Faculty: 2014 Summer Institute on High-Impact Practices and Student Success
The twelve faculty members for the 2014 Institute on High-Impact Practices and Student Success are nationally recognized scholars and practitioners with expertise across a wide array of subjects, and each will serve as a liaison for a number of campus teams throughout the institute. In addition, each faculty member will provide guidance and expertise in one of the institute's four tracks.
Susan Albertine, AAC&U
Susan Albertine is vice president in the Office of Diversity, Equity, and Student Success at AAC&U. She provides leadership for the overall program of LEAP partner state initiatives, for programs and activities related to college readiness and student success, and for the Making Excellence Inclusive initiative. She serves as liaison to project contacts in the field, including policy, campus, business, P16, and community leaders.
Areas of Expertise: general education; assessment; institutional planning and leadership; P-16; state system and campus collaboration; developmental learning; student engagement, inclusion, and success
Arleen Arnsparger, Center for Community College Student Engagement, University of Texas at Austin
Arleen Arnsparger is project manager of the Initiative on Student Success at the Center for Community College Student Engagement (CCCSE) at The University of Texas at Austin. In her role leading the qualitative work at the Center, Arleen works with community colleges throughout the country, conducting focus groups and interviews with students to learn about their college experiences, interviewing presidents, and listening to faculty and staff. Arnsparger asks questions that get to the heart of people’s perceptions, experiences and actions. She helps college leaders learn from their own data, as well as findings from research and practice in higher education. Arnsparger has also served as a community college administrator, adjunct faculty in both two- and four-year institutions, and an education policy advisor, working with state policy makers and education leaders on education improvement. She is co-author and producer of the book and companion video: Students Speak – Are We Listening? Starting Right in the Community College.
Areas of expertise: community college student engagement; using data to inform decision-making and target areas for improvement; designing and conducting focus groups with students, faculty and staff; high school to college transition; promoting successful outcomes for men of color; strengthening the role of part-time faculty
Gwen Dungy, AAC&U
Gwendolyn Jordan Dungy is executive director emerita of NASPA - Student Affairs Administrators in Higher Education. As a national advocate for students, Dungy draws on more than thirty years of experience in higher education, including seventeen years as the primary spokesperson for student affairs administrators and practitioners. While at NASPA, she pursued a number of initiatives designed to enhance the association's role in public policy, research, professional development, and student learning and assessment, with a particular interest in the increasing veteran student population.
Areas of Expertise: student affairs administration; educational persistence and completion; opportunities for the increasing veteran student population; working with student-affairs administrators abroad; the student experience; intercultural exchange; assessment; adult learners
Timothy Eatman, Syracuse University
Tim Eatman serves as a School of Education faculty member and as faculty co-director of Imagining America: Artists and Scholars in Public Life (IA) at Syracuse University. He is co-author of Scholarship in Public: Knowledge Creation and Tenure Policy in the Engaged University, a seminal research report on faculty rewards for engaged scholarship. Another important domain of Eatman's research explores equity issues in higher education. Eatman is a visiting fellow with the New England Resource Center for Higher Education (NERCHE) and sits on the editorial board of The New Public Scholarship book series, Diversity and Democracy, and Urban Education. He also reviews for several scholarly journals and publications. The recipient of the 2010 Early Career Research Award for the International Association for Research on Service Learning and Community Engagement, Eatman regularly consults with higher education associations and institutions for collaborative research, keynotes, and workshops.
Areas of Expertise: educational equity; publicly engaged scholarship; faculty rewards; institutional planning and leadership; P-16; diversity; science, technology, engineering, and mathematics (STEM) success
David Hubert, Salt Lake Community College
Dr. David Hubert is professor of political science and ePortfolio director at Salt Lake Community College. He previously served as dean of general and developmental education, where he led the development and implementation of SLCC's ePortfolio requirement in its general education program. Professor Hubert has developed one hybrid and three online political science courses. He has served as the director of SLCC's Faculty Teaching and Learning Center, led four study abroad trips to London, taught two learning communities, and led SLCC's Giving Community College Students a Roadmap initiative. His current work centers on how best to use student ePortfolios for general education assessment.
Areas of expertise: ePortfolio implementation and pedagogy; general education; assessment with VALUE and other rubrics; faculty development; effective teaching practices; study abroad; learning communities; reflective pedagogy
William Loker, California State University-Chico
Bill Loker is a professor of anthropology at Chico State. Since 2004, he has served as dean of undergraduate education, providing oversight and direction to the general education program, first year experience program, the Office of Civic Engagement, the Center for Excellence in Learning and Teaching and the university honors program, among other duties. Under Dr. Loker’s leadership, and with the support of the AAC&U Compass Project, Chico State has undertaken an innovative re-visioning and renewal of the general education program. With the support of the Bringing Theory to Practice project, Loker and his colleague Thia Wolf (Chico’s first year experience director), along with numerous faculty collaborators, developed the Town Hall Meeting, the Chico Great Debate and several other examples of what has come to be known as public sphere pedagogy (PSP). PSP has received national attention as a high-impact practice with significant impacts on student engagement, retention and progress toward a degree.
