Session Materials and Resources: 2014 Annual Meeting

THURSDAY, JANUARY 23, 10:30-11:45 AM

The Degree Qualifications Profile: Updates From the Field and DQP 2.0
The Degree Qualifications Profile (DQP) is a postsecondary learning outcomes framework that specifies what students should be expected to know and be able to do at the associates, bachelor's and master's level. Since it was introduced at AAC&U's 2011 Annual Meeting, nearly 300 colleges and universities have used the framework to guide curricular revisions, retool assessment approaches, support student success, and organize quality improvements in line with accreditation standards. Based on data and feedback from campuses and national associations, Lumina Foundation will release DQP 2.0 later this year. Authors of the DQP and others will summarize what has been learned from the field and preview the new edition. The DQP's role in ensuring high quality degrees will be discussed.
Moderator: Holly McKiernan, Chief of Staff and General Counsel, Lumina Foundation
Panelists: Peter T. Ewell, Vice President, National Center for Higher Education Management Systems; George D. Kuh, Director and Co-Principal Investigator, National Institute for Learning Outcomes Assessment; Clifford Adelman, Senior Associate, Institute for Higher Education Policy
DQP 2.0 power point (PDF)
NILOA Lumina DQP one pager survey (PDF)
DQP 2 0 Jan15-2014 (PDF)
Slides (PDF)

Faculty Development in a World of Constant Change
Higher education is undergoing constant change, so faculty members need support in their new roles. Teaching centers often provide that support.  When there is clear communication with higher administration, they can effectively support the strategic direction of the institution and offer new opportunities to faculty. They can help assess the faculty's professional development needs and create programs to serve those needs.  Three veteran teaching center directors will explain how their centers assist new initiatives on campus (e.g., globalization, faculty learning communities, and online or blended courses) and will lead a discussion about making faculty development more effective.
Constance E. Cook, Associate Vice Provost and Executive Director, Center for Research on Learning and Teaching, University of Michigan; Kathleen T. Brinko, Director, Faculty and Academic Development, Appalachian State University; Leslie Ortquist-Ahrens, Director, Center for Transformative Learning, Berea College
This session is presented by the POD Network
Steps for FD and Admins
Faculty Learning Community handout final
Brinko Handout

Creating Cohesive Paths to Civic Engagement: Mapping the Curricular and Co-Curricular Offerings on 26 Campuses
Project Pericles works with provosts and faculty to enhance links between the curriculum, campus, and community. Creating Cohesive Paths to Civic Engagement, a project, to inventory, map, and develop more integrated programs for civic engagement and social responsibility creates pathways for students (including those in humanities and STEM) to integrate civic engagement into their education. The project enhances curricular and co-curricular programs that strengthen critical thinking, skills, social responsibility, and active engagement where students bring theory to practice. Audience and panelists will discuss replicable best practices, challenges, and solutions. Survey matrix and questionnaire developed for the project will be available.
Jan Liss, Executive Director, Project Pericles; Linda DeMeritt, Provost and Dean of the College, Allegheny College; Chad Berry, Academic Vice President and Dean of the Faculty, Berea College; Paul Schadewald, Associate Director
Civic Engagement Center, Institute for Global Citizenship, Macalester College
; Stephen Preskill, Distinguished Professor of Civic Engagement and Leadership, Wagner College
Liss Remarks (PDF)
AAC&U Handout (PDF)

#flippedfailure: Designing "Unsettled" Learning Spaces Beyond the Flipped Classroom
How might educators and their students co-design multiple learning spaces that "unsettle" classrooms as primary settings for where, how, and when teaching and learning occurs?  Innovation at the intersection of instructional design, educational technology, and digital media seldom fosters distributed collaboration beyond classroom walls or online discussion forums.  Participants will evaluate the constraints and affordances of both physical places and virtual spaces for teaching and learning.  Working as designers to experiment, fail fast, and iterate, participants will engage a series of design exercises intended to situate the locations and behaviors of teaching and learning beyond the "classroom-as-container."
Jeremiah Holden, Ph.D. Candidate, University of Wisconsin-Madison
Seminar Materials (website)
Readings for the Session:
Wrapping a MOOC: Student Perceptions of an Experiment in Blended Learning
New literacies: Everyday practices and classroom learning (website)
The changing social spaces of learning: Mapping new mobilities (website)
Virtual worlds and learning (website)

ACAD Session:
Two-and Four-Year Institutional Collaborations to Educate Engaged Citizens
Education in the liberal arts promotes those qualities—the ability to think, to assess and solve problems, and to communicate—that are core skills demanded of citizens in a free society. Partnerships between four- and two-year institutions can support such endeavors.  This interactive session presents dean-supported examples of two-to-four-year collaborations and invites discussion to share additional ideas.
Steve Bishop, Provost and Vice Chancellor for Academic Affairs, Ozarks Technical College; John D. Bookstaver, Dean, Division of Business, Science, Education, Math, and Computer Science, St. Charles Community College; Gloria J. Galanes, Dean, College of Arts and Letters, Tamera Jahnke, Dean, College of Natural and Applied Sciences,  and Victor Matthews, Dean, College of Humanities and Public Affairs, all of Missouri State University
Educating Engaged Citizens power point (PDF)

Straight Talk about Implementing ePortfolios
Drawing on a decade of experience with a wide range of ePortfolio implementations, presenters from IUPUI will offer practical advice on useful approaches when starting out and in growing beyond the pilot. Key tips will include how to avoid over-planning, how to approach selection of a technology environment, how to balance multiple purposes, where to find ideas worth borrowing, how to sort through all the conflicting advice, and how not to worry about getting something wrong. Bring your questions along with your own experience to share.
Susan Kahn, Director, ePortfolio Initiative, and Director, Office of Institutional Effectiveness, Indiana University-Purdue University Indianapolis; Susan Scott, ePortfolio Coordinator and Assistant Director, Office of Institutional Effectiveness, Indiana University-Purdue University Indianapolis
IUPUI Kahn and Scott (PDF of PowerPoint)

Collaborative Space: Is it Worth It? Measuring the Impact in Quantitative Terms
Central to planning and design of learning spaces is the premise that physical environments affect teaching, learning, and collaboration. This interactive session will explore how planning for learning and research environments significantly impacts space allocation and cost. The presentation will also examine a research program, first introduced at AAC&U's 2012 Annual Meeting,  that quantifies the actual impact of collaborative spaces. Presenters will reveal additional findings that assess how existing buildings lacking collaborative space compare, and new institutional data that measures the impact of collaborative spaces on teaching, research, hiring, and facility usage. Participants will gain insight into the benefit of planning for collaborative spaces in renovation or new construction projects, and an understanding of the research methodology used to measure the impact of these spaces.
Leila Kamal, Vice President Design & Expertise, Kip Ellis, Lead Designer—both at EYP; Linda Eisenmann, Professor of Education, Professor of History, and Provost, Wheaton College (MA)
This session is sponsored by EYP
Collaborative Space presentation (PDF)

Who is Coming to College: Results from the 2013 CIRP Freshman Survey
In this always popular session, the 2013 results of the CIRP Freshman Survey will be released. Find out what is unique about the entering class of 2013. Particular attention will be given to changes in students' results that we know, from extensive studies using CIRP data, impact the likelihood of graduating. In addition, new questions that address student understanding and expectations of time to degree will be examined.
John Pryor, Director, Cooperative Institutional Research Program, University of California-Los Angeles
UCLA Higher Education Research Institute
John Pryor -- Twitter

The Challenges and Opportunities of Competency-Based Education:  Are We Swimming Upstream or Moving Toward a Sea Change in Higher Education?
There is growing consensus regarding the credit hour's inadequacy as currency for student learning, accompanied by increasing recognition of the potential of competency-based education to elevate expectations for student learning and provide strong evidence for what students know and are able to do.  This context raises significant policy questions at institutional, system, state, and federal levels.  This Flipped Session will engage participants in these questions, guided by Peter Ewell's "The Lumina Degree Qualifications Profile (DQP):  Implications for Assessment" with an afterword by Carol Geary Schneider and a brief on the University of Wisconsin System's competency-based Flexible Option initiative.
Rebecca Karoff, Senior Special Assistant to the Senior Vice President for Academic & Student Affairs, University of Wisconsin System; Jocelyn Milner, Director of Academic Planning and Institutional Research, University of Wisconsin-Madison; Aaron Brower, Interim Provost and Vice Chancellor, University of Wisconsin-Extension
Karoff Slides (PDF)
Readings for the session:
University of Wisconsin Flexible Option (PDF)
Are You Competent? Prove it. Degrees Based on What You Can DO, Not How Long You Went (website)
The Lumina Degree Qualifications Profile (DQP): Implications for Assessment (PDF)

