2022 Annual Meeting: On-Demand Access

Weren’t able to join us live for the 2022 Annual Meeting? We’ve got you covered! Register now for your digital key to access 80+ recorded sessions from the meeting.

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Experience a full range of the hottest topics in higher education by registering for the 2022 Annual Meeting On-Demand Recording Package! Revisit presentations you attended or catch what you missed. Learn anytime across your web-enabled devices. This package includes access to over 80 sessions designed for all roles, disciplines, and institutional types! Recordings are available through July 30, 2022.


See below for more information about the available sessions.

Rates and Availability

Price
Members: $149
Non-Members: $199

The Pre-Meeting Symposium, Polarization, Partisanship, and Disinformation: What is Higher Education’s Response, and the Forum on Open Learning and ePortfolios are also available, and access may be purchased separately.

Price (each)
Members: $39
Non-Members: $69

Plenary and Award Sessions

  • Presenters: Roosevelt Montás, Senior Lecturer in American Studies at Columbia University; and Lynn Pasquerella, President of AAC&U

    Liberal Education: For What and for Whom?

    The practice of liberal education exists in tension with the dominant
    institutional and professional norms of the contemporary university. The
    structure of incentives that shape the academic profession has made
    graduate and specialized study the center of gravity in the liberal arts
    disciplines. In the process, the general education of undergraduates
    has increasingly become an institutional backwater, a form of “service”
    with little or negative value in the ladder of professional prestige.
    Yet liberal education can never consist in the reproduction of
    specialized knowledge. What then is liberal education and what is it
    for? And in a time of historic socioeconomic inequality and political
    polarization, who, really, is it for?

  • Presenter: Lenore Rodicio, Senior Fellow at the Aspen Institute

    Moderator: Lynn Pasquerella, President of AAC&U

    Presenters: Gilda Barabino, President, Olin College of Engineering; Timothy Eatman, Inaugural Dean, Honors Living-Learning Community at Rutgers University–Newark; Roosevelt Montás, Senior Lecturer in American Studies at Columbia University; and Nicole Washington, Vice Chair, District Board of Trustees at Miami Dade College

    At a time of increasing polarization and partisanship, our nation’s historic mission of educating for democracy is more critical than ever. How can higher education safeguard intellectual diversity and promote engaged pluralism in a post-truth era?

  • Keynote Speaker: Heather McGhee, Chair of the Board at Color of Change

    Presenters: Mary Dana Hinton, President of Hollins University; Chair of AAC&U Presidents’ Trust; and Lenore Rodicio, Senior Fellow at the Aspen Institute

  • Moderators: Andrew Delbanco, President at The Teagle Foundation; Loni Bordoloi Pazich, Program Director for Institutional Initiatives at The Teagle Foundation; and Carol Peters, Director of the Division of Education Programs at the National Endowment for the Humanities

    Presenters: Roosevelt Montás, Senior Lecturer in American Studies at Columbia University; David Fott, Professor of Political Science at the University of Nevada, Las Vegas; Thomas Merrill, Associate Professor of Government at American University; Parna Sengupta, Associate Vice Provost and Senior Director of Stanford Introductory Studies at Stanford University; and Anisha Saxena, Assistant Professor of Social Sciences and Philosophy at Onondaga Community College, State University of New York

    The Teagle Foundation and the National Endowment for the Humanities co-sponsor Cornerstone: Learning for Living, an initiative to reinvigorate the role of the humanities in general education. There are now over thirty-five institutions participating in the initiative and reengaging students with the humanities; strengthening the coherence of general education; and increasing teaching opportunities for humanities faculty committed to helping students achieve a sense of belonging and community.

    This session featured Roosevelt Montás, who deliveredthis year’s Carol Geary Schneider Lecture on Liberal Education and Inclusive Excellence, on the role of transformative texts in general education. His remarks will be followed by grantees sharing insights on how they are making such teaching a reality in their own campus settings in light of practical considerations such as how their general education curriculum is configured, the needs and interests of their students, and their existing faculty expertise and other assets.

