Wednesday, January 23, 2:00-5:00 p.m.
Finding Common Ground: The Essential Role of Calibration in Rubric Assessment
Campuses are increasingly integrating direct assessment of student learning into their assessment portfolios. A significant number of campuses have worked with AAC&U VALUE rubrics to guide these efforts. Essential to successful implementation of the rubrics is engaging faculty in discussions around interpretation of the rubric, application of concepts, and results of the scoring process. Participants will walk through the basics of running a campus calibration, the steps to follow, and ground rules for guiding discussion. We will use the “integrative learning” VALUE rubric to score a sample of student work to illustrate the process of determining common score(s). We will also discuss examples of calibration, rubric implementation, and the use of evidence from rubric assessment.
Ashley Finley, Senior Director for Assessment and Research, AAC&U
(Ashley Finley and Terrel Rhodes, AAC&U’s Vice President for Quality, Curriculum, and Assessment, will also offer this workshop at AAC&U’s Network for Academic Renewal meeting, “General Education and Assessment:A Sea Change in Student Learning,” to be held February 28-March 2, 2013, in Boston.)
Learning Environments for Creating Interdisciplinary, Global Problem Solvers
This interactive workshop will engage academic leaders with responsibility and opportunity for creating and sustaining 21st century learning environments that prepare undergraduates for leadership in a world in which problems are increasingly complex, transcending both geographic and disciplinary boundaries. The workshop models the iterative, on-campus processes of addressing four critical questions:
- What core abilities and capacities must undergraduate learners have to become effective 21st century global citizens and interdisciplinary problem-solvers?
- What learning experiences nurture such learning outcomes and how can they become central to the curriculum?
- How do physical and virtual learning environments enable such experiences?
- How can these learning goals, experiences, and spaces be prioritized and planned, developed and evaluated in the context of broader institutional assessment practices?
Facilitators will introduce each question, followed by at-the-table collaborative work, and review of posters prepared by table groups. The final presentation will be the collective identification of best ‘take-home’ ideas for shaping learning environments for creating interdisciplinary, global problem-solvers and for translating intoaction at the local level.
Richard F. Vaz, Dean, Interdisciplinary and Global Studies Division and Associate Professor of Electrical and Computer Engineering, Worcester Polytechnic Institute; Marci Sortor, Provost and Dean of the College and Professor of History, St. Olaf College; Jeanne L. Narum, Principal, Learning Spaces Collaboratory and Director Emeritus, Project Kaleidoscope (PKAL)
Acquiring Knowledge Video here
Moving Beyond Assessment to Action: Creating a Culture of Evidence-Informed Decision Making
Developing a campus culture that encourages and facilitates faculty use of data to improve student learning is a prerequisite to future success for any college. Yet, although most colleges and universities collect mountains of data about student experiences and student learning, much of it goes unused, particularly by faculty. This workshop explores principles and strategies for administrative leaders work with faculty to help create a culture that both values and utilizes evidence about student learning. The workshop exercises and discussions will draw from our campus experiences and allow participants to apply these principles to their own institutional initiatives and help systematize the ways in which faculty use that data to make decisions about curriculum, course design, and teaching. The workshop facilitators are leading a multi-year, Teagle Foundation-funded initiative exploring ways to help faculty utilize assessment data to improve student learning while fostering a culture that values evidence-informed course and program development.
Michael Reder, Director, Joy Shechtman Mankoff Faculty Center for Teaching & Learning, Connecticut College, and Senior Teagle Assessment Scholar, Wabash National Study of Liberal Arts Education; Richard Holmgren, Chief Information Officer and Associate Dean of the College, Allegheny College; Paul Kuerbis, Professor of Education (Emeritus) and Director of the Crown Faculty Center (Emeritus), Colorado College; Kim Mooney, Provost and Vice President for Academic Affairs, Franklin Pierce University.
Building Collaborations from In-between Places: Faculty Developers' Roles Leading Institutional Change
Much of the work implementing new institutional initiatives, particularly those measuring and promoting student learning, increasingly falls to faculty developers and other units that occupy spaces between – between the upper administration and departmental faculty or between various stakeholders with differing perspectives on how institutional change should be managed or realized. In this interactive workshop, participants will consider: How can developers along with other faculty and administrators who occupy these “between” spaces engage colleagues to create change? When tensions result, what roles might they take to work effectively with multiple stakeholders? How might they reframe their roles in ways that create a stronger sense of agency? Using vignettes from faculty developers around the world, along with a theoretical framework developed by the facilitator and collaborator David Green of Seattle University, participants will explore the different roles faculty developers can play to navigate institutional tensions productively. Participants will consider ways to think and work strategically from these in-between places to build productive, cross-institutional collaborations.
