Separate registration and fee required
($100 members; $150 non-members)
Workshop 1: Bridging the Benefits of General Education and Making Excellence Inclusive
To forge sustainable pathways for institutional and student success, campuses must examine the organizational framework of their general education programs in light of the diversity of postsecondary students and effective strategies for achieving equity in student achievement. Participants will review a set of equity principles and questions to engage in a self-assessment of their current general education programs. They will discuss curricular designs and develop recommendations to increase access to and success in high-quality learning environments for all students. Facilitators will address the student, faculty, and institutional benefits of developing critical intersections between the goals for general education and making excellence inclusive.
JOSÉ MORENO, Professor of Latino Education and Policy Studies, California State University, Long Beach; and TIA BROWN McNAIR, Senior Director for Student Success, AAC&U
Workshop 2: It Takes a Village: General Education Faculty-Administration Partnerships
General education development, implementation, assessment, and revision affect all aspects of an academic institution’s structure, demanding intentional coordination, collaboration, and communication between faculty and administration. This workshop features approaches to forming productive general education partnerships from three institutional types: a new community college, a research university, and a small comprehensive university. Workshop participants will strategize about such partnerships at their home institutions. The American Conference of Academic Deans welcomes faculty and administrators from all institutional types.
SCOTT EVENBECK, President, Stella and Charles Guttmann Community College; JIM SALVUCCI, Dean of the School of Humanities and Social Sciences, Stevenson University; and LISA MYOBUN FREINKEL, Vice Provost for Undergraduate Studies, University of Oregon
This workshop is sponsored by the American Conference of Academic Deans (ACAD)
Workshop 3: Clear Vision in Murky Waters: Using Gap Analysis to Enhance Institutional Cultures of Assessment
Gap analysis techniques, widely used in business environments, are readily adaptable for effective use in higher education. They are particularly useful for supporting integration and alignment of general education assessment across traditional boundaries between disciplines and administration. Dr. Henderson will address key concepts and methods essential to gap analysis, and demonstrate how to apply them to general education. Participants will analyze their institution’s assessment culture through the creative application of gap analysis. They will consider how to use gap analysis to investigate faculty perceptions, compare the actual culture of assessment with the desired culture, and identify action steps for improvement.
CAROL G. HENDERSON, Associate Provost, Ithaca College
This workshop is full. Additional registrations are not being accepted.
Workshop 4: Motivating and Empowering Faculty to Teach for General Education and Disciplinary Knowledge
As institutional leaders increasingly recognize the need to create a new and more powerful general education program, they also recognize that genuine faculty support—not just compliance—is an absolute necessity. Participants will leave with a big picture of how to obtain faculty support for general education; a list of possible strategies for achieving that support; and their own thoughts on how to adopt and adapt these possibilities into specific strategies and actions at their own institutions. This workshop will be helpful for individuals with organizational responsibilities related to strengthening and enhancing general education programs.
L. DEE FINK, National Consultant in Higher Education
Workshop 5: Norming: Collectively Engaging in Evidence-Based Discussions about Student Learning
Student learning assessment has always been an important aspect of institutional improvement and student success. Engaging students and faculty in ongoing and systematic assessment, however, is difficult at any institution. One effective method for increasing the involvement of faculty, instructors, and students in direct assessment is using rubrics to assess student learning. Participants will discuss implementing and norming rubrics, engaging faculty and
students in using rubrics, and utilizing data to inform actionable interventions to improve student learning. Participants will engage in interactive activities that can be used at their institutions and learn about the pitfalls and successes of employing rubrics.
KARLA GUILFORD-SHIPP, Instructor, Humanities Department, Tidewater Community College; and MO NOONAN BISCHOF, Assistant Vice Provost and University Assessment Co-chair, University of Wisconsin–Madison
Workshop 6: Using the Degree Qualifications Profile and Dynamic Criteria Mapping to Help Build a Community of Practice for Assessment and Learning
Quality Collaboratives: Assessing and Reporting DQP Competencies in the Context of Transfer is an AAC&U project engaging two-year and four-year campuses working on issues of learning outcomes, curricular change, high-impact practices, and assessment. Drawing on the work of the Quality Collaboratives partnership between IUPUI and Ivy Tech, facilitators will discuss how to use student writing as a prompt for faculty to develop collective expectations for writing in general education that span two- and four-year institutions. Using the DQP and VALUE rubrics, participants will approach English composition in a new way.
MEL WININGER, Senior Lecturer in English, Indiana University-Purdue University Indianapolis; and SUSAN ALBERTINE, Vice President, Office of Diversity, Equity, and Student Success, AAC&U