  • Moderator: Devorah Lieberman, President of University of La Verne

    Presenter: Eboo Patel, Founder and President of Interfaith Youth Core

    What should we expect a graduate of your college to be able to know and do? After four years on your campus, exactly which problems can your students be expected to solve? This talk addresses age-old questions such as “What does it mean to be educated?” and “What is the purpose of college?” in fresh, relevant, and provocative ways.

    The Boyer Award recognizes individuals who are making significant contributions to American higher education, especially in efforts that advance education and scholarship as a service to society. The Boyer Award Lecture is presented by the New American Colleges & Universities.

  • Moderator: Adrianna Kezar, Dean’s Professor of Leadership and Director of the Pullias Center for Higher Education at the University of Southern California

    Presenters: Kris Boudreau, Professor of English at Worcester Polytechnic Institute; Mary Clark, Provost and Executive Vice President at the University of Denver; Ashley Finley, Vice President for Research and Senior Advisor to the President at AAC&U; Mark Richman, Associate Professor of Aerospace Engineering and Secretary of the Faculty at Worcester Polytechnic Institute; Laura Sponsler, Clinical Assistant Professor at the University of Denver; Alison Staudinger, Director of Faculty Development and Career Advancement at the University of Denver; and Kate Willink, Vice Provost for Faculty Affairs at the University of Denver

    In this session, we review campuses that have moved to create better policies and practices to support contingent faculty. These campuses were identified through an award given by the Delphi Project on the Changing Faculty and Student Success in partnership with AAC&U. Campus leaders describe the new policies, practices, and programs implemented and how changes were negotiated and achieved, in addition to sharing advice and lessons learned. Delphi Project staff provide background about the award goals and provide information for campuses that may want to apply in the future.

