2016 annual meeting program

Held in conjunction with the 69th Annual Meeting of the American Conference of Academic Deans“Educating Engaged Citizens: The Dean’s Role in the Advancement of Liberal Education”

FInal Program

land of opportunity—But for Whom?

How Higher Education Can LeadOn Equity, Inclusive Excellence,

and Democratic Renewal

January 20–23, 2016 | Washington, DC

Pre-Meeting Symposium on January 20

The LEAP Challenge and the Equity Imperative

7th Annual E-Portfolio Forum on January 23

2016 Annual Meeting of the Association of American Colleges and Universities

Held in conjunction with the 72nd Annual Meeting of the American Conference of Academic Deans “Making Equity and Quality Work”

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about the annual meeting•Howcanhighereducationprovideequitableaccesstoqualityeducationtoallstudents?

•Howdoweasacommunityadvanceequity-mindedpracticesthatprovidealiberatingeducationalexperienceforNewMajoritystudentswhohavebeenpreviouslyunderservedandlessengagedwithhigh-impactpracticesandclearlearningpathways?

•Howdoweensureallthatstudentsarepreparedforaturbulentandgloballyconnectedenvironmentwhentheyentertheworkforce?

•Whatishighereducation’sroleinreversingthedeepeningdividesanddisparitiesinoursociety?

RespondingtothechangingeconomicandsociallandscapeinAmericaandtheworldandtobetterprepareourincreasinglydiversestudentpopulationsforsuccesslocallyandglobally,the2016AnnualMeetingwillfosterdiscussionandencourageactiontoad-dressthedeepeningdisparitiesthatendangerAmerica’seconomicanddemocraticfuture.ThegapsarewideningdespiteAmerica’spromiseofuniversaleducationalopportunity,andtheinequitieschallengeAmericanideals.America’sfuturevitalityisatstake,andhighereducationmustofferremediestotheseimbalances.

Themeetingwillofferequityframeworkstoguidethedevelopmentofinstitutionalstructuresthatexpandaccesstohigh-quality,lib-eraleducationgroundedinhigh-impactpracticesandinquiry-basedlearning.Sessionswillfocusonevidence-basedpracticesthatsupportbroadstudentsuccess,illustratedbydeep,engagedliberallearning.Themeetingwillhighlightinnovativewaystoprovidestudentswithclearpathwaysandmeaningfullearningtopreparethemtotacklecomplexglobalproblemsintheworkplaceandsociety.Ourgoalistotapthewisdomofthosealreadyworkingcreativelytoprovideanempoweringeducation—ratherthandelib-eratelylimitedopportunity—tothoseNewMajoritystudentswhorightlyseehigherlearningastheirbesthopeforabetterfuture.

The annual meeting will share lessons learned from colleges and universities that are:

•Actingwithasenseofurgencytoprovideequitableaccesstoqualityeducationforallstudents

•Developingguidedpathwaystosupportstudentseducationallyandsocio-culturallyfromfirsttofinalyearandacrosstransfers

•Implementingevidence-basededucationalpracticesthatsupportstudentsuccessatalllevels

•Preparingstudentswithasoundliberaleducationtoaddresstheworkplaceandglobalchallengesidentifiedbyemployers

•Integratinggloballearningandcivicengagementintothegeneraleducationcurriculuminameaningfulwaytopreparestudentstoaddressunscriptedquestionspriortoenteringtheglobalizedworkforce

•Scalingpractices“thatwork”toincreasestudentpersistenceandachievementinSTEMfields

•Usingdigitalandconnectedlearninginmeaningfulwaystoensureinclu-siveexcellenceandexpandstudentparticipationinhigh-impacteducationalpractices

•Creatingsuccessfulinstitutionalmodelswherestudentsfromallbackgroundsarefindingacademicandprofessionalsuccess

•Buildingeducationallygenerativeallianceswithemployersandpolicyleaders.

AAC&U thanks Taskstream—our Featured Sponsor for the 2016 Annual Meeting

Welcome to aaC&U’s 2016 annual meeting

At AAC&U’s 2016 Annual Meeting, participants will focus on higher education’s most pressing educational challenges: those centered on the intersections of equity and quality.

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Mobile App for the Annual Meeting Ifyouhavenotdonesoalready,besuretodownloadAAC&U’smobileappsoyoucancreateapersonalschedulefortheAnnualMeeting.Theappincludesalistinganddescriptionsofallsessions;alistingofspeakers;restaurantsuggestions;informationaboutourSponsors;floorplansofthe

GrandHyatt;andeasyaccesstosocialmediadiscussions.StopbytheRegistrationDeskforassistance.

Limited Seating in Some SessionsPleasenotethat,forcertainsessions,seatingwillbelimited.TheFinalProgramwillincludeareminderforregistrantstoarriveearlyforthosesessions.Othersessions—particularlyonThursday—maybecrowded.Wesuggestthatyougoearlytothesessionsyouwanttoattendand,tobesafe,haveasecondchoice.Wealsoaskthateveryonepleasemakeavail-ableeverychairinthemeetingrooms(ratherthanplacingmaterialsonthechairnexttoyou)andthatyoupleasemovetothecenteroftherow,ratherthansitontheaisle,asyouentersessions.ThisisparticularlyimportantattheOpeningPlenaryonThursdaymorning.Forthosewhocannotfindaseatthatmorning,wewillhavealivevideofeedgoingintoIndependenceBCandIndependenceDE(totherightofthestageasyouentertheballroom).

Media Coverage of AAC&U’s Annual MeetingAAC&U’s2016AnnualMeetingisopentoallcredentialedmembersofthemedia,identifiedbytheirnametags.FormembersoftheAAC&Ucommunity,thismeansthatcommentsfromthefloor,ormadeingroupdiscussions,maybeconsideredas“ontherecord”

unlessrequestedotherwise.Participantsandspeakersarewelcometoaskifmediaarepresentataparticularsessionordiscussion.

The association of american Colleges and Universitieswww.aacu.org

AAC&Uistheleadingnationalassociationconcernedwiththequality,vitality,andpublicstandingofundergraduateliberaledu-cation.Itsmembersarecommittedtoextendingtheadvantagesofaliberaleducationtoallstudents,regardlessofacademicspecializationorintendedcareer.Foundedin1915,AAC&Unowcomprisesmorethan1,300memberinstitutions—includ-ingaccreditedpublicandprivatecolleges,communitycolleges,researchuniversities,andcomprehensiveuniversitiesofeverytypeandsize.

AAC&Ufunctionsasacatalystandfacilitator,forginglinksamongpresidents,administrators,andfacultymemberswhoareengagedininstitutionalandcurricularplanning.Itsmissionistoreinforcethecollectivecommitmenttoliberaleducationandinclusiveexcellenceatboththenationalandlocallevels,andtohelpindividualinstitutionskeepthequalityofstudentlearningatthecoreoftheirworkastheyevolvetomeetneweconomicandsocialchallenges.

The american Conference of academic Deanswww.acad-edu.org

ACADwasestablishedin1945asanindependent,national,nonprofitorganizationforacademicdeans.Overthepastfewdecades,ACADexpandeditsmembershiptoincludeallacademicadministrators.Today,ACADmembersarecurrentandformerdeans,provosts,academicvicepresidents,asso-ciateandassistantdeans,andotheracademicleaderscom-mittedtotheidealsofaliberaleducation.ACADhaschosentoremaina“conference”ofdeansreflectingacontinuingdedicationtoitsfoundingpurpose:tocreatebothformalandinformalopportunitiesforacademicadministratorstomeet,network,andofferprofessionalsupporttotheircolleaguesintheirworkasacademicleaders.

Inadditiontoholdinganannualmeeting,inrecentyearsACADmembershavepublishedTheResourceHandbookforAcademicDeansandcollaboratedwithotherhighereduca-tionorganizationsonprojectsofmutualinterest.Moreinfor-mationcanbefoundonourwebsiteatwww.acad-edu.org.

Your Hosts

Program notes

Don’t Forget!•aaC&U members’ meeting:

Wednesday,January20,5:30-6:45p.m.IndependenceBCDE

•opening night Forum: Wednesday,January20,7:00-8:30p.m.ConstitutionA/B

•opening night reception: Wednesday,January20,8:30-10:00p.m.PleasejoinusinIndependenceA.

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annual meeting Highlights

ROnALD A. CRUTCHER, President, University of Richmond

MILDRED GARCíA, Presi-dent, California State University-Fullerton

WILLIAM E. (Brit) Kir-WAn, Chancel-lor Emeritus, The Univer-sity System of Maryland

GAIL O. MELLOW, President, LaGuardia Community College–City University of New York

aCaD KeYnoTe lUnCHeon

Friday, January 22, 11:45 a.m. – 1:15 p.m.

Equity and Quality in College Experiences and Graduate OutcomesBrandon Busteed, Director, Gallup Education

ClosIng PlenarY

saturday, January 23, 10:30 – 11:30 a.m.

In a Changing Landscape, What is “College” Anyway?edward L. ayers, Tucker-Boatwright Professor of the Humanities and President Emeritus, University of

Richmond

How Higher education Can lead—On Equity, Inclusive Excellence, and Democratic Renewal

oPenIng nIgHT ForUm

Wednesday, January 20, 7:00 – 8:30 p.m.

Educating Higher:Toward an Equitable, Innovative Future for Higher EducationCathy n. davidson, Distinguished Professor in the PhD Program in English at the Graduate Center, The City Univer-sity of New York, and Director of the Futures Initiative, a new program dedicated to envisioning the future of higher education

oPenIng PlenarY

Thursday, January 21, 8:45 – 10:15 a.m.

Making Excellence Inclusive: What It Means—and How We CanFreeman a. hraBowsKi, President, University of Maryland Baltimore County

Cathy N. Davidson Freeman A. Hrabowski

PresIDenTIal PlenarY

Thursday, January 21, 4:30 – 5:45 p.m.

The Equity Imperative in Practice: Presidential Perspectives

Ronald A. Crutcher Mildred García Brit Kirwan Gail O. Mellow

Brandon Busteed

Perspectives from AAC&U’s President-ElectLynn PasquereLLa

Lynn Pasquerella

Edward L. Ayers

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sPeCIal eVenTsThursday, January 21, 6:00 – 7:30 p.m.

reception to honor and Celebrate Carol Geary schneiderFrom AAC&U’s BoArd oF direCtors (April 2015)

…CarolGearySchneider’sdecisiontostepdownasAAC&U’spresidentattheendofJune2016offerstheBoardofDirectorsanoccasiontocommemorateherremarkableachievements.ForthelastfifteenyearsaspresidentofAAC&U,andinthetenyearspriortothatasavicepresident,Carolhascompiledasignificantrecordofadvancingliberaleducation,itsquality,anditsinclusiveness.…

WecalluponthemembershiptopauseandreflectuponthishistoricmomentforAAC&U.CarolGearySchneider’spresidencyhasbeenaremarkableone.Wehavebeenfortunate—and,moreimportantly,highereducationinthiscountryhasbeenfortunate—tohavebenefitedfromhercreativeandinspiredleadership.

We invite the AAC&U community to join AAC&U’s Board and members of the staff in recognizing and celebrating Carol’s achievements and leadership.

Thursday, January 21, 1:00 – 5:45 p.m. Friday, January 22, 7:00 a.m. – 2:00 p.m.

ForUm For presidents And FoUndAtion leAders

Making the LEAP to Digital: What It Can Mean for Quality AnD EquityFORUM CHAIR: edward ray, President, Oregon State University, and Chair, AAC&U Board of Directors

SessionsinthePresidents’Forumwillfocusonhowliberaleducation,acrossallfieldsofstudy,can—andwill—flourishinthenewdigitalage.Presidentsandfoun-dationleaderswillhavetheopportunitytoengageindiscussionabouthowdigitallearningcanshapehigh-impactcurricularpathwaystodeeper—andmorehands-on—learning.Presidentsalsowillexploreways,inthenewdigitalecosystem,tomovefrompiloteffortsandcourseredesigntopowerfulchangeagendas.

saTurday, January 23, 8:00 a.m. – 5:00 p.m.

achieving equity through student success and e-PortfoliosTheE-PortfolioForumwillfocusonboththeresearchonengagingstudentsthroughdigitallearningande-portfolios,aswellaslessonslearnedregardingtheimplementation,development,andflourishingofdigitallearningande-portfolios.TheprogramfortheE-PortfolioForumbeginsonPage53.SessionsonSaturdaymorningareopentoallAnnualMeetingregistrants.RegistrationfortheForumLuncheonandafternoonsessionscarriesaseparatefee.

Carol Geary Schneider

Thursday, January 21, 7:00 – 8:30 a.m.

neTWorKIng BreaKFasT For Women FaCUlTY anD aDmInIsTraTors

Lynn M. GAnGOnE, Vice President for Leadership Programs, American Council on Education (ACE)

Thursday, January 21, 11:45 a.m. – 1:15 p.m.

neTWorKIng lUnCHeon For FaCUlTY anD aDmInIsTraTors oF Color

GWEnDOLyn JORDAn DUnGy, Executive Director Emerita, NASPA: Student Affairs Professionals in Higher Education

Friday, January 22, 7:00 – 8:30 a.m.

neTWorKIng BreaKFasT on gUIDeD learnIng PaTHWaYs

Open Dialogues on Transfer, Transition, and Transformation

saturday, January 23, 7:45 – 9:00 a.m.

leaP BreaKFasT roUnDTaBle DIsCUssIons

Weinviteparticipantstojoinusforaseriesofinformaldiscus-sionsledbymembercampusesoftheLEAPCampusActionNet-

work.TheLEAPCampusActionNetworkiscomprisedofinstitutionsthatareengagedineducationalreformeffortsgroundedintheLEAPprinciplesofEssentialLearningOutcomes,high-impactpractices,inclu-siveexcellence,andauthenticassessmentofstudentlearning.

Lynn M. Gangone

Gwendolyn Jordan Dungy

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Wednesday, January 20Conference sponsors

The Chronicle of Higher Education delivers the latest news and analysis of ideas that lead the academic discourse at colleges and universities.

www.chronicle.com

Diverse: Issues In Higher Education has been America’s premier source of timely news, pro-vocative commentary, insightful interviews, and in-depth special reports on diversity in higher education for over two decades.

www.diverseeducation.com

EYP specializes in planning and designing sustainable projects for higher education. In 2014, Architect Magazine named EYP #1 for Energy + Sustainability among firms nationwide.

http://eypaedesign.com

Fullbridge provides an immersive, experi-ential program developed with input from employers and thought leaders to prepare students for the 21st century workplace, complementing their education and increas-ing college ROI.

www.fullbridge.com

IDEA, a non-profit organization established in 1975, improves learning in higher education through quality research, effective assessment systems, and professional development for both faculty and administrators.

www.ideaedu.org

Interfolio offers a web-based (SaaS) platform for indi-vidual scholars and committees to better understand committee-based decisions along the faculty life cycle, from hiring through tenure and beyond.

www.interfolio.com.

TWC immerses students in an inte-grated academic and professional experience in Washington, DC, to set them on a pathway of achievement, leadership and civic engagement.

www.twc.edu

Wiley provides knowledge and learning solutions for the higher education community worldwide. Our services, technology, and resources help faculty, administrators, and institutions support student suc-cess by addressing their biggest challenges

www.josseybass.com/highereducation

FrIenDs

The Association of American Colleges and Universities thanks the following sponsors for their generous support of AAC&U’s 2016 Annual Meeting.

FeaTUreD sPonsorTaskstream advances effective assessment to improve student learning and institutional quality with proven, reliable, and user-friendly technology and supporting services. Since 2000, we have been promoting outcomes-based teaching and assessment to help institutions ensure their students have the knowledge and skills they need to thrive in a global society. We are proud to partner with AAC&U, SHEEO, and the Multi-State Collaborative in the effort to create a scalable alternative for outcomes assessment based on faculty scoring of authentic student work using the VALUE rubrics.

www.taskstream.com

CollaBoraTIng anD PresIDenTs’ ForUm sPonsor

LiveText empowers institutions and individuals with world-class technology and leadership to elevate and demonstrate the quality of learning. Our web-based technology is designed to assess outcomes-based learning, as well as measure and report actionable data for improvement of the academic experience and demonstration of accreditation compliance.

www.livetext.com

ConTrIBUTIng sPonsors

MOBILE APP SPONSOR

Honor. Excellence. Impact.

www.phikappaphi.org

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Wednesday, January 20

Pre-meeting symposiumThe Leap Challenge and the Equity ImperativeAsweconcludeourCentennialYearatthe2016AnnualMeeting,AAC&Ucontinuestoforegroundtheurgencyofmeetingbothqualitylearningandequitygoalsinmutuallyreinforcingways.WehaveengagedAAC&Umembersinthisworkwithoureyeswideopentothegenuinethreatstohighereducation’scapacitytomeettheseambitiousgoalssoessentialtothefutureofourdemocracyandeconomy.AAC&Umemberinstitutionshavebeenexaminingpracticesandpoliciesthatadvancequalityeducationalexperiencesforallstudents—includingpracticesthatareparticularlyeffectiveforunderrepresentedminoritystudentsandlow-incomestudents—andtheSymposiumdrawsdirectlyfromourmembers’bestworktoconnectqualityandequity.