Connecting Learning with Work: Exemplars from the Field
One reason for the positive effects of high-impact practices (HIPs) is that — when done well — they challenge and support students to transfer what they are learning to concrete, unscripted situations and reflect on these experiences, which further enriches and deepens learning.  This process also helps students develop the capacity for continuous learning, an outcome emphasized in AAC&U's LEAP campaign and insinuated in Lumina's Degree Qualifications Profile as well as valued by employers and policy makers.  This session features two proven examples of engaging students in this manner, the University of Iowa's Guided Reflection on Work initiative and The Washington Center's internship program which has adapted VALUE rubrics to assess student learning.  Those in attendance will learn about how to convert student employment and field placements into high-impact experiences.
George Kuh, Chancellors' Professor of Higher Education Emeritus, Indiana University Bloomington; Alan Grose, Director of Academic Affairs, The Washington Center for Internships and Academic Seminars; Sarah Hansen, Assistant Vice President for Student Life Assessment and Strategic Initiatives, University of Iowa; Carson D. Dinger, Residence Life Coordinator, University of Iowa
Iowa Grow brochure (PDF)
Connecting Learning with Work power point (PDF)
The Washington Center Adaptation, Integrated Learning Rubric (PDF)

SEMINAR:  (Participation limited to 25)
What Must (Not) Change in the Liberal Arts and Sciences?
This small-group discussion focuses specifically on changes in the liberal arts and sciences that should be resisted by faculty and administrators and those that should be willingly or grudgingly embraced.  Discussion topics will include the role of MOOCs, the outsourcing of language courses, competency-driven degrees, and differential tuition rates tied to the first-job of college graduates. Attention will be given to using a Responsibility Centered Management (RCM)budget model as a way of advancing liberal education on campus.  
Matthew Moen, Dean, College of Arts and Sciences & Lohre Distinguished Professor, University of South Dakota
Seminar Resources (PDF)

The Coming Transformation of Liberal Arts Education: Preparing to Succeed in a New World
Utilizing a case-study for focus, this session will engage participants in a facilitated discussion exploring the implications of disruptive innovations such as adaptive learning platforms, competency-based degrees, and MOOCs on the business models of traditional residential, four-year colleges.  Participants will work collaboratively to identify strategies through which traditional, four-year colleges could thrive in a radically transformed higher education landscape by embracing new technologies where it makes sense to do so, while preserving and even enhancing their liberal arts core. The admittedly audacious goal is to identify at least two models for delivering a baccalaureate education that would yield the liberal arts outcomes we associate with four-year colleges, while embracing new technologies, lowering the cost of attendance, and remaining financially vibrant. 
Richard Holmgren, Vice President of Information Services and Planning, Allegheny College
This session is presented by the National Institute for Technology in Liberal Education (NITLE)
Holmgren - Background Reading
Holmgren - A Thought Experiment

We Interrupt Your Regularly Scheduled Appointment: 
How Academic Affairs Administration Becomes a Moving Target When Forced to Deal With Change, Disruption, and Transition

This interactive session focuses on how to proceed when work is interrupted due to turnover in the academic affairs administrative team.  While turnover can derail moving forward on critical agenda items… changes can also provide an opportunity.  Session facilitators will drawn upon personal experiences, resources available, and session attendees' own experiences to provide best practices for not having critical work derailed because of transitions.
Jeffrey R. Breese, Interim Vice President for Academic Affairs, and Michael A. Clump, Associate Dean, School of Graduate and Professional Studies-- both of Rockhurst University; Joseph Incandela, Associate Dean of Faculty, Saint Mary's College
We Interrupt Your Regularly Scheduled Appointment power point (PDF)
Presentation hand out (PDF)


2:50–3:50  Panel Discussion

A New Federal "Rating System" for Higher Education:
What It Means and How Higher Education Should Respond  

David Bergeron, Vice President, Postsecondary Education, Center for American Progress; Jamienne Studley, Deputy Under Secretary, U.S. Department of Education; Edward Ray, President, Oregon State University; Kenneth Ruscio, President, Washington and Lee University
Remarks from Edward Ray (PDF)
Studley Blog on Ratings


THURSDAY, JANUARY 23, 2:45-3:15 PM
30-Minute Presentations

Expanding Pre-Professional Experiential Learning Through Technology-Enabled Off-Site Internships
Eastern Connecticut State University and CIGNA have developed an innovative approach to reducing geographic, scheduling, and other barriers to student participation in pre-professional internships.  In order to expand internship options available to students in this rural part of the state, an on-campus facility, the "Work Hub," was created leveraging the university's technology and technical expertise to allow students to complete internships without regularly leaving campus. This session will address the technical and other requirements, challenges, opportunities and outcomes of on-campus technology-enabled internships with perspectives from the chief academic officer, chief information officer, internship supervisor from CIGNA, and a CIGNA intern.
Rhona Free, Provost, Eastern Connecticut State University; Joseph Tolisano, Chief Information Officer, Eastern Connecticut State University; Kevin Ryan, CIGNA
Tolisano PowerPoint (PDF)
Free PowerPoint (PDF)

Two Cultures or One? Student Engagement of Liberal Arts College STEM Majors within and outside of Science
While many of the positive outcomes of majoring in STEM fields at liberal arts colleges are known, we do not know much about how students integrate the content and skills from their non-science courses into their major. Drawing on interviews with STEM majors participating in a panel study at seven liberal arts colleges, we develop a typology based on patterns of course enrollment and orientation toward non-science courses—samplers, explorers, straddlers, and connectors—reflecting increasing degrees of integration between science and non-science fields. Students with an intermediate number of science courses were more likely see explicit connections between their science and non-science courses, gaining insight into the methodology and integrating knowledge and experiences across the curriculum. Our findings have implications for faculty and administrators seeking to expand opportunities for the type of integrative learning necessary to addressing complex, global issues.
Adele Wolfson, Professor of Chemistry, Wellesley College; Lee Cuba, Professor of Sociology, Wellesley College
Cuba Wolfe PowerPoint

Holistic Higher Ed through ePortfolios
This session will explore how the use of ePortfolios at the College of General Studies, Boston University has helped give faculty and administrators a more holistic understanding of students and has helped students develop greater self-awareness by allowing them to integrate and reflect on their curricular and co-curricular activities. We will describe how we use ePortfolios in our program, showcase some particularly note-worthy portfolios, and conduct a discussion in which we answer questions and share best practices.
Natalie McKnight, Interim Dean, College of General Studies, Boston University, Boston University; Megan Sullivan, Associate Dean; Associate Professor, College of General Studies, Boston University
Holistic Higher Ed thru ePortfolios Jan 13 2014


THURSDAY, JANUARY 23, 2:45-4:00 PM

How Business Model Innovation can Serve Liberal Arts Education
This presentation recommends that colleges and universities redefine their value proposition to meet the needs of today's students; unbundle and personalize the services provided; develop more service-delivery partnerships with external content and technology providers; and make the cross-disciplinary integration and application of knowledge central to the curriculum. It also argues that these "business model" innovations are liberal-arts friendly. They privilege some place-based education while enabling institutions to contain costs and improve outcomes.  Second, they emphasize the integration and application of knowledge from many spheres and student preparation for all adult roles — volunteers, civic leaders, citizens as well as workers.
Stephen Crawford, Research Professor, George Washington Institute of Public Policy, The George Washington University; Robert Sheets, Research Director, Business Innovation Services, University of Illinois at Urbana-Champaign
Business Model Innovation & Liberal Arts Education power point (PDF)

Building Bridges across Academic and Student Affairs to Develop Institutional Roadmaps for Student Success
How do we ensure that all students have access to a quality education and achieve essential learning outcomes that prepare them for work, life, and citizenship in the 21st century?  How can we leverage the entire educational experience, curricular and co-curricular, to reach these goals? Participate in a session with three colleges from the multi-year project, "Developing a Community College Student Roadmap," that are developing transformative models for student success.Following a brief overview of the Roadmap project and theory of action, team leaders from three campuses, all of whom are entering their fourth year with the project, will share strategies for engaging a cross-divisional team to enhance student success and learning. Leaders will discuss approaches to creating a comprehensive institutional roadmap, improving educational practice, and building campus engagement among students, faculty, academic affairs, and student affairs.
Tia Brown McNair, Senior Director for Student Success, AAC&U; Christine Mangino, Associate Dean Academic Affairs , City University of New York Hostos Community College; Kristen Roney, Associate Vice President and Dean, University College, University of North Georgia; Mary Elizabeth Tyler Boucebci, Community-Based Learning Coordinator, Georgia Perimeter College
Building Bridges across Academic and Student Affairs to Develop Institutional Roadmaps for Student Success power point presentation (pdf)
Developing a Community College Student Roadmap Hostos CC (PDF)
AAC&U Building Bridges1-23-14 (Georgia Perimeter PowerPoint - PDF)

