Thursday, March 27, 2:00–5:00 p.m.
Separate registration and fee required ($100 members; $150 non-members); seating will be limited, so register early.
SOLD OUT - Workshop 1: Taking High-Impact Practices to the Next Level
This workshop will focus on strategies for moving beyond one stand-alone practice to a more intentional multi-level approach to HIPs activity. Participants will work on scaffolding high-impact practices across the curriculum and discuss how to connect entry-level HIPs with those that should follow in the middle and later years of an undergraduate career. One important area in scaffolding to consider is how to bridge academic affairs and student affairs in ways that nurture reflection on, and enhance learning throughout, all HIPs activities. Participants will explore strategies for engaging special populations, from first-generation college students to international students, in HIPs activities.
George Sanchez, Professor of American Studies and Ethnicity and History, University of Southern California
Workshop 2: Using VALUE Rubrics to Advance Student Learning
How well are student success interventions working for those who most need them? How can campus practitioners identify the kinds of educational practices that produce successful and equitable outcomes for all students, with attention to data-driven decision-making and direct assessment of student learning outcomes? Workshop participants will discuss strategies for assessing student learning outcomes using AAC&U’s VALUE rubrics. They will consider a framework for deciding which rubric to use, which student artifacts to assess, how to select and train scorers, and how to analyze and use data to enhance student learning. Workshop facilitators will share lessons learned including conditions for success in the actual rating/scoring process. Participants will be invited to share promising practices to consider and pitfalls to avoid.
Genevieve Boesen, Executive Director, South Metropolitan Higher Education Consortium; Jocelyn Milner, Director, Academic Planning and Analysis, University of Wisconsin-Madison; and Terrel Rhodes, Vice President, Office of Quality, Curriculum, and Assessment, AAC&U
Workshop 3: Educators as Boundary-Spanning Excellence Facilitators: Activating and Supporting Student Success
Campus practitioners increase prospects for operating at their educator/facilitator best when they intentionally embrace a contextually responsive approach. Engaging contexts is foundational for appropriate and effective communications and social relations—the twin criteria for intercultural competence. Participants will explore who they are as educators; what they bring to their work—their lenses, filters, frames, and sociopolitical locations; and how they engage relevant attributes to activate and support student success. Participants will enhance their understandings of self as educator and ways to mindfully embrace a lifelong development journey that helps students do their best learning, best engaging, and best work. And they will learn about a holistic framework for this work while simultaneously calibrating and cultivating self as a responsive instrument.
Hazel Symonette, Program Development and Assessment Specialist, University of Wisconsin–Madison
Workshop 4: E-Portfolios as Tools for Advising and Intentional Learning
For e-portfolios to be an effective tool for student learning, they must be embraced by students, faculty, and staff. This workshop will address how to develop an e-portfolio system that is tailored to a specific institutional mission, facilitates student engagement and learning, and is endorsed by all stakeholders. Participants will examine an e-portfolio system designed to help students think carefully and intentionally about their educational choices, including not only their courses and major but also their cocurricular and community involvement. The architecture of the portfolio system encourages students to develop a four-year intentional educational plan, maintain a living resume, interact with faculty on writing and research projects, and engage in reflection on their educational experiences. While the underlying structure is fixed, students have the freedom to shape the portfolio through the content. Workshop facilitators will discuss effective strategies for, and challenges to, implementation and assessment.
Henry Kreuzman, Dean for Curriculum and Academic Engagement, Alison Schmidt, Associate Dean for Academic Advising and Professor of Education,Mamoudou N’Diaye, Student, and Anastasia Jaeb, Student—all of The College of Wooster