Thesymposiumfocusesinparticularonthevalueof“guidedlearningpathways”tosupporthigherlevelsofstudentpersistenceanddemonstratedachievement.AAC&Ubelievesthatguidedlearningpathwaysshouldpreparestudentstointegrateandapplytheirlearningtosignificantproblemsandquestions—questionsthatmattertothestudentandmattertosociety.TheLEAPChallenge—AAC&U’sCentennialefforttomakeliberaleduca-tionmorepurposeful,moreinclusive,andmoredigitallyadept—buildsfromcampusworkonhigh-impactpractices,andinviteshighereducationtomapguidedlearningpathwaysthatpreparestudentstocompletesignificantprojects—termedSignatureWork*—thatshowwhatstudentscandowiththeirlearning.

PlenaryandconcurrentsessionswillexploreTheLEAPChallengefrommultipleperspectives,withaprimaryfocusoncreatingequitablelevelsofparticipationinthemostempoweringformsoflearning.Throughpresentationsoneducationalinnovations,relevantresearch,androundtablediscussions,theSymposiumwillprovidearichexplorationoftheseideasandopportunitiesfordiscussionaboutpracticalstrategiestoprepareallstudentstotackleunscriptedproblemsoftomorrow.

8:30 – 9:30 a.m.

oPenIng PlenarY

The LEAP Challenge: Moving Equity and Accomplishment to the Center of the Curriculum

Independence a

Thissessionwillengageparticipantswith“TheLEAPChallenge,”AAC&U’scalltohighereduca-tiontomapguidedlearningpathwaysthatprepareallstudents—especiallyfirstgenerationandunderservedstudents—tocompleteandsucceedinapplyingtheirlearningtocomplexquestionsthroughresearch,collaborativeprojects,super-visedinternships,e-portfolios,orotherformsofintegrativeandhands-onlearning.Thepresenterswillshowwherehighereducationisnowonthisgoal,whyemployersstronglysupportit,andhowtomakeitworkinstitutionallyinthecontextofequity-mindedinstitutionalreforms.

CaroL Geary sChneider, President, and TIA Brown mcnAIR, Associate Vice President, Office of Diversity, Equity, and Student Success—both of AAC&U

9:45 – 11:00 a.m.

Concurrent sessionsBringing signature work to scaleInSignatureWork,astudentuseshisorhercumulativelearningtopursueasignificantproject—capstone,research,field-basedactivity,internship,communityservice,experientiallearning,internationalexpe-rience,etc.—thataddressesoneormoreproblemsthatmattertothestu-dentandtosociety.Thestudentselectsthequestionstostudy;takestheleadproducingthework,expressinginsightsandlearninggainedfromtheinquiry;anddemonstratesskillsandknowledgeacquiredacrosshisorhercollegeeducationwithsupportandguidancefromfacultyandmentors.Theprocessalsoinvolvessubstantialwriting,multiplekindsofreflectiononlearning,andvisibleresults.Furthermore,SignatureWorkisarequired,integrated,andappliedlearningexperiencewherehigh-impactpracticeshavebeentakentoscalefromthefirstyearthroughthefinalyearforallstudentstopreparethemtocompletethistypeofwork.

ThesesessionswillexplorewhatasynthesisofliberaleducationandconnectedlearningcanlooklikethroughthelensofSignatureWorkatinstitutionsofalltypes.Eachsessionfeaturesinstitutionsinwhichallormoststudentsalreadyaredoingalocalversionofculminating“Signa-tureWork.”Leadersfromtheseinstitutionswillsharetheirmodelsanddiscusswhattheyhavelearnedabouthelpingfacultycreate,implement,andsustaincurricularpathwaysthatpreparestudentstosucceedwithsignificantappliedlearningprojects,eveninresource-strainedenviron-ments.Pleasejointhesessionthatrepresentsyourinstitutionaltype.

Liberal Arts CollegesIndependence De

Bates CollegeJILL REICH, Professor of Psychology

elizabethtown Collegesusan traverso, Provost and Senior Vice President


Tia Brown McNair

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9:45 – 11:00 a.m. (continued)

santa Clara Universityerin Kimura-waLsh, Associate Director of the Lead Scholars Program

The College of Woosterhenry Kreuzman, Dean for Curriculum and Academic Engagement

Community Collegeslafayette Park

laguardia Community College–City University of new YorkJ. eLizaBeth CLarK, Professor of English

middlesex Community CollegeCATHERInE PRIDE, Associate Professor of Psychology

salt lake Community Collegedavid huBert, Interim Assistant Provost for Learning Advancement

Comprehensive InstitutionsIndependence BC

California state University–monterey BaydanieL shaPiro, Interim Director, Center for Teaching and Learning, and PAT tinsLey, Professor of Business

University of Wisconsin–oshkoshtraCy sLaGter, Director, University Studies Program and Associate Professor of Political Science

Wagner CollegeLILy McnAIR, Provost and Senior Vice President

Worcester Polytechnic InstituteriChard vaz, Dean, Interdisciplinary and Global Studies Division

Research Universities Independence HI

Case Western reserve UniversityPETER WHITInG, Associate Dean, College of Arts and Sciences, and Director, Seminar Approach to General Education and Scholarship (SAGES)

Portland state Universityyves LaBissière, Associate Professor of Psychology and Former Director, University Studies Program

Princeton UniversityPasCaLe maLooF Poussart, Director of Undergraduate Research

University of nebraskanAnCy MITCHELL, Director of Undergraduate Education

11:15 a.m. – 12:15 p.m.

self-study questions / discussions in roundtables (by sector)

Participantswillworkinfacilitatedgroupstoidentifywheretheirprogramsandinstitutionsarenowinrelationtoqualityandequity,andwhereinstitutionsareheadedforstrategicnext-levelplanningandaction.

12:30 – 2:00 p.m.

lUnCHeon PlenarY

On the Frontiers of Innovation: how arizona state university is striving to scale elements of the LEAP Challenge

Independence a

ArizonaStateUniversity(ASU)andotherlargeresearchuniversitiesareusinginnovativechangestoprovidestudentswithopportunitiestoengageinrealworldproblemsolvingwiththeirpeersandcommunitypartners.Thiscollaborativeinterdisci-plinarylearningisbeingofferedtoawide-rangeofstudentsacrossmajorstoadvancestudentlearning.Thechallenge,whichASUisstrivingtomaster,isbringingtheseopportunitiestoscaleforalargenumberofstudents.

James P. CoLLins, Virginia M. Ullman Professor of Natural History and Envi-ronment, Arizona State University

2:15 – 3:30 p.m.

Concurrent sessionsdocumenting well-Being as a Core outcome of students’ Engaged Learning and Inquiry-Centered WorkIndependence Fg

Thissessionhighlightsnationalandcampus-basedresearchaimedatconnectingstudentwell-being,particularlyflourishing,asanessentialoutcomeofstudents’engagedlearningandinquiry.Amulti-campusresearchstudywilldrawconnectionsbetweenstudents’experiences,campusclimatesthatsupportpersonalandsocialresponsibility,andeffectsonstudentflourishing.

roBert reason, Professor and Associate Director of Research and Ad-ministration, Iowa State University; COnnIE FLAnAGAn, Vaughan Bascom Professor of Women, Family, and Community and Associate Dean, University of Wisconsin-Madison; aLisa stanton, Health Promotion Specialist, Simon Fraser University; Lee KneFeLKamP, Professor Emerita of Psychology and Education, Teachers College, Columbia University, and Senior Scholar, AAC&U

MODERATOR: ashLey FinLey, National Evaluator, Bringing Theory to Practice, and Associate Vice President of Academic Affairs and Dean of the Dominican Experience, Dominican University of California

James P. Collins

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2015 nsse annual report:Key Finding related to engaged student Learning

Independence HI

TheNationalSurveyofStudentEngagement(NSSE)collectsinformationathundredsofcollegesanduniversitiesaboutstudentparticipationinprogramsandactivitiesforstudents’learningandpersonaldevelopmentandsharesthesefindingsinavarietyofreports.Theresultsofthe2015NationalSurveyofStudentEngagementAnnualReportwillbesharedduringthissession—highlightingthemostrecenttopicalresearchandtrendsinstudentengagementfoundbyNSSE.

JiLLian Kinzie, Associate Director, Center for Postsecondary Research and NSSE Institute

Faculty Leadership for Integrative Liberal LearningIndependence De

SelectparticipantsfromtheFacultyLeadershipforIntegrativeLiberalLearningProjectwillshareinformationabouttheirinstitutionalpartici-pationintheprojectandtheimpactoftheprojectontheircampuses.

nanCy BudwiG, Associate Provost and Dean of Research, Clark University; BeCKy wai-LinG PaCKard, Director, Weissman Center for Leadership and Pro-fessor of Psychology and Education, Mount Holyoke College; susan merriam, Associate Dean of Academic Affairs, Bard College

MODERATOR: Ann FERREn, Senior Scholar, AAC&U

Getting students ready for integrative and Applied LearningIndependence BC

FacultyfromSt.Edward’sUniversityandQueensboroughCommunityCollegeparticipatedinaproblem-basedlearningandtransparencyfocusedcurricularreformprojecttoengagestudentsinintegrativeandappliedleaning.Facultyfromthisprojectwillsharetheirstoriesofcur-ricularchange.

miChaeL saCLoLo, Associate Professor of Mathematics, St. Edward’s Univer-sity; and andrea s. saLis, Faculty Fellow and Assistant Professor of Health and Physical Education, City University of New York–Queensborough Community College

MODERATOR: tia Brown mcnAIR, Associate Vice President, Office of Diver-sity, Equity, and Student Success, AAC&U

divided Baltimorelafayette Park

DividedBaltimoreisaninterdisciplinary,team-taught,community-basedforumtaughtforcreditfrommultipledepartmentsattheUni-versityofBaltimore.ThecoursesexamineBaltimorefromhistorical,geographical,andpersonalcontextsandthenfocusonunderstandingtheforcesthatareatworkinthepresentconditioninBaltimorewithagoalofunderstandingthecurrentcircumstance,makingmeaningofit,andimaginingadifferentfuture—fromtheperspectivesofcommunitymembers,students,faculty,andstaff.

JosePh wood, Provost and Senior Vice President for Academic Affairs, DARIEn RIPPLE, Experiential Learning Program Manager, and sonCe reese, Graduate Student Assistant—all of the University of Baltimore

3:45 – 4:30 p.m.

ClosIng PlenarY

The LEAP Challenge in the Changing Digital ContextIndependence a

Recentdigitalinnovationshavegreatpotentialtotransformlearningforallstudents.Thesepowerfulintegrativeliberallearningpracticesputstudentlearningatthecenterwithnewvisionsofeduca-tionaldesignguidedbystudentagencyandinclu-siveexcellence.Inthisclosingplenary,twoleadersindigitallearninginnovationwillpresentAAC&U’svisionforliberaleducation,inclusiveexcellenceandtransformativepotentialofhighereducation’sdigitalopportunity.Thisnewapproachtoliberaleducationisequity-minded,outcomes-based,andconnectedtodigitallearningenvironments.

randaLL Bass, Vice Provost for Education, George-town University; and Bret eynon, Associate Dean for Academic Affairs, LaGuardia Community College–City University of New York

MODERATOR: CaroL Geary sChneider, President, AAC&U

AAC&U is pleased to acknowledge that Endeavor Foundation (known in 2005 as the Christian Johnson Endeavor Foundation) provided the initial 2005 grant for what became AAC&U’s long-term LEAP initiative. We are grateful to Endeavor and to other foundations that are supporting both AAC&U’s Centennial Year and the LEAP Challenge initiative.

Randall Bass

Bret Eynon

LEAPCHALLENGE

THE

Education for a World of Unscripted Problems

AspartofAAC&U’songoingLiberalEducationandAmerica’sPromise(LEAP)initiative,AAC&UreleasedTheLEAPChallengein2015—callingoncollegesanduniversitiestoengagestudentsinSignatureWorkthatwillpreparethemtointegrateandapplytheirlearningtoasignificantprojectwithmeaning

tothestudentandtosociety.

CopiesofTheLEAPChallengeareavailabletodownloadatwww.aacu.org

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aaC&U members meetingIndependence BCDe

AllparticipantsfromAAC&UmemberinstitutionsarewarmlyinvitedtotheannualMembers’Meeting.Theprimaryfocusofthemeeting,followingcompletionofabriefbusinessagenda,willberoundtablediscussionswithseniorAAC&Uleadersandboardmembersinwhichwewilladdressthefollowingquestions:Howarecolleges,universitiesandcommunitycollegesfosteringashiftfromteachingas“mywork,”tostudentlearningas“oursharedwork?”Whatpracticesareworkingandwhatpracticesshouldbestrengthened?Howarecontingentfacultyincludedincreatingacultureofsharedresponsibility?Weinvitememberinputonyourprioritiesforsystemiccampus-basededucationalchange.

Light refreshments will be available.

opening night Forum Educating Higher:Toward an Equitable, Innovative Future for Higher Education

Constitution a/B

InconjunctionwithAAC&U’sAnnualMeeting,theNewAmericanCollegesandUniversities(NAC&U)willpresentits6thAnnualErnestL.BoyerAwardtoCathy n. davidson. TheBoyerAwardpaystributetoBoyer’slegacybyhonoringotherswhoaremakingsignificantcontributionstoAmericanhighereducation.AAC&UcongratulatesProfessorDavidsonandextendsitsappreciationtoNAC&Uforthispresentation.

Inthispragmaticandvisionaryaddress,CathyN.Davidsonshowswhytherecanbenotrueinnovationinhighereducationwithoutaddressingthefullrangeofissuesaroundequity.Inthelate19thcentury,inatimeoftremendousopportunityandcrisis,educatorstransformedPuritanhighereducationintothemoderncollegeanduniversity.Now,inanothertimeofopportunityandcrisis,weneedtothinkstrategicallyaboutthebestwaystorestructurehighereducationfortheconditionsoftheworldweliveinnow.Toomanyoftheadhocsolutionsbeingproposedbypundits,politi-cians,andtechnologygurusmakethecrisisworse,notbetter.

ProfessorDavidsondemonstrateshowwecantakeimmediateactiontotransformclassroomsintoegalitarianspacesdesignedtosupportstudentsuccess.Sheencouragespolicymakersandeducatorstore-evaluateinheritedTayloristassump-tionsaboutthepurposeofhighereducationinordertochangeinstitutionalstructuresandpublicpoliciesforanewmodelofhighereducation,transformingcredentialing,laborpractices,rankings,assessment,costs,accreditation,technology,graduatetraining,socialjustice,publicsupport,andmuchmore.

Cathy n. davidson, a distinguished scholar of the history of technology, is Distinguished Professor in the PhD Program in English at the Graduate Center, The City University of New York, and Director of the Futures Initiative, a new program dedicated to envisioning the future of higher education. Prior to CUNY, Davidson was Ruth F. DeVarney Professor of English and the John Hope Franklin Humanities Institute Professor of Interdisciplinary Studies at Duke University. She served as Duke University’s (and the nation’s) first Vice Provost of Interdisci-plinary Studies, and is cofounder of HASTAC—the Humanities, Arts, Science, and Technology Alliance and Collaboratory.

aaC&U social HourIndependence a

PleasejoinusaswegathertogreetoldfriendsandwelcomenewonestotheAnnualMeeting.

We thank LiveText for the generous support of the Social Hour.

7:00 – 8:30 p.m.

2:00 – 5:00 p.m.

Pre-meeting Workshopssupporting student Learning through the holistic DepartmentTiber Creek B—level 1B

stePhen wiLhite, President, Widener University; RICHARD ALAn GILLMAn, Associate Provost for Faculty Affairs and Professor of Mathematics, Valparaiso University; Ann AUMAn, Professor of Biology, Pacific Lutheran University

This workshop is presented by the New American Colleges & Universities

Integrating Global Learning for All: Using Essential Global Learning Outcomes

Wilson/roosevelt

stePhanie dosCher, Associate Director of the Office of Global Learning Initiatives, and HILARy LAnDORF, Director of the Office of Global Learning Initiatives and Associate Professor in the College of Education—both of Florida International University; DAWn MICHELE WHITEHEAD, Senior Director for Global Learning, AAC&U

Creating Inclusive Courses: Practical approaches to engage stem (& other) Faculty

Declaration a—level 1B

anGeLa Linse, Executive Director and Associate Dean for Teaching, and suzanne weinstein, Director of Instructional Consulting, Assessment, and Research—both of the Schreyer Institute for Teaching Excellence, Pennsylvania State University

This workshop is presented by the POD Network

Cultivating a Culture of Evidence-Informed Decision Making: Foundational Principles for Higher Education Leaders

Penn Quarter B—level 1B

MICHAEL REDER, Director, Joy Shechtman Mankoff Faculty Center for Teaching & Learning, Connecticut College, and Senior Teagle Assessment Scholar, Wabash National Study of Liberal Arts Education

How Technology Can Enhance Liberal Education: the state of the art in 2016

Declaration B—level 1B

Bryan aLexander, President, Bryan Alexander Consulting, and former Senior Fellow, National Institute for Technology in Liberal Education

aCaD WorKsHoP

Converting Constraints to Capital: Recruiting and Retaining a Diverse Faculty

Penn Quarter a—level 1B

PAULA O’LOUGHLIn, Associate Provost and Dean of Arts and Humanities, Gustavus Adolphus College; PAREEnA LAWREnCE, Provost, Augustana College; BruCe KinG, Special Assistant to the President for Institutional Diversity, Saint Olaf College; riCKey haLL, Vice Chancellor for Diversity and Inclusion, University of Tennessee; ChristoPher Lee, Associate Vice Chancellor for Human Resource Services, Virginia Community College System

aCaD WorKsHoP

Q.E.D.: incorporating quality, equity, and diversity in student success Initiatives

Cabin John/arlington

Bonnie d. irwin, Provost and Vice President for Academic Affairs, and Kris ROnEy, Assistant Vice President for Academic Programs and Dean of Graduate and Undergraduate Studies—both of California State University–Monterey Bay; roBert “Bud” FisCher, Dean, College of Basic and Applied Sciences, Middle Tennessee State University; PATRICIA POULTER, Dean, College of the Arts, Kennesaw State University

aCaD Fifth annual Deans’ InstituteConstitution B

Sponsored by

TheACADDeans’InstituteprovidesanopportunityforACADmembersandotheracademicadministratorstodeveloptheirleadershipabilitiesinasupportiveenvironment.Itisdesignedespeciallyfordeans,provosts,associatedeansandprovosts,andotheracademicleadersabovetherankofdepartmenthead.