Connecting Quality Initiatives: Implications and Intersections of LEAP, DQP, and Tuning
Many institutions are involved in multiple initiatives designed to address one or more issues related to the quality of undergraduate student learning. This session will explore how an array of campuses are using different initiatives—including the AAC&U LEAP and VALUE initiatives as well as Lumina DQP and Tuning initiatives—to address different challenges related to defining, assessing, and improving levels of student achievement of important learning outcomes.
James Grossman, Executive Director, American Historical Association; Elizabeth H. Tobin, Dean of the College and Vice President for Academic Affairs, Illinois College; Daniel McInerney, Professor of History, Associate Department Head, Utah State University; Paul L. Gaston, Trustees Professor of English, Kent State University; and moderated by Debra Humphreys, Vice President for Communications & Public Affairs, AAC&U
Humphreys Handouts (PDF)

MOOCS, Debt and Relevance: Civic Engagement's Moment?
Given this moment of "disruption" in American higher education, what can and should those of us who care about civic engagement say and do in order to respond to this important historical moment?  Will this be a time of retrenchment for connecting our institutions to broader local, national and global challenges as finite resources are allocated to more traditional forms of higher education? Will technology and on-line education serve to disconnect our institutions from their growing civic roles, or will or can this be the moment where the unique contributions of civic engagement help us to make the case for this work? Join four civic engagement experts who hold a variety of roles to explore whether this is civic engagement's moment to grow or whither.
Eric Mlyn, Executive Director DukeEngage, Duke University; Amanda Moore McBride, Director, Gephardt Institute for Public Service, Washington University in St. Louis; Dan Butin, Dean, School of Education and Social Policy, Merrimack College; Ashley Finley, Senior Director of Assessment and Research, AAC&U
BUTIN ARTICLE: There's No App for Ending Racism: Theorizing the Civic in the Age of Disruption
Supplemental Information (website)


SEMINAR:  (Participation limited to 25)
Looming Challenges to Liberal Education: Looking Beyond our Borders
The debate about the future of liberal education and the challenges posed to it by MOOCs and other forms of online education is frequently cast in terms of a battle between online education and the traditional western, American, residential college experience.  This focus overlooks the dynamic trends in education across the globe and the important democratizing impact that technology has had on education—particularly in less developed nations.  In this presentation, we cast the US education debate in a broader global context of demographic trends and the global educational marketplace to assess broader challenges to traditional models of education and the opportunities these challenges provide for educational access around the globe.
Bryan Alexander, Senior fellow at the National Institute for Technology in Liberal Education; Mark Rush, Waxberg Professor of Politics and Law, Washington and Lee University
This session is presented by the National Institute for Technology in Liberal Education
Looming Challenges: Beyond Border power point (PDF)
Opening remarks (PDF)

The Dean as Connector
Deans can advance the mission of their institutions by creating connections among ideas, persons or programs. All-College programs, interdisciplinary programs, and the coordination of financial and program planning are examples of important initiatives that can be created by joining already-existing components.  We will present several case studies and solicit examples from the audience for general discussion.
David Burrows, Provost and Dean of the Faculty, Lawrence University; Jonathan Chenette, Dean of the Faculty, Vassar College; Marc Roy, Provost, Goucher College; Gerald Seaman, Vice President and Dean of the Faculty, Ripon College
Dean as Connector power point power point (PDF)



(A series of 10-minute presentations in the spirit of "TED Talks")

Flipping & Clickers & Vodcasts – Oh My!  Integrating Technology without the Classroom Becoming a Three-Ring Circus
The talking head is dead.  No longer are students receiving the majority of their education from a professor standing at a podium or writing on a chalkboard.  Technology has firmly and undeniably made its way into the classroom.  However, the role of the professor remains the same: work with students to access deep learning of both content knowledge and critical skills.  In this presentation, a survey of best practices for integrating technology will be discussed, along with challenges and some current and emerging trends.  The presentation is intended for those of all experience levels: from technological novice to digital native.
Bridget Trogden, Associate Professor of Chemistry and Director of First-Year Integrative Studies, Mercer University
Trogden Prezi (website)

Trans Ed: Academic Comfort Food (And Just as Unhealthy)
The tension between students' expectations of education's transactional rewards (such as employment) and educators' highfalutin fantasies of transformational learning is well concealed but debilitating.  Even as we academics decry the transactional expectations of our students, we own and operate that very system.  More troubling, we manage the transactional and transformational models of education side by side with little apparent awareness the unhealthy double bind of trans ed.  Eliminating trans ed's double bind from the American classroom will be as challenging and necessary and take as much tenacity and honest dedication as removing trans fats from the shelves of the American pantry.
Jim Salvucci, Dean of the School of Humanities and Social Sciences, Stevenson University
Remarks and Supplemental Material (website)


THURSDAY, JANUARY 23, 3:30-4:00 PM
30-Minute Presentations

We Know What to Do... Why So Little Change (in STEM Education)?
Despite 20+ years of theoretical and empirical research indicating the benefits of research-based teaching practices for student learning, especially in STEM disciplines, such practices are still not in widespread use in most institutions of higher education.  Two key questions emerge: Why don't more (STEM) faculty members adopt such teaching practices?  How can institutions achieve wider adoption of research-based teaching practices (in both STEM and non-STEM disciplines)?  In this session we will explore these questions, making use of cognitive research on resistance to change, recent empirical research on faculty adoption of (and persistence with) pedagogical innovations, and participants' campus experiences.
Scott Simkins, Director, Academy for Teaching and Learning, North Carolina Agricultural and Technical State University
Simkins PowerPoint (PDF)
We Know what to Do Why so Little Change June_20131 (PDF)
Simkins Handout (PDF)


National Research and Trends on High-Impact Practices in the First-Year Seminar
First-year seminars have historically been a place where other high-impact practices such as learning communities, service-learning, common intellectual experiences, and diversity/global learning have been situated or connected. Seminar participation can expose a student to multiple HIPs and serve as an important and efficient vehicle for educational engagement and progress toward 21st Century learning outcomes. This presentation will use data from the 2012-2013 administration of the National Survey of First-Year Seminars to examine how seven high-impact practices are integrated into first-year seminar design and delivery and to suggest specific areas for educational innovation and improvement for HIPs in the first-year seminar.
Jennifer Keup, Director of The National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina-Columbia
National Research and Trends on High-Impact Practices in the First-Year Seminar power point (PDF)


THURSDAY, JANUARY 23, 4:15-5:15 PM

Spawning Faculty Innovation on Your Campus: Barriers and Breakthroughs
While today's innovations advance not only the way people interact and communicate but also the way they learn and conceptualize ideas, they are often met with resistance.  Four very different institutions, facing similar barriers to innovation, will take an interactive approach at demonstrating how they overcame these obstacles to improve the quality of teaching and academic culture at their campuses. This 'flipped' session will engage participants in identifying challenges to innovation and considering strategies to mitigate them. Participants will leave with a better understanding of opportunities to collaborate, resources they can leverage, and ideas to take to their campuses.
Kiernan Mathews, Director, COACHE, Harvard University; Charles Bolyard, Associate Professor of Philosophy, James Madison University; Josephine Modica-Napolitano, Provost and Vice President for Academic Affairs, Merrimack College; William Milberg, Dean of the New School for Social Research, and Special Advisor to the Provost for Research, The New School; Taimi A. Olsen, Associate Director of the Tennessee Teaching and Learning Center, University of Tennessee Knoxville
Readings for the session:
From Athens and Berlin to LA: Faculty Work and the New Academy (website)
Why Does The Faculty Resist Change"  CHANGE, Vol. 44, No. 1 (PDF Version)

The New Appalachia: The ARC of Success for Latino/a Students
Learn how a consortium of small private colleges in Central Appalachia were able to collaborate with funders and outside experts to provide meaningful programs and successes in outreach to Latino/a students. Located in the fastest growing area for Latino/a populations, these campuses are proactively collaborating with each other, with national partners, and with their communities to serve and encourage a vital ARC (Access, Retention, and Completion) of success for the Latino/a students of Appalachia.
Irene Burgess, Vice President for Academic Programs, Appalachian College Association; Deborah Santiago, Vice President, Policy and Research, Excelencia in Education; Vandy Kemp, Vice President and Dean of Students, Maryville College; Jose Perez, Student, Maryville College
Link to The New American Reality prezi presentation

