For Immediate Release

David Tritelli
Vice President for Communications and Public Affairs
202-888-0811 (office)

Nearly 200 Institutions Selected to Send Participants to AAC&U Summer Institutes

Participants Will Redesign Gen Ed Programs and Assessment Plans, Advance Equity and Student Success through High-Impact Practices, Develop Integrative and Engaged Learning Strategies, and be Equipped as Agents of Change for Transforming Undergraduate STEM Education

Washington, DC—The Association of American Colleges and Universities (AAC&U) announced today the two- and four-year colleges, universities, and state systems sending participants to its four regularly scheduled 2017 summer institutes. Teams of five or more will attend the Institute on General Education and Assessment at Loyola University Chicago (May 31–June 3, 2017); the Institute on High-Impact Practices and Student Success at Boston University (June 24–27, 2017); and the Institute on Integrative Learning and Signature Work at Loyola University Chicago (July 11–14, 2017). Individual faculty members will attend the Project Kaleidoscope STEM Leadership Institutes at the Claggett Center in Adamstown, Maryland (July 11–16; 18–23; and 25–30, 2017).

“The individuals and teams selected to participate in AAC&U’s 2017 summer institutes demonstrate their commitment to developing and exchanging best practices in support of student success, which is more important than ever,” said AAC&U President Lynn Pasquerella. “We look forward to ongoing collaboration in championing our shared objectives around advancing liberal education and inclusive excellence in service to the public good.”

AAC&U’s team-based institutes offer campuses a time and place for sustained collaborative work on a project of importance to their campuses along with a curriculum focused on important trends, research, and best practices delivered by a resident faculty of educational experts and consultants. The PKAL institute is designed to guide early- and midcareer STEM faculty in an introspective exploration of the theories, practice, and art of leadership that is required to effectively manage the politics of institutional change and contribute to national undergraduate STEM reform.

The focus of this year’s Institute on General Education and Assessment is design thinking, an approach to problem-solving well suited to complex, dynamic environments like college and university campuses. Pragmatic and solution-focused, design thinking employs both divergent and convergent thinking, moving from brainstorming and “outside the box” idea generation to a focus on creating solutions best suited to the unique dynamics and needs of your campus. During the Institute, teams explore intentional, well-defined, and meaningfully assessed models of general education; processes of redesign; and the implementation of highly effective practices aligned with the LEAP Essential Learning Outcomes and General Education Maps and Markers (GEMs).

The Institute on High-Impact Practices and Student Success is designed to help campus- and system-based teams devise equitable, integrative, and learning-centered pathways that deeply connect with the assets students bring to college. Drawing on evidence-based research that demonstrates a positive relationship between student participation in high-impact practices and improved student outcomes, the Institute’s purpose is to integrate and transform curricular and cocurricular practices to support higher levels of student success. Participant teams will work with Institute faculty to define and develop approaches to learning that are highly engaging to students and that result in more equitable outcomes. The program is ideal for institutions at various stages of work, and it addresses ambitious goals for improving both completion rates and the quality of student learning. 

The Institute on Integrative Learning and Signature Work is designed for college and university teams interested in developing faculty and staff leadership to advance programs and curricula that build students’ capacity to integrate their learning—across general education, majors, and the cocurriculum, as well as prior professional, academic, and life experiences inside and outside the classroom. Today, college graduates must be able to apply the knowledge and skills they are learning in real-world contexts as they collaborate with diverse groups to develop solutions to complex and urgent problems encountered in globalized workplaces and civic life. The Institute is informed by the LEAP Challenge to expect signature work of all students.

PKAL's five-day intensive STEM Leadership Institutes are designed for early- or midcareer STEM faculty engaged in projects designed to transform undergraduate STEM education, including changes at the classroom, departmental, and institutional levels. Through plenary seminars, experiential leadership exercises, group discussions, and personal reflection time, participants are exposed to the theory and practice required to act as agents of change in their home institutions or professional societies. This year’s participants will also have extended access to career coaches from the fully accredited Fielding Graduate University Evidence Based Coaching Program, who will provide participants with individualized support and coaching throughout the 2017–18 academic year to help navigate the inherent political, professional, and personal complexities of institutional change leadership.

Institute on General Education and Assessment, Participating Campuses

Bay Path University (MA) Syracuse University (NY)
California State University–Fresno (CA) The College of Idaho (ID)
California State University–Stanislaus (CA) The College of New Jersey (NJ)
Capital University (OH) The Pennsylvania State University (PA)
Centre College (KY) The University of Rhode Island (RI)
Columbus State University (GA) The University of Tampa (FL)
Community College of Rhode Island (RI) Thomas Nelson Community College (VA)
Eckerd College (FL) Tri-County Technical College (SC)
El Paso Community College (TX) University of Arkansas (AR)
Goucher College (MD) University of Connecticut (CT)
Granite State College (NH) University of Georgia (GA)
Indiana University South Bend (IN) University of Hawaii at Mañoa (HI)
Juniata College (PA) University of Michigan–Flint (MI)
Loyola University Chicago (IL) University of New Haven (CT)
New York University Shanghai (SHG, China) University of Redlands (CA)
Occidental College (CA) University of Tennessee at Martin (TN)
Pacific University (OR) University of Texas System (TX)
Palo Alto College (TX) University of Wisconsin–La Crosse (WI)
Samford University (AL) University of Wisconsin–Platteville (WI)
Spokane Community College (WA) Washington and Lee University (VA)
St. John Fisher College (NY) Willamette University (OR)
State University of New York College at Potsdam (NY)  