Thegoalsoftheday-longinstituteare:

•Advancingtheleadershipabilitiesofdeansandacademicadministrators

•Sharingvaluableinformationaboutthecurrentstateofthedeanship

•Providingupdatesonimportantdevelopmentsintheworldofhighereducation

•Creatingnetworkingopportunities

OuropeningplenaryspeakerismarJorie hass,PresidentofAustinCollege;andthedaywillclosewithaplenarysessionledbyemiLy ChamLee-wriGht,ProvostandDeanoftheCollegeofWashingtonCollege.TheInstitutewillalsoincludeaseriesofsmallroundtablediscussionsonmorethansixteentopics/themesfromcurrentissuesinhighereducation.

Wednesday, January 20, 8:45 a.m. – 4:30 p.m.

11


aaC&U members meetingIndependence BCDe

AllparticipantsfromAAC&UmemberinstitutionsarewarmlyinvitedtotheannualMembers’Meeting.Theprimaryfocusofthemeeting,followingcompletionofabriefbusinessagenda,willberoundtablediscussionswithseniorAAC&Uleadersandboardmembersinwhichwewilladdressthefollowingquestions:Howarecolleges,universitiesandcommunitycollegesfosteringashiftfromteachingas“mywork,”tostudentlearningas“oursharedwork?”Whatpracticesareworkingandwhatpracticesshouldbestrengthened?Howarecontingentfacultyincludedincreatingacultureofsharedresponsibility?Weinvitememberinputonyourprioritiesforsystemiccampus-basededucationalchange.

Light refreshments will be available.

opening night Forum Educating Higher:Toward an Equitable, Innovative Future for Higher Education

Constitution a/B

InconjunctionwithAAC&U’sAnnualMeeting,theNewAmericanCollegesandUniversities(NAC&U)willpresentits6thAnnualErnestL.BoyerAwardtoCathy n. davidson. TheBoyerAwardpaystributetoBoyer’slegacybyhonoringotherswhoaremakingsignificantcontributionstoAmericanhighereducation.AAC&UcongratulatesProfessorDavidsonandextendsitsappreciationtoNAC&Uforthispresentation.

Inthispragmaticandvisionaryaddress,CathyN.Davidsonshowswhytherecanbenotrueinnovationinhighereducationwithoutaddressingthefullrangeofissuesaroundequity.Inthelate19thcentury,inatimeoftremendousopportunityandcrisis,educatorstransformedPuritanhighereducationintothemoderncollegeanduniversity.Now,inanothertimeofopportunityandcrisis,weneedtothinkstrategicallyaboutthebestwaystorestructurehighereducationfortheconditionsoftheworldweliveinnow.Toomanyoftheadhocsolutionsbeingproposedbypundits,politi-cians,andtechnologygurusmakethecrisisworse,notbetter.

ProfessorDavidsondemonstrateshowwecantakeimmediateactiontotransformclassroomsintoegalitarianspacesdesignedtosupportstudentsuccess.Sheencouragespolicymakersandeducatorstore-evaluateinheritedTayloristassump-tionsaboutthepurposeofhighereducationinordertochangeinstitutionalstructuresandpublicpoliciesforanewmodelofhighereducation,transformingcredentialing,laborpractices,rankings,assessment,costs,accreditation,technology,graduatetraining,socialjustice,publicsupport,andmuchmore.

Cathy n. davidson, a distinguished scholar of the history of technology, is Distinguished Professor in the PhD Program in English at the Graduate Center, The City University of New York, and Director of the Futures Initiative, a new program dedicated to envisioning the future of higher education. Prior to CUNY, Davidson was Ruth F. DeVarney Professor of English and the John Hope Franklin Humanities Institute Professor of Interdisciplinary Studies at Duke University. She served as Duke University’s (and the nation’s) first Vice Provost of Interdisci-plinary Studies, and is cofounder of HASTAC—the Humanities, Arts, Science, and Technology Alliance and Collaboratory.

aaC&U social HourIndependence a

PleasejoinusaswegathertogreetoldfriendsandwelcomenewonestotheAnnualMeeting.

We thank LiveText for the generous support of the Social Hour.

7:00 – 8:30 p.m.

Cathy N. Davidson

5:30 – 6:45 p.m.

8:30 – 10:00 p.m.

12

Wednesday, January 20FInAL PROGRAM

How Higher Education Can Lead On Equity, Inclusive Excellence, and Democratic Renewal

Thursday, January 21

Welcoming RemarksEDWARD J. RAy, President, Oregon State University, and Chair, AAC&U Board of Directors

MARC ROy, Provost, Albion College, and Chair, ACAD Board of Directors

Presentation of the Frederic w. ness Book awardForthebookthathascontributedmostthisyeartoourunderstandingofliberallearning—toMichaelS.Roth,President,WesleyanUniversity,forBeyond the University: Why Liberal Education Matters(YaleUniversityPress,2014)

introduction of recipients of the 2016 K. Patricia Cross Future Leaders Award CLaire K. Berezowitz, Civil Society & Community Research, University of Wisconsin-Madison

nusta Carranza Ko, Political Science, Purdue University

AnnEMARIE GALEUCIA, Cultural Geography and Anthropology, Louisiana State University

UTTAM GAULEE, Higher Education Administration, University of Florida

Brad JaCoBson, Rhetoric, Composition, and the Teaching of English, Univer-sity of Arizona

Jasmine LinaBary, Communication, Purdue University

Breanne PrzestrzeLsKi, Bioengineering, Clemson University

roman ruiz, Higher Education, University of Pennsylvania

danieL r. siaKeL, Philosophy, University of California, Irvine

désirée J. weBer, Political Science, Northwestern University

President’s WelcomeCaroL Geary sChneider, President, AAC&U

FeaTUreD aDDress

Making Excellence Inclusive: What It Means—and How We Can

Inafar-reachingcalltothehighereducationcommunity,AAC&Uhasexpandeditsmissiontoencompassliberaleducationandinclusiveexcellence.Butwhatdoesitreallymeanto“makeexcellenceinclu-sive?”And,inthisseasonofturbulentinnovationandchange,how

dowechoosetheinnovationsthataremostlikelytocreatedeeplearningandself-renewingvaluefortoday’sdiversestudents?Howcanwechangecoursesothatatwo-tierededucationalsystemdoesnotbecomeourlegacy?TheOpeningPlenarywillexplorethesequestions,identifyinginterventionsthatyieldequity-mindedchangeoncampusandraisethequalityofdemonstratedachievementforallcollegelearners.

Freeman a. hraBowsKi, President, University of Maryland Baltimore County

neTWorKIng BreaKFasT For Women FaCUlTY anD aDmInIsTraTors

Is it Really My Fault? Confronting the myths surrounding women’s Advancement

Constitution a/B

Lynn M. GAnGOnE is Vice President for Leadership Programs at the American Council on Education (ACE), guiding ACE’s suite of programming for current and future higher education leaders, including women’s leadership and advancement.

BreaKFasT DIsCUssIon

Pedagogy and the “Big questions”:Engaging Global Perspectives and Issues in and Outside the Classroom

lafayette Park

disCussion Leaders: DAWn MICHELE WHITEHEAD, Senior Director for Global Learning and Curricular Change, AAC&U; HILARy LAnDORF, Director of Global Learning Initiatives, and stePhanie dosCher, Associate Director, Office of Global Learning Initiatives—both of Florida International University

opening PlenaryIndependence a

Lynn M. Gangone

Freeman A. Hrabowski

7:00 – 8:30 a.m.

8:45 – 10:15 a.m.

The Ness Book Award will be announced at the Opening Plenary. This session will follow.

14


10:30 – 11:45 a.m. (continued)

sponsor session

Assessing for Learning:Focusing an interdisciplinary General education revision on student Outcomes, year Two

Franklin square

DoaneCollegeisinthesecondyearofimplementinganewgeneraleducationcurriculumrootedinitsmissionandaimstoachievetheAAC&UadvancedLEAPoutcomesrelatedtosynthesis,integration,andapplicationofknowledge.Thecurriculumrevisesacafeteriastylepro-gramandnowfeaturesanintentionaldevelopmentofoutcomesacrossasequenceofinterdisciplinaryseminarsthatstartswithafirst-yearseminarfocusedonintellectualskills,asophomoreseminaroncriticalissuesofdemocracyanddiversity,andanadvancedseminarwherein-terdisciplinaryteamsofstudentstacklerealworldproblems.Participantswilllearnhowtouselearningoutcomestofocusfacultydevelopmentaswellasstudentlearning,includinghowtoimplementandsustainaninterdisciplinarycurriculumthatbuildsauthenticassessmentwithinthecoursestructure.DoaneisusingLiveTexttomanagetheskills-basedrubricsandreflectivewritingusedtoassesslearningonbothtraditionalandnon-traditionalcampuses.Presenterswillexploretheopportuni-tiesandthechallengesinbuildinglearningandassessmentacrossfouryears,sharesamplerubricsandprompts,anddiscussthetoolsavailabletoaidassessmentandprogramimprovement.

Kate marLey, Associate Vice-President for Academic Affairs, and JOHn M. Burney, Vice President for Academic Affairs—both of Doane College

This session is sponsored by LiveText

Expanding our Reach:innovative approaches for exposing diverse students to Curricular Programming Incorporating Civic Engagement

Independence HI

ProjectPericlesanditsmemberinstitutionsworkwithprovostsandfacultytoenhancelinksbetweenthecurriculum,campus,andcom-munity.Theyareengagedinathree-year,multi-phaseproject—CreatingCohesivePathstoCivicEngagement—toinventory,map,strengthen,anddevelopmoreintegratedprogramsthatincorporateCivicEngage-mentandSocialResponsibility(CESR).Theproject,supportedbyTheTeagleFoundation,iscreatingguidedpathwaysforstudentsinallmajors(includinghumanitiesandSTEM)tointegrateCESRintotheireducation.Theprojectenhancescurricularandco-curricularhigh-im-pacteducationalpracticesthatstrengthencriticalthinkingskills,socialresponsibility,andactiveengagementwherestudentsbringtheorytopractice.PanelistswilladdressfourapproachestointegratingCESRacrossthecurriculumwiththegoalofreachinglargenumbersofdiversestudentsinalldisciplines:certificateprograms,“illuminatedpathways,”undergraduateCBLresearch,andenhanceadvising.

Jan Liss, Executive Director, Project Pericles; Kristen CLoutier, Assistant Director, Center Operations Harward Center for Community Partnerships, Bates College; Cass FreedLand, France-Merrick Director of Community-Based Learning, Goucher College; ELLA TUREnnE, Assistant Dean for Community En-gagement, Occidental College; marCine PiCKron-davis, Chief Community Engagement and Diversity Officer, Widener University

This session is presented by Project Pericles

the “Faculty work and student Learning in the 21st Century” Initiative:scaling Practices to support student Learning

Independence BC

Thissessionisaboutconsortialleadershipandeffortstoscaleupchangesthatsupportqualityeducationfordiversestudents.ItdrawsonanevaluationofaTeagleFoundationinitiativetoaddresstheneedforcampusestorespondtopressuresaroundintegratingnewtechnologies,alteringfacultyroles,andconsideringnewpedagogies,allinsupportofthechangingcollegeenvironmentthatincludesamorediversestudentbody.Theinitiativeresultedinanationalreportonscalingchange,“ScalingandSustainingChangeandInnovation:LessonsLearnedfromtheTeagleFoundation’s‘FacultyWorkandStudentLearning.’”ReportauthorAdriannaKezarwilldescribekeyfindingsacrossthetenconsor-tialprojects,andtwoprojectleaderswillcommentfromtheirperspec-tivesandexperienceaboutlessonslearnedinscalingandsustainingchanges.

adrianna Kezar, Professor of Education and Co-Director, Pullias Center, University of Southern California; BiLL sPeLLman, Director, Council of Public Liberal Arts Colleges; eLizaBeth moy, Executive Director, Southeastern Penn-sylvania Consortium for Higher Education; annie BezBatChenKo, Program Consultant, and Loni BordoLoi, Program Director—both of The Teagle Foundation

researCH sessIon (Seating limited; please arrive early.)

From Learning to Life:new Research Documenting the Lifelong Impact of Education in the Tradition of the Liberal Arts

Tiber Creek a—level 1B

Doesaliberalartseducationimpactthewaypeoplelivetheirlives?Thissessionreportsonnewresearchinvolving1,000collegegradu-ateswhichexaminedtherelationshipbetweenliberalartsstudyandthewaypeoplelivetheirlives—theirpersonalandcivicvirtuesaswellasindividualsuccess—one,two,andfourdecadesaftergraduation.Compellingevidenceisfoundforthelifelongimpactofeducationinthetraditionoftheliberalartsonhowpeoplelivetheirlives:thosewhohadaneducationincludingstrongelementsofeducationinthetraditionoftheliberalartsaresignificantlymorelikelytocontributetoabettersociety,livealifeofmeaning,andliveasuccessfullife.Theadvantageoftheliberallyeducatedovernon-liberallyeducatedcollegegraduatesonthesecategoriesofbehaviorrangedfrom10%to30%.Thefindingswillbereportedandimplicationsandusesofthisinformationwillbediscussed.

RICHARD DETWEILER, President, Great Lakes Colleges Association

15


DIsCUssIon sessIon

making Connections Between advising Practices and Curricular DesignPenn Quarter B—level 1B

Aspartofan18-monthTeaglefundedinitiative(2014-15)focusedonenhancingcurricularcoherence,Beloit,Colorado,KnoxandMonmouthcollegeshaveworkedtodevelopadvisingpracticesthatenablestudentstoarticulatethelogicoftheirliberalartscollegeexperiencesacrossthefour-yearcollegearc.Weinviteparticipantstojoinroundtablediscus-sionsonsomeofthefollowingquestions:Howbestdoweintegrateadvisingpracticesintoourcurricularstructures:first-yearexperiencecourses,sophomorecourses,capstoneprograms,andacademicplan-ningpractica?Howdoweapproachadvisingdifferentlyatdifferentpointsinthefour-yeararc?Howdowebuildacultureofadvisingonourcampusesandhelpfaculty,students,andadministratorsseeitsvalue?Howdoweknowthatadvisingisworking?Howdowecreateexplicitandmeasurablelearninggoalsforouradvisingpractices?

TRACI FREEMAn, Director, Colket Center for Academic Excellence,and REGULA EvITT, Associate Dean of the College—both of Colorado College; KathLeen Greene, Professor of Education and Youth Studies, Beloit College; FranK GersiCh, Associate Dean and Teaching and Learning Resources Coor-dinator, Monmouth College; Lori sChroeder, Associate Dean of the College, Knox College

hybrid Course sharing in native american studies:A Consortial Approach

Tiber Creek B—level 1B Seating limited; please arrive early.

FivemembercampusesoftheCouncilofPublicLiberalArtsCollegesarepilotingahybridlearningprojecttoshareundergraduatecoursesinNativeAmericanStudies.Thegoaloftheproject,supportedbyagrantfromtheTeagleFoundation,istobuildamulti-campuscommunityoffacultyexpertise,shareundergraduatecoursesthatexpandcurricularoptionsoneachcampus,andofferstudents—manyofwhomareNativeAmerican—theopportunitytostudyunderfacultyfromotherpublicliberalartsinstitutions.Twohybridmodelsarebeingdeveloped.Thefirstincludesthepairingofsharedonlinecourseswithan“ontheground”campusmentorwhoprovidesadvisingandsupport,whilethesecondcombinesaspringsemesteronlineseminarwithadistinctivesummerfieldexperienceinNativeAmericanStudies,ledinpersonbytheonlineinstructorsandhostedbyoneoftheparticipatingcampuses.Thepanelwilldiscusstheconsortium’sworkontheprojectthusfar.

