstrably enhances students’ learning.
Mary-Ann Winkelmes, Campus Coordinator for Programs on Teaching and Learning, and Elisa Mustari, Research Scientist, ISTEM Education Initiative—both of the University of Illinois at Urbana-Champaign
The Washington Internship Institute
Through academic coursework and internship placements, along with a residential living-learning community in Washington, DC, the Washington Internship Institute (WII) fosters interdisciplinary scholarship and public service outcomes for student interns drawn from an international network of colleges and universities. WII also offers short-term immersion seminars for students and, in cooperation with AAC&U, semester-long professional internship experiences for faculty members. Mark Dalhouse, the new president of WII, will provide an overview of the institute and discuss its new programmatic emphasis on public service, leadership, and professional development. Come learn how your institution can become involved. (Additional information about WII is available online at www.wiidc.org.
Mark Dalhouse, President, Washington Internship Institute
ACAD SESSION: The CLA in the Seminar Classroom: An Anchor for the Practical Liberal Arts
Using assignments similar to the CLA performance task in the first-year seminar, faculty have found that they are able to emphasize source analysis, knowledge integration, and thoughtful argumentation, all within a real-world setting. Through its emphasis on several aspects of critical thinking, this assignment offers a solid foundation upon which to build a practical liberal arts education.
Carolyn Perry, Vice President and Dean of the Faculty and David Jones, Director of the Westminster Seminar/Associate Dean of Faculty, both of Westminster College
FRIDAY, JANUARY 25, 2:45-4:00 PM
Quality Enhancement in an Age of Declining Resources: Case Studies from the Public Liberal Arts Sector
The fiscal challenges facing public institutions of higher education, together with calls to improve completion rates while maintaining quality, have led many campuses to design new approaches to quality enhancement. Colleges and universities in the public liberal arts sector are often the smallest campuses in their respective state systems, but small to moderate size can be an advantage when building consensus around new initiatives to enhance student learning and success. This session will offer examples and suggest strategies for improving student learning in an era of fiscal constraint.
Moderator: Christopher Dahl, President, State University of New York, College at Geneseo
Presenters: Mary Cullinan, President, Southern Oregon University; Les Purce, President, The Evergreen State College; Anne Ponder, Chancellor, University of North Carolina Asheville; Michael Benson, President, Southern Utah University
This session is presented by COPLAC: Council of Public Liberal Arts Colleges
The Application for the Stewardship of the Global Commons Model in Global Liberal Arts Alliance Institutions
What is the fundamental purpose of liberal education? Given our commitment to the global context, do we need to globalize our understanding of our missions? Through the Global Liberal Arts Alliance, educators from colleges in four nations met to develop a statement of the purpose of liberal education which is free of contemporary American cultural, social, and political rhetoric and conventional assumptions about educational priorities. The result was a focus on the concept of “the stewardship of the global commons” and the skills and literacies it requires. This session will review the genesis of the idea and the experience of one institution in completely revising its general education requirements and course descriptions to fulfill this revised and renewed mission and purpose.
Haifa Al-Lail, President, Effat University; Richard Detweiler, President, Great Lakes Colleges Association; Celeste Schenck, President, The American University of Paris; Doug Bennett, President Emeritus, Earlham College; Grant Cornwell, President, The College of Wooster; and Salwa Ibrahim, Dean of Academic Development and Supportive Studies, Effat University.
Rethinking Peer Review: Expanding the Boundaries for Community-Engaged Scholarship
This session will explore existing modes, forms, and venues of peer review of community-engaged scholarship. Participants will generate ideas about expanding the boundaries of peer review while retaining its fundamental principles. The session outcomes will be added to a developing research/action agenda, leading to further dialogue through multiple channels.
Sherril Gelmon, Professor of Public Health, Portland State University; Cathy Burack, Senior Fellow, Higher Education, Brandeis University
Transformative Conversations: An Innovative Approach to Faculty and Staff Mentoring Communities
We will explore a simple yet profound innovation that encourages faculty and staff to reconnect to their individual and higher education’s shared aspirations. Our mentoring community model uses practices that are adaptable to many contexts, and that have the potential to change both our work and our students’ learning.