Program Tracks and Sessions

    • A Grassroots Approach to Institutional Learning Objective (ILO) Assessment and Revision
    • Inquiring into a Culture of Intersectional Coalition Building
    • The Lived Experience of Female Deans and Directors
    • Building Community and Resilience in Online Teaching
    • Socrates, Rumi, and the Inner Landscape of Critical Thinking
    • Whole Faculty Development for the Whole Student Approach
    • Developing the Whole Person through Implementing a Cocurricular Record: Key Considerations for Institutional Leaders
    • How Can We Coordinate and Assess Academic and Co-Curricular Support Services?
    • Adopting an Anti-Racism Framework for Learning Outcomes Assessment in Courses and Programs
    • Advancing an Equity-Centered Approach: Institution-Wide Response to the COVID-19 Pandemic and Structural Racism
    • Anti-Racism across Our Campuses
    • Building Equitable Hiring Practices through Process and Partnership: Practical Approaches for Your Campus
    • Addressing Anti-Blackness in the College Writing Curriculum
    • Entrepreneurial Education: Preparing Our Graduates for the Challenges of Life in the Twenty-First Century
    • Democratic Implications of Reflection: Findings from Integrative Learning Research at the University of Michigan–Flint
    • Leveraging the VALUE Rubrics to Support Demand-Led Microcertification in Access Education
    • Communicate for a Change: Revitalizing Conversations for Higher Education
    • The Secrets to Generating University-Wide Support for a Competency-Based Comprehensive Learner Record and Digital Wallet Project
    • Enabling Student Success by Fostering and Assessing Knowledge Transfer in the College Curriculum and Classroom
    • What No One’s Telling You About Active Learning: Five Principles to Increase Impact
    • Connecting the Liberal Arts to Career-Focused Students: Designing Integrative General Education Pathways
    • Lessons Learned: How Strategies Developed during the Pandemic Can Pave the Way for a Brighter, More Inclusive Future for Undergraduate STEM Education
    • Educating for Democracy: Curricular and Pedagogical Innovation in World Languages
    • Strengthening College Students’ Confidence in Their Own Ethical Reasoning Skills
    • The PUR Survey: Assessing Attitudes and Practices in Undergraduate Research at the Institutional Level
    • HIPs “Done Well” at Chattanooga State: Building Equity with High-Impact Professional Learning
    • Storytelling with Learning Analytics: The Shifting of Faculty Perspectives about Student Success
    • Models for Combating the High Cost of Textbooks: An Examination of Open Educational Resources and Inclusive Access
    • Uncovering Student Needs to Enhance Student Outcomes and Retention
    • We Made the Road by Walking: The Journey to a Faculty Community Centered on Liberatory Pedagogy and Practices
    • Connecting Faculty Development with Student Outcomes: A Community College’s Program Evaluation Research
    • Students First: Reflective Frameworks for Advancing Student-Centered Teaching and Design
    • Earn While You Learn: The Youth Leadership Corps Model
    • Academic Freedom for What? Education for a Democracy in Question
    • Transforming Liberal Education within Small Colleges: A "Village Commons" Approach to Democracy and Diversity
    • (Re)Establishing Communities: Visioning a Year of Service to Encourage Youth Belonging, Empowerment, and Civic Agency Development
    • Teaching Change Can Save Democracy
    • Civil Discourse and Civic Engagement: Strategies for Cultivating Respectful Dialogue and Intellectual Inquiry in the General Education Classroom
    • Orienting Campus-Community Engagement toward Reparations
    • The New Essential Learning Outcomes: An Updated Learning Framework for Citizenship and Careers
    • The Relational Leader: Strategies and Perspectives on Leadership in Challenging Times
    • Strengthening Democracy through Community Engagement: The Role of Campus and Community Partnerships in a Post-Pandemic Higher Education
    • College and Beyond II: How Data Can Help Us Understand the Democratic Outcomes of Liberal Education
    • Navigating Normal: Free Speech and the Return to Campus
    • Teaching Critical Race Theory in Times of Emergency
    • Community College Students Do Have a Place at the Liberal Arts Seminar Table
    • Student Voting in an Era of Social Distancing and Political Activism: Looking Back, Looking Ahead
    • Community Colleges: Anchors of Democracy
    • From the Liberal Arts to Public Engagement: The Calderwood Seminars in Public Writing
    • Responding to Sociopolitical and Racial Challenges Facing American Society through Democratic and Anti-Racism Initiatives
    • We Need Civic Engagement More Than Ever! Between Global Politics and Local Action: Let's Listen to the Students and Do It Right
    • (Post) Pandemic Pedagogy: Using Technology to Promote Civic Learning and Democratic Engagement
    • Understanding Environmental Worldviews through Global Learning
    • Future of Global Higher Education: Disruption, Innovation, Strategic Partnerships, and Transformation
    • Teaching Civic Engagement Globally
    • Democracy as Transgressive Practices: Community-Based, Global Learning
    • “With Liberty and Justice for All”: How Do We Educate for That?
    • Well-Being, Equity, and Empowerment: A Systematic Approach to Students' Mental Health Support
    • So, You Want to Teach Energy Justice...
    • Designing Assessments of Quantitative Competencies in Biology Curriculum
    • Collaborating for Innovation—Role of Organization Change Networks
    • Transforming Higher Education: Using Institutional Change and Liberation Theories to Systemically Advance Racial Equity
    • Global Perspectives on Student Success: Lessons on Equity, Student Voice, and Educational Change
    • Building on the Cultural Wealth of Minoritized Students: Anti-Racist Pedagogy in Community-Engaged Teaching
    • Equity by Design: Overhauling Undergraduate Research Programs and Practices to Center Racial Equity
    • Supporting Identity-Conscious Redesign on University Campuses: Perspectives on Collaboration and Culture Change
    • Minding the Equity Gap: Moving from Insight to Action by Democratizing Data across the California State University
    • Embodied Cognition Learning Center Innovations and the Revolution in Thinking about Thinking
    • Making College Meaningful: Student Perspectives on the Relationship-Rich Campus
    • Writing for Liberation: Using Culturally Relevant Mentor Texts and Counterstorytelling to Foster Student Identities as Civically Engaged Writers
    • Action Planning for Racial Equity in HIPs, from Recruitment to Assessment
    • Shared Leadership in Higher Education: A Collective Approach to Solving Our Toughest Challenges
    • Supporting Student Veteran Success
    • Using Data to Reduce Obstacles to Student Success: A Collaborative Approach to Learning Analytics
    • New Era, Same Goal: Closing Equity Gaps/Raising Graduation Rates
    • Shared Leadership in Equity: Transforming Institutional Culture
    • Rethinking Diversity, Equity, and Inclusion Practices Using Storytelling and Reflection
    • The Interfaith Imperative: Implementing Interfaith Cooperation and Engaging Religious Diversity in Higher Education for Work, Life, and Citizenship

