Faculty: 2018 Institute on Integrative Learning and Signature Work

Nancy BudwigNancy Budwig, Clark University—integrative and interdisciplinary learning, facilitating campus leadership for integrative learning, communities of practice, signature work, guided pathways, and learning and developmental sciences.


J. Elizabeth ClarkJ. Elizabeth Clark, LaGuardia Community College—e-portfolios, assessment, integrative learning, learning communities, capstone courses, writing programs/writing across the curriculum, signature work, digital futures


felten_p_0.jpgPeter Felten, Elon University—integrative learning, faculty development, high-impact practices, gateway courses, diversity and inclusive excellence, organizational change



ferren_a_2017.jpgAnn Ferren, AAC&U—use of resources/costing-out models, politics and strategy, improving teaching, strengthening curricula, faculty leadership for integrative learning, department-based work


Kim FilerKim Filer, Virginia Tech—course-embedded assessment; aligning pedagogy with assessment efforts; rubrics; faculty development; integrative program design; reflective practice approaches to use assessment for learning improvement


finley_a.jpgAshley Finley, Dominican University of California – developing logic models to map institutional assessment; using data for effective communication; assessment using rubrics and eportfolios; connecting learning, civic engagement, and student well-being


Amy Jessen-MarshallAmy Jessen-Marshall, AAC&U—integrative learning, outcomes based assessment, curriculum development and pedagogy, faculty development, learning communities and organizational change


jones_n.jpgNorm J. Jones, Amherst College— diversity as data, diversity as ecology, organization development, distributive leadership and governance, stakeholder mapping, making the case for academic and co-curricular partnerships



Kate Drezek McConnellKate Drezek McConnell­, AAC&U—course-embedded assessment; aligning pedagogy with assessment efforts; rubrics; faculty development; leveraging the learning sciences in the classroom


Hazel SymonetteHazel Symonette, University of Wisconsin-Madison—educational assessment and evaluation, diversity and inclusive excellence, organizational development, improving campus climate, faculty/staff development, cultivating ethical leadership and social justice


Richard VazRichard Vaz, Worcester Polytechnic Institute—project-based learning, experiential learning, global learning, interdisciplinary learning, STEM education, assessment, institutional change


Dawn Michele WhiteheadDawn Michele Whitehead, AAC&U—course and curriculum internationalization, curriculum development, global learning, global service learning, integration of multicultural and international perspectives, international studies


Kathy WolfeKathy Wolfe, Nebraska Wesleyan University—General Education Maps and Markers/LEAP Challenge; guided-pathway curriculum design; integrative learning; curriculum revision processes; leadership for adaptive change; writing across the curriculum