BeCCa GerCKen, Associate Professor of English, University of Minnesota Morris; roxanne harde, Professor of English, University of Alberta, Augustana Cam-pus; sarah Baires, Assistant Professor of Anthropology, Eastern Connecticut State University

This session is presented by the Council of Public Liberal Arts Colleges (COPLAC)

The Creating Connections Consortium (C3): Collaboration and Transformation in the Pathway to the Professoriate


C3emergedfromtheneedanddesiretoaddressanegativelyreinforc-ingcycle:asliberalartscollegesfailtorecruitandretainfacultyfromunderrepresentedgroups,theylimittheirabilitytoprovidetheirunder-representedstudentswithrolemodelsandmentors,whichresultsinfewerofthesestudentsaspiringtocareersinacademiaorinthepublicservice.Highereducationinstitutionsfacecommonbarrierstoattract-ingandretainingunderrepresentedgraduatestudentsandfaculty.C3ispredicatedontheconvictionthatthesebarrierscanonlybeovercomewithsustainedandintentionalcollaborationamonginstitutionsthatdonotordinarilyinteract.Institutionaltransformationisnecessaryforbothliberalartscollegesandresearchuniversitiestobeabletoattractandretaindiversestudentsandfaculty.ThispresentationwilloutlinethecoregoalsofC3andcandidlysharethelessonslearnedasC3partnersdevelopasustainablemodelforrealcollaborationandchangeintheacademy.

susan BaLdridGe, Provost, and roBerto saGarena, Associate Professor of American Studies—both of Middlebury College; shirLey CoLLado, Executive Vice Chancellor and Chief Operating Officer, Rutgers University Newark; MICHAEL REED, Vice President for Institutional Initiatives, Dickinson College

researCH sessIon

transforming Barriers to innovation into Foundations for ChangeBurnham

Initiativestoimprovegraduationoutcomes(inclusiveexcellence)canbehamperedanderodedbymanydifferentfactsofinstitutionallife.ResearchoncourseredesignacrosstheUniversitySystemofMarylandsuggestssevenimportantbarriers.Researcherswilldiscusswhichbar-riersaremostsignificantandhowtoturnthemintofoundationsforavarietyofpresentandfuturereforms.Forexample,ifreformistobeguidedbyresults,whatkindsofsupportforfeedbackareneeded?Whatkindsofclassroomsareneededtoprovidefacilitiesforlearningactivi-ties?Howcanelementsofevidence-basedteachingbespreadwidelyamongthefaculty?Howcanfacultybeliefsaboutlearningevolveovertheyears?Howmightthedefinitionof“teachingload”oradjunctcon-tractsbealteredtosupportmorelearning-centeredinstruction?

stePhen C. ehrmann, Associate Director of Research and Evaluation, and mJ BishoP, Director—both of the William E. Kirwan Center for Academic In-novation, University System of Maryland Office

16


10:30 – 11:45 a.m. (continued)

researCH sessIon

From “Admit” to “Alum”: Qualitative Research and the Cycle of Learning in Innovative Institutions

Wilson/roosevelt

Institutionalresearchinrecentdecadeshasfocusedalmostwhollyuponnegativelyframedretentionconcerns.Wearguefortheshapingofinsti-tutionalresearcheffortsthatareappreciativeofkeylearningsignaturesthatareconsonantwithoursharededucationalvalue.Toillustratethiscommitment,wewillpresentanaccountofqualitativeresearchprojectsfromtwoinnovativeinstitutionsdesignedtoleadtosustainablemission-drivenchange.Wewantparticipantstoengageinreflectingonhowin-depthqualitativeresearchcouldenhancetheirassessmentprogram.Qualitativeresearchhelpsuncoverthemeaningandunderstandingsbe-hindthekindofdataweobtainfromsurveys,questionnaires,orcontentanalysis.Aretherequalities,skills,orunderstandingthatyourinstitutionbelievesorassumesthatstudentspossess?What’stheimplicitcurricu-lumatyourinstitutionandhowwelldostudentsorfacultyperceiveit?

James haLL, Executive Director, Rochester Institute of Technology; PATRICIA KarLin-neumann, Senior Associate Dean for Religious Life, Stanford Univer-sity; eLi Kramer, Doctoral Student, Southern Illinois University Carbondale; JuLie townsend, Professor and Director, University of the Redlands; LAURA wenK, Dean, Curriculum and Assessment, Hampshire College

This session is presented by the Consortium for Innovative Environments in Learning (CIEL)

A Collaborative to Explore Digital Teaching and LearningPenn Quarter a—level 1B

ColgateUniversity,DavidsonCollege,HamiltonCollege,andWelles-leyCollegehavecreatedanewcollaborativeeffortcalled“LiberalArtsOnline:ADigitalTeachingandLearningCollaborative.”TheseschoolswerethefirstsmallliberalartscollegestojoinedX.Ourindividualexperimentswithonlinetechnologieshavehelpedustounderstandhowwemightapplythosetechnologiestoourtraditionalresidentialenvironments.Wealsowishtocontinueintellectualengagementwithalumni,displayfacultyscholarship,participateinthenationalconversa-tionaboutonlinelearning,anddemonstratethevalueofaliberalartseducation.Workingcollaborativelyenablesustoshareourexperiencesandleverageexpertisemoreeffectively.Onecurrentexperimentex-ploreshowsmallprivateonlinecoursesjointlytaughtattwoinstitutionscanaffectstudentlearningandexpandcurriculaifshared.WealsoareinvestigatinghowplatformssuchasedXaffectlearningonandoffcampus.Thepresenterswilldiscussourchallenges,experiments,andaccomplishments.

PatriCK seLLers, Vice President for Strategic Partnerships, Davidson College; ravi ravishanKer, Chief Information Officer and Associate Dean for Welles-leyX, Wellesley College

strengthening the heart of equity-minded Liberal education: developing and sustaining Learning Communities

latrobe

Thecomplexityanddynamismoflearningcommunitiespushescam-pusestoreflectonwhytheyworkwhentheywork,settingthestageforflexibleadaptationsgroundedintheessentialvaluesoflearningandcommunity.Scalinglearningcommunitiesrequiresthisdeeperwisdom(necessaryforanycampuschange)andknowledgeofresearch-basedbestpracticeswithinthespecificrealmoflearningcommunities.Usingspecificexamplesandcurrentresearch,panelists—speakingfromtheirdifferentrolesandperspectives—willdescribethetwo-prongedworkofimplementinglearningcommunitiesasasetofpedagogicalpracticesandasanequity-mindedchangestrategyforthewidercampus.

EMILy LARDnER, Director, Washington Center for Improving Undergraduate Education, The Evergreen State College; PhyLLis worthy dawKins, Provost and Vice President of Academic Affairs, Bennett College; JiLLian Kinzie, As-sociate Director, Center for Postsecondary Research & NSSE Institute, Indiana University; david sChoem, Director, Michigan Community Scholars Program, University of Michigan

The Liberal Arts Mind:Tool for the 21st Century and Global Contexts

Independence Fg

Notsolongago,aliberalartseducationwasreveredasamade-in-America“gem,”internationallyadmiredasoneenginefuelingU.S.productivity,technologicalinnovation,anddemocraticparticipation.Butevenwithmountingsocial,scientific,business,civic,andemployersupport,themodelremainslargelyinmyth-busting,defensivemode.ThisRollinsCollegeandUniversityofRichmondpanelseekstoreversethis,re-framingthe“gem”argumentanew.Weofferevidencethatliberalartsskillsarepreciselythosedemandedbycurrentneedsforproblemsolvingandlifelonglearningincomplexanddiversecontexts,andshowhowtheliberalartsarealreadyyieldingeffective,innova-tiveresultsandwhole-persondevelopment.Across-campuspaneloffaculty,studentservicesexperts,andalumnusdiscussescross-curricular“tools”aligningtheliberalartsethoswithpresent-daystudentneedsforanintegratededucationalexperience:newgeneraleducationcurricula,professionaldevelopmentprograms,interdisciplinaryeducationanddevelopmentinitiatives,communityengagement,andinternationaliza-tionprograms.

L. ryan musGrave, Associate Professor of Philosophy, JuLian ChamBLiss, Chair of History and Director of Africa and African-American Studies, and CamiLo Garzon, Vice Director of Studies, Representative in the Americas, and Chief of Dais (New York) for the Model U.N. World Program—all of Rollins Col-lege; andy GurKa, Director, Roadmap to Success and Sophomore Scholars in Residence Program, and AMy HOWARD, Executive Director, Bonner Center for Civic Engagement—both of University of Richmond; LLoyd Benson, Professor of History and Director, May Experience Program, Furman University

17


aCaD sessIon

Diversity—not Just for Diversity Officers:How Academic Leaders can be Mindful and Intentional in Their Daily Work

Constitution CDe

Comejoinaninteractivepanelwhereleadershipfromfourdiffer-entinstitutionswillshareexperiencesadvancingdiversitywork,inbothsubtleandovertways,whichimpacttheexperiencesofvariousconstituenciesontheircampus.Topicsincludementoringfacultyfromacrossacademicareas,reviewandanalysisofhistoricaldata,andusingstudentinputasmeanstoachieveaninstitutionalgoal.

marK B. sChneider, Professor of Physics, and heather LoBBan-vira-vOnG, Associate Dean of the College—both of Grinnell College; Brenda Bretz, Senior Associate Provost for Academic Affairs, Dickinson College; MICHELLE thomas, Associate Dean, Miami Dade College-InterAmerican Campus; Kristin GOOD, Dean of Math, Science and Engineering Technology and Acting Dean of Humanities, Social and Behavioral Science, KimBerLy hurns, Dean of Business and Computer Technologies, and Brandon tuCKer, Dean of Advanced Tech-nology and Public Service Careers—all of Washtenaw Community College

1:00 – 1:45 p.m.

PresIDenTs’ sessIon

Unleashing the Potential:Liberal Learning, Inclusive Excellence, and the Digital Revolution

Constitution B

randaLL Bass, Vice Provost for Education, Georgetown University; Bret eynon, Associate Dean for Academic Affairs, LaGuardia Community College–CUNY

1:30 – 2:30 p.m.

ConCUrrenT sessIons

FeaTUreD sessIon

The new Climate of Higher Education Requires new approaches to student successConstitution a

Theoncetraditionalcollegegoerisbeingreplacedbyanewstudentmajority—low-incomestudents,first-generationcollegestudents,part-timestudents,andstudentsofcolor.Withthisnewstudentpopulationcomesnewdemands,requiringmorepersonalizedinterventionsandtechnologiestoaddressstudents’changingneedsandgoals.Institutionsmustcreatepathwaysandprogramstosupportstudentsuccessinthesechangingtimeswhileusingappropriateprogramdesign,integrationoftechnology,andotheradministrativestructuralchangesincludingdevel-opingpartnershipswithcommunitycollegestoensuresmoothpathwaysfortransferstudents.Thissessionwillexploretheseapproachesfromboththecampusandfoundationperspectives.

danieL Greenstein, Director, Postsecondary Success, Bill & Melinda Gates Foundation; ELAInE MAIMOn, President, Governors State University

MODERATOR: PATRICIA A. McGUIRE, President, Trinity Washington University

Faculty of the Future: voices from the next Generation

Farragut square

AAC&Uwelcomesthe2016recipientsoftheK.PatriciaCrossFutureLeadersAward.

CLaire K. Berezowitz, Civil Society & Community Research, University of Wisconsin-Madison; nusta Carranza Ko, Political Science, Purdue Univer-sity; AnnEMARIE GALEUCIA, Cultural Geography and Anthropology, Louisiana State University; UTTAM GAULEE, Higher Education Administration, Univer-sity of Florida; Brad JaCoBson, Rhetoric, Composition, and the Teaching of English, University of Arizona; Jasmine LinaBary, Communication, Purdue University; Breanne PrzestrzeLsKi, Bioengineering, Clemson University; roman ruiz, Higher Education, University of Pennsylvania; danieL r. siaKeL, Philosophy, University of California, Irvine; désirée J. weBer, Political Science, Northwestern University

MODERATOR: L. Lee KneFeLKamP, Professor Emerita of Psychology and Edu-cation, Teachers College, Columbia University, and Senior Scholar, AAC&U

sponsor session

new technology that Paves a simpler Path to more Meaningful Assessmentlafayette Park

AsthetechnologypartnerforAAC&U’sVALUEinitiative,includingtheMulti-StateCollaborative(MSC)toAdvanceLearningOutcomesAssessment,Taskstreamprovidestechnicalguidanceandtheinfrastructuretosupportthestoringandscoringofstudentworksamplesfromtwo-andfour-yearinstitu-tionsin13statesacrossthecountry.Joinustohearfirst-handexperiencesfromparticipantsintheMSCpilotstudy,seetheuser-friendlytechnologythatenabledtheMSCtoexecuteitspilotvisionwithfewtechnologicalcon-cerns,andlearnhowTaskstreamhasextendedthecapabilitiesofthesystemtosupportsimilarinitiativeswithinandacrossinstitutions.

weBster thomPson, President, Taskstream; tara rose, Director of Assess-ment, University of Kentucky; JEAnnE MULLAnEy, Assessment Coordinator, Community College of Rhode Island

This session is sponsored by Taskstream

sponsor session

Is University, Inc. Inevitable?Franklin square

Scholarswhocreateanddisseminateknowledgearemadevulnerablewhentheyarealienatedfromuniversitypolicyandstrategicdecisions.Asuniversi-tiescontinuetocomeunderfinancialpressure,businesswisdomcarriesgreaterweightinconversationsaboutinstitutionalviability—butatwhatcost?Howarefacultyincluded(ornotincluded)indecision-makingrelatedtotheacademicmission?Whatkindofsolutionwillsustaintheoperationofinstitutionswhileaffirmingfacultyasthedriversoftheacademicmission?

steve GoLdenBerG, Founder, President, and Chief Product Officer, Interfolio; FredriK deBoer, Department of English, Purdue University; adrianna Kezar, Co-Director, Pullias Center for Higher Education, University of Southern California

This session is sponsored by Interfolio

18


1:30 – 2:30 p.m. (continued)

is well-Being one of the “Greater Purposes” of Liberal Education? Can its Attainment be Confirmed?


Panelistsareauthorsinforthcomingnewvolume:Well-Being and High-er Education: A Strategy for Change and the Realization of Education’s Greater Purposes.Thesessionemphasizesthemeaningandanalysisofwell-being—exploringimplicationsfrombothasocialscientificorienta-tionbyunderstandinghowtomeasurehappiness(hedonicanalysis)toconsiderationofwell-beingwithamoreholistic,humanisticandcom-munitarian(eudaemonic)analysis.

CAROL RyFF, Hilldale Professor, Department of Psychology, and Director, Insti-tute of Aging, University of Wisconsin Madison, and author ofTheRyffScalesofPsychologicalWell-Being; John Bronsteen, Professor of Law, Loyola Univer-sity Chicago, and author ofHappinessandtheLaw

MODERATOR: DOn HARWARD, Director, Bringing Theory to Practice

This session is presented by the Bringing Theory to Practice Project

student transfer Collaboration and the dqP: new Approaches to Cross-Institutional Transfer

Wilson/roosevelt

PlacingdemonstrationofstudentlearningandDQPatthecenterofstudenttransfersuccess,ratherthancompletionofcoursesandcredithours,canandisbeingaccomplished.Ninestatesandtwentytwo-andfour-yeartransferpartnercampusesworkedthroughtheQualityCol-laborativesinitiativetotestanddevelopmodelsandresourcestodojustthat.ResultsofusingtheDegreeQualificationsProfileasaframeworkforre-thinkingapproachestostudenttransferwillbeshared.