Pre-Meeting Symposium

  • Opening Plenary on Academic Freedom
  • Second Plenary: Responding to Polarization, Partisanship, and Disinformation
  • Afternoon Panel: Trends in Higher Education
  • Academic Freedom for What? Education for a Democracy in Question
  • Democratic Implication of Reflection: Findings from Integrative Learning Research at the University of Michigan—Flint
  • Transforming Liberal Education within Small Colleges: A “Village Commons” Approach to Democracy and Diversity
  • Closing Remarks

Forum on Open Learning and ePortfolios

  • Keynote Speaker: Stephen Ehrmann, Higher Education Author and Consultant

    Presenters: C. Edward Watson, Associate Vice President for Curricular and Pedagogical Innovation at AAC&U; and Jessica Chittum, Director of Assessment and Pedagogical Innovation at AAC&U

    Colleges and universities must improve their quality of learning, equitable access, and affordability. A few institutions have had some success on all three fronts. Stephen Ehrmann has analyzed the past ten to twenty years of work at several such institutions. In each, innovations such as ePortfolios and open learning have succeeded because they were integral elements of a far larger constellation of initiatives that combined to enable the institution to make progress on all three fronts. In this plenary session, we will examine

    • How such institutional constellations can create all three kinds of gains;
    • The contributions that ePortfolios and open learning can make within such constellations; and
    • How several institutions each took fifteen to twenty years (to date) to create their own, unique constellations.
  • Keynote Speaker: Pablo Avila, Associate Director of ePortfolio and Digital Learning at LaGuardia Community College, City University of New York

    Presenter: Tracy Penny Light, Director of Leadership and Excellence in Academic Development (LEAD) Division at St. George's University

    How might we leverage the power of Showcase and Learning ePortfolios to help students document their evolving identities while in college? This session will explore how using ePortfolios helps students document their college journeys as they navigate complex institutional structures and academic pathways. When integrated with other high-impact practices, ePortfolios help students embark on an intellectual journey, reflect on their learning, recognize their evolving identities, and discover potential careers as they curate their story purposefully for multiple audiences.

  • Keynote Speaker: Traci Morris, Executive Director of the American Indian Policy Institute at Arizona State University

    Presenter: C. Edward Watson, Associate Vice President for Curricular and Pedagogical Innovation at AAC&U

    The United States came to know the reality of the inadequacies of broadband access in tribal communities as well as in rural communities and urban settings because of the pandemic. This closing plenary will explore the digital divide, the state of broadband infrastructure, the lack of data, and the opportunities for digital equity that are forthcoming due to legislative investment, with extensive exploration of key issues present on tribal lands and in a variety of contexts. The presentation and discussion will examine this problem, one that impedes economic growth, community health, education, energy, and civic engagement.