New Technologies and Library/Faculty Partnerships Enabling Curricular Change
Faculty can work with partners to enrich student assignments, incorporating technologies and encouraging deeper engagement with course content.  Bringing together faculty, library expertise, and technology-rich facilities can support curricular change.  At University of Pennsylvania, library staff partner with faculty to explore development of assignments that require new media creation that revitalizes traditional writing expectations across the curriculum.  At North Carolina State University the library is positioned as a technology incubator and center of exploration and learning. Students create multimedia projects and new campus partnerships are being formed through collaboration in the library's Makerspace equipped with 3D printing and other technologies.
Joan Lippincott, Associate Executive Director, Coalition for Networked Information; Anu Vedantham, Director, Weigle Information Commons, University of Pennsylvania; Kim Duckett, Associate Head for Digital Technologies and Learning, North Carolina State University
Penn Libraries Website

Using ePortfolios to Support Academic Advising: Developmental Perspectives from Three Institutions
ePortfolios have been effectively used in areas such as institutional accreditation, program accountability, and student assessment.  However, the specific applications of ePortfolios as an approach to facilitate and improve academic advising, particularly for underserved students and in face-to-face interactions between advisors and students, are still being explored.  Join professional advisors from Duke, Notre Dame, and Stanford Universities to discuss the benefits and challenges of using ePortfolios in an advising context particularly with respect to addressing and supporting the developmental needs of students – intellectually, socially, emotionally – across their educational learning career.
Helen Chen, Director of ePortfolio Initiatives, Stanford University; Lourdes Andrade, Associate Director, Academic Progress & Policy, Undergraduate Advising and Research, Stanford University; G. Alex Ambrose, Interim Coordinator, Notre Dame ePortfolio Engagement Program; Academic Advisor and Co-Director, Balfour Hesburgh Scholars Program, University of Notre Dame; ElizaBeth Fox, Associate Dean, Trinity College; Director, Academic Advising Center, Duke University
Readings for the session (most are links to websites)
"The Blended Advising Model: Transforming Advising with ePortfolios"
"Using E-Portfolios to Support an Undergraduate Learning Career: An Experiment with Academic Advising"
"Integrative Learning for Liberal Education"
Example ePortfolio demonstrating the potential of ePortfolios for advising
PDF of PowerPoint: 2014 01 23 AACU ePortfolios to Support Academic Advising

Are You Promising to Educate Students as Engaged Citizens? How Socrates, Gandhi, Rousseau, and Others Can Help!
How can higher education deliver on the promise to provide powerful learning environments that encourage development of academic skills, creativity, and civic engagement? Two experienced administrators will lead an interactive session on "Reacting to the Past,"role-playing classroom games with deep academic content. "Reacting" encourages critical thinking abilities and communication skills as well as improving empathy, confidence, and self-directed learning.
Elizabeth E. Dunn, Dean, College of Liberal Arts and Sciences, Indiana University South Bend and John M. Burney, Vice President for Academic Affairs, Doan College
Reacting to the Past (Website)



FRIDAY, JANUARY 24, 8:45-10:00 AM     

Changing the Culture of STEM Higher Education: Theory and Evidence
The need to provide opportunities for students to participate in research, collaborative assignments, and other innovative engagement practices is increasingly evident and urgent. This is particularly true for students from all underrepresented groups.  Oftentimes, however, the culture of STEM departments is not conducive to implementation of modern pedagogies. The lack of time, access to resources, absence of viable reward structures, and lack of diverse faculty who are able to serve as role models for diverse undergraduate STEM populations all contribute to hindrances in STEM higher education reform. This session will explore the underlying organizational change and social science theories that best explain institutional and/or departmental barriers to implementation of better STEM pedagogies, which disproportionately impact STEM faculty and particularly those from underrepresented groups. Emphasis will be placed on analysis of national data and trends as part of an evidence-based approach to institutional transformation, the inclusion of narratives and other qualitative data in driving institutional change, and the importance of promoting STEM faculty agency in overcoming barriers to both institutional and departmental change.
Moderator:  Gertrude Fraser, Vice Provost for Faculty Recruitment and Retention, University of Virginia
Panelists:  Claudia Rankins, Senior Program Officer, National Science Foundation;  Cynthia Winston, Associate Professor of Psychology, Howard University;  Kerry Ann O'Meara, Associate Professor of Higher Education, University of Maryland

Who is Minding the Gaps? power point (PDF)


Democratic Discourse and Action in Courses: How Do You Actually Do It?
This session will focus on the teaching and learning of civic discourse and democratic practices within the humanities curricula. Both County College of Morris and Kingsborough Community College are part of the AAC&U and The Democracy Commitment's NEH-funded project, Bridging Cultures to Form a Nation.  Both colleges have made a commitment to engage faculty, redesign curricula, and empower students around the themes of difference, diversity, and democratic thinking.  Implementing this initiative—envisioning a class environment infused with civic learning—involves many levels of leadership.  Panel members will discuss their experiences and provide concrete models pertaining to administrative support, faculty development, course redesign and assessment, and innovative pedagogical techniques.
Facilitator:  Caryn McTighe Musil, Senior Scholar and Director of Civic Learning and Democracy Initiatives, AAC&U
James Hart, Assistant Professor of Languages and ESL, Matthew Jones, Assistant Professor of Communications—both of the County College of Morris; Reza Fakhari, Associate Provost and Professor of Political Science, Helen-Margaret Nasser, Associate Director of Honors Program and Executive Assistant to the Associate Provost, Stephen Armstrong, Assistant Professor of English, and Jason Leggett, Assistant Professor of Political Science—all of Kingsborough Community College of City University of New York
Matthew Jones - Intro to Film Portfolio (PDF)


Workplace Skills and Liberal Education:  Equity and Access…and Quality and Depth
Amalgamations of workforce preparation and liberal education present a variety of challenges for American colleges and universities:  How can our institutions excel at bringing together two modes of education that are very distinctive—at least in foundational intent—in ways that satisfy the equally distinctive interests and goals set through our missions and boards, and to best serve our students, faculty, and other stakeholders?  We explore different approaches to advancing equity and excellence in our quest to shape "dual mode" practical and liberal education.
Saul Fisher, Executive Director for Grants and Academic Initiatives, and Visiting Associate Professor of Philosophy, Mercy College; Timothy Cloyd, President, Hendrix College; Donna Heiland, Vice President and Special Assistant to the President, Emerson College; Ernest LePore, Professor of Philosophy, Acting Director of the Rutgers Center for Cognitive Science, and Member of the New Jersey State Board of Education, Rutgers University and New Jersey State Board of Education; David Potash, President, Wilbur Wright College
The Daily Quad (website)


SEMINAR:  (Participation limited to 25)
The "Big Questions" are Moral Questions
The rancor and ineffectiveness or our public and political discourses suggest that we are not equipping our college graduates with the kind of moral capacities necessary to address the "big questions" that we need answered about sustainability, economic justice, and much more. Drawing upon a set of readings provided to seminar participants beforehand, our discussion will focus on how educators can play a more effective role in the moral education of undergraduates.
Eric Bain-Selbo, Executive Director, Society for Values in Higher Education; Greg Sapp, Hal S. Marchman Chair of Civic and Social Responsibility, Associate Professor of Religious Studies, Stetson University
Suggested background readings (PDF)


Powerful Practices for an Engaged Campus
Join the finalists of the 2013 Thomas Ehrlich Civically Engaged Faculty Award in a panel discussion focused on powerful practices for institutionalizing civic engagement. The speakers will share their experiences, reflect on the changing nature of civic engagement in higher education, and explore the challenges and opportunities created by working at engaged campuses.
Moderator: Amanda Wittman, Director of Academic and Strategic Initiatives, Campus Compact
Robbin Crabtree, Dean, College of Arts and Sciences and Professor of Communication, Fairfield University; Mary Alice Morgan, Senior Vice Provost for Service-Learning and Professor of English and Women's Studies, Mercer University; Brenda Marsteller Kowalewski, Professor of Sociology and Director, Community Involvement Center, Weber State University
This session is presented by Campus Compact
Institutionalizing Service-Learning and Creating an Engaged Campus power point (PDF)


Bringing Faculty into the Conversation about the Future of Liberal Education As universities explore technology-based solutions to the challenges facing higher education, faculty often feel excluded from the conversation. How can they help shape their institutions' futures?  Faculty development can play a role. Busy faculty often struggle to keep up with the literature about technology-based innovations and reforms, and they often are not invited to conversations where new ideas are discussed.  This session will explore strategies for increasing faculty members' understanding of and engagement in campus conversations about technology-based educational revisions.  Session leaders will frame questions, share resources, and offer examples, but the focus will be on participant discussion.
Julie Sievers, Director of Center for Teaching Excellence, St. Edward's University; Cory Lock, Associate Professor and Interim Dean of University Programs, St. Edward's University
Bringing Faculty into the Conversation (website)
PowerPoint for Presentation
AACU 2014 Handout - front page
AACU 2014 Handout - back page