Ken sauer, Senior Associate Commissioner and Chief Academic Officer, Indiana Commission for Higher Education; PhyLLis saFman, Assistant Commissioner for Academic Affairs, Utah System of Higher Education; eLise martin, Dean of Assessment and Professional Development, Middlesex Community College

MODERATOR: reBeCCa doLinsKy, Program Manager and Research Analyst, AAC&U

The Power of Integrated Learning: higher education for success in Life, work, and society

Independence HI

TheNewAmericanColleges&Universities(NAC&U),aconsortiumof22institutions,hasbeenaleaderintheintegrationofliberalarts,professionalstudies,andcivicengagement.Asweenvisionourfutureasindividualinstitutionsandasaconsortium,weacknowledgethatstudentsgraduatingtodaywillchangejobsanumberoftimesbeforetheyretire.Oursharedmission—thepurposefulintegrationofliberaleducation,professionalstudies,andcivicengagement—addressesthisissue.Thissessionwillsharestrategiesforcourseworkthatbridgesthedividebetweenliberalandprofessionallearningandthatlinktheoryandpracticeinordertopreparestudentsforfutureemployment.

nanCy henseL, President, and wiLLiam suLLivan, Senior Scholar—both of New American Colleges and Universities; Brian rosieK, Student, Naza-reth College; vICTORIA OCHOA, Student, St. Edward’s University; nICOLE Crossey, Student, Widener University

This session is presented by the New American Colleges & Universities (NAC&U)

FeaTUreD sessIon

Learning Assessment Techniques: A new and Integrative Approach to Promote Deep, Engaged Liberal Education

Independence De

Manycollegeteachersseektopreparestudentstobecomeengagedcitizensandlifelonglearners,butstrugglewithhowtoachievethisinameaningfulwaythatcanbeefficientlyandeffectivelyassessed.Thisses-sionwillfocusonanewapproachtocourse-based,teacher-drivenclass-roomassessment—LearningAssessmentTechniques(LATs)—thatbraidsteaching,activelearning,andassessmenttogethertocreateaseamlessandunifiedprocess.Itwillincludeademonstrationoftechniquesandadisplayofstudentworkinthreelearningareasessentialforpromotinghigh-qualityliberaleducation—thehumandimension,integrativelearn-ing,andlearninghowtolearn.ThesessionwillconcludebyusingtheLEAPEssentialLearningOutcomesandVALUErubricstoshowhowthestudentworkgeneratedthroughthetechniqueswasassessed.

eLizaBeth BarKLey, Professor of Music History, Foothill College, and author of LearningAssessmentTechniques:AHandbookforCollegeFaculty (Jossey-Bass, 2016)

This session is sponsored by Jossey-Bass/Wiley

sponsor session

Building quality internships: Partnerships with Employers for Engaged Learning


Internshipsareamongthemostvaluablelearningexperiencesforpre-paringstudentstonavigatetheirpathwaysfromcampusintotheprofes-sionalworkforce.Ensuringthequalityofeveryinternshiprequiresclosecollaborationbetweeninternshiphostsandeducationalinstitutions.TheWashingtonCenterforInternshipsandAcademicSeminarshasinvitedinternshipsupervisorsfromthreeofitspartnerinternshiphostorganiza-tionsinWashington,D.C.tosharetheirstrategiesforstructuringtheworkplaceforinternsasasettingforintentionalandengagedlearning.

Leo Bosner, Director of Training, Education, and Research, International Insti-tute of Global Resilience; nIRAJ RAy, Founder, Cultivate the City; MICHELLE wiLLiams, Director of Talent Acquisition and Management, Polaris; JEnnA EMERy, Manager, and KeLLy eaton, Chief Academic Officer—both of The Washington Center for Internships and Academic Seminars

This session is sponsored by The Washington Center for Internships and Aca-demic Seminars

19


DIsCUssIon sessIon

emerging research and Lingering questions about scaling Access to Mentored Undergraduate ResearchPenn Quarter B—level 1B

High-impactmentoredundergraduateresearch(UR)leadstobetterstudentretentionandengagement(Kuh,2008)andfostersdeeplearningofcriticalthinking,effectivecommunication,andcomplexproblem-solving(HartResearchAssociates,2015).YetURdisproportionallyservesstudentsfromadvantagedbackgrounds,withhighGPAs,orwiththeconfidencetopursueselectiveopportunities(Osborn&Karuks-tis,2009).Thisdiscussionsessiondrawsfromexistingliteratureandmulti-institutionalresearchby34researchersfrom26institutionsinfourcountriestoshareemergingresearchonthreetopicsvitaltoscalinguphigh-impactUR:keycharacteristicsofmentoringURthatmaketheexperiencehigh-impactforstudents;waysthatstudents’andfacultymentors’identitydifferencesaffecttheresearchmentoringrelation-ship;andinstitutionalsupportsandpracticesthatmosteffectivelyfosterhigh-qualitymentoringofUR.Thepanelistswillfacilitatediscussionabouthowthisresearchmightinforminstitutional-,programmatic-,andfaculty-leveleffortstoextendandstrengthenparticipationinURbydiversestudentsacrossthedisciplines.

Jessie moore, Associate Director of the Center for Engaged Learning, PAUL MILLER, Director of Undergraduate Research, and tim PeePLes, Associate Pro-vost for Faculty Affairs—all of Elon University; Laura BehLinG, Vice President for Academic Affairs and Dean of the College, Knox College; Jenny shana-HAn, Director of Undergraduate Research, Bridgewater State University

researCH sessIon

Promoting evidence-Based teaching through evidence-Based Faculty developmentIndependence Fg

Agrowingbodyofresearchandpracticeishelpingfacultymembersandacademicleaderstobetterunderstandhowstudentslearn,andwhatteachingapproachesmosthelpstudentstolearn.Weknowlessaboutwhatconditionsmotivatefacultytoadoptevidence-basedteach-ingpractices,andwhichfacultydevelopmentservicesbestadvancefacultylearninganduseofsuchpractices.Inthisinteractivesession,participantswillexamineemergentconceptualframeworksthatidentifythekeyfactorsthatinfluencefacultymembers’teachingdecisions.Wewillthenexplorepractices“thatwork”infacultydevelopment,basedonstudiesofspecificfacultydevelopmentservices(e.g.,consultation,workshops,grants,learningcommunities).Wewillalsodiscusstheroleofteachingcentersandotherunitsinadvancingfacultylearning.Ourfocuswillbeonevidence-basedpracticesthatsupportandstrengthenfacultyinvestmentineffectiveteachingapproaches,whichinturnsup-portsstudentsuccessatalllevels.

mary deane sorCineLLi, Distinguished Scholar in Residence, Mount Holy-oke College, and Founding Director, Center for Teaching & Faculty Development, UMass Amherst; ann e. austin, Program Director, Division of Undergraduate Education, National Science Foundation and Professor, Michigan State University; mary huBer, Senior Scholar, Bay View Alliance, and Senior Scholar Emerita, Carnegie Foundation for the Advancement of Teaching

TeCH TalKsIndependence BC

MODERATOR: eLizaBeth diCKens, Program Coordinator, AAC&U

Engaged Learning in Digital CultureThistalkwillpresentthedigitalecosystemandthevariouswaysourconnectedworldsupportslearningbothinsideandoutsideformalschoolandcollegesettings.Itwillhighlightsomewaysthatdigitalaffordancescanbeusedtofosterengagedpedagogyandlearning.

reBeCCa Frost davis, Director of Instructional and Emerging Technology, St. Edward’s University

Tech Ahead: The Five-year Forecast

HighlightingfindingsfromtheNewMediaConsortium’s2015Ho-rizonReport,thistalkexaminesthecurrenttrendsineducationaltechnologyandlooksatprojectedtrendsinthenextfiveyears.Thepresenterwillemphasizetheimportanceofallstakeholdersinhighereducationtoengageactivelywiththechangingdigitaleco-system,andalsorecognizethatdigitaldivideinequitiespersistandweneedtomeetstudentswheretheyareintheirvaryingexperi-enceswithtechnology.

J. eLizaBeth CLarK, Professor of English, LaGuardia Community College–City University of New York

Playing to Learn: Open Education Pedagogies for networked Learning

Participantswillbeintroducedtoahybridpedagogygamethatconnectsstudentsacrossdisciplines,institutions,andcountriestodevelopdigitalskillsandinterculturalcompetencies.Wewillexplaintheprocessofdeveloping,facilitating,andplayingafree,open,onlinewebliteracygame—#TvsZ—whichwasafinalistforthe2014Edublogawardfor“BestEducationalUseofaSocialNetwork.”NamedafteritsTwitterhashtag,#TvsZnurturescriticalandcreativethinking,encouragesgroupproblem-solving,helpsdevelopcommunicationskills,providesaffordableinterculturallearning,and,byenhancingdigitalandnetworkliteracies,enablesstudentstodeveloplifelonglearningskills.

AnDREA REHn, Associate Professor of English and Director of Digital Liberal Arts, Whittier College

Also represented here is the work of Christina hendriCKs, Tenured Senior Instructor of Philosophy, University of British Columbia-Vancouver; maha BaLi, Associate Professor of Practice, American University in Cairo; and Janine deBaise, Tenured Writing Instructor, SUNY College of Environ-mental Science and Forestry

20


1:30 – 2:30 p.m. (continued)

InFormaTIon sessIon (Participation limited to 25; please arrive early)

The Creativity Commonwealth: Building institutional Capacity for transformation

Banneker—level 1B

The“CreativityCommonwealth”isanewandgrowingconsortiumthathelpscollegesanduniversitiesunderstandandenhancetheircapacitytofosterorganizationalcreativityandorganizationalchange.InitiallyconvenedbyEmersonCollege,itscurrentmembersinclude—inaddi-tiontoEmerson—SkidmoreCollege,LesleyUniversity,ClarkUniversity,andColumbiaCollege(Chicago).Commonwealthmembersengageinathree-stepprocessleadingtoenhancedcreativecapacity:evaluat-inghoweffectivelytheyalignandintegrateprogramsandpractices,fromhigh-levelmissionthroughacademicaffairsandcoreoperatingfunctions,usinganinstrumentdesignedforthispurpose;reflectingonwhattheylearnandtargetingareasforchange;anddevelopingandimplementingplansforchange.TheCommonwealthwillfunctionasacommunityofpracticeforallinvolved,providinginfrastructure,energy,andcommunityforthiswork,andconveningitsparticipantstodiscussresultsanddevelopstrategiestohelpthemmoveforward.Interestedin-dividualsareinvitedtoengagewithCommonwealthmembers,toworkwithandprovidefeedbackontheinstrumentdescribedabove,andtoconsiderjoiningthiscommunityofpractice.

DOnnA HEILAnD, Vice President and Special Assistant to the President, ALAynE FIORE, Operations Manager and Special Assistant to the Vice President for Diversity and Inclusion, roB saBaL, Interim Dean, School of the Arts, and thomas voGeL, Associate Professor, Marketing Communication—all of Emerson College; nAnCy BudwiG, Associate Provost and Dean of Research, Clark University; MARTHA McKenna, University Professor and Director, Creativity Commons, Lesley University; auden thomas, Director of Summer Academic Programs, Skidmore College; riChard zauFt, Dean, Lesley University College of Art and Design

Bridging the two Cultures: exploring the integrated and synergistic relationship Between Engineering and the Liberal Arts

Tiber Creek—level 1B

Addressingthecriticalproblemsoftodaycallsforadifferentkindofpreparation,especiallyforengineers.Avarietyofgroups,includingtheNationalAcademyofEngineering,haveissuedcallsforreformandareenvisioningofundergraduateengineering.Suchprogramsarepoten-tiallyagoodfitatschoolswithstrongliberalartstraditions.Inthispaneldiscussion,programleadersfromthreeinstitutionswilldiscussthechal-lengesandsuccessesthey’vefacedindesigningnewprogramstotrainengineersforthe21stcentury.EachinstitutionhascreatedageneralEngineeringprogramwithastrongfoundationin,andconnectionto,theliberalarts,aswellasin-depthtechnicalpreparation.Eachprogramincludesextensivedesignandprojectworkandprovidesstudentswithimportantnon-technicalskills,suchasteamwork,projectmanagement,andcommunication.Thepanelwillincludeanextendedopportunityforaudienceinteractionwiththepresenters.

BoB KoLvoord, Dean, College of Integrated Science and Engineering, James Madison University; BorJana miKiC, Rosemary Bradford Hewlett 1940 Professor of Engineering, Smith College; Kurt Paterson, Department Head, Engineering, James Madison University; eLizaBeth orwin, Department Chair, Engineering, Harvey Mudd College

researCH sessIon

midcareer and senior Faculty: how small investments in renewal Create Big impacts for institutions and students

Burnham

Whennewprofessorsbegintheircareers,mostacademicadministratorshaveprogramsinplacetosupportthesenewcolleaguesintheirteachingandre-search.Thesameisnottrueforprogramstargetingtheneedsofmid-andlate-careerfaculty,yetthesefacultyaretheonestakingoncriticalleadershipandmentoringroleswithintheirinstitutions.Thepresenterswillsharefiveyearsofdatareflectingthechangesthatcanoccurinteachingwheninstitutionsprovidetargetedfacultydevelopmentformid-andlate-careerfaculty.Thesessionwillprovidescalable,transferablestrategiesforacademicleaderstoconsiderinadministeringfacultydevelopmentprogramsatothercampuses.

Catherine ross, Director, and Kristi verBeKe, Associate Director—both of the Teaching and Learning Center at Wake Forest University

This session is presented by the POD Network

semInar (Participation limited to 25; please arrive early)

Universal Higher Education for Whom, for What, and Why? A values Discussion

latrobe

Highereducationincreasinglyisbecominga“hotbutton”politicalissue—especiallygivenrisingtuitioncosts(evenatpublicinstitutions)andrecentcallsbyPresidentObamaandsome2016presidentialcan-didatesforsomeformoffreehighereducation.Whilemanypeopleinhighereducationmaysupportproposalsfortuition-freehighereduca-tionintheUnitedStates,apolicyproposalofthatmagnitudehighlightsseveralimportantvalue-ladenquestionsthatneedtobeaddressed.Participantswillfocusontheseandothervaluesquestionsinordertogaingreaterinsightintothispolicyproposalanddevelopagreatercapacityforarticulatingthevaluesissuesinvolved.RepresentativesfromtheSocietyforValuesinHigherEducationwillfacilitatethediscussion,utilizingaselectionofreadingsthatwillbemadeavailabletopartici-pantsintheweeksleadinguptothemeeting.

eriC Bain-seLBo, Executive Director, Society for Values in Higher Educa-tion, Western Kentucky University; d. GreGory saPP, Associate Professor of Religious Studies, and Hal. S. Marchman Chair of Civic and Social Responsibility, Stetson University

aCaD sessIon

Preparing students for the world of work: Program Planning and the Liberal Arts

Constitution CDe

Thissessionwillprovideattendeeswithinformationandresourcestohelpthemchoosewhatprogramsmayappealtostudentinterests,meetemployerneeds,andpreparestudentsforwell-payingjobsandcareers.Itwillthenfocusonthedesignofqualityprogramsthatconnecttheliberalartswiththedevelopmentofemploymentabilities.Wewillpres-entseveralmodelsforhowthismightbedone,invitediscussion,andsuggestcriteriaforstrategicplansforfutureprograms.

david Burrows, Provost and Dean of Faculty, Lawrence University; JOn DALAGER, System Director for Academic Programs, Minnesota State Colleges and Universities

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1:45 – 2:30 p.m.


scaling high-impact Practices in the age of digital innovation:how online Learning Can teach the arts of evidence-Based analysis and Research

Constitution B

reBeCCa Frost davis, Director for Instructional and Emerging Technology, St. Edward’s University; arieL anBar, President’s Professor, Arizona State University

2:30 – 3:00 p.m.


From where we sit:Presidents Weigh in on the Digital Opportunity—for Quality AnD Equity

Constitution B

José antonio Bowen, President, Goucher College; John o’Brien, President, Educause

2:45 – 4:00 p.m.

ConCUrrenT sessIonsFeaTUreD sessIon

Integrating Global Learning and Civic Engagement across the CurriculumIndependence Fg

Globallearningisnowrecognizedasapowerfuleducationalprocessessentialforallstudents.Multipleopportunitiesfordeepengage-mentandpracticeacrossthedisciplinesarehallmarksofeffectivegloballearning.Globalservicelearningallowsstudentstoapplytheirknowledgeinrealworldsettingswithcommunitypartners.Thissessionwillpresentacohesivedefinitionofgloballearning,shareavarietyofexamplesofauthenticgloballearningathomeandabroad,andexplorethestrengthsofglobalservicelearningasaninclusivepractice.

HILARy LAnDORF, Director of Global Learning Initiatives, Florida International University; riChard KieLy, Director, Engaged Learning and Research, Cornell University; DAWn MICHELE WHITEHEAD, Senior Director for Global Learning and Curricular Change, AAC&U

what should Be the Greater Purposes of higher education in the 21st Century, and What Actions Are necessary to Achieve those Purposes?Cabin John/arlington

Amongthepresentersareauthorsintheforthcomingvolume,Well-Be-ing and Higher Education: A Strategy for Change and the Realization of Education’s Greater Purposes.Perspectivesregardingthechallenge,andtheneedandstrategiesformeaningfulchange,includethosefromananalogous“culture”tohighereducation,aleaderinhighereducationpolicyandsupport,andan“inside”perspectivefromadistinguishedteacher-scholar.

eriC Lister, md, Hospital Boards and Medical Services and Education Board Consultant, Ki Associates; neiL GraBois, Chair of Project Pericles, President Emeritus, Colgate University, and former Vice President, Carnegie Corporation of New York; Judith shaPiro, President Emeritus, Barnard College, and Presi-dent, Teagle Foundation

MODERATOR: DOn HARWARD, Director, Bringing Theory to Practice, and President Emeritus, Bates College


Leveraging the Power of Faculty Peer Observation: student success, implementation Challenges, and Catalysts for Change


Toimprovestudentsuccess,particularlyforthe“newmajority”atcol-legesanduniversities,weneedtocloselyexamineteachingeffective-nessamongfaculty.Ourpresentationwillhighlighttheimportanceofpeerobservationmethods,especiallyasstudentcourseevaluations,amodalpractice,providesonlyalimitedperspectiveandcanbefraughtwithbias(MacNell,Driscoll,&Hunt,2014)orlowresponserates(Morrison,2011).Tomeetlearninggoals,weneedtoengageincandidconversationsaboutteachingpractices,includingchallengesfacultyfacewhentryingtomeetpedagogicalgoalswithinourdiversecampuscommunities(Gormally,Evans,&Brickman,2014).Inthisinteractivepanelsession,ourdiscussionofpeerobservationwillincludeopen-classroom,facultydevelopment-orientedapproachesthatcatalyzepeercoaching;andpeerobservationfortenurereview.Howdoweleveragethepowerofpeerobservation,implementthebestempiricalpractices,andovercomeimplementationchallenges?