Peter Felten, Assistant Provost, Director of the Center for Engaged Learning, Professor of History, Elon University; Ed Taylor, Vice Provost and Dean of Undergraduate Academic Affairs, University of Washington; Dirksen Bauman, Professor of American Sign Language and Deaf Studies, Gallaudet University
Transitioning to "the Other Side": Women of Color and White Women Faculty Moving to Administration
There are increasing opportunities for emerging women leaders in higher education, yet when transitioning from faculty to administration, women of multiple identities face longstanding and new challenges related to navigating the nuances of tenure and promotion, managing work-life "balance," and breaking the glass ceiling. For more than ten years, Campus Women Lead has promoted a women-led model of institutional change designed to effect cultural shifts toward inclusion for all. This interactive session will invite participants to explore the transitional breaches that complicate women of color and white women's metamorphosis from faculty member to new administrator.
Pat Lowrie, Assistant to the Dean, Michigan State University; Susan Henking, President, Shimer College; Gertrude Fraser, Vice Provost for Faculty Recruitment and Retention, University of Virginia; Yolanda Moses, Associate Vice Chancellor for Diversity, Excellence, and Equity, University of California, Riverside
Using Evidence to Promote Engaged Learning and Student Well-being
Data linking outcomes related to engaged, interdisciplinary learning, student well-being, and education for responsible, participatory citizenship will be presented by representatives from four institutions involved in the Bringing Theory to Practice project. Discussion will include what our measures and findings have been and how they have changed over time.
Anne Love, Associate Provost for Assessment, Wagner College; Amy Shellman, Assistant Professor, Recreation, Parks & Leisure Studies Dept., SUNY Cortland; Mindy McWilliams, Assistant Director of Assessment, and Joan Riley, Assistant Professor of Nursing—both of Georgetown University; Peter Levine, Director, Center for Information & Research on Civic Learning and Engagement, Tufts University
Keeping Quality Visible in Oregon’s Higher Education Through the Degree Qualifications Profile
Oregon’s higher education has been funded by Lumina for the Oregon Degree Qualifications Profile, a statewide descriptive curricular framework that characterizes both shared and unique institutional degree outcomes. This work addresses the questions: What is an associates degree? A baccalaureates degree? And what are they in relation to each other? The panelists will discuss the value of deriving the DQP both top/down from values and mission and bottom/up though a synthesis of existing learning outcomes and assessments.
Sonya Christian, Executive Vice President, Chief Academic Officer, Lane Community College; Mark Williams, Dean of Career Technical Education, Umpqua Community College; Sarah Witte, Associate Vice President for Academic Affairs, Eastern Oregon University; Gary Brown, Associate Vice Provost for Academic Excellence, Portland State University; Steve Adkison, Provost and Sr. Vice President for Academic Affairs, Eastern Oregon University
Civic Learning and Democratic Engagement (CLDE): A Report from the Field One Year Later
The AAC&U report: A Crucible Moment: College Learning and Democracy's Future calls on higher education to reclaim our civic mission. Presenters will include preliminary report from NASPA’s 50 Lead Institutions and three specific institutional examples of how institutions are implementing civic learning and democratic engagement (CLDE). Participants are encouraged to read the report prior to the program session.
Laura E. Sponsler, NASPA Fellow for Civic Learning and Democratic Engagement , NASPA - Student Affairs Administrators in Higher Education; Steven Neilson, Vice President for Student Affairs, and Micki Meyer, Lord Family Director of Community Engagement—both of Rollins College; Katherine Nordyke, Director, Citizenship and Service-Learning, Missouri State University; Laura Osteen, Director, Center for Leadership and Civic Education, Florida State University
Liberal Education and its Contributions to Framing the Future of Public Health Education
The Association of Schools of Public Health (ASPH), in collaboration with AAC&U, has developed Undergraduate Public Health Learning Outcomes built on the LEAP Essential Learning Outcomes. Critical components elements for an undergraduate major have now been proposed. ASPH in collaboration with other public health organizations as well as AAC&U is now examining the continuum of public health education from community college degrees though doctoral education. This Framing the Future of Public Health Education is taking a look back at the first 100 years of public health education and examining future needs for public health education and its role in liberal education. To gain wide input into this process, a series of town hall meeting are being held in academic and practice setting. In addition broad public and professional input is being sought via web-based input. This session will be part of the townhall series. Proposals for new directions in undergraduate public health education in 2-year and 4-year colleges and universities will be presented in the content of LEAP. Audience input into the Framing the Future process will be sought as part of the discussion as well as in web-based follow-up.
