2020 AAC&U Knowledge Exchange Institute (Postponed)

May 18, 2020 to May 22, 2020
Washington, DC

 

SPECIAL ANNOUNCEMENT: 

AAC&U has made the difficult decision to postpone the 2020 Knowledge Exchange Institute until May 2021. We realize how disappointing this news is, especially as we all crave any semblance of normalcy. However, until AAC&U is able to reasonably guarantee the safety and wellbeing of its Institute participants, we have no other choice available to us. As we prepare to reschedule, we are keenly aware that the next academic year will usher in a new era where knowledge exchange – or the kind of cross-disciplinary communication and knowledge transfer needed for retaining our most vulnerable students – will be essential. And the time to prepare for it is now! Therefore, over the next few months, our leadership team, evaluation experts, and speakers will be working diligently to design and launch a virtual seminar series to accompany the face-to-face Institute being planned for next year.

For now, unless you indicate otherwise, we will retain your participant registration status as active. Please email pkal@aacu.org if you have any questions. In the meantime, we ask that our participants please take good personal care – both physically and emotionally – of themselves and their loved ones. And be assured that each of us is doing the same.

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AAC&U Knowledge Exchange Institute offers to STEM faculty a unique opportunity to understand and gain evaluation and education research expertise that is culturally sensitive and necessary for more accurately pinpointing the areas where institutional interventions, particularly those related to broadening participation, are likely to flourish.

At the Institute, STEM faculty, and STEM education researchers, higher education theorists, and evaluators who have interest and expertise in broadening participation programs, will not only develop a common understanding and language for determining success in broadening participation interventions, but will also take advantage of opportunities for:

  • Critical reflection intended to deconstruct dynamics of power and privilege surrounding evaluation and education research;
  • Exposure to scholarly work that demonstrates the kinds of evidence that illuminates of understanding of interventions in STEM higher education
  • Access to hands on work with review of extant literature on and development of theories of change that address inequities in specific, local, or global circumstances
  • Deep exploration of issues in the development of measures and indicators that are sensitive to capturing changes in underrepresented individuals and communities

Beyond our collective need to submit more competitive proposals, we also see a much broader need for STEM faculty and education/higher education researchers to build a national coalition of reformers who can lead U.S. higher education in significantly impacting both the number of underrepresented students retained in STEM and the quality of their undergraduate experiences.

Registration- By Invitation Only