Intellectual Oomph in First Year Experiences
National studies yield promising findings about the rate at which institutions are offering high-impact educational opportunities and the students who are taking advantage of these experiences. Yet, these same data identify missed opportunities in the administration and delivery of HIPs that suggest the quality of HIPs may not be meeting their full potential.  This panel includes representatives from the National Resource Center for The First-Year Experience and Students in Transition, the California State University system office, and two CSU campuses to discuss systematic approaches to bringing academic intentionality to high-impact practices in the first year.
Ken O'Donnell, Senior Director, Student Engagement, California State University Office of the Chancellor, California State University System Office; Jennifer Keup, Director, National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina; Sally Murphy, Senior Director of Undergraduate Studies and General Education, California State University, East Bay; Nancy Page Fernandez, Director, Freshman Programs, California State University, Fullerton
Intellectual Oomph in First Year Experiences power point (PDF)


Student Achievement Measure (SAM):  A More Comprehensive Measure of Student Attainment
Learn about the Student Achievement Measure (SAM), a collaborative effort by six higher education associations to enhance transparency and to present a more comprehensive measure of student attainment.  SAM tracks student movement across institutions to provide a more inclusive picture of undergraduate student progress and completion.  SAM is a voluntary alternative to the federal graduation rate, which is limited to tracking the completion of first-time, full-time students at one institution.  Through a shared website, institutions across sectors can deliver a more complete picture of student progress along the path to earning a college degree or certificate.
Christine Keller, Associate Vice President, Academic Affairs, Association of Public & Land-grant Universities; Teri Hinds, Director of Research & Policy Analysis, Association of Public & Land-grant Universities; Kent Phillippe, Associate Vice President, Research & Student Success, American Association of Community Colleges; Josh Trapani, Director of Policy Analysis, Association of American Universities
Website: Student Achievement Measures (SAM)
SAM Resources (website)


FRIDAY, JANUARY 24, 10:30-11:45 AM

Changing the Culture of STEM Higher Education: Practice
Institutions of higher education and US federal agencies have both made considerable efforts to address the systemic institutional barriers that not only undermine STEM faculty workplace satisfaction, but also negatively impact STEM student learning and persistence in STEM majors. Despite such efforts, there still remains a need for providing accurate and precise mechanisms by which all institutions of higher education can achieve optimal conditions for both faculty professional development and implementation of modern STEM pedagogies. This session will focus on providing attendees with explicit strategies for recruiting, retaining, and advancing STEM faculty, particularly those from underrepresented groups. Emphasis will be placed on implementing evidence-based recruitment strategies for diversifying STEM faculty, the utilization of STEM faculty professional network analysis for promoting career advancement, and institutionalization of STEM faculty professional development. Attendees will discuss and be invited to share real life institutional challenges with expert feedback from a panel of institutional change scholars and practitioners.
Moderator: Patrice McDermott, Vice Provost for Faculty Affairs, University of Maryland Baltimore County
Panelists:  Nancy Steffen-Fluhr, Associate Professor of English and Director of the Murray Center for Women in Technology, New Jersey Institute of Technology; William Lacourse, Dean , College of Natural and Mathematical Sciences, University of Maryland Baltimore County; Loretta Moore, Interim Vice President for Research and Federal Relations and Professor of Computer Science, Jackson State University

ADVANCE Program at NJIT (website)
Using Network Data to Support Women STEM Faculty power point (PDF)


Making the Case for Thematic General Education Pathways
Many colleges and universities connect general education (GE) courses through common themes as a way to improve coherence, but little attention has been given to the impact of this approach on student engagement, learning, and completion. The California State University (CSU) and California Community Colleges (CCC) have been piloting several models of thematic GE pathways focused on "big questions" and the LEAP Essential Learning Outcomes. We will present findings from two promising models and facilitate a discussion of directions for future research.
Debra David, Project Director, Give Students a Compass, California State University System Office; William Loker, Dean, Undergraduate Education, California State University Chico; Mary Beth Love, Professor, PI of Metro Academies Initiative, San Francisco State University and City College of San Francisco; Rama Kased, Coordinator of Metro Academies Coordinators, San Francisco State University and City College of San Francisco; Judith Ramaley, President Emerita, Portland State University
General Education at CSU-Chico
Loker_Integrated GE_assessment_AACU14


How Can Faculty Learn About and Invest in Evidence-based Teaching?
Much educational research has been devoted to better understanding how students learn, how learning works, and what teaching approaches most help students to learn.  What we know much less about is what conditions motivate faculty to adopt already-known, evidence-based improvements in pedagogy.  This interactive session extends the conversation about how to improve student learning with a parallel exploration of how to improve faculty learning –and ultimately, faculty teaching practice.  Session attendees will leave with strategies that encourage the adoption by faculty members of evidence-based teaching approaches on their own campuses.
Mary Sorcinelli, Associate Provost for Faculty Development, University of Massachusetts Amherst and Distinguished Scholar in Residence, Mount Holyoke College; Ann Austin, Professor, Higher, Adult, Lifelong Learning, Michigan State University
How Faculty Learn About and Invest in Evidence-Based Teaching presentation (PDF)
How Faculty Learn Datasets (PDF)
How Faculty Learn References (PDF)


The VALUE of Quality Degrees
How can we demonstrate to students, ourselves and others the quality of our degrees? This session will share how faculty and educational professionals are using the VALUE rubrics with their colleagues to assess the quality of student work, as well as invite feedback on new national initiatives on measuring and reporting student learning.Campus examples of engaging faculty in assessing student learning will be shared.
Mo Bischof, Assistant Vice Provost, and Jocelyn Milner, Director of Academic Planning and Institutional Research—both of the University of Wisconsin, Madison; Sam Hines, Provost and Dean of the College, and Tara McNealy, Associate Provost for Planning, Assessment and Evaluation—both of The Citadel, The Military College of South Carolina; Terrel Rhodes, Vice President, Office of Quality, Curriculum, and Assessment, AAC&U
University of Wisconsin-Madison Materials (website)


Towards a Consortial Teaching and Learning Commons: Collaborating across Campuses to Address Faculty Needs
Can colleges and universities develop strategic collaborations to create region-wide Teaching and Learning Centers (TLCs), leveraging the work of better-developed centers to support faculty needs at campuses without TLCs? Can these collaborations strengthen the support and validation of teaching and provide just-in-time responses to faculty needs? These are some questions the Great Lakes Colleges Association (GLCA) members are exploring through a Teagle-funded program to enhance support for liberal arts pedagogy across multiple campuses. The panel will offer an overview of our experiences and suggestions for those seeking to develop regional networks to support teaching and learning on their individual campuses.
Steven Volk, Professor of History, Director, Center for Teaching Innovation and Excellence, Oberlin College; Kiran Cunningham, Professor of Anthropology, Kalamazoo College; Frank Hassebrock, Associate Professor of Psychology, Denison University; Aimee Knupsky, Associate Professor of Psychology, Allegheny College; Claudia Thompson, Associate Professor of Psychology, The College of Wooster
Towards a Consortial Teaching and Learning Commons - Handouts (PDF)
Towards a Consortial Teaching and Learning Commons_PUBLIC (PDF of PowerPoint)


(A series of 10-minute presentations in the spirit of "TED Talks")

Personalization through Competencies: Opportunities in E-Quality
Universities and colleges face a paradoxical challenge: the rising cost of education in the face of reduced funding.  One university confronts this dilemma "HED-on" by developing three fully online, competency-based degree programs that hold high-quality, low-cost education at the heart of their mission.  Competency-based learning is hardly a new concept, but online learning platforms are enabling these models to flourish, giving rise to a new genre in the educational landscape.  However, the road to this educational utopia (dystopia?) has not been without its challenges. This presentation will look at how one university has navigated the tumultuous waters of competency-based learning.
Cori Gordon, Assistant Clinical Professor of Liberal Arts, Northern Arizona University
Personalization through Competencies power point (PDF)

More Data is Not Better
A tweet from AAC&U's 2013 Annual Meeting declared "Most CAO's report using assessment tools… but only 20% believe they are making good use of data."  Given the national discourse about the quality and meaning of degrees, educational improvement, and accountability, assessment data remains high on many agendas.  What holds data use back? How can campus leaders foster data use and connect it to the life of the campus? This talk will discuss factors that help strengthen the use of assessment data on campus and provide several key practices, principles and strategies to help faculty, staff, and administrators use assessment data to improve.
Laura Palucki Blake, Director of Institutional Research and Effectiveness, Harvey Mudd College
Remarks (PDF)