BeCKy PaCKard, Director of the Weissman Center for Leadership and Professor of Psychology and Education, and maureen BaBineau, Program Coordinator, Teaching and Learning Initiatives—both of Mount Holyoke College; eriCa Bastress-duKehart, Director, Center for Leadership, Teaching, and Learning and Associate Professor of History, and CrystaL moore, Associ-ate Dean of Faculty and Professor of Social Work—both of Skidmore College; heather LoBBan-viravonG, Associate Dean and Associate Professor of English, Grinnell College; douGLas Johnson, Director, Center for Learning, Teaching and Research and Associate Professor of Psychology, Colgate University

22


2:45 – 4:00 p.m. (continued)

sponsor session

Best Practices: Building a Pipeline of diverse administrators

Independence HI

Thissessionidentifiesbestpracticeswhenitcomestobuildingapipelinetoadministrationforunderrepresentedminorities.Whatkindofinitiativesworkbestatencouragingunderrepresentedminoritiestoapplyforadministrativejobs?Whatkindofclimatenurturesadministra-tivetalentoncampus?Whattypesofsupportincentiveshavebeenusedforminorityfacultyandstaffinthepipelinetocommittoaninstitutionlong-term?Theseareamongtheplannedtopicsofdiscussionatthissession.

GREGORy J. vInCEnT, Vice President for Diversity and Community Engage-ment, The University of Texas at Austin; Linda eisenmann, Provost, Wheaton College

MODERATOR: david PLuviose, Executive Editor, Diverse: Issues In Higher Education

This session is sponsored by Diverse: Issues In Higher Education

assignment design as a hot spot for Faculty and Institutional Collaboration: Lessons from nILOA’s Work with the DQP and TuningWilson/roosevelt

Assignmentshavetremendouspedagogicalpower,sendingsignalsaboutwhatstudentsshouldknowandbeabletodo.Theyalsoproviderichinformationforimprovingstudentlearningandachievinginclusiveexcellence.Yetfewfacultyhavestructuredopportunitiestocollabo-rateandreflectwithcolleaguesonthedesignoftheirassignments,orhowassignments“addup”forstudentsinwaysthatcreateconnectedpathwaystosuccess.DrawingonNILOA’sworkwithfacultyfromafullrangeoffieldsandinstitutionaltypestocreateanonlineAssignmentLibrary,thissessionwilldescribetheinteractiveassignment-designmodelusedinthatinitiative,shareavarietyofexamplesandmodelsnowbeingusedtosupportworkonandbetweencampusesoneffectiveassignmentdesign,andinviteparticipants’ideasabouthowtostimulatecollaborationaboutassignmentsintheirownsettings.

Pat hutChinGs, Senior Scholar, and natasha JanKowsKi, Associate Director—both of the National Institute for Learning Outcomes Assessment; Brad meLLo, Associate Professor and Chair, Department of Communication, Saint Xavier University; Laura GamBino, Associate Dean for Assessment and Technology, Stella and Charles Guttman Community College

sponsor session

ten years Later—did the science Center make a difference?Franklin square

Centraltoplanning,design,andconstructionoflearningspacesisthepremisethatphysicalenvironmentsaffectteaching,learning,scholar-ship,andcollaborationamongfacultyandstudents.Firstintroducedatthe2012AAC&UAnnualMeeting,EYPhascontinueditsresearchprogramwithavarietyofpartnerinstitutionstoquantifytheactualimpactnewSTEMbuildingsarehavingontheirstudentsandprofessors.Thistypeofsuccessfulpartnershiptransformsteachingandresearchenvironmentsthatcelebrateacollegeoruniversity’sscienceanden-gineeringcommunity.Duringthisdynamicsession,expertpresenterswilltakeadeepdiveintotheresearchprocess,focusingonHamiltonCollege’sTaylorScienceCenteranditsquantitativeimpacttenyearsaftercompletion.

LeiLa KamaL, Vice President Design & Expertise, and TOnI LOIACAnO, Lab Planning Expert—both of EYP; DOUG WELDOn, Stone Professor of Psychology, Hamilton College

This session is sponsored by EYP Architecture & Engineering

more than Bells without Clappers: students Finding voice through Civic engagement with Big questions


HowcancollegeeducatorsprepareNewMajoritystudentstotacklebigissuestheycurrentlyexperienceandwillfurtherconfrontinaglobalizingera?Howcanwedevelopstudents’abilitiestounderstandanduseleversofsocialandpoliticalpower?Orwillourgraduatesbelikebellswithoutclappers—voiceless,lackingresonance?Inathree-yearprojectfundedbytheTeagleFoundation,facultyandassessmentspecialistsatsixcommunitycollegesfocusonaBigQuestion:Howdowebuildourcommitmenttocivicandmoralresponsibilityfordiverse,equitable,healthy,andsustainablecommunities?Facultyaddressthisquestionthroughcurriculumonclimatechange,sustainability,humantrafficking,poverty,homelessness,health,andimmigration,anduseservice-learning,undergraduateresearch,civicengagement,andglobaldiversitylearning.Facultyleverageonlinetechnologytoadministerandcomparequantitativepre-andpost-surveyandqualitativerubric-basedassessments.These“BigQuestion”assessmenttoolswillbesharedindetailanddepthwithsessionparticipants.

roBert FranCo, Professor of Cultural Anthropology and Director, Institu-tional Effectiveness, and Krista hiser, Chair and Associate Professor—both of Kapi’olani Community College; PETER FIUME, Associate Professor, Behavioral Sciences and Human Services, Kingsborough Community College; eLizaBeth DI GIORGIO, Assistant Professor of Drawing and Painting, and AMy E. TRAvER, Associate Professor of Sociology and Education—both of Queensborough Com-munity College; Lyvier Conss, Director, Grants and Corporate Development, Maricopa County Community College District

23


Pathways to Practice: Moving Teaching/Learning Initiatives from Concept to Action through an Organic Curriculum

lafayette Park

Conference-goerswhoareenergizedandexcitedbythemanyinitia-tivesdiscussedduringtheAnnualMeetingmaystillbeuncertainofthe“nextsteps”theymighttaketobringbroad,conceptualplansintopracticewhentheyreturntotheirhomebase.Thispanelisdesignedtoopenadiscussionofeffectivewaystomovefrom“bigideas”toa“planofaction.”Panelistswilloffersuccinct,concretesuggestions,focusedonlessonslearnedfromearlierandongoingreformprojects.Weemphasizethestructuralconditions,needs,andresourcesofourinstitutions,thecontributionsofcontingentfacultyindiscussionsofgeneraleducationreform,andtheconstructionoforganiccurriculatiedtothemission,services,androlesofourcampuses.Wehopethecom-mentswillpromptaudiencememberstoidentifypointsthatconfusethem,obstaclestoreformtheyhaveconfronted,andsolutionstheyhavedevelopedthatdeservewiderconsideration.

DAnIEL McInERnEy, Professor of History and Associate Department Head, norman Jones, Chair, Utah Regents’ Task Force on General Education, and JenniFer PeePLes, Professor of Communication Studies—all of Utah State Uni-versity; PhyLLis saFman, Assistant Commissioner for Academic Affairs, Utah System of Higher Education; MARIAnnE McKniGht, Associate Professor and Department Coordinator, Salt Lake Community College; JOHn TAyLOR, Provost Faculty Fellow, Academic Affairs and Associate Professor of Biology, Southern Utah University; MATTHEW MORIn, Assistant Professor, Interdisciplinary Arts and Sciences, Dixie State University

through and Beyond the Classroom: Digital Technologies and Deep Learning

Tiber Creek—level 1B

Digitaltechnologies,whencreativelyappliedbywell-supportedfacultymembers,canenablerichlearningenvironments.Attheirbest,wecontend,theydosobyexpandinglearningcommunitiesandempow-eringstudentsascollaboratorsinknowledge-making.Weofferthreeexamples:anintroductoryresearchmethodscourseinPsychologythatusesanonlineplatformtosupportintensivestudentinteractionaroundcollaborative“realworld”problemsolving;amulti-disciplinarycommunity-basedlearningprojectbringingtogetherstudentsofSpanish(invariousdisciplines)withcommunitymemberstocreatedigitalnar-rativesthatexplicatecommunityneedsandhelpmobilizeresourcestoaddressthem;andanon-creditsummercourseofferedentirelyonlineandwithoutchargespecificallydesignedtobridgedifferencesbetweentwodivergentintermediateArabiclanguagetracks.Wewilldiscusshowtheseprojectsweredevelopedandsupportedinstitutionally,howlearningoutcomeshavebeenassessed,andhowinsightsgained(andchallengesconfronted)mightinformworkinotherfieldsandatothercampuses.

nATE THERIEn, Director for Academic Programs, Five College Consortium; ROGELIO MInAnA, Head, Department of Global Stuides and Modern Languages, Drexel University; aLexandra BurGess, Postdoctoral Fellow, Smith College; mohamed hassan, Director, Five College Arabic Program, Amherst College

DIsCUssIon sessIon

Intersectionality in Action: Inclusive Excellence on Campus


Campusesarestructuredinwaysthatmakeorganizationalsense,butthatmaynotreflectthelivedexperiencesandneedsofourstudents.Anintersectionalfocus—ofstudyabroadandmulticulturalism,ofraceandgenderandreligion,andofotheressentialaspectsofoureduca-tionalprogramsandourstudents’identities—isneeded.Exploringtheintersectionsiscomplexworkthatcancreatenew(orexacerbateexist-ing)socialorpoliticaltensions,andmaypromptcompetitionforscarceresources.However,afocusonintersectionsalsoopensdoorstonewpossibilitiesthatbetterprepareourstudentsforlifeinadiverseworld—andthatallowourinstitutionstobecomemoreefficientandeffectiveaswestrivetonotsimplydothingsbetterinourownseparatespheres,buttodobetterthingsbyworkingtogetheracrossdifference.ParticipantsareinvitedtojoinadiscussionwithcontributorstoIntersectionality in Action: A Guide for Faculty and Campus Leaders for Creating Inclusive Classrooms and Institutions(Stylus,2016).

BrooKe Barnett, Associate Provost for Inclusive Community, PETER FELTEn, Assistant Provost for Teaching and Learning—both of Elon University; JULIETTE LAnDPHAIR, Vice President For Student Affairs, University of Mary Washington; ALTA MAURO, Founding Director of Intercultural Education and Spiritual Life, New York University Abu Dhabi; anGeLa mazaris, Director, LG-BTQ Center, Wake Forest University; miCKey mcDOnALD, Provost, sarah B. westFaLL, Vice President for Student Development and Dean of Students, and eiLeen B. wiLson-oyeLaran, President—all of Kalamazoo College

researCH sessIon

student engagement: What Questions Aren’t We Asking?

Independence De

Requiringstudentstodeclareamajorandtakegeneraleducationre-quirementsisstandardfareatmostcolleges,sostandardthatthevalueofthesepracticesismostoftenleftunquestioned.Weoftenassumethatbyaskingstudentstonavigatethecurriculumbothbroadly(throughgeneraleducationrequirements)anddeeply(withinamajor)theystandabetterchanceofbecomingacademicallyengagedintheircourses.Butisthistrue?Drawingoninterviewsfromalongitudinalstudyofover200studentsatsevencolleges,wecomparestudentswhoseemajorsorgeneraleducationrequirementsasopportunitiesforengagementwiththosewhoseethemasobstacles.Whatisthecatalystforsustaineden-gagementwithinadiscipline?Towhatextentdostudentsintegrateandmakeconnectionsbetweentheirmajorsandthecoursestheychoosetosatisfytheirgeneraleducationrequirements?Weconcludeourpresenta-tionbydiscussingalternativewaystofosterengagementmoredeeplyandbroadly.

Lee CuBa, Professor of Sociology, and Joseph Swingle, Senior Lecturer in Sociology—both of Wellesley College; nanCy JenninGs, Associate Professor of Education, and suzanne Lovett, Associate Professor of Psychology—both of Bowdoin College

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Measuring Academic Governance: Five Ingredients for CAOs & Faculty

AAC&U’sAnnualMeetinginspiresyoutoreturnhometomakechangesatyourinstitution—butisyoursystemofsharedgovernanceuptothechallenge?Doadministra-torsandfacultydemon-stratethetrust,asenseofpurpose,anunderstand-ingoftheissues,theadaptability,orrecordofproductivitynecessarytomeethighereducation’smostpressingchallenges?Thispresentationasksad-ministratorsandfacultytolookbeyondthelove/haterelationshipstowardamoredifferentiatedunder-standingoftheingredi-entsofeffectiveacademicgovernance.Participantswillbeintroducedtoafive-factorframeworkgroundedintheliterature,developedfrominter-views,andtestedinasurveyofthousandsoffacultymembers.Youwillleavewithadviceforas-sessingandfosteringthequalitiesof“hard”and“soft”governanceprac-ticesessentialtosustain-ablechangeinthe“realworld”decisionmakingofcommittees,assem-blies,senates,councils,andunions.

Kiernan mathews, Executive Director and Prin-cipal Investigator, COACHE Project, Harvard University

The Extinction of Exclusion: Higher Education’s Imperative

Imaginefutureinnovativecommunities,solv-ing—yes,solving—thegrand,globalchallenges.Envisiontheircelebrationastheyrecountmomentsofhistorythatledtotheirgloballytransformativeadvancements.Willourmomentbeonetheyacknowledgeaspivotal?Suchfuturesuccessisdependentonboldactionthatleadstotheextinc-tionofexclusioninhighereducation.Why?Becausediversityenhancesinno-vation!That’sright—edu-catedcitizensaremorelikelytosolvetheothergrandchallengesoncewesolvesystemicexclusionfromhighereducation.ThispresentationusesaPechaKuchaformat—20visualslides(notext!)with20-30secondsofspokenwordperslide—tosharestoriesfromtwocampuscommunitiesthatprovidemodelsofcomprehensiveeq-uityendeavors.FueledbyLEAPandtheintegrationofhigh-impactpracticesforalllearners,theirchal-lengesandsuccessesareworthyoftheattentionofeducatorscommittedtotheextinctionofexclu-sioninhighereducation.

LORI CARRELL, Vice Chan-cellor for Academic Affairs and Student Development, University of Minnesota Rochester

Relevance: Importance of Connecting Learning to students’ LivesStudentsfromhistoricallymarginalizedpopulations(e.g.,studentsofcolorandlow-incomestudents)facesignificantdisparitiesincollegesuccessrates,andexhibitpersistenceandgraduationratesfarlowerthantheirmajor-ityandmoreaffluentpeers.Highereducationscholarshavearguedthat,inordertoachievegreaterequityincollegeoutcomes,postsecondaryinstitutionsneedtodesigncampusenvironments(e.g.,curricula,programs,andpractices)thataremorerelevanttothelivesoftheincreasinglydiversepopulationswhomtheyserve.Culturallyrelevantcampusenvironmentscanmakestudentsfeelcon-nectedtotheircampuses,nurturetheirpassionstolearn,andempowerthemtosucceedandgivebacktosociety.Thepresenterwillutilizemusic,stories,andfindingsfromhisownresearchtoofferlessonslearnedabouthowcultur-allyrelevantenviron-mentsallowdiversepopulationstothrive.

samueL museus, As-sociate Professor of Higher Education and Student Affairs and Director of Culturally En-gaging Campus Environments (CECE) Project, Indiana University Bloomington

Principedia: A Community-sourced ‘Local-Pedia’ about Learning from Instruction at Princeton University

ParticipantswillbeintroducedtoPrincipe-dia,auniqueinteractive,self-sustainingonline“encyclopedia”whichcollects,organizesanddisseminateslocalknowledgeaboutlearn-ingandteachinginthePrincetonUniversitycom-munity.Faculty,staff,andespeciallyundergraduatestudentssystematicallyre-flectupontheirmethodsandprocessesoflearningfrominstructiontomakeexplicitandpublictheirlargelytacitknowledge.Thismodel,whichcanbeadoptedbyotherinstitutions,reflectsaninnovativeapproachtorealizingacoremissionofliberalartscolleges:helpingstudentsdevelopsophisticatedapproachestolearninghowtolearn.

DOMInIC vOGE, Associate Director, sorat tunG-Kasiri, Coordinator, New Media Center, and GEnEvA stein, Assistant Director—all of the McGraw Center for Teaching & Learning at Princeton University

The #AACU16 @twitter BackchannelWewilldescribe—andinviteyoutoparticipatein—theAnnualMeeting’sTwitter“backchannel,”whereparticipantscantweetaboutthepanelstheyareat,poseques-tions,sharelinks,connectwithnewcolleagues,andbringtheinsightsofthemeetingtoothersworldwide.Wehopetoidentifybestpracticestomakethisausefultoolforgainingmorefromtheconference,and—bydoingso—makepartici-pantsmorelikelytousethesemethodstoincreasestudentengagementandlearningattheirhomeinstitutions.Thepresent-ers,partofacoregroupshapingthe#AACU16backchannel,alsoinviteyoutoaSeminarSessiononSaturdaymorningtodiscussthebackchannelandshareresults.