Deandra Little, Associate Professor and Assistant Director, Teaching Resource Center, University of Virginia, and Member, Board of Directors, Professional and Organizational Development Network in Higher Education
This workshop is presented by the Professional and Organizational Development Network in Higher Education
Strategies for Articulating, Recognizing and Rewarding Publicly Engaged Scholarship
Many institutions struggle with the same challenge. Although they embrace a commitment to the public purposes of higher education, the promotion and tenure policies of those institutions often do not recognize or value publicly engaged scholarship. This scholarship, however, creates and contributes to knowledge, integrates and addresses community issues within a faculty’s discipline, and enhances the community and the public good. Numerous studies of faculty involvement in community engagement have shown that academic reward systems that do not recognize engaged scholarship stand as a formidable barrier to the careers of engaged scholars, to recruitment of faculty for this critical work, and to campuses working to institutionalize community engagement. Workshop participants will analyze case studies of promotion and tenure policies that value publicly engaged scholarship, while identifying the institutional implications; explore assessment criteria of publicly engaged scholarship; identify effective strategies for faculty presenting their engaged scholarship; and learn norms of practice within disciplines.
Andrew Furco, Associate Vice President for Public Engagement and Associate Professor of Organizational Leadership, Policy and Development, University of Minnesota; Char Gray, Executive Director , Pennsylvania Campus Compact;Dean McGovern, Executive Director, Montana Campus Compact and Assistant Professor, University of Montana; Maggie Stevens, Executive Director, Indiana Campus Compact; and Amanda Wittman, Director of Academic and Strategic Initiatives, National Campus Compact.
This workshop is presented by Campus Compact
ACAD Workshop: Becoming a CAO
This workshop is intended for faculty members, department chairs, or deans considering becoming CAOs. The workshop will include four distinct yet interrelated “sessions.” The first session will help participants assess whether they have the skills and aptitudes to be a successful CAO. The second session will help them understand whether they have sufficient preparation, acquired either from projects, assignments, and accomplishments from their current and previous positions or through one of several formal preparation programs. The third session will help them understand the two new challenges they will face as CAOs, working closely with a president and maintaining a life/work balance, given the very demanding work schedules CAOs must maintain. The final session will bring the first three together and focus on succeeding in the search process. It will include advice about the search process and working with search consultants and will also include hands-on exercises in preparing and evaluating application documents. These four interrelated sessions should help participants better assess if they are well suited to be a CAO, know if they are sufficiently prepared to begin a search, understand and be better prepared for the new challenges they will face, and succeed in the search process.
Robert Holyer, Consultant, AGB Search; Katie Conboy, Provost, Stonehill College; William Craft, President, Concordia College-Moorhead; Stephanie Fabritius, Dean of the College, Centre College; Andrea Hamos, Associate Director, Emerging Leaders Group/ACE Fellows, American Council on Education; Nayef Samhat, Provost, Kenyon College; Lorrie Clemo, Provost, State University of New York at Oswego; Jorge Gonzalez, Dean of the College, Occidental College, and Ann Woolford-Singh, Vice President for Academic Affairs and Student Affairs, Germanna Community College
ACAD Workshop: An Introduction to Cost Modeling for Deans
In an era of limited financial resources and rapid academic innovation, cost modeling is an especially important tool for administrators of all levels. While administrators from the finance office develop models of varying sophistication for university-wide resource allocation and decision making, this workshop will focus on models relevant to Deans. Developing and maintaining reliable models helps Deans better allocate resources to prioritize and attain strategic priorities. To prepare for this session, we create one such model and detail each step on a blog. Those who register for the workshop are invited to follow the blog in real time this fall and/or review its content prior to the workshop.
During the workshop, we provide the context for such modeling work and the motivation for adapting it to an academic setting, and we summarize the content of our blog. Topics covered include the following: How has the business community used models in decision making, and how are such models relevant to Deans? What does an academic model look like and what resources do I need to create such a model? What range of topics would be suitable for modeling? How do I establish the credibility of my models? We invite attendees to bring two to three problems with which they are currently wrestling. By the end of the workshop, attendees will understand which of those problems best lend themselves to be modeled, the data needed to define and characterize the model, an approach to creating the model, and an understanding of the uncertainty inherent in the model. Attendees with access to a laptop and spreadsheet software may leave the session with a simple, first-draft of their model already developed.
Gary A. Morris, Associate Dean of Arts & Sciences, Associate Professor of Physics and Astronomy, Valparaiso University; and Tom Morris, St. Louis Traffic Accident Reconstruction