General Education and Assessment 2014: Featured Speakers
Thursday, February 27, 2014, 7:00–8:30 p.m.
From Disruption to Design: A General Education for 2030?
Randall Bass, Vice Provost for Education, Georgetown University
Randy Bass has been working at the intersections of new media technologies and the scholarship of teaching and learning for twenty years, including serving as director and principal investigator of the Visible Knowledge Project, a five-year scholarship of teaching and learning project involving seventy faculty on twenty university and college campuses. From 2003-2009 he was a consulting scholar for the Carnegie Foundation for the Advancement of Teaching, where he served, in 1998-1999, as a Pew Scholar and Carnegie Fellow. In 1999, he won the EDUCAUSE Medal for Outstanding Achievement in Technology and Undergraduate Education. Bass is the author and editor of numerous books, articles, and electronic projects, including Border Texts: Cultural Readings for Contemporary Writers (Houghton Mifflin, 1998, 2002). He also co-edited “Intentional Media: The Crossroads Conversations on Teaching and Technology in the American Cultural History Classroom” (a double issue of the journal Works & Days, 1998/99) with Bret Eynon.
Sybril Bennett, Associate Professor, Journalism, Belmont University
Sybril Bennett is a Vanderbilt educated, Harvard trained, two-time Emmy award winning multimedia journalist. She is a tenured professor of journalism at Belmont University in Nashville, Tennessee, where she helped to establish the New Century Journalism program in 2003. With more than twenty years of experience in television news, she has worked behind the scenes at ABC in Milwaukee and at CBS in Chicago. Her last television gig was at CBS in Nashville, where she was a general assignment reporter, fill-in anchor and fill-in talk show host. She was commissioned by AAC&U to participate in the Bringing Theory to Practice monograph project. Her monograph focuses on civic engagement and social media. Her book Innovate: Lessons from the Underground Railroad examines the underground railroad and the Internet as among America's most effective, innovative, and disruptive networks. With degrees from Marquette, Loyola University of Chicago, and Vanderbilt, Dr. Bennett is a disruptive facilitator, mentor, and speaker spreading the word about and through social media.
Friday, February 28, 2014, 9:15–10:15 a.m.
Examining Leadership Paradoxes: New Students and Faculty on Campus
Adrianna Kezar, Professor of Higher Education, Rossier School of Education, University of Southern California
Adrianna Kezar is a national expert of change and leadership in higher education. Her research agenda explores the change process in higher education institutions and the role of leadership in creating change. Kezar is also a well-known qualitative researcher and has written several texts and articles about ways to improve qualitative research in education. Kezar is well published with fourteen books, over seventy-five journal articles, and more than a hundred book chapters and reports. Kezar has served on numerous national boards, such as the American Association for Higher Education, AAC&U's Peer Review, the Carnegie Knowledge Network, National TRIO Clearinghouse, and the American Council on Education's CIRP Research Cooperative. She volunteers for several national organizations including the National Science Foundation, HERS/Bryn Mawr Summer Institute, Project Kaleidoscope, Pathways to College Network, and the Kellogg Forum on Higher Education for the Public Good.
Robert T. Teranishi, Professor of Education, Morgan and Helen Chu Chair in Asian American Studies, University of California–Los Angeles
Professor Teranishi's research examines the causes and consequences of the stratification of college opportunities, with a particular interest on the impact of higher education practice and policy on the mobility of the most marginalized and vulnerable communities. He is author of numerous publications, including the critically acclaimed Asian Americans in the Ivory Tower: Dilemmas of Racial Inequality in American Higher Education (Teacher's College Press, 2010). Prior to his position at UCLA, Teranishi served as associate professor of higher education at New York University, co-director for the Institute for Globalization and Education in Metropolitan Settings, and a faculty affiliate with The Steinhardt Institute for Higher Education Policy. Teranishi was a National Institute for Mental Health postdoctoral fellow at the University of Pennsylvania’s W.E.B. Du Bois Research Institute.
Provosts' Luncheon and Roundtable Discussions
Friday, February 28, 2014, 12:00–1:45 p.m
Leading Innovation and Institutional Transformation
Anny Morrobel-Sosa, Provost and Senior Vice President for Academic Affairs, City University of New York Herbert H. Lehman College
Prior to her position at Lehman College, Morrobel‐Sosa was dean of the College of Science at The University of Texas at El Paso. She oversaw nine departments and programs, three centers and institutes and more than 160 faculty and staff. She managed a budget of over $11 million and externally funded research expenditures that topped $13 million. Dr. Morrobel‐Sosa has taught a wide variety of courses at both the undergraduate and graduate levels, including general chemistry, physical chemistry, polymers and polymeric materials, electronic properties of materials, materials engineering, and instrumental analysis. Her areas of research include condensed matter, biomaterials, semiconductors and superconductivity. She has published over twenty‐five refereed papers and given over one hundred and thirty presentations to national and international audiences on a broad range of topics. Dr. Morrobel‐Sosa is president and founder of The Micaela Group, a firm committed to the development of women and minority students and faculty in science and engineering disciplines.