Institute on High-Impact Practices and Student Success, Participating Campuses

Adelphi University (NY) Loyola University Maryland (MD)
Alamo Community College District (TX) Mercy College (NY)
Albertus Magnus College (CT) Northern Illinois University (IL)
Berea College (KY) Norwalk Community College (CT)
Bergen Community College (NJ) Oklahoma City University (OK)
Berklee College of Music (MA) Point Park University (PA)
Borough of Manhattan Community College (NY) Regis College (MA)
Boston University (MA) Skyline College (CA)
Bowling Green State University (OH) Tallahassee Community College (FL)
Bradley University (IL) Temple University (PA)
Bridgewater State University (MA) University of Alaska Anchorage (AK)
California State University Bakersfield (CA) University of Central Oklahoma (OK)
California State University–Northridge (CA) University of Georgia (GA)
Chaminade University of Honolulu (HI) University of Massachusetts (MA)
Colorado State University (CO) University of Mississippi (MS)
County College of Morris (NJ) University of North Carolina Wilmington (NC)
Florida International University (FL) University of North Dakota (ND)
Franklin & Marshall College (PA) University of St. Thomas (TX)
Hampshire College (MA) Virginia Polytechnic Institute and State University (VA)
Indiana State University (IN) Washington & Jefferson College (PA)
Indiana University–Purdue University Weber State University (UT)
Indianapolis (IN) West Virginia Wesleyan College (WV)
Keene State College (NH) Worcester Polytechnic Institute (MA)
Kent State University (OH) York College of Pennsylvania (PA)
Lee University (TN)  

Institute on Integrative Learning and Signature Work, Participating Campuses

Bucknell University (PA) Mercer University (GA)
California State University–Monterey Bay (CA) Muhlenberg College (PA)
Cedar Crest College (PA) Prairie State College (IL)
College of Western Idaho (ID) Quinsigamond Community College (MA)
Cornell College (IA) Richland College (TX)
County College of Morris (NJ) Saginaw Valley State University (MI)
Dickinson College (PA) Saint Louis University (MO)
Florida State College at Jacksonville (FL) Skyline College (CA)
Houston Community College (TX) South Mountain Community College (AZ)
Indiana State University (IN) St. Norbert College (WI)
Indiana University East (IN) State University of New York College at Geneseo (NY)
Lasell College (MA) Stetson University (FL)
Le Moyne College (NY) Texas A & M University–Texarkana (TX)
Longwood University (VA) University of Texas at El Paso (TX)
Louisiana State University and Agricultural and Mechanical College (LA) University of the District of Columbia (DC)
Loyola Marymount University (CA) University of Wisconsin–Whitewater (WI)
Marian University (WI) Vassar College (NY)
Marshall University (WV) Weber State University (UT)
McDaniel College (MD)  

Project Kaleidoscope STEM Leadership Institutes, Participating Campuses

Albertus Magnus College (CT) Northeastern Illinois University (IL)
Albion College (MI) Oakton Community College (IL)
Amherst College (MA) Penn State University Park (PA)
Anne Arundel Community College (MD) Radford University (VA)
Aquinas College (MI) Santa Clara University (CA)
Baldwin Wallace University (OH) Simmons College (MA)
Bard College (NY) St. Cloud State University (MN)
Boise State University (ID) St. Edward's University (TX)
Bowling Green State University (OH) St. John's University (NY)
Buena Vista University (IA) Stetson University (FL)
California State Polytechnic University–Pomona (CA) Stonehill College (MA)
California State University–Fresno (CA) Susquehanna University (PA)
California State University–Los Angeles (CA) The College of Saint Scholastica (MN)
California State University–San Bernardino (CA) University of Georgia (GA)
Carleton College (MN) University of Mount Union (OH)
City University of New York Queensborough Community College  (NY) University of Nebraska–Lincoln (NE)
Colorado College (CO) University of North Carolina Wilmington (NC)
Columbus State University (GA) University of North Georgia (GA)
Delaware State University (DE) University of Notre Dame (IN)
Ferris State University (MI) University of Saint Thomas (MN)
Hampton University (VA) University of San Diego (CA)
Illinois Wesleyan University (IL) University of Washington Tacoma Campus (WA)
Jacksonville University (FL) University of Wisconsin–Whitewater (WI)
James Madison University (VA) Virginia Union University (VA)
Kennesaw State University (GA) Western Carolina University (NC)
Lewis and Clark College (OR) Western New England University (MA)
Lewis University (IL) Westminster College (MO)
Marian University (WI) Wheaton College (MA)
Morgan State University (MD) Whitworth University (WA)
New Jersey City University (NJ) Worcester State University (MA)
North Carolina Agricultural and Technical State University (NC) York College of Pennsylvania (PA)

About AAC&U

AAC&U is the leading national association concerned with the quality, vitality, and public standing of undergraduate liberal education. Its members are committed to extending the advantages of a liberal education to all students, regardless of academic specialization or intended career. Founded in 1915, AAC&U now comprises nearly 1,400 member institutions—including accredited public and private colleges, community colleges, research universities, and comprehensive universities of every type and size.

AAC&U functions as a catalyst and facilitator, forging links among presidents, administrators, and faculty members who are engaged in institutional and curricular planning. Its mission is to reinforce the collective commitment to liberal education and inclusive excellence at both the national and local levels, and to help individual institutions keep the quality of student learning at the core of their work as they evolve to meet new economic and social challenges.