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Summer Institutes

AAC&U Summer Institutes offer campus teams a time and place for sustained collaborative work on a project of importance to their campus. Our three annual institutes include the Institute on General Education and Assessment; the Institute on High-Impact Practices and Student Success, which is the “next generation” of the former Greater Expectations Institute; and the Institute on Integrative Learning and the Departments.  A description of each is below, with additional information available on those Institutes’ Web pages.

AAC&U occasionally sponsors project-based summer institutes. Information about those institutes will be posted when applicable.

2014 SUMMER INSTITUTES

Institute on General Education and Assessment

June 3-7, 2014
University of Vermont, Burlington, Vermont


About the Institute
The Institute on General Education and Assessment provides campus teams with opportunities to refine and advance general education programs and their assessment. The Institute focuses on building a campus learning culture for intentional, well-defined, and meaningfully assessed general education curricula. During the Institute, teams explore general education models, processes of redesign and implementation of highly effective practices, clarification and integration of learning outcomes, and strategies for assessment.

Who Should Attend
The Institute on General Education and Assessment is designed for any campus, system, or group of campuses engaged in redesigning general education for students.  Campuses can be at any stage in the process of rethinking general education approaches and issues emerging from their respective needs and circumstances. Campus teams typically include a senior academic officer and faculty members working on general education committees or teaching general education courses.

Institute on High-Impact Practices and Student Success

June 17-21, 2014
Vanderbilt University, Nashville

About the Institute
The Institute on High-Impact Practices and Student Success is designed to help campuses and systems develop institution-wide change strategies for the benefit of all students, enabling institutions to identify areas for improvement and target interventions. Participant teams address barriers to student success and devise integrative plans to strengthen student learning—making intentional use of Essential Learning Outcomes and high-impact practices across the institution. Aiming high for all students, the Institute curriculum helps campuses to define approaches that are highly engaging to students and effective at improving the equitable achievement of outcomes. Highlighting the success of students who have historically been underserved, the program supports work to make excellence inclusive and to improve completion of degrees. It builds on research indicating that all students benefit from a set of high-impact practices and that less-advantaged students benefit even more when they participate in these practices.

Who Should Attend
The Institute on High-Impact Practices and Student Success is designed to help campus, system, or regional collaborative teams (faculty members, academic administrators, student affairs professionals, students) develop intentional high-impact programs and coordinated strategies for student success—programs and strategies that are engaging to students and effective at improving both persistence and essential learning outcomes, with particular benefit to students historically underserved by higher education.

Institute on Integrative Learning and the Departments

July 9-13, 2014
California State University, Fullerton

About the Institute
The Institute on Integrative Learning and the Departments is intended for colleges and universities interested in building faculty and departmental leadership for advancement of Essential Learning Outcomes—knowledge of multiple disciplines, inquiry and critical thinking, personal and social responsibility, civic learning, global knowledge and skills, and particularly, integrative and applied learning. Today, college graduates must be able to integrate and apply disciplinary and cross-disciplinary learning in new contexts as they seek better and more responsible solutions to problems encountered in work and in society.

Who Should Attend
The Institute on Integrative Learning and the Departments is designed for teams of faculty and administrators who are working to articulate and link departmental, general education, and institutional-level learning goals; encourage innovative teaching, learning, and assessment practices among their colleagues; and align institutional structures to reward and sustain learning success. The Institute aims to help these teams acquire the tools needed to implement change that deepens students’ integrative capacities over time—including their ability to connect disciplinary knowledge and inquiry to responsible choices and actions.

PKAL Summer Leadership Institute for STEM Faculty

July 18–23, 2014
Pendle Hill, Wallingford, Pennsylvania

July 25–30, 2014
Baca Campus of Colorado College, Crestone, Colorado

The PKAL Summer Leadership Institute is designed for both early- and mid-career STEM faculty engaged in leading projects aimed at transforming undergraduate STEM education in their classrooms, departments, and institutions. Each Institute exposes STEM faculty to the theories and practices required for them to act as agents of change in their home institutions and/or professional societies. Over 40 percent of Institute alumni currently hold positions of leadership on their home campuses. Applications will be available in January, 2014. Women, minorities and persons with disabilities are strongly encouraged to apply.


If you have any questions about AAC&U meetings, please contact us by sending an e-mail to meetings@aacu.org.

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