Kimberly Eby, Associate Provost, Faculty Development and Director, Center for Teaching and Faculty Excellence, George Mason University
Eby joined George Mason University in 1996 as the first tenure-track faculty member in New Century College (NCC), Mason's undergraduate integrative studies program; she is also a faculty member in women and gender studies and affiliate of the Department of Psychology. Her research and teaching interests are related to violence and gender and collaboration and community building in a variety of contexts, especially in interdisciplinary teaching and learning. Since joining the Office of Provost in 2007, her role has been to provide programming, consultation, and professional development support to Mason faculty members and graduate students. Ms. Eby collaborates with other campus leaders on institution-wide curricular and leadership initiatives, including Mason's Students as Scholars initiative and the Leadership Legacy Program developed by MasonLEADS. Ms. Eby was previously a consultant for the National Learning Communities Project and continues to present at national meetings and consult with individual institutions on topics such as leading institutional curricular change, developing interdisciplinary curricula, faculty collaboration, working with student and faculty diversity, and other issues.
Friday, February 28, 2014, 2:00–3:00 p.m.
Evolving Identities of E-Portfolios
Bret Eynon, Assistant Dean for Teaching and Learning, La Guardia Community College/City University of New York
Through CUNY's American Social History Project, Bret Eynon has created acclaimed books, films, videos, and CDs, includingWho Built America?, Freedom's Unfinished Revolution: An Inquiry Into the Civil War and Reconstruction, and Heaven Will Protect the Working Girl: Immigrant Women and the Uprising of the 30,000. He co-led the Visible Knowledge Project, a network of twenty colleges engaged in scholarship of teaching projects that produced the 2009 study The Difference that Inquiry Makes: a Collaborative Case Study on Technology and Learning from the Visible Knowledge Project. Eynon directs the LaGuardia Center for Teaching and Learning and the Making Connections National Resource Center on Inquiry, Reflection, and Integrative Education. Directing the FIPSE-funded Connect to Learning project, which works with twenty-five ePortfolio campuses nationwide, he also serves on the editorial board of the International Journal of ePortfolio. Eynon’s work has been honored by AAHE, the American Council on Education, the Community College Futures Association, and the Carnegie Foundation.
Friday, February 28, 2014, 5:30–7:00 p.m.
The Degree Qualifications Profile: Framing Learning Outcomes for General Education
Paul Gaston, Trustees Professor, Kent State University
Paul L. Gaston serves as Kent State University's sole Trustees Professor. This appointment recognizes both his lengthy service as provost of the university and the breadth of his commitment to interdisciplinary teaching and research in the humanities, higher education reform, and public policy. Gaston is particularly interested in curricular design, logistical strategies for ensuring favorable institutional consideration of general education proposals, and the application of continuous improvement processes to general education. He teaches a wide range of courses, including Shakespeare, sixteenth century English literature, state and federal policy in higher education, and assessment and evaluation. He has been a principal speaker in venues around the world and is the author of five books and more than fifty scholarly articles. Recently, Gaston has published articles on George Herbert and the British hymn tradition, computers and futures trading, the Italian novel Il Gattopardo, and the Bologna Process. He is one of four authors of the Degree Qualifications Profile released in January 2011 by the Lumina Foundation.
Amber Garrison Duncan, Evaluation and Planning Officer, Lumina Foundation
Amber Garrison Duncan is the Evaluation and Planning Officer for Lumina Foundation, where she focuses on advancing evidence-based knowledge systems to apply evaluation findings and inform Lumina’s strategies to reach Goal 2025. Amber also serves on Lumina’s strategy work group focusing on new systems of quality credentials in higher education, including the Degree Qualifications Profile and Tuning. These activities allow her to draw upon her many years of campus-based experience designing co-curricular learning experiences and leading assessment. Amber has researched and written on general education, integrative learning, assessment, Latina’s in higher education and women in leadership. She is in the final stages of completing her dissertation on general education outcomes in the Ph.D. program in Educational Methodology, Policy and Leadership at the University of Oregon.
Saturday, March 1, 2014, 10:45–11:45 a.m.
Reflection for Innovation
Terrel Rhodes, Vice President for Quality, Curriculum, Assessment, AAC&U
Dr. Rhodes' work at AAC&U focuses on the quality of undergraduate education, access, general education, and assessment of student learning. Rhodes brings many years of experience leading undergraduate curriculum development efforts, teaching public policy at the graduate and undergraduate levels, developing learning outcomes assessment plans, and forging inter-institutional collaborations with community colleges and high schools. Rhodes has received grant support from the National Science Foundation, the U.S. Department of Education, and FIPSE for projects related to the use of e-portfolios for transfer among and between two and four-year colleges, as well as collaboration on a Lumina-funded project on barriers to transfer students. His many books and articles cover such issues as integrative learning, e-portfolios, high school-college connections, and public policies affecting urban American Indian communities. He is member of the Ethics Section of the American Society for Public Administration and has served as a reviewer and outside evaluator for the U.S. Department of Education.
Ashley Finley, Senior Director of Assessment and Research, AAC&U
Finley’s national work, at both the campus and national levels, combines assisting campuses with the implementation of assessment protocols and the promotion of best practices within programmatic efforts for successful results. Through her work with the national Bring Theory to Practice (BTtoP) project, Finley works with faculty, administrators and student affairs professionals across an array of campuses to implement and assess initiatives aimed at understanding and fostering intersections between students’ engaged learning, civic development, and psychosocial well-being. Before joining AAC&U, she was an assistant professor of sociology at Dickinson College. Her teaching and research have focused broadly on issues of social inequality, globalization, and social research methods and statistics. She has also taught courses that have incorporated high-impact practices, such as learning communities and service-learning.