AnDREA REHn, Associate Professor of English/Co-Direc-tor, Digital Liberal Arts Center, Whittier College; reBeCCa Frost davis, Director for Instructional and Emerging Technology, St. Edward’s University

heds uP session (a series of 10-minute presentations in the spirit of “ted talks”)Constitution a

2:45 – 4:00 p.m.

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2:45 – 4:00 p.m. (continued)

DIsCUssIon sessIon

next Generation of Publicly engaged scholars: who they are and how Campuses Can support them

Burnham

Evidencesuggeststhathighereducation’stransformationreliesonthepracticesofanewgenerationofchangeagents—amorediversegroupwhoareincreasinglypublicintheiridentitiesandaredevelopingnewpatternsofengagementthatarechangingthenatureofteaching,learning,andknowledgegeneration.ThissessionisbasedonPublically Engaged Scholars(forthcoming,StylusPublishing).Thebook’scentralargumentisthatthisgenerationofscholars,educators,andpractitionersiscommittedtohighereducation’spublicpurposes,butnottoperpetuatingexistingpoliciesandpracticesthathavedelegitimizedwhatbellhooksdescribesastheir“waysofknowingandhabitsofbeing.”Usinganarrativeformat,wepresentthetheoreticalconstruct,“collaborativeengagement”withexamplesoftheexperiencesandcontextsoftoday’spublicallyengagedscholars.Wethenexplorewithparticipantshowcampusescancreateinstitutionalenvironmentsthatpromotenextgenerationengagement.

marGaret Post, Visiting Scholar, Dartmouth College; ELAInE WARD, As-sistant Professor, Merrimack College

researCH sessIon

College students’ experiences with writing: what do we Know, and how are institutions applying Local Findings?


AAC&U’sEssentialLearningOutcomesandtheDegreeQualificationsProfileidentifywritingasakeyoutcome.Virtuallyallcollegesanduniversitiesaimtodevelopproficientwriters.Thisresearch-informedpanelpresentationsessionwill(1)highlightrecentfindingsfromNSSE’sExperienceswithWritingmodule,includinghowtheseexperiencesvaryacrosssubpopulationsandmajorsfields,and(2)provideexamplesofhowinstitutionsaremakingproductiveuseoftheirresults.NSSEresearcherswillreportonlarge-scalefindings,andpanelistsfromtwoinstitutionsthathaveadministeredthewritingquestionswillsharewhattheyhavelearnedandhowtheyareusingresultstoguideimprovement.Participantswillbeinvitedtoconsiderfindingsaboutwritingexperienc-esandhowthosefindingsmightapplyintheirowncampuscontexts.Wewillconcludewithadiscussionofwaystoleveragestudentengage-mentresultstoinformimprovementandachievedesiredoutcomesforallstudents.

JiLLian Kinzie, Associate Director of the Center for Postsecondary Research and NSSE Institute, aLexander mcCormiCK, Associate Professor and NSSE Director, and roBert Gonyea, Associate Director of the Center for Postsec-ondary Research—all of Indiana University; Laura PaLuCKi BLaKe, Director of Institutional Research & Effectiveness, Harvey Mudd College; CharLes PAInE, Associate Chair for Core Writing and Director of Rhetoric and Writing, University of New Mexico

DIsCUssIon sessIon

One Decade In: Assessing LEAP Wisconsin

Farragut square

ThissessionwillpresentthekeyfindingsandrecommendationsoftheassessmentoftheUniversityofWisconsinSystem’sdecade-oldLEAPWisconsinInitiative.Intheprocess,wewilldiscusswhatasystem-wideimplementationofalarge-scalereforminitiativesuchasLEAPlookslike,andhowitcanservetounitefaculty,staff,administrators,andpolicy-makersaroundacommonframeworkforqualityandinclusiveexcellence,alongwithasharedsenseofpurposeforthetransforma-tivepowerofhighereducation.Attentionwillbegiventoconferencethemesfocusedonhowtoscaleevidence-basedstudentsuccessinter-ventions,promotecomprehensivemodelsthatbraidequityandqualitytogether,andinfluencecampusandpublicpolicyaffectingliberaledu-cation,qualityandstudentsuccess.WewillexplorethesetopicsagainstthebackdropofabudgetaryandpoliticallandscapethatthreatenscorevaluesofbothLEAPandpublichighereducationinWisconsin.

reBeCCa KaroFF, Senior Special Assistant to the Senior Vice President for Aca-demic and Student Affairs, University of Wisconsin System; CARLEEn vAnDE zande, Associate Vice Chancellor for Curricular Affairs and Student Academic Achievement, University of Wisconsin-Oshkosh


The Dynamic of Dialogue in America’s Global Futurelatrobe

Theactivityofvigorousandthoughtfuldialogueisessentialtoliberaleducationintheartsoffreedom,andthustodemocraciesthatworkwell,bothathomeandabroad.Thisseminarwillconsiderseveralshortreadingsonthenatureofdialogueasawayoflaunchingabroaderconversationaboutthehabitsofdeliberationessentialtodemocracy,aswellasclassroommethodsofteachingdialogueandnavigatingdiverseglobalvalues.Whatstrategiesandstructuresintheclassroombestfosteramusculardialogueoffreedomanddemocracy?Howdowebringglobalvaluestothetablewithnationalvaluesinarigorousandinclusiveway?Thisseminarwillengageboththetheoryandpracticeoftheartofdialogueascomponentsofliberaleducation.Theresolutionoflegitimateconflictinginterestsandvaluesbymeaningfuldialogueenablespeoplewhodisagreefundamentallytoformeffectiveandflourishingcommunities,andpreventsallofusfromdegeneratingintoviolence,anarchy,andwar.Thewayweeducateisthecornerstoneofhealthylocalandglobalcommunities.

todd BreyFoGLe, Director of Seminars, and david townsend, Senior Advisor on Seminars—both of The Aspen Institute

This Seminar is presented by the Aspen Institute-Wye River Academic Programs

26


2:45 – 4:00 p.m. (continued)

societal needs, student questions and General education:making Connections through online Competency-Based education

Independence BC

Thisdigitallearningandemergingtechnologiessessionexamineshowproblem-solving,studentquestions,andsocietalneedsareintegratedintothegeneraleducationcomponentoftheonlineCompetency-BasedEducation(CBE)Bachelor’sinBusinessAdministrationDegreedevel-opedbyBrandmanUniversity.Wepresentthecreativemodelusedtogeneratecross-disciplinarygeneraleducationcompetenciesrootedinsystemsthinking.Ourcompetenciesaredesignedtochallengestudentstoaskquestionsandconsidersocietalneedsinaninterdisciplinarymanner.Wesharehowanintegratedsystems-basedapproachwasem-ployedintheCBEcreationandassessmentprocess.Finally,wedemon-stratetheCBEplatform,activelyengagewithsessionparticipants,andhighlightcriticalthinkingandproblemsolvingincurricularassessment.WepresentpathwaystocompletegeneraleducationrequirementsintheCBEBachelor’sinBusinessAdministrationdegreeandexplainhowourmodelinformsotherCBEprogramscurrentlyunderdevelopment.

sheiLa steinBerG, Professor of Social and Environmental Sciences, JALIn Johnson, Assistant Professor, and moniCa shuKLa, Associate Dean, School of Business and Professional Studies—all of Brandman University

InFormaTIon sessIon (Participation limited to 25; please arrive early)

Making It Work: Integrating Internships and Other High-Impact Practices with signature work

mcPherson square

Thissessionwillexplorehowinternshipsandotherhigh-impactpractic-escancontributetoastudent’sSignatureWork—bothascapstonesandascriticallearningexperiencesthroughoutastudent’sacademiccareerthatallowthemtointegrateandapplytheirlearningtocomplexprob-lemsandprojects.First,wewillpresentanoverviewoftheSignatureWorkframework.Then,wewilldiscusshowonecollegeisemployingtheconceptofSignatureWorkacrossthecurriculum,offeringstudentsmultipleopportunitiestoengageinhigh-impactpractices.WewillthenconsiderhowinternshipscanbeusedtofurtherthegoalsofSignatureWorkearlyandinthemiddleofastudent’sacademiccareer,aswellashowinternshipscanbeconstructedascapstones.Finally,wewillponderhowconceivingofSignatureWorkasaverbratherthananounopensupthepossibilitiesfordifferenthigh-impactpractices—includinginternships—tobeincludedinthisframework.

PAREEnA LAWREnCE, Provost and Dean of the College, Augustana College; GREGORy M. WEIGHT, President, Washington Internship Institute

MODERATOR: Kathy woLFe, Vice President, Office of Integrative Liberal Learning and the Global Commons, AAC&U

This session is presented by the Washington Internship Institute

aCaD sessIon

From Access to Inclusion: approaches to Building institutional Capacities for inclusive Pedagogy

Constitution CDe

Howcanacademicleadershelptocreateinclusivelearningenviron-mentsonourcampuses?Thisinteractivesessionleadsfromtheorytopractice,showinghowGordonAllport’sContactHypothesisresultsinaframeworkforcreatingproductiveintergroupinteractions,demonstrat-inghowthePollEverywhereappfacilitatesdifficultconversations,andrecreatingacasestudyfacultyworkshopaimedatassemblinga“ToolkitforInclusivePedagogy.”

JOnATHAn CHEnETTE, Dean of the Faculty and Professor of Music, Vassar College; aBu rizvi, Provost and Professor of Economics, Lafayette College; Chad Berry, Academic Vice President and Dean of the Faculty, Goode Professor of Appalachian Studies and Professor of History, Berea College

3:15 – 4:00 p.m.


Toward High-Impact Digital Pathways:identifying and advancing Key Priorities for digitally enriched Liberal Learning

Constitution B

SmallGoupDiscussionsforpresidentsandprogramofficers—ledbymembersoftheLEAPPresidents’Trust

4:30 – 5:45 p.m.

sPeCIal PlenarY sessIon

The Equity Imperative in Practice: Presidential Perspectives

Independence a

Thepanelistswillmakethecaseforexpandingaccesstoquality,equitable,liberaleducationanddescribewaystheircampuseshaveintentionallyexpandedaccessandaddressedsystemicbarrierstoedu-cationalsuccessthathindermanynewmajoritystudents.Wewarmlywelcometheseacademicleaders—friendsandcolleaguesall—whohaveprovidedwidelyrespectedleadershipfortheircampuses,forhighereducation,andforAAC&U.

ROnALD A. CRUTCHER, President, University of Richmond; MILDRED GARCíA, President, California State University-Fullerton; wiLLiam e. (Brit) Kirwan, Chancellor Emeritus, The University System of Maryland; GAIL O. MELLOW, President, LaGuardia Community College–City University of New York

Ronald A. Crutcher Mildred García Brit Kirwan Gail O. Mellow

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6:00 – 7:30 p.m.

reCePTIon To Honor anD CeleBraTe Carol gearY sCHneIDer

Constitution Ballroom

From AAC&U’s BoArd oF direCtors (April 2015)

…CarolGearySchneider’sdecisiontostepdownasAAC&U’spresidentattheendofJune2016offerstheBoardofDirectorsanoccasiontocommemorateherremarkableachievements.ForthelastfifteenyearsaspresidentofAAC&U,andinthetenyearspriortothatasavicepresident,Carolhascompiledasignificantrecordofadvancingliberaleducation,itsquality,anditsinclusiveness.…

WecalluponthemembershiptopauseandreflectuponthishistoricmomentforAAC&U.CarolGearySchneider’spresidencyhasbeenaremarkableone.Wehavebeenfortunate—and,moreimportantly,highereducationinthiscountryhasbeenfortunate—tohavebenefitedfromhercreativeandinspiredleadership.

We invite the AAC&U community to join AAC&U’s Board and mem-bers of the staff in recognizing and celebrating Carol’s achievements and leadership.


•The Aspen Institute

•Association for Authentic, Experiential and evidence Based Learning

•Association of Catholic Colleges and Universities

•Bringing theory to Practice

•Campus Compact

•Campus Women Lead

•ChanGe magazine editorial Board

•Civic Learning and Democratic Engagement Action network

•Conference on College Composition and Communication

•Consortium for Faculty Diversity in Liberal Arts Colleges

•Consortium for Innovative Environments in Learning

•Council of Colleges of arts and sciences

•Council of Public Liberal Arts Colleges

•Council on Undergraduate Research

•Diverse: Issues in Higher Education

•harvard Graduate school of education

•hers—higher education resource services

• International Journal of ePortfolio

• Liberal Education editorial Board

•naFsa–association of international Educators

•national Institute for Learning Outcomes Assessment

•national survey of student engagement

•new American Colleges & Universities

• Peer Review editorial Board

•Phi Beta Kappa society

•The Professional and Organizational Development network in Higher Education (POD)

•The Teagle Foundation

•Project Kaleidoscope

•Project Pericles

•Quality Collaboratives

•Reacting to the Past Consortium

•Rumper Deans

•The Washington Internship Institute

•Worcester Polytechnic Institute

aaC&u welcomes Friends and sister organizations

with the leadership of Carol Geary schneider, aaC&u has become the north star for higher education to embrace and expand its most essential component, liberal education. Carol’s public, determined focus, and her intellectual astuteness to choose the right battles, have laid the generative foundation for u.s. higher education’s 21st century journey to combine the new, different, and innovative with the basis of an educated democracy—diversity, inclusive excellence, civic engagement, and syn-ergistic intellectual and practical knowledge. Thank you Carol, for your logical voice, generosity of spirit, and your life’s work that, we know, will continue to challenge and guide higher education for years to come.

— JohnneLLa e. ButLer, participant in AAC&U projects since 1991, and current Board of Directors member

Carol is the most courageous leader that I have known and worked alongside in my 40 year career. she is known for sharp intellect, cur-ricular imagination, and national voice. At so many critical moments, Carol stands firmly, unambiguously, and creatively for the imperative of a liberal education premised on intellectual substance and social equity. We saw this with her decisiveness and clarity in the 1990’s when she thoughtfully linked the struggle to properly join multiculturalism with an inclusive democratic vision.

We witness her courage in the current moment of a resurgent political nativism when Carol’s voice of reason, fairness, and inclusion inspires a whole new generation of young scholars and teachers to insist on the aims and practices of liberal learning for all students wherever and what-ever institution of higher education they choose to attend.

—riChard GuarasCi, President, Wagner College

Carol has a remarkable ability to integrate issues and themes and ques-tions, born of an intellectual agility and depth that is rare. But it’s also the ability to juggle: people, timelines, Washington weirdness, position papers, meetings, agendas, strategy. In the end it’s always about equity, and the deep belief that education serves the soul of individuals and the life of communities. On behalf of my community college colleagues and all our students—thank you, Carol.

— Brian murPhy, President, De Anza College

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Friday, January 22

7:00 – 8:30 a.m.

aCaD memBers’ BreaKFasT anD BUsIness meeTIng

Constitution CDe

This event is sponsored by Pearson

PresIDenTs’ BreaKFasT

new Contenders for the College Curriculum: “alternative Providers,” Competency-Based education, and the Restless Quest for Access at Low Cost

Independence a

disCussion Chair: sanFord unGar, Distinguished Scholar in Residence, Georgetown University; and Fellow, Lumina Foundation

PaneLists: James anderson, Chancellor, Fayetteville State University moLLy CorBett Broad, President, American Council on Education deBorah Bushway, Former Senior Policy Advisor to the Under Secretary, US Department of Education miChaeL FeLdstein, Co-Publisher of e-Literate, Co-Producer of e-LiterateTV, and Partner, MindWires Consulting. CAnDACE THILLE, Assistant Professor, Graduate School of Education, Stanford University

neTWorKIng BreaKFasT on gUIDeD learnIng PaTHWaYs

Franklin square/mcPherson square

Welcome: tia Brown mcnAIR, Associate Vice President, Office of Diversity, Equity, and Student Success, AAC&U

disCussion Leaders: GeorGette Perez, Interim Dean of Students, Miami Dade College ADAM PORRO, Director of Student Centered Services, Miami Dade College marK wiLLiams, Project Director, Male Student Success Initiative, The Community College of Baltimore County JuLius dodds, Director of Academic Retention, Chattanooga State Community College donna seaGLe, Director, Faculty Center, Chattanooga State Community College Frantz aLCindor, Director/Academy Advising, Queensborough Community College–CUNY Brian a. Kerr, Director of Articulation, Transfer & Educational Partnerships, Queensborough Community College–CUNY andrea s. saLis, Faculty Fellow and Assistant Professor of Health and Physical Education, Queensborough Community College–CUNY sonJa montas-hunter, Assistant Vice Provost, Student Access and Success, Florida International University

8:45 – 10:00 a.m.