FRIDAY, JANUARY 24, 1:30-2:30 PM        

Defining Quality in New Direct Assessment Competency-Based Programs
This session will address quality in higher education by focusing on new direct assessment programs that use competency-based instruction to improve students' learning outcomes. Panelists from institutions whose programs have been recently accredited by the Higher Learning Commission will offer advice and strategies for others interested in developing such programs. Panelists will address such topics as curriculum development and instructional design; coaching, mentoring, and addressing the academic needs of struggling students; mechanisms devised to demonstrate students' academic progress; approaches to integrate liberal education and global perspectives; and efforts to equip graduates to succeed in meaningful jobs and civic life.
Jeff Rosen, Vice President for Accreditation Relations, Higher Learning Commission; Deborah Bushway, Chief Academic Officer, Capella University; Fred Hurst, Senior Vice President for Extended Programs, Northern Arizona University; David Schejbal, Dean, University of Wisconsin Extension
Defining Quality in New Direct Assessment Competency-Based Programs power point (PDF)


Professional Action Learning Networks as a Key Leverage Point to Raising Student Achievement
This session offers a compelling response to one of this meeting's essential questions: "What leverage points have the greatest potential to move higher education toward desired outcomes…including increasing post-secondary access and degree completion."  The answer rests, in part, in re-imagining professional learning to engage educators in schools, colleges and universities for broad adoption of highly effective teaching and learning practices. Join Spokane regional faculty members in a discussion facilitated by edBridge Partners of lessons from a yearlong intensive effort to conceive, launch, and test the viability of a highly innovative cross-sector professional Action Learning Network organized to align curriculum, strengthen instruction and raise college math achievement.
Barbara Alvin, Professor of Mathematics and Department Chair, Eastern Washington University; Rick Bigerstaff, Lecturer in Mathematics, Eastern Washington University; Heather Woodcock Ayres, Principal, edBridge Partners, Action Learning Networks
This session is sponsored by edBridge Partners
Professional Action Learning Networks as a Key Leverage Point to Raising Student Achievement presentation (PDF)


Advancing Faculty Interdisciplinarity and International Engagement
In this interactive session, a panel of college and university presidents and vice-provosts will discuss their approaches to advancing faculty interdisciplinarity and international engagement at their institutions.  Using a moderated Q&A format, panelists will compare and contrast their institutions' tenure and promotion policies, grant programs, professional development opportunities, and related initiatives and challenges.  National-level data from the COACHE Faculty Job Satisfaction Survey, and the American Council on Education's Mapping Internationalization on U.S. Campuses study will frame the discussion.
Kiernan Mathews, Director, COACHE, Harvard University; Robin Matross Helms, Senior Research Specialist, Center for Internationalization and Global Engagement; American Council on Education; Arlene Carney, Vice Provost for Faculty and Academic Affairs, University of Minnesota; Patrick Reynolds, Vice President of Academic Affairs and Dean of Faculty, Hamilton College; Suzanne Shipley, President, Shepherd University
Supplemental Information on ACE Mapping Internationalization Website


E-Service-Learning: Is it the link between innovation and educational quality?
Are you looking for a great 21st century learning tool that you can start to use the minute you leave this conference? A national team, lead by Dr. Jean Strait of Hamline University and Kathy Nordyke of Missouri State University have created a panel presentation on E-service-learning which includes research studies and models, dialog and essential questions by all levels of educational stakeholders interested in this 21st Century Learning tool.  How is E-service-learning critical to your educational practice? A community-engaged education, one that involves active, collaborative and student-directed learning will be key to making higher education relevant to more students.
Jean Strait, Professor and Director, Hamline University; Kathy Nordyke, Director, Citizenship and Service-Learning (CASL), Missouri State University; Leora Waldner, Assistant Dean and Associate Professor of Public Administration, Troy University, Atlanta; Sue McGorry, Professor and Chair, Business Administration, DeSales University; Nancy Arrington,Assistant Professor of Teaching and Learning, Georgia Southern University
E-Service Learning power point (PDF)


What Provosts Say About Student Learning Outcomes Assessment
The National Institute for Learning Outcomes Assessment's second national survey of provosts conducted in 2013 revealed fresh insights into the state of student learning outcomes assessment work at two- and four-year colleges and universities.  This session will highlight key findings about campus assessment activities, including institutional support for assessment and how learning outcomes results are being used (or not) to inform institutional improvement efforts.  Participants will be invited to reflect on the implications of the results for enhancing the effectiveness of assessment practices, trying out promising transparency approaches, and experimenting with meaningful benchmarking efforts.
George Kuh, Co-Principal Investigator, National Institute for Learning Outcomes Assessment (NILOA); Natasha Jankowski, Assistant Director, NILOA; Stanley Ikenberry, Co-Principal Investigator, NILOA; Jillian Kinzie, Senior Research Associate, NILOA
This session is presented by the National Institute for Learning Outcomes Assessment (NILOA)
What Provosts Say About Student Learning Outcome Assessment power point (PDF)


Bringing Learning Communities to Scale: Yoking Quantity and Quality
Educational research is clear about practices that make a difference for students. The challenge is bringing these practices to scale without compromising the features that make them effective. This session focuses on case stories from two campuses to highlight effective scaling strategies.
Emily Lardner, Co-Director, Washington Center for Undergraduate Education, The Evergreen State College; Laura Pipe, Director, Learning Communities, University of North Carolina—Greensboro; Marissa Schlesinger, Director, Academic Affairs, Kingsborough Community College; Gillies Malnarich, Co-Director, Washington Center for Undergraduate Education, The Evergreen State College
Learning Communities at Kingsborough Community College (website)
Learning Communities at UNC Greensboro (website)
The Washington Center (website)
Bringing Learning Communities to Scale (prezi website)


FRIDAY, JANUARY 24, 2:45-3:15 PM
30-Minute Presentations

Extending the University to High Schools:  Concurrent Enrollment as Mutually Beneficial K-16 Readiness
Remedial courses extend high school courses to the university.  Concurrent Enrollment (CE) courses do the opposite; they extend university courses to the high school.  UConn Early College Experience (UConn ECE) is the oldest, and one of the largest, concurrent enrollment programs in the country.  Over the last few years UConn ECE has taken active steps in building partnerships with high schools in Connecticut and departments at UConn to offer rigorous academic opportunities that support college readiness as well as advancing the needs of the University's departments.  Using data and survey results, this session advances CE as a positive partnership model.
Brian Boecherer, Associate Director of Early College Programs, University of Connecticut
Extending the University to High Schools
UConn Early College Data Sheet 2012-2013


Meaningful Course Quality Evaluation: Developing and Implementing an Analytical Quality Assurance Rubric
Southern New Hampshire University has developed and implemented an analytical course quality rubric that models its own assessment standards, focusing on the direct alignment of outcomes, instruction, assessment, and grading metrics. Moving away from subjective proficiency levels, this rubric employs differentiated, qualitative descriptions to build transparency and inter-rater reliability in course quality evaluation. Presenters in this session will share and discuss the QA rubric, how the rubric has been implemented to improve course quality, and collected data on common quality missteps. Instructional designers, faculty, and administrators involved in institutional analysis will find this session of particular interest.
Jaymes Myers, Director of Program Review and Design, Southern New Hampshire University; Christine Malady Wood, Director of Assessment, Southern New Hampshire University
SNHU QA_rubric


Cultural Intelligence Leadership Elements in developing STEM-Liberal Arts Learning Communities
Cultural Intelligence (CQ) predicts success in cultural adaptation.  Academia, and especially liberal arts and STEM, can be very different cultures from anything that a first generation, ethnic minority student has ever experienced. CQ's four pillars, Action, Knowledge, Strategy, and Drive, will be used as a developmental scaffolding to planning for best practice programs in the first year.  Fresno Pacific University's HSI STEM-Liberal Arts learning community, which has doubled retention of Hispanic and first generation STEM students, will be used as a macro case study. This is working session for academic leaders to identify HSI cultural variables that inform planning. 
Karen Cianci, Dean of School of Natural Sciences, Fresno Pacific University; Cindy Carter, Dean of Degree Completion, Fresno Pacific University; Yaneth Barreto, STEM student, Fresno Pacific University; Alicia Cobian, STEM student, Fresno Pacific University
Readings for the Session:
Cultural Intelligence Elements in HSI STEM Learning Communities (PDF)
Sub-Dimensions of the Four Factor Model of Cultural Intelligence: Expanding the Conceptualization and Measurement of Cultural Intelligence(PDF)
STEM video (7 minutes)


