Institute Faculty Consultants: 2021 Institute on General Education and Assessment

Each team will have extensive opportunities to work as a group, with other teams, and with experienced faculty consultants throughout the duration of the Institute. Workshops, team time, and consultations help to create a supportive, stimulating environment that allows teams to make substantial progress in their general education reform efforts.

Helen Chen, Stanford University—ePortfolios and “folio thinking”; engineering and STEM education, design thinking strategies and approaches, engaging stakeholders in academic and student affairs

Jessica Chittum, AAC&U—course-embedded assessment, rubrics, ePortfolios, applying learning and motivation theory to the classroom, aligning instruction and assessment, and using research and data to inform decisions and improve practice.

Kim Filer, Virginia Tech—course-embedded assessment; aligning pedagogy with assessment efforts; rubrics; faculty development; integrative program design; reflective practice approaches to use assessment for learning improvement

Ashley Finley, AAC&U—developing logic models to map institutional assessment; using data for effective communication; assessment using rubrics and ePortfolios; connecting learning, civic engagement, and student well-being

Paul Gaston, Kent State University—general education reform and governance; faculty development; general education assessment and alignment with Essential Learning Outcomes

Paul Hanstedt, Washington and Lee University—general education curricular design; course design; assignment design and writing pedagogies; pedagogical development; ePortfolios

David Hubert, Salt Lake Community College—ePortfolio pedagogy with signature assignments and reflection; general education course design; assessment of general education learning outcomes; faculty development; Open Educational Resources; integrating menu-driven general education programs; data for change.

Kate Drezek McConnell, AAC&U—course-embedded assessment; aligning pedagogy with assessment efforts; rubrics; faculty development; leveraging the learning sciences in the classroom

José Moreno, California State University, Long Beach—building capacity for improving student success, particularly for underserved students; access and equity; building capacity for diversity, including faculty hiring and retention; assessment and evaluation methods

Amelia Parnell, NASPA—documenting and assessing co-curricular learning; assessment and evaluation in student affairs; research, policy, and effective practice in support of student success; higher education leadership

Monica Stitt-Bergh, University of Hawai'i at Manoa—program evaluation; assessment planning and design; evaluation of writing and metacognition; institutional governance and faculty engagement

Samantha Streamer Veneruso, Montgomery College—Open Pedagogy/Open Educational Resoureces (OER); program/curricular/course deisgn; transfer; faculty leadership/grassroots leadership; ePortfolio; assessment

Mary Ann Villarreal, The University of Utah—equity and belonging; leading change; developing leadership; community engagement

C. Edward Watson, AAC&U—ePortfolios; course/curricular design; pedagogical practice; faculty development; leveraging technology; Open Educational Resources (OER)