Areas of expertise: curriculum design; pedagogical innovation for student success; program assessment and evaluation; communities of practice; academic engagement; student well-being
Tia McNair, AAC&U
Tia Brown McNair is the senior director for student success in the Office of Diversity, Equity, and Student Success at AAC&U. She collaborates with all AAC&U program offices and takes a leading role in advancing AAC&U projects and meetings on student success and making excellence inclusive. She directs AAC&U’s Developing a Community College Student Roadmap project and is a co-author on a newly released publication Assessing Underserved Students’ Engagement in High-Impact Practices. She is a co-PI on a collaborative project with Excelencia in Education to advance Latino student success through the implementation and scaling of high-impact practices to improve student learning. Her research agenda focuses on achieving equity in student learning outcomes, student and institutional engagement, assessing high-impact practices and intentionality, inquiry-based analysis, cross-divisional collaboration, and equity-minded data analysis for institutional change.
Areas of expertise: underserved student success, engagement and inclusion; assessing high-impact practices and intentionality; inquiry-based analysis; cross-divisional collaboration; equity-minded data analysis and decision-making; institutional planning; project development and implementation; P-16 alignment; network building
Thomas F. Nelson Laird, Indiana University
Tom Nelson Laird teaches in and coordinates the Higher Education and Student Affairs program of the Indiana University School of Education. Since 2003, he has worked on the National Survey of Student Engagement (NSSE) and its related surveys. Currently, he is the principal investigator for the Faculty Survey of Student Engagement (FSSE) and studies teaching and learning issues using data from both NSSE and FSSE. Nelson Laird's research and courses focus on effective teaching practices, connections between diversity and learning, deep approaches to learning, assessing differences in collegiate environments, and curricular issues.
Areas of expertise: effective teaching practices; student experiences with diversity; the National Survey of Student Engagement; deep approaches to learning; incorporating diversity into student experiences across the curriculum
Judith Ramaley, AAC&U
Dr. Judith A. Ramaley (pronounced Rah may' lee) is distinguished professor of public service at Portland State University in the Hatfield School of Government, and president emerita of Winona State University in Minnesota. She served as president of Winona State University (WSU) from 2005 to May 2012. Prior to joining WSU, she held a presidential professorship in biomedical sciences at the University of Maine and was a Fellow of the Margaret Chase Smith Center for Public Policy. She also served as a visiting senior scientist at the National Academy of Sciences in 2004. From 2001-2004, she was assistant director of the Education and Human Resources Directorate at The National Science Foundation. Dr. Ramaley was president of The University of Vermont and professor of biology from 1997 to 2001. She was president and professor of biology at Portland State University from 1990-1997.
Areas of expertise: higher education reform; curricular reform; the changing nature of work and the workforce; science, technology, engineering, and mathematics (STEM) education; civic responsibility and the role of higher education in promoting good citizenship and community development; leadership of change; grant-making and fundraising
George Sanchez, University of Southern California
George J. Sanchez is professor of history and American studies and ethnicity at USC, where he also serves as vice dean for diversity and strategic initiatives. His academic work focuses on both historical and contemporary topics of race, gender, ethnicity, labor, and immigration. He was president of the American Studies Association from 2001-2002, and he currently serves as director of the Center for Diversity and Democracy at USC, which focuses on issues of racial and ethnic diversity in higher education, as well as on issues of civic engagement.
Areas of expertise: faculty recruitment and retention; undergraduate research; diversity in the context of disciplines; Ph.D. mentorship and diversity; first generation college students; civic engagement
Gordon Uno, University of Oklahoma Norman Campus
Gordon Uno joined the Department of Microbiology and Plant Biology at the University of Oklahoma in 1979, was appointed a David Ross Boyd Professor of Botany in 1997, and is currently serving as the department’s chair. He has authored or co-authored several textbooks including Principles of Botany and the Handbook for Developing Undergraduate Science Courses (a survival training guide for young faculty). He was a program officer in the Division of Undergraduate Education at the National Science Foundation (1998-2000), was president of the National Association of Biology Teachers in 1995, and served on the board of directors for the American Institute of Biological Sciences for nine years. He is principal investigator for the NSF-funded Introductory Biology Project, which focuses on issues related to the freshman biology course, and he is working with the College Board and the Educational Testing Service to revise the Advanced Placement (AP) biology course and exam.
Areas of expertise: science education; biological and scientific literacy; inquiry-based pedagogy; science curriculum development; faculty development; grant proposal writing; undergraduate research
Carleen Vande Zande, University of Wisconsin-Oshkosh
Dr. Carleen Vande Zande is the associate vice chancellor for curricular affairs and student academic achievement at University of Wisconsin-Oshkosh. She leads the university’s efforts for curriculum oversight and assessment of student learning. She has worked at the forefront of inclusive excellence efforts at UW-Oshkosh, in connection with AAC&U’s Give Students a Compass and Quality Collaboratives projects. Dr. Vande Zande has responsibility for programs and initiatives dealing with general education, student learning assessment, advising, curriculum planning and approval, issues related to student achievement and retention, program review, testing, articulation agreements, and accreditation. Additionally, she works with the Office of Institutional Research, the Registrar's Office, and the Center for Academic Resources. She is a consultant evaluator for the Higher Learning Commission (HLC) for the PEAQ reviews, AQIP evaluation processes and serves on the HLC institutional change request panel.
Areas of expertise: institution-wide assessment of student learning; program-level assessment; underserved student success; assessment of HIPs; accreditation; curriculum development
For more information about this Institute, please write to firstname.lastname@example.org.