FRIDAY, JANUARY 24, 2:45-4:00 PM    

Educating Globally Competent Citizens:  AASCU's Alternative to the MOOC
AASCU's Global Challenges Project assembled teacher scholars from diverse disciplines on 10 AASCU campuses to lead a collaborative initiative resulting in a blended learning course, eBook, teaching tool kit, student guide, web collaborative resources, and workshops.  The project uses out-of-classroom interactive technologies to create additional in-class space for collaborative learning.  It is collectively improved, redesigned, and re-invented on an on-going, cooperative basis by an interdisciplinary team of scholars and other educators who use the curriculum.  In this "flipped" session, presenters will model the innovative AASCU curriculum as an effective alternative to MOOCs.
Shala Mills, Chair, Professor of Political Science, Fort Hays State University; Jennifer Domagal-Goldman, Manager, American Democracy Project, American Association of State Colleges and Universities; Martin Shapiro, Professor of Psychology, California State University, Fresno
Readings for the session (links to websites)
"Medieval Models, Agrarian Calendars, and 21st Century Imperatives" (PDF)
"Educating Globally Competent Citizens: An AASCU Red Balloon Project"
What You (Really) Need to Know"
Global Citizenship Demands New Approaches to Teaching and Learning: AASCU's Global Challenges Initiative
AASCU Global Challenges Website
Massive Collaboratively Designed final AACU Jan 2014 (PowerPoint - PDF)

Better Together: Higher Education Consortia and the Future of Change
What is the future of inter-institutional cooperation in the current higher educational environment?  Leadership of three active consortia consider the political, strategic, cultural, economic, and educational costs and benefits of working collaboratively.  It is truism that collective action aggregates expertise, talent, economic resources, and will, but what are the mechanisms that make such leverage lasting and effective?   What do all of us in higher education gain when institutions choose to work together?
James Hall, Executive Director of the Consortium for Innovative Environments in Learning, University of Alabama; Nancy Hensel, Executive Director, New American Colleges and Universities; Timothy Eatman, Faculty Co-Director, Imagining America: Artists and Scholars in Public Life; Bill Spellman, Director, Council of Public Liberal Arts Colleges
Consortia - Questions for Consideration (PDF)
Consortia Information


FRIDAY, JANUARY 24, 3:30-4:00 PM
30-Minute Presentations

The Evolution of STEM at El Camino College
The MESA (Mathematics, Engineering and Science Achievement) Program at El Camino College has evolved from a small niche program serving 120 students to a more inclusive and robust STEM Program that currently serves over 500 students.  The support of the El Camino College administration, a culture of inclusiveness and collaboration between deans, directors, counselors, faculty and students has led to a strong and comprehensive STEM program.  Students receive needed assistance for successful course completion, scholarship information, academic counseling and transfer assistance. The success of the MESA program is made possible with the support of state, federal, industry and district funding.
Arturo Hernandez, Director of Mathematics, Engineering and Science Achievement Program, El Camino Community College; Jean Shankweiler, Dean of Natural Science, El Camino Community College
AACU STEM Presentation 01_24_2014
El Camino STEM Website

Assistant/Associate Deans—Catalysts for Engagement
Associate Deans are uniquely situated to serve as change agents for practices that support student engagement by connecting the vision of the Dean to the operational realities of the faculty member.  This interactive session will explore strategies such as inspired bureaucracy, cultivating collaboration, and operational perspective.  This is a networking and development opportunity for new and veteran Assistant/Associate Deans.
James Sloat, Assistant Dean of Faculty for Academic Development, Colby College; Karen Anderson, Senior Associate Provost, Wesleyan University; Kathleen Harring, Dean of Institutional Assessment and Academic Planning, Muhlenberg College; Abby Van Slyck, Associate Dean of Faculty, Connecticut College
Outline of session (PDF)
Case Study: Engagement at a Different Level (PDF)
Case Study: Cultivating Collaboration (PDF)
Case Study: Inspired Bureaucracy (PDF)
Professional Development Opportunities (PDF)


FRIDAY, JANUARY 24, 4:15-5:30 PM        

2014 Winner of the Frederic Ness Book Award

Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning

Author José Antonio Bowen will discuss his book—Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning—winner of the 2014 Frederic W. Ness Book Award, which is presented to the book that best contributes to the understanding and improvement of liberal education. As Bowen writes, technology is profoundly changing education. If students are going to continue to pay enormous sums for campus classes, colleges will need to provide more than what can be found online and maximize "naked" face-to-face contact with faculty. Teaching Naked shows how technology is most powerfully used outside the classroom and, when used effectively, how it can ensure that students arrive to class more prepared for meaningful interaction with faculty. José Bowen introduces a new way to think about learning and technology that prioritizes the benefits of the human dimension in education.

José Antonio Bowen, Dean of the Meadows School of the Arts and Algur H. Meadows Chair and Professor of Music, Southern Methodist University, and author of Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning (Jossey-Bass, 2012)

Moderator: Dianne Harrison, President, California State University, Northridge
Teaching Naked Handout (PDF)


Ensuring Quality in Undergraduate STEM Programs: New Frameworks for Transforming STEM Teaching and Learning
Two national projects aim to develop and test comprehensive frameworks for more scalable and sustainable transformation of undergraduate STEM education at colleges and universities. One is sponsored by AAC&U through Project Kaleidoscope (PKAL) and funded by the W.M. Keck Foundation; and the other is sponsored by the Association of American Universities (AAU), funded by the Helmsley Trust and the National Science Foundation.  Collectively, these initiatives involve twenty colleges and universities that span the spectrum of four-year institutional types. The ultimate goal of these projects is to significantly increase the implementation of student-centered learning environments and comprehensive programs that promote a higher quality of the undergraduate STEM experience. Participants will learn about the frameworks, gain practical knowledge about implementation of institution-wide STEM reform efforts and leave with tools to improve student learning and success in STEM courses and programs on their campuses.
Susan Elrod, Dean of the College of Science and Mathematics, California State University-Fresno; Geoffrey Chase, Dean of Undergraduate Studies, San Diego State University; Linda Slakey, Senior Fellow, PKAL at AAC&U, Senior Policy Advisor at AAU, University of Massachusetts Amherst; Emily Miller, Project Manager, Undergraduate STEM Education Initiative, Association of American Universities; Marco Molinaro, Assistant Vice Provost for Undergraduate Education, University of California–Davis
AACU_AAU_Keck PPT Master_FinalPublic (PDF of PowerPoint)


Changing Strategies for Faculty Recruitment: "Just in Time" Workshops and Inclusive Excellence
This panel presentation will describe an innovative and effective strategy for recruitment of diverse faculty.  Through the use of "Just-In-Time" workshops, outside consultants and experts, Diversity Advocates, Diversity Resource Groups, and Campus-Wide Ambassadors, Skidmore College has reimagined its entire faculty recruitment strategy.  And the results are encouraging.  The panel—which includes members of the Dean of the Faculty's office, consultants specializing in diversity and faculty recruitment, and a program director—will examine the overlapping parts of the new process and engage the audience in further ways to refine this approach to building a first-rate, diverse faculty.
Beau Breslin, Dean of the Faculty and Vice President for Academic Affairs, Skidmore College; Patricia Rubio, Associate Dean of the Faculty, Skidmore College; Linda Marchesani, Director of Workplace Learning and Development, University of Massachusetts – Amherst; Mason Stokes, Associate Professor and Chair, English Department, Skidmore College
Breslin PowerPoint (PDF)

Roads Taken:
The Professorial Life, Scholarship in Place, and the Public Good

Public liberal arts colleges are home to professors who, sometimes to their own surprise, find themselves teaching on campuses unlike the large, research-intensive universities at which they earned their PhDs. Smaller public institutions require faculty members to make multiple adaptations: to undergraduate teaching, to campus service and governance and, increasingly, to the public mission that connects colleges to the well-being of regional commitments. Panel members will discuss these adaptations and the implications for faculty work and identity in challenging times.
Moderator: Roger Epp, Professor, Department of Political Science, University of Alberta
Panelists: Therese Seibert, Professor of Sociology and Director, Community Research Center, Keene State College; Janet Schrunk Ericksen, Associate Professor of English, University of Minnesota-Morris; Joel Sipress, Professor of History, University of Wisconsin-Superior
Supplemental Information (website)

Faculty Roles in Developing Civic-Minded Graduates and Professionals:  Promising Practices and Structural Challenges
The current context of higher education presents significant challenges for developing 'civic professionals', including curricular fragmentation, an increasing focus on workforce development, and the lack of knowledge about how to fully integrate effective civic practices into the curricula and rewards system. This panel will engage the larger issue of how to build capacity to educate civic-minded graduates by engaging the follow questions:  What constitutes civic learning outcomes and how can these outcomes be assessed?  What practices can faculty use to reach these outcomes?  What are the challenges to deploying these practices and what strategies should be used to overcome them?
Paul Schadewald, Associate Director, Civic Engagement Center, Macalester College; Julie Hatcher, Executive Director, Center for Service and Learning, Associate Professor Philanthropic Studies, Indiana University-Purdue University Indianapolis; Dan Richard, Director Office of Faculty Enhancement, Associate Professor, Psychology, University of North Florida; Kristin Norris, Assessment Director, Indiana University-Purdue University Indianapolis; Amy Koritz, Director Center for Civic Engagement and Professor of English, Drew University
Faculty Roles in Developing Civic-Minded Graduates and Professionals power point (PDF)

