The 2014 Institute on General Education and Assessment was held in Burlington, Vermont at the University of Vermont.
2014 Institute Tracks
Track 1: Building Institutional Capacity for General Education Reform
A quality general education experience can provide the foundation for a productive life and a successful career. What are promising practices for engaging diverse campus constituencies in creating a common vision for general education? Track 1 workshops connect mission-driven learning outcomes with strategies that build support for reform among faculty, student affairs professionals, and administrators. Track topics include strategies for connecting the curriculum and cocurriculum, innovative approaches for faculty development that include contingent faculty, and development of effective communication strategies—including those that build on national reform frameworks such as LEAP and the Degree Qualifications Framework.
Track 2: High-Impact Models of General Education to Maximize Learning and Improve Delivery
Launching reform of general education presents an opportunity to innovate, integrate, and improve student learning across the institution. Track 2 workshops examine ways of structuring and innovating within general education to accommodate varied campus contexts and to be inclusive of a range of learning outcomes, including outcomes related to civic engagement and global learning. Track topics focus on campus models for reform that embed high-impact educational practices, respond to cultural differences, and promote outcomes related to personal and social responsibility and effective use of e-portfolios.
Track 3: Student Success and Making Excellence Inclusive
General education is both the foundation for learning and the pathway to student success. Ensuring success means being attentive to the engagement, experiences, and needs of all students, especially those who are traditionally underserved. Track 3 workshops address issues that affect the campus context for inclusion and successful reform:
- actively supporting and engaging students of color, first-generation, and low-income students
- integrating and supporting transfer students
- articulating and implementing diversity, civic, and global learning priorities, and intercultural competence
- adopting effective pedagogies for learning and student development
- working with e-portfolios and other new technologies to enhance learning
Track 4: Authentic Assessment and Strategic Use of Evidence
Any plan for successful general education reform must include a framework for gathering meaningful assessment for improvement. Track 4 workshops address strategies for developing an on-going assessment plan and aligning assessment for accountability (i.e., accreditation) with assessment for improvement. Workshops also address ways to assess high-impact practices and communicate results to advance institutional goals. The use of rubrics and portfolios, including e-portfolios, and engaging students’ own self-assessment of learning are among the assessment strategies explored.
2014 Institute Faculty
Brian Bridges - United Negro College Fund
Helen L. Chen - Stanford University
Anthony DePass - Long Island University - Brooklyn Campus
Gail Evans - AAC&U
Scott Evenbeck - Stella and Charles Guttman Community College-City University of New York
Brett Eynon - LaGuardia Community College-City University of New York
Ann S. Ferren - AAC&U
Ashley Finley - AAC&U
Paul Gaston - Kent State University
Debra Humphreys - AAC&U
Lee Knefelkamp - AAC&U
Peggy Maki - Educational Assessment Consultant
Jose Moreno - California State University-Long Beach
Terrel Rhodes - AAC&U
Carol Geary Schneider - AAC&U
Barbara Wright - Western Association of Schools and Colleges
For specific resources related to this meeting, please contact Mankaa Ngwa-Suh at email@example.com