ConCUrrenT sessIons

Critical stem Leadership for such a time as this—session iConstitution a

Radicallydifferentapproachestoincreasingournextgenerationofscientistsandengineersandpreparingthemforglobalcompetitionareimperative.However,effortsthatservetomerelyincreasethequantityofstudentsinSTEM—withoutsimultaneouslyincreasingthequalityoflearning—remainarelativelyinadequateapproachtomeetingthedemandformoreSTEMbaccalaureates(President’sCouncilofAdvisorsonScienceandTechnology,2012).Coupledwiththenecessityfornewevidence-basedapproachesistheneedforatargetedfocusonbroaden-ingtheparticipationofstudentsfromunderrepresentedgroups,whonowcomprisethefastestgrowingundergraduatepopulationsinU.S.highereducation.LisaTsui(2007)hasnotedthatqualityofteachingisoneofthestrongestandmostconsistentpredictorsofstudentinterestandretentioninscience,bothasamajorandasacareer.Yetmanycur-rentprofessionaldevelopmentinterventionsaimedatexposingfacultytoenhancedSTEMteachingstrategiescontinuetooverlooktheroleofculturalcompetenceinteachingandlearning,andfailtoinextricablylinkculturallysensitiveSTEMpedagogieswithadvancedresearch.ThissessionwillexplorecuttingedgetheoriesandpracticesthatrepresentadeparturefromtraditionalSTEMteachingmethodsandholisticallyvaluethelivedexperiencesofunderrepresentedstudents.

DAvID LEOnARD, Associate Professor, Department of Critical Culture, Gender, and Race Studies, Washington State University

This session is presented by Project Kaleidoscope (PKAL)

FeaTUreD sessIon

The next Foot Forward in Liberal EducationIndependence De

Liberaleducationhasonefootinthepastandonefootinthefuture.Discussionsofliberaleducationoftensufferfromtoomuchemphasisonthepast.Thispanelseekstoleanontheforwardfootofliberaledu-cationtoemphasizeavibrantfuture.Howdowethinkconstructivelyratherthanreactivelyaboutthecharacterandroleofliberaleducation?Howdoesliberaleducationhelpusthinkabouttheglobalizing,digitiz-ingculturewelivein?Howmightweshapethelandscapeofassess-menttohighlighttheclearestaccentsofliberaleducation?Howmightavibrant,elasticengagementwithliberaleducationhelpusthinkandactmoreresponsiblyaswewrestlewithquestionsofequity,inclusiveexcellence,anddemocraticcitizenship.

todd BreyFoGLe, Director of Seminars, The Aspen Institute; JOHn CHURCHILL, Secretary, Phi Beta Kappa Society; diane auer Jones, Presi-dent, American Academy for Liberal Education and former Assistant Secretary For Post-Secondary Education in the U.S. Department of Education; AyAnnA thomPson, Professor of English, George Washington University and Trustee, Shakespeare Association of America

This session is presented by the Aspen Institute/Wye River Academic Programs

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Friday, January 22

sponsor session

using idea student ratings of instruction to improve institutional effectiveness and student LearningFarragut square

Intheirmostrudimentaryform,courseevaluationshelpidentifystudentattitudestowardfacultyandcourses.ByutilizingIDEAStudentRat-ingsofInstruction,however,muchmoreinformationcanbegleaned.Theseresearch-supportedtools,whichdirectlyimpactopportunitiesforcontinuousimprovementandinstitutionaleffectiveness,areadaptabletotheneedsoffacultyandadministrators.FlaglerCollege—along-timeuserofIDEAStudentRatingsofInstructions—willdiscusstheiruseofresultsasatoolformakingpositivechangestothestudentlearningenvironment.ByexamininghowIDEAhashelpedimproveoutcomes,informaccreditationreporting,anddriveinstructionalandprogrammat-icinstitutionaleffectiveness,Flaglerwilldemonstratethroughfacultycasestudieshowcourseevaluationscanprovidemoreinformationthanwhetherastudentenjoyedaninstructororcourse.Additionally,timewillbespentdiscussingtransitioningtoonlineevaluationsystemsandbestpracticesforimprovingstudentresponse.

Ken ryaLLs, President, IDEA; WILL MILLER, Executive Director of Institutional Analytics, Effectiveness, and Planning, Flagler College

This session is sponsored by IDEA

academic Courses for the well-Being of First-Generation, Low-income, and minority students of ColorCabin John/arlington

Whataresomewaysthatcollegesanduniversitiescanengageunder-servedstudentsineducationalprogramstocontributetotheirwell-being?Atatimewhenfirst-generation,low-income,studentsofcolor,andotherunderservedpopulationsareincreasinglyenrollinginhighereducation,someinstitutionsareestablishing“studentservices”suchasfinancialaidorcounselingservicesinaneffortsupportthem.Whilewell-meaning,theseprogramsoftenoriginateinstudentaffairsofficesratherthaninacademically-basededucationalinitiativesledbyfacultymemberswhoare—orshouldbe—strategicallyplacedattheheartoftheireducationalexperience.Thissessionwillfocusonthelattertoilluminatehowfacultycanhelptoengagetheirunderservedstudentsinflourishing.

THIA WOLF, First-Year Experience Director and Professor of English Studies, Cali-fornia State University-Chico; GeorGe sanChez, Vice Dean for Diversity and Strategic Initiatives and Professor of American Studies and Ethnicity and History, University of Southern California

MODERATOR: Barry CheCKoway, Professor of Social Work and Urban Plan-ning, University of Michigan, and Senior Consultant, Bringing Theory to Practice


Accelerating Change: Campus Compact’s 30th anniversary statement of Presidents and Chancellors

Burnham

ThePresident’sDeclarationontheCivicResponsibilityofHigherEducation,promulgatedin1999,outlinedanambitiousvisionforhowinstitutionsofhighereducationcouldfulfilltheirpublicpurposes.IncelebrationofCampusCompact’s30thanniversaryandinthespiritofthisfoundationaldocument,leadersfromcollegesanduniversitiesthroughoutthecountryhavecontributedtothedevelopmentofanewActionStatementfortoday’slandscape,characterizedbyexplodinginequalityanddeeppoliticalpolarization.TheActionStatementseekstoleveragetheprogressthathasbeenmadeinbuildingengagementcapacityandinspiringacceleratedchangethroughcollaboration.Jointhissessiontolearnmoreaboutcommitmentsthatinstitutionswillmakeintheyearsaheadtodirectresearch,teaching,andinstitutionalactiontowardadvancementofthepublicgood.

andrew J. seLiGsohn, President, Campus Compact

This session is presented by Campus Compact

Tuning Disciplines and Engaging Departments in Using Learning Outcomes across General Education: Lessons from two Learned societies

Independence Fg

TheTuningprocessoffersbroadlyapplicablestrategiesformobilizingfacultymembers’deeplyfeltidentitiesasmembersofdisciplinarycom-munitiestoclarifylearningpathwaysforstudentsandexpandengage-mentwithhigh-impactpractices.WithframingfromTuningUSA,thissessionwillexaminethetuningprocessfromtwodisciplinaryperspec-tives.TheNationalCommunicationAssociation(NCA)willexaminethelinkbetweendiscipline-focusedprocesses,likeTuning,andgeneraleducationframeworks,suchastheDegreeQualificationsProgram(DQP).TheNCAwillalsodiscussthewaysfacultycanmostusefullyengagewithlearningoutcomesatadepartmentallevel.TheAmericanHistoricalAssociationwillhighlightlessonslearnedfromtheirnation-wideTuningprojectwithfacultyfrominstitutionsthatservediversepopulations.TheywilldiscussopportunitiesandobstaclestoTuningworkalongwithitsintegrationwiththeDQPatinstitutionsthatdifferinsize,mission,curricularfocus,funding,andothervariables.

trevor Parry-GiLes, Professor of Communication, University of Maryland, and Director of Academic and Professional Affairs, and nanCy Kidd, Executive Director—both of the National Communications Association; ELAInE CAREy, Professor and Chair of History, St. John’s University, and Vice President, Teaching Division, American Historical Association; DAnIEL McInERnEy, Professor of History, Utah State University; reGinaLd eLLis, Assistant Professor of History, Florida A&M University; sarah shurts, Associate Professor of History, Bergen Community College; nanCy quam-wiCKham, Professor of History, California State University, Long Beach

MODERATOR: david marshaLL, Associate Director, Tuning USA

30

Friday, January 22

8:45 – 10:00 a.m. (continued)

taking student success to scale (ts3)

Independence HI

Exemplarsofstudentsuccesshaveemergedacrosshighereducation;yet,nationalcompletionratescontinuetoriseonlyslightly.Wehaveyettounlockthepowerofscaleandscope.So,howdoyougetyourbeststufftothestudentswhoneeditthemost?WeattheNationalAssocia-tionofSystemHeads(NASH)believeweholdthekey.

InTS3,twentyuniversitysystemshavecometogethertoactcollectivelyonthreeevidence-basedinterventionsasastartingpointforaholisticapproach:High-ImpactPracticesforAllStudents;GuidedPathwaysUsingPredictiveAnalytics;andRedesigningtheMathPathway.EachofthesepracticesisbeingscaledupinatleastoneNASHsystemwithdemonstratedimprovementforallstudents,aswellasimpactonclos-ingachievementgapsforunderrepresentedminorityandlow-incomestudents.Wehaveestablishedcommunitiesofinterestandexpertisethatshareknowledgewiththebroadersystemcommunity,leadingtoscaledeffortsatunprecedentedlevels.

reBeCCa martin, Executive Director, National Association of System Heads; Ken o’donneLL, Senior Director, Student Engagement and Academic Initiatives and Partnerships, California State University System Office; tristan denLey, Vice Chancellor for Academic Affairs, Tennessee Board of Regents; JOAnnE russeLL, Provost Fellow for Community College Access Programs and Work-force Development, State University of New York

Best Practices and new Perspectives to Leverage Cross Campus Consortia to Achieve Inclusive ExcellenceWilson/roosevelt

Increasingly,collegesanduniversitiesaremovingtowardconsortiaar-rangementstoleveragesystemicchangeinhighereducation.TheCon-sortiumforHighAchievementandSuccess(CHAS),foundedin2000,istheoldestandlargestorganizationofitskindinthenation.Itbringstogetherhighlyselectiveliberalartsinstitutionsdedicatedtopromotingthehigheducationalandpersonalachievementofstudentsofcolor,transformingcampusculturebyeliminatinginstitutionalbarriersintogatewaysforachievementandsuccess,andproducinganddisseminat-ingempiricalevidenceandresearchtoinformdiversity,equity,andinclusioninitiativestobenefitallstudents.FacultyandadministratorsfromCHASinstitutionswilldiscusstheConsortium—composedofinsti-tutionswithverydifferenthistoriesandculturesyetwhoallshareafo-cusedcommitmenttodiversityandinclusion—whichprovidesauniqueopportunitytoadvanceanationalprojectonaccessandachievement.

miriam FeLdBLum, Vice President and Dean of Students, Pomona College; eriC estes, Dean of Students, Vice President and Dean of Students, Oberlin College; maBLe miLLner, Associate Dean of Students for Diversity and Inclu-sion, Director of Multicultural Education, Vice Chair Diversity Leadership Team; susan Layden, Research Analyst for Enrollment, Retention and Achieve-ment, Skidmore College; GRETCHEL HATHAWAy, Chief Diversity Officer and Coordinator of Title IX, Union College; JenniFer BasziLe, Director, Consortium for High Achievement and Success, Trinity College; JOHn McKniGht, Dean of Intercultural Development, Lafayette College; ED PITTMAn, Associate Dean of the College for Campus Life and Diversity, Vassar College


What is College?latrobe

Thisconferencefocusesonaccess,equity,andhigh-qualityliberaleduca-tionforallundergraduatestudents.Yetwithonlinelearning,MOOCs,competency-basededucation,andfurtherinnovationsyettocome,itislessclearthaneverjustwhatunitesallcontemporarystudentsinacommoncollegeexperience.“College”willlookquitedifferentduringAAC&U’ssecondcenturythanitdidduringtheAssociation’sfirst.Some21st-centurystudentswillsharethetrappingsofthetraditionalcollegeexperience.Manywillnot.Whenthefamiliaraccoutrementsarestrippedaway,whatremains?What,inotherwords,definesthefoundationofthecollegeexperience?Thequestioniscriticalandurgent.Withoutanswers,institutionsusinginnovativedeliverymodelswillbehard-pressedtoef-fectivelyimplementbestpractices,guidedpathways,anddigitallearningstrategies.Thisprovocativeseminarsessionwillengageparticipantsinconsiderationoftheessentialcharacteristicsofthecollegeexperience,inlightoftheexpandingspectrumofundergraduatedeliverymodels.

Jeremy Korr, Dean, School of Arts and Sciences, Brandman University

Global Liberal Arts Partnerships in Action: A Model for Cooperation

Independence BC

Thegoalofthissessionistoidentifywhatisneededtoestablish,develop,andsustaininnovativeinternationalpartnershipsbetweenliberalartsinstitu-tionsandtoexaminehowtheliberalartsarerelevantindifferentculturalcontexts.TheglobalpartnershipbetweenAshesiandWoosterprovidesamodelforinternationalcollaborationsthatgobeyondsemester-longstudentexchanges.Itexploreshowtodevelopanarrayofhigh-impactpracticesandinquiry-basedlearninginaninternationalcontext;howtofostermultiplelevelsofinteractionbetweenstudents,staff,andfaculty;andhowtoencour-agecampus-widebuy-insothatthepartnershipcanimpacttheglobalunderstandingofthewholeinstitution.Finally,itwilldiscusshoweachinstitutionprovidesaccesstostudentswithlimitedfinancialresources,andwillidentifyhurdlesofworkingacrossinternationalboundaries.

henry Kreuzman, Dean for Curriculum and Academic Engagement, The College of Wooster; MARCIA GRAnT, Provost, MILLICEnT ADJEI, Associate Director, Office of Diversity and International Programs, and oBed nsiah, Rising Senior and MasterCard Foundation Scholar—all of Ashesi University College

Embracing the Unexpected Challenges Posed by Liberal education’s successDeclaration a—level 1B

Thechallengesliberaleducationcurrentlyconfrontsaretheproductsofitssuccess.Technologyandinternationalizationnowforceuniversitiestoconfrontchallengesto1)theliberalvaluesonwhichtheyarebased;2)para-doxesandcontradictionsinherentinthosevalues;and3)fiscalpressures.Inthissession,welooktoembrace—notresist—thesechallengesaswelooktodevelopavisionof21st-centuryeducationthatisexcellent,democratic,andaccessibleacrosstheglobe’sdiversityofculturesandeconomies.WewillcombineatraditionalformatofaudienceengagementwithonlineresourcesanddiscussionbeforeandaftertheAAC&Umeeting.

marK rush, Director, International Education and Waxberg Professor of Politics and Law, Washington and Lee University; Bryan aLexander, President, Bryan Alexander Consulting; stePhen BraGaw, Visiting Professor of Politics, Wash-ington and Lee University

31

Friday, January 22

Partners in Learning: improving Preparation of Community College transfer students to Thrive in Upper Division Coursework

lafayette Park

Transferisamongthemostimportantissueswithrespecttoequity,andthissessionfocusessquarelyontheintersectionofequityandqualityinthenationaltransferconversation.Thissessionwillpresentlessonsfromresearchonpartnershipsbetweentwo-andfour-yearinstitutionsthathavebetter-than-expectedbachelor’scompletionoutcomes.Akeyfocuswillbeonhowuniversitiesareworkingwithcommunitycollegestostrengthenteachingandlearninginlowerdivisionfoundationcoursesandthusimprovetheacademicpreparationoftransferstudents.

aLison KadLeC, Senior Vice President and Director of Higher Education and Workforce Programs, Public Agenda; davis JenKins, Senior Research Associate, Community College Research Center, Teachers College, Columbia University; IRMA MEDInA, Senior Program Coordinator for the Pathways Program, Holyoke Community College; James roChe, Associate Provost for Enrollment Manage-ment, University of Massachusetts Amherst; Josh wyner, Executive Director, College Excellence Program, The Aspen Institute

researCH sessIon

institutional student Learning initiatives in minority-serving institutions (msis): Design, Implementation, and Impact


ThissessionwillprovideanoverviewofinstitutionalstudentlearninginitiativesatMinority-ServingInstitutions(MSIs)byexaminingQualityEnhancementPlans(QEPs)thatarerequiredbytheSouthernAssocia-tionofCollegesandSchoolsCommissiononCollegesasakeycom-ponentofitsaccreditationreviewprocess.Specifically,thesessionwillhighlightfindingsoftheresearchstudythatsoughttodeterminethede-greetowhichMSIsaddressAAC&UEssentialLearningOutcomesintheQEPs;theextenttowhichhigh-ImpactPractices(HIPs)areintegratedintheQEPsdesignedbyMSIs;thequalitywithwhichtheseinitiativesareimplemented;andtheimpactofQEPsonstudentandorganizationallearningatMSIs.Sessionparticipantswillbeengagedinthediscus-sionofcommonchallenges,enablers,andlessonslearnedrelatedtosuccessfulimplementationofinstitutionalstudentlearningimprovementinitiativessuchasQEPs.

nuria Cuevas, Vice President, and