What the DQP Looks Like on the Ground: National Trends and Campus Examples
Since its release in 2011, about 300 campuses have engaged with the Degree Qualifications Profile (DQP), using it to start important conversations about learning goals, map outcomes to the curriculum, and develop carefully aligned signature assignments and assessments.  The National Institute for Learning Outcomes Assessment has been tracking these developments and will report on national trends in the scale, scope, and uses of the DQP.  Representatives from two campuses that have integrated the DQP into their ongoing work in creative and productive ways will share their experiences. Discussion will aim to draw out lessons learned from these campuses and others represented in the room.
Natasha Jankowski, Assistant Director, NILOA, National Institute for Learning Outcomes Assessment; Pat Hutchings, Senior Scholar, NILOA; Ruth Slotnick, Director of Articulation and Learning Assessment, Mount Wachusett Community College; Christopher Cratsley, Director of Assessment, Fitchburg State University; Sandra Fulton, Coordinator of Assessment and Institutional Research, J. Sargeant Reynolds Community College, Scott Oates, Director of Assessment, Virginia Commonwealth University
This session is presented by the National Institute for Learning Outcomes Assessment (NILOA)
DQP Corner (website)
What the DQP Looks Like on the Ground power point (PDF)


SATURDAY, JANUARY 25, 8:30-9:30 AM

New Research on Student Experiences with High-Impact Practices: Effective and Efficient Ways to Implement, Connect, and Scale
Questions of quality, access, and success are at the heart of higher education discussions.  How can we create the highest impact educational experiences, for the most students, most efficiently? This session presents new research from three diverse institutions (Birmingham City University in the U.K., Connecticut College and Elon University in the U.S.) studying conditions that underlie successful engaged learning experiences, ways to foster faculty-student learning communities, and factors that impact student engagement with multiple high-impact practices. Attendees will take away strategies for both implementing and researching quality, accessible high-impact practices at their institutions.
Peter Felten, Assistant Provost, Director of the Center for Engaged Learning, and Jeffrey S. Coker, Director of General Studies —both of Elon University; Luke Millard, Head of Learning Partnerships, Birmingham City University; Stuart Brand, Director of Learning Experience, Birmingham City University; Michael Reder, Director, Faculty Center for Teaching & Learning, Connecticut College; Desiree Porter, Undergraduate student, Elon University; Jessie L. Moore, Associate Director of the Center for Engaged Learning, Elon University
Website with Session Resources

Liberal Learning and Professional Education: Effecting Educational Innovation
The session suggests five principles for guiding course and program innovations that integrate the central dimensions of liberal learning in professional education. Options for increasing students awareness of the interconnectedness of business, global commerce and society will be discussed.
Margot Soven, Director, Core Curriculum, and MarySheila McDonald, Associate Dean, School of Business—both of La Salle University; Anthony Buono, Professor of Management & Sociology, Bentley University; Norean Sharpe, Senior Associate Dean, Director of Undergraduate Programs, McDonough School of Business, Georgetown University; Mervat Chuman, Dean of College of Business, Effat University (Jeddah, Saudi Arabia)
Bentley PowerPoint (PDF)

Restructuring Academic Programs in the 21st Century: Berea College's New Divisional Structure
The Berea College faculty and community began the shift to a divisional structure during the fall of 2011, and has lived within this new administrative structure for the past two years.  We would like to share some of the lessons learned during this transition, as well as some of the difficulties associated with this dramatically different academic structure. Three notable changes, as a result of the shift to divisions, have been:  The creation of a divisional council to advise the support the dean; the beginnings of new divisional identities (without the loss of disciplinary identity); and new governance procedures (including divisional mentorship of junior faculty).
Chad Berry, Academic Vice-President and Dean of the Faculty, Berea College; Linda Strong-Leek, Associate Vice-President for Academic Affairs, Berea College; Ronald Rosen, Division Chair and Professor of Biology, Berea College; Jan Pearce, Division Chair and Professor of  Computer Science and Mathematics, Berea College
Restructuring Academic Programs in the 21st Century power point (PDF)

Building and Assessing Climates for Personal and Social Responsibility: Evidence from AAC&U's Core Commitments Initiative
Drawing upon a forthcoming New Directions for Higher Education monograph, titled "Personal and Social Responsibly: Essential Outcomes of Higher Education," this session highlights how institutions have used assessment data to inform their curricular and co-curricular practices around personal and social responsibility, and what institutions have learned about supporting these on-going efforts. We also present key findings from over 13,000 students and 4,000 campus administrators who have taken the Personal and Social Responsibility Inventory (PSRI) since 2012.
Andrew Ryder, Assistant Professor of Higher Education, University of North Carolina Wilmington; Nancy O'Neill, Director of Learning Initiatives and Co-Director, Bank of America Center for Excellence in Learning, Teaching, and Technology, University of Baltimore; Robert Reason, Director of Research and Grant Enhancement, Associate Professor of Education, Iowa State University
Ryder PowerPoint


SATURDAY, JANUARY 25, 9:45-10:45 AM          

Liberal Arts and Science Majors: Prospects for Long-Term Career Success
This session will highlight key findings from a forthcoming report from AAC&U and the National Center for Higher Education Management Systems documenting with data from the American Community Survey the continuing value of a college degree in preparing graduates for long-term career success regardless of undergraduate major. Presenters will provide data on the career trajectories (including graduate study) of college students majoring in different fields (e.g., humanities/social sciences, science and math, engineering, and professional/pre-professional) and examine the implications of this data for campus practice, including career and academic advising, and advocacy efforts to demonstrate the value of college degrees in terms of outcomes related to work and citizenship.
Debra Humphreys, Vice President for Policy and Public Engagement, AAC&U; Patrick Kelly, Senior Associate, National Center for Higher Education Management Systems
Humphreys Handouts (PDF)
Liberal Arts and Science Majors power point (PDF)

Undergraduate Quality and the Changing Faculty: Examining Pieces of the Puzzle
Institutions deal with pressures to improve undergraduate quality and manage their changing faculties, tasks that sometimes seem at odds. In this session, facilitators share three faculty profiles: (a) the faculty in 2025, (b) the faculty at the 50 highest scoring NSSE institutions, and (c) the faculty who tend to use effective practices more. Through comparing these profiles, session participants will engage questions and derive lessons about improving undergraduate quality while effectively managing a changing faculty.
Thomas Nelson Laird, Associate Professor, Indiana University Bloomington; Allison BrckaLorenz, Research Analyst and FSSE Project Manager, Indiana University Bloomington
Undergraduate Quality and the Changing Faculty power point (PDF)

The Impact of Liberal Education on Interdisciplinary Degree Programs
This session explores the impact of liberal education and the deans'/provost's leadership in the creation of four interdisciplinary degree programs at Carnegie Mellon University. Included in the presentation is discussion of a survey conducted by the School of Arts and Sciences at Hunter College in 2013, aimed at (1) understanding impediments/supports common to interdisciplinary programs (2) identifying best practices for promoting interdisciplinary programs and factors that discourage/encourage interdisciplinary program development (3) examining types of tenure track appointments for faculty affiliated with interdisciplinary programs.
Franco Sciannameo, Associate Dean for Interdisciplinary Initiatives, College of Fine Arts, and Amy L. Burkert, Vice Provost for Education—both of Carnegie Mellon University; Angela T. Haddad, Associate Dean for Academic Programs, School of Arts and Sciences, Hunter College, The City University of New York
The Impact of Liberal Education on Interdisciplinary Studiesfinal (PDF)


SATURDAY, JANUARY 25, 11:00a.m.-12:15p.m.  

Closing Plenary

Technology and the Future of Work and Learning:
Preparing Students for Success in the New Economy?

Chair:  Kenneth P. Ruscio, President, Washington and Lee University

Leading economist, Frank Levy, will discuss his economic research—highlighted in the influential recent report, "Dancing with Robots"—that documents long term trends that are changing the demands for more educated workers throughout the global economy. He will examine the implications of these economic trends in terms of their implications for curricular change, the increasing imperative for liberal education learning outcomes, and a more effective articulation of the "value" of higher education in touch economic times. Levy will explain how technology is changing the demand for workers with more sophisticated skills in problem-solving, communication, and information literacy. He will also address the ways in which technology is likely to similarly impact the "work" of teaching and learning in higher education.

Frank Levy is a Daniel Rose Professor Emeritus at MIT and a Lecturer at the Department of Health Care Policy, Harvard Medical School. He is coauthor of "Dancing with Robots, Human Skills for Computerized Work" (2013) and The New Division of Labor: How Computers Are Creating the Next Job Market (2005).
Respondent: Carol Geary Schneider, President, AAC&U
Liberal Education and Unscripted Questions presentation (pdf)