2012 Pre-Meeting Workshops

Wednesday, January 25, 2:00-5:00 p.m.

The HIP Parade: Assessing for Effects, Quality, and Inclusion  
Amid growing evidence of their efficacy on student learning and institutional outcomes, high impact practices (HIPs) have rapidly become a focus of campus efforts, both for student learning and assessment.  This workshop incorporates a data-driven inquiry-based model to enable participants to maximize HIPs being used in classrooms and across campus.  To achieve greater depth in the use of these practices, participants will engage in a series of guided discussions to interrogate key issues related to: identifying intended outcomes, using existing data sources at institutional and program levels, harvesting new data to address, evolving questions, and furthering assessment through attention to the qualities that make these practices “high impact.”  Central to small and large group discussions will be a focus on disaggregating data to better understand the degree to which all students are accessing these practices and the effects of inclusion.  Case studies will be used to provide current examples of campus practice and use of findings to promote campus advancement.
Ashley Finley, Senior Director of Assessment and Research, and Tia Brown McNair, Senior Director for Student Success – both of AAC&U

Beginning with the End in Mind:  Backward Design in General Education Assessment 
In Understanding by Design, Grant Wiggins and Jay McTighe advocate a “backward design” model of educational decision-making, which begins with identifying desired learning outcomes and then "working backward" to select resources and develop activities that will advance those outcomes. This is not just good advice for designing a general education curriculum; it’s also good advice for designing a general education assessment program, where the principal “learners” are faculty and administrators, and the principal “learning outcomes” for those learners are all too often unspecified. In this workshop, participants will "begin with the end in mind" by first identifying what faculty and administrators should be able to understand and to do as a result of their encounters with general education assessment evidence. Participants will then review and evaluate a variety of strategies for gathering and sharing that evidence in light of the learning goals they have identified. 
Jo Beld, Director of Evaluation and Assessment and Professor of Political Science, St. Olaf College

E-Portfolios from the Ground Up:  Planning, Creating, Implementing
Designed for campuses considering e-portfolios or in the very early stages of creating e-portfolio programs, this hands-on workshop will guide participants through the planning process for implementing e-portfolios. What does it take to create an e-portfolio program that is the right fit for your campus?  What are the secrets to success?  How do campuses create unique e-portfolio programs reflective of their institution's mission and goals?  This workshop will look at case studies of successful e-portfolio programs, offer guidance about implementation, and share best practices from e-portfolio programs around the country.
Bret Eynon, Assistant Dean for Teaching and Learning, and J. Elizabeth Clark, Associate Professor of English—both of La Guardia Community College-City University of New York

Improving Teaching, Learning, and Faculty Development:  Working Strategically Within Your Institution
Increasingly, faculty development has moved beyond the periphery of the academic and institutional mission of our colleges and universities to become a key lever for change and critical component of institutional excellence.  Teaching and learning centers are increasingly called upon to support new instructional initiatives in the areas of technology, diversity and assessment. As well, there is increasing attention on supporting new, midcareer and senior faculty as they navigate an academic career, especially through initiatives in mentoring, career advancement, and work/life balance. Responding to the myriad of professional development challenges, this interactive session, led by two seasoned administrators and faculty developers, will assist faculty and administrators interested in thinking and operating more strategically within the institution to: (1) establish and/or sustain programs to stimulate, support and reward faculty efforts to enhance their teaching, learning, and professional development; and (2) create strong and effective partnerships among faculty, academic leaders, and faculty developers to enhance teaching, learning and faculty development on their campus.  
Mary Deane Sorcinelli, Associate Vice Provost for Faculty Development, University of Massachusetts – Amherst; Christine Stanley, Vice President and Associate Provost for Diversity, Texas A & M University
This workshop is sponsored by the Network for Professional and Organizational Development (POD Network)

21st Century General Education:  Preparing a Global Generation
Today, colleges and universities face intense scrutiny, as tuition soars and many students and parents measure the value of a college degree in terms of job prospects and starting salaries. General education can and should provide this generation of students with skills that can contribute to career development, but it should also provide them with the opportunity to engage deeply with global and integrative learning in order to develop as informed and ethical global citizens.  How does a school move to articulate a commitment to a robust, globally focused general education program for the 21st century, while taking into account its own mission and history?   This workshop is designed for faculty members and administrators at all stages of general education redesign who want to challenge their campuses to envision a relevant, globally-positioned general education program.  Participants will explore questions of establishing process and timeline, evaluating structures, and navigating the politics of general education reform.   We will also spend considerable time in discussion, as we introduce and then practice the fine art of writing goals and learning outcomes that establish the foundation for the curriculum. 
Sarah Fatherly, Interim Associate Vice President for Academic Affairs and Dean of University Programs, Otterbein University; Amy Jessen-Marshall,Dean of the Faculty, Vice President for Academic Affairs, Sweet Briar College 

ACAD Workshop
Long-Term Planning:  The Integration of Finances and Programs
Academic deans must be engaged with long-term financial planning. How can we balance revenues and expenses into the indefinite future, and how can we maintain that balance without sacrificing academic excellence or creative vitality?  In this interactive workshop, we will discuss models for projecting revenues and expenses over a multi-year period, methods for expanding revenues, and methods for limiting expenses. Topics include endowment management, tuition revenue, annual gift giving, new sources of revenue, staffing models, deferred maintenance, health care costs, and energy costs. We will discuss several critical issues: How to maintain academic quality while balancing the budget; how to develop new programs while supporting existing ones; how to resolve conflicts among constituencies; and how to set parameters for critical characteristics such as student body size and faculty size. Of vital importance is the creation of working relationships between deans and financial affairs officers that include a mutual understanding of academic goals and fiscal challenges. The workshop format will include both the presentation of ideas and techniques by the panelists and discussion by all workshop participants. 
Thomas Axtell, Vice President for Finance and Administrative Services, andLawrence B. Breitborde, Vice President for Academic Affairs and Dean of the College—both of Knox College; David Burrows, Provost and Dean of the Faculty, and Brian Riste, Vice President for Business and Operations—both of Lawrence University

ACAD Workshop:
Mission-Defined Assessment: Using Institutional Identity to Shape Assessment of Student Learning Outcomes and Decision-Making
Mission-defined assessment can be a valuable tool in fostering a solid understanding and commitment to institutional identity, enhancing educational programs, and communicating “brand” to various groups.  This workshop will present four principles for mission-defined assessment: (1) shaping a college culture that refuses to see assessment as a "test," but instead promotes faculty and staff ownership of a process that enables mission fulfillment; (2) incorporating both co-curricular and curricular goals into a comprehensive vision of student development capable of producing graduates who embody a college’s mission; (3) integrating general education, academic major, and co-curricular learning goals into an institutional assessment framework that addresses vital components of a college’s mission; and (4) engaging both external (e.g., parents, alumni, employers) and internal (e.g., faculty and staff) audiences with a college’s mission and its assessment practices.  We will use case studies from Macalester College and Westminster College to illustrate each principle of mission-defined assessment, and encourage participants to interact with each other based on guiding questions for each principle. Consequently, this workshop will be interactive, focus on sharing best practices, and discuss realistic challenges/opportunities associated with mission-defined assessment. Workshop participants should bring their college’s mission statement, and/or related documents, to the session
Kendrick Brown, Associate Dean of the Faculty, and Kathleen Murray, Provost and Dean of the Faculty—both of Macalester College; Carolyn Perry, Vice President for Academic Affairs and Dean of the Faculty, and Robert Seelinger, Director of Assessment and Professor of Classics—both of Westminster College