    • Collecting a Revolution: ePortfolios and Student-Led Programmatic Assessment
    • ePortfolio as Capstone Thesis Alternative
    • Education for Freedom
    • ePortfolios That Support Student Learning, Faculty Evaluation, and Institutional Assessment
    • How Has ePortfolio Research Transformed the Field? A Twenty-Year View
    • A Conceptual Analysis of Curriculum Effectiveness Evident in Capstone ePortfolio Reflections
    • It's Not Easy: The Process of Implementing ePortfolio Pedagogy in Your Course
    • Designing and Implementing Institution-Wide ePortfolios
    • Reflective Journey Mapping Prior to ePortfolios in a First-Year Experience Course—An AAC&U ePortfolio Institute Project
    • ePortfolio: A Pedagogical Tool to Inform Student Mentorship, Access, and Success
    • How ePortfolio Pedagogies Helped Us Engage and Empower Students and Faculty during Challenging Times
    • Tell Me Your Story: Reflection, Compassion, Ethics, and Social Justice in ePortfolio Practices
    • Collecting, Selecting, Connecting, and Reflecting: Using ePortfolios for Curricula Development and Student Growth
    • ePortfolios in a Second-Year Course at a Small Liberal Arts College
    • Best Practices for ePortfolio Assignment Implementation and Measuring Student Perceptions of Career Readiness
    • Professional Development Provisions and Needs for Teaching ePortfolios: Voices of Instructors and Educational Designers
    • An Authentic Faculty and Student Perspective on Community, Advocacy, Leadership, and Identity: Using ePortfolios to Create an LGBTQ+ Peer Mentoring Program
    • Developing Best Practices for Designing ePortfolio Showcases and Galleries
    • Making Learning Visible to Demonstrate Growth: The Power of ePortfolios in 2022
    • Process-Based Assessment and ePortfolio: Formative Assessment Shifts and Strategies
    • ePortfolios: To Use or Not to Use in Graduate School and the Hiring Process?
    • Use of Electronic Portfolios to Assess Field Experience in Social Work
    • Beyond the Orchestra: ePortfolios as a Tool to Influence Student Career Thinking
    • Creating a Virtual "Polis" in the Midst of a Storm: How to Use OER and ePortfolios to Build a Broader Learning Commons
    • Reflect and Restore: Leveraging ePortfolio Practices for Well-Being
    • A Case Study in Inclusive ePortfolio Practice: Exploring Curricular Strategy, Foundational Tools, and Campus Collaborations
    • Building Bridges Between ePortfolios, Career Goals, and Real-Life Application
    • Developing Innovative Reflections in ePortfolios to Promote Student Learning
    • Elevating ePortfolios Potential for Constructing Scholar Identity
    • Meet the Principles: AAEEBL's Task Force on Digital Ethics in ePortfolios
    • The Northwestern IDS ePortfolio Program: Documenting Student Growth and Reflection in an Online Graduate Program
    • Using Story to Improve Course Design and Software Proficiency
    • Attenuated Democracy: OER Textbook and Course Designed for Critical Examination of Popular Government in the United States
    • Scaling OER with Intensive Faculty Development
    • Contributions of Student Learning Artifacts to Open Education: Lessons from the Digital Intro Initiative
    • Making OER Accessible to Students, Faculty, and Adjuncts
    • Preparing Open Educators: Essential Conceptual Understandings and Proficiencies
    • The Value of Open Educational Resources to Tenure and Promotion
    • Beyond Affordability: The Evidence Supporting OERs as a Quality and Equity Strategy
    • Open Education Affordable Learning Solutions for Historically Black Colleges and Universities
    • Empowering OER Communities across State Systems: Using Professional Development to Sustain Your Initiative
    • Reimagining Open Education Leadership to Promote Social Justice and Anti-Racism, and to Empower Underserved Students

On-Demand Access

Register now for your digital key to access 80+ recorded sessions from the meeting.