Donna J. Petersen, Dean and Professor, College of Public Health, University of South Florida; Susan Albertine, Vice president, Office of Engagement, Inclusion, and Success, AAC&U; Richard Riegelman, Professor and Founding Dean, School of Public Health and Health Services, George Washington University
ACAD SESSION: So Now You Have Data—What Do You DO With It?
Accountability pressures have led institutional researchers at many institutions to substantially improve their capacity to gather, analyze, and report on data on student learning. The challenge, however, is that more/better reports often do not lead to institutional improvements. In this session, we review strategies for helping deans, provosts, and institutional researchers collaborate on using data for institutional improvement.
Charles Blaich, Director, Center of Inquiry and the Higher Education Data Sharing Consortium, and Kathy Wise, Associate Director, Center of Inquiry—both of Wabash College; Frank Boyd, Associate Provost for Academic Planning and Standards, Illinois Wesleyan University; Ellen Peters, Director of Institutional Research, University of Puget Sound; Christina Leimer, Associate Vice President for Planning and Effectiveness, Bridgepoint Education; Center of Inquiry, Wabash College
FRIDAY, JANUARY 25, 4:15-5:30 PM
The Digital Revolution: Online Innovations that Strengthen Completion and Quality
How do we evaluate choices in adopting educational technology so that we may not only improve efficiencies, but also increase or maintain the quality of student learning? What do we need to know about our diverse students and their varied cognitive experiences? What do we gain online? What do we lose? And what do we have a hard time imagining? Panelists will put potential technological transformations of higher education into a broader landscape of student learning.
Diana G. Oblinger, President and CEO, EDUCAUSE; Jack M. Wilson, President Emeritus, The University of Massachusetts and Distinguished Professor of Higher Education, Emerging Technologies, and Innovation, The University of Massachusetts Lowell; and Candace Thille, Director, Open Learning Initiative, Carnegie Mellon University
Moderator: Eduardo M. Ochoa, Interim President, California State University, Monterey Bay
College: What It Was, Is, and Should Be
As the commercialization of American higher education accelerates, more and more students are coming to college with the narrow aim of obtaining a pre-professional credential. The traditional four-year college experience—an exploratory time for students to discover their passions and test ideas and values with the help of teachers and peers—is in danger of becoming a thing of the past. Author Andrew Delbanco offers a trenchant defense of such an education, and warns that it is becoming a privilege reserved for the relatively rich. In arguing for what a true college education should be, he demonstrates why making it available to as many young people as possible remains central to America's democratic promise.
Andrew Delbanco, Julian Clarence Levi Professor in the Humanities and Director of American Studies, Columbia University, and author of College: What It Was, Is, and Should Be (Princeton University Press, 2012)
This session is presented in celebration of the 30th Anniversary of The Aspen’s Institute’s Wye Seminars
Developing a Shared Vision to Expand, Sustain, and Connect Undergraduate Research Culture and Practice: The Council on Undergraduate Research Strategic Pillars
The Council of Undergraduate Research (CUR) held strategic planning discussions at its June 2012 annual meeting, around issues surrounding undergraduate research expansion, diversification, and assessment. CUR representatives will present outcomes of the June 2012 meeting, and will facilitate discussion on two important topics: (1) measurement, across diverse institutions and settings, of the impact of undergraduate research on student, faculty, and institutional success, and, (2) practices to infuse undergraduate research seamlessly into the curriculum.
Mary Crowe, Associate Provost on Experiential Learning, Florida Southern College; William Campbell, Director, Grants and Contracts (emeritus), University of Wisconsin, River Falls; Julio Rivera, Provost, Carthage College; Elizabeth Ambos, Executive Officer, Council on Undergraduate Research
Civic Professionalism: A Pathway to Engaged Faculty Work
This panel addresses how faculty development and institutional support can further educational practices connecting disciplinary knowledge with vocational exploration and civic inquiry. Panelists present research on faculty motivation for and structural barriers to civic engagement, and introduce two models deploying the framework of civic professionalism to support faculty engagement.
Paul Schadewald, Associate Director, Civic Engagement Center, Macalester College; Amy Koritz, Director Center for Civic Engagement, Drew University; Timothy Eatman, Co-Director Imagining America, Imagining America; KerryAnn O'Meara, Associate Professor Higher Education, University of Maryland
Pluralism as a Goal for the Global Century: Assessing and Promoting Religious Understanding and Multi-faith Cooperation on College Campuses
Often missing from campus conversations about engagement with cultural diversity is attention to the religious diversity of students (including students with no confessional affiliation). Facilitated by an inter-institutional team, this session will overview the methods and findings from a year-long assessment of campus climate guided by the Interfaith Youth Core. Session participants will then critique a rubric, drafted in the style of the VALUE rubrics, to measure students’ knowledge of, and engagement with, religious pluralism.
Trina Jones, Associate Professor of Religion, Ellen Goldey, Kenan Professor and Chair of Biology, Wofford College; Peter Felten, Assistant Provost, Director of the Center for the Advancement of Teaching and Learning, Professor of History, Lauren Emery, Assistant Chaplain, and Brooke Barnett, Senior Fellow and Advisor to the President—all of Elon University; Ashley Finley, Senior Director of Assessment and Research, AAC&U; Katie Bringman Baxter, Director of Campus Engagements, and Alana Kinarsky, Campus Engagement Associate—both of Interfaith Youth Core
Challenging the Assessment Industry: Putting E-Portfolios at the Service of Pedagogy
The demand to innovate in the area of technology - in particular, e-portfolios - is insistent. But how do we identify uses of e-portfolios that genuinely innovate by enhancing student learning? Our presentation argues that much of the assessment-driven work in e-portfolios to date has put institutional desires to show data ahead of student learning, but that e-portfolios can offer new means to achieve the foremost goal of liberal arts education: developing intellectual agency.
Lucy Appert, Director of Educational Technology, and Robert Squillace, Assistant Dean for Academic Affairs—both of, Liberal Studies, New York University
ACAD SESSION: Preparing Faculty to be Academic Leaders in the 21st Century
Colleges are good at preparing students to meet the challenges of the 21st century, but colleges are not always as intentional in preparing faculty. This session will identify faculty development needs and will primarily focus on faculty leadership development. The presenters will share two case studies for developing a framework for how colleges might more productively address faculty development needs.
Pareena Lawrence, Dean of the College, Augustana College and Ross Peterson-Veatch, Associate Academic Dean & Director of Curriculum, Teaching and Faculty Development, Goshen College
SATURDAY, JANUARY 26, 8:30-9:30 AM
Improving College Readiness: Perspectives on Assessment, Equity, Access, and Success
Planning for the implementation of the new Common Core Standards has prompted new discussions and dialogue about the continuing challenge of improving college readiness. What does it really mean to be “ready for success in college” given the changing demands of the 21st century economy? What approaches to increasing readiness are working in different settings? What new approaches to assessment at both the high school and college levels will help better gauge college readiness and send appropriate messages about what really matters in college? This session will be begin with very short presentations about new approaches to defining, assessing, or improving college readiness followed by roundtable discussions with presenters organized by topic and institutional type.
Moderator: Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U
Speakers: Wendy Kolmar, Professor of English and Chair, Women's and Gender Studies, Drew University; Dwight Smith, Vice President of Academic Affairs, County College of Morris; Nancy Shapiro, Associate Vice Chancellor, University System of Maryland
Pathways Pioneers: Collaborating to Build a New Model for Accreditation
This panel explores the collaborative work of Pathways Pioneer institutions in concert with the Higher Learning Commission to create a new model for reaccreditation incorporating a quality improvement project. The goal is to demonstrate the value of collaboration to encourage improvement within institutions while building an accreditation system that will encourage improvement across higher education.
Amber Holloway, Director of Education and Training and the Academy, The Higher Learning Commission; Douglas Davenport, Dean, School of Social and Cultural Studies, Karen Vittengl, Professor of Psychology and Chair of the Assessment Committee—both of Truman State University; Lynette Olson, Provost/Vice President for Academic Affairs, Janet Smith, Professor/Special Assistant to the Provost for HLC Accreditation—both of Pittsburg State University; Andrew Manion, Provost, Shawn Green, Professor of Marketing/Vernon Haase Professor of Business and Economics—both of Aurora University
Starting from Scratch (Almost): Using LEAP to Build a Comprehensive General Education Program
Does building a general education program from the ground up sound intimidating or exciting? It really is both. Our university is moving from a very basic, general education program to a robust, well-rounded program with help from the frameworks provided by LEAP and the Lumina Degree Qualification Profile. In this panel discussion, we will describe our process for engaging the campus community, designing our general education program from the ground up, and our plans for implementing it.
Ann Vendrely, Professor of Physical Therapy, Elaine P. Maimon, President, Terry Allison, Provost, Rosemary Johnsen, Associate Professor of English, and Shea Dunham, Assistant Professor of Counseling—all of Governors State University
Innovative Integration of Academic and Student Affairs at Emory University and Georgia Gwinnett College
Although many institutions have established programs which represent collaborations between academic and student affairs, not all of these integrated programs are uniformly successful, nor is the integration even from program to program within one individual institution. This presentation will examine this issue. Panelists from two institutions with successfully integrated programs will first briefly give concrete examples of effective programs at their institutions and other institutions, after which they will discuss the role that the unique features and needs of each institution plays in developing fully and successfully integrated programs that help students learn and succeed.
Jeffery Galle, Director of Center for Academic Excellence, Kenneth Anderson, Dean of Academic Affairs and Chief Academic Officer, and Joseph Moon, Dean of Student Life—all of Oxford College of Emory University; Jim Fatzinger, Associate Vice President for Student Affairs, and Jo Galle, Associate Vice President for Academic Affairs—both of Georgia Gwinnett College
Constructing a Writing Assessment Plan Utilizing Technology, the AAC&U Written Communication Value Rubric, 12 Institutions, and Diverse Writing Faculty
This interactive session demonstrates how a consortium of twelve 2- and 4-year institutions collaborated to evaluate faculty assessment of freshman writing to develop common standards. The AAC&U Written Communication Value Rubric was used to assess writing samples; assessment software simplified and expedited the logistics of collecting the data, and clicker technology was used to facilitate the discussion.
Linsey Cuti, Professor of English, Kankakee Community College; Genny Boesen, Executive Director, South Metropolitan Higher Education Consortium
Faculty Involvement in Reinvigorating Undergraduate Education: An Area of Inequity?
As campuses try to reinvigorate undergraduate education, they encourage faculty to rely on educational experiences and promote outcomes much applauded in higher education (e.g., high-impact practices). In this session, participants will learn about how much faculty use and emphasize some of these practices and outcomes and about the characteristics of the faculty involved. Facilitators and participants will discuss implications of the findings, including concerns about equity and the need for institutional planning for faculty involvement.
Thomas Nelson Laird, Associate Professor, and Allison BrckaLorenz, Research Analyst & FSSE Project Manager—both of both of Indiana University, Bloomington
SATURDAY, JANUARY 26, 9:45-10:45 AM
What Do CAOs Think? A Dialogue About Inside Higher Ed Survey FindingsInside Higher Ed (IHE) Editor Scott Jaschik will present and lead a discussion of findings from a survey of Chief Academic Officers (CAOs) sponsored by IHE and scheduled for release just as AAC&U's Annual Meeting launches. Debra Humphreys will set the context of the discussion with insights drawn from earlier AAC&U studies and Alison Byerly will reflect on what the findings reveal about Chief Academic Officers' current challenges and priorities for change. Findings will include CAO attitudes on such topics as: accountability and assessment; changing faculty roles and rewards; the impact of the current focus on college completion data; the potential impact of MOOCs on educational access and business models; and success in advancing a variety of important learning goals.
Debra Humphreys, Vice President for Policy and Public Engagement; Scott Jaschik, Editor, Inside Higher Ed; Alison Byerly, College Professor and former Provost and Executive Vice President, Middlebury College
Innovative Faculty Roles at a 21st Century Campus – A Case Study
This session will be a case study discussion of faculty roles at a large public four-year college committed to: (1) the absence of academic departments; (2) a lean and flat administrative structure that depends on significant faculty governance and leadership; (3) academic freedom in the absence of tenure.
Thomas Mundie, Dean, School of Science and Technology, David Pursell, Associate Professor of Chemistry, Deborah Sauder, Associate Professor of Chemistry and Associate Dean, and Judy Awong-Taylor, Professor of Biology and Associate Dean—all of Georgia Gwinnett College
Developing Intercultural Competence for Higher Education Faculty and Staff
Preparing faculty and staff for intercultural competence is essential to the success of educational endeavor. By learning about themselves, they are better prepared to meet the needs of diverse their students. The challenge for senior education administrators is motivating faculty from diverse academic disciplines to invest in learning about intercultural competence as a part of their teaching and learning responsibilities. In this session we will address the motivational strategies essential for engaging your faculty.
Janet Bennett, Executive Director, and Chris Cartwright, Director of Intercultural Assessment—both of the Intercultural Communication Institute
Citizen Alum: Doers, not (just) Donors
Citizen Alum (CA) is the joint creation of silo-busting teams at 20 campuses committed to building sustainable multi-generational alliances for civic engagement. CA counters the image of alums as primarily "donors" with a vision of them as "doers” while breaking down barriers between undergraduate education and life after graduation.
Julie Ellison, Professor of American Culture, English, and Art and Design, Director, Citizen Alum Initiative, and Jawuan Meeks, Graduate Student—both of Michigan State University; Susan Sturm, Director of the Center for Institutional Change, Columbia University Law School; Rick Battistoni, Faculty, Providence College; Andrew Furco, Associate Vice President for Public Engagement, University of Minnesota; Devorah Lieberman, President, University of La Verne
Leveraging LEAP to Advance Assessment
At St. Olaf College, the LEAP “essential learning outcomes” have guided assessment data-gathering, approaches to reporting, communication with students, and revisions to tenure/ promotion criteria. LEAP has been especially useful in assessing study abroad, interdisciplinary programs, and undergraduate research. Participants will review and adapt sample materials for their own institutions.
Jo Beld, Director of Evaluation and Assessment, Professor of Political Science St. Olaf College
Making Quantitative Reasoning Count
Quantitative Reasoning (QR) has been identified in the LEAP goals as among the key learning outcomes for 21st century students. Members of the National Numeracy Network lead a discussion of methods for introducing quantitative reasoning into curricula, evaluating the results, and share what assessment data shows to work.
Nathan Grawe, Associate Professor of Economics, Carleton College; Eric Gaze, Director of the Quantitative Reasoning Program and Lecturer in Mathematics, Bowdoin College; Donna Sundre, Professor of Psychlogy and Executive Director of Center for Assessment & Research Studies, James Madison University; Bernard Madison, Professor of Mathematics, University of Arkansas
ACAD SESSION: Shaping the Decade Ahead: Vision, Values & Actions
In a decade in which our visions are being disrupted by change, can 21st century academic leaders use academic values as a guide to taking action? Using a Values exercise developed for the HERS Summit for Women Presidents & Chancellors and scenarios from their own change efforts, experienced deans will lead participants in conversations about possibilities and challenges of this approach.
Judith White, President & Executive Director, Higher Education Resource Services; Anne McCall, Dean of Arts, Humanities and Social Sciences, University of Denver; Julie Hayes, Dean of Humanities and Fine Arts, University of Massachusetts Amherst; Renee White, Dean of Arts and Sciences, Simmons College
Saturday, January 26, 11:00 a.m.-12:15 p.m.
Who Determines the Priorities? Philanthropy and the Quality Agenda
Questions about the quality of undergraduate college degrees are finally emerging as a more prominent policy concern within the context of national efforts to dramatically increase degree attainment. Yet many who endorse “quality” and promise to protect it cannot say exactly what they mean by it. In addition, attention to quality is still too often overshadowed by the emphatic focus on accelerating degree completion—with credit hours rather than student achievement as the primary index for success. Significant work remains in aligning the quality agenda with other urgent concerns: increasing productivity, supporting underserved student success, and reducing the cost of college, for example. How are foundations and philanthropies shaping the priorities of higher education today—and what directions should they pursue to influence more positively the future of the quality agenda?
Alison R. Bernstein, Director, Institute for Women’s Leadership, Rutgers University, and former Vice President, The Ford Foundation; Holiday Hart McKiernan, Vice President of Operations and General Counsel, Lumina Foundation for Education; Jeannie Oakes, Director of Education and Scholarship, Ford Foundation; and Daniel Greenstein, Director of Postsecondary Success Strategy, Bill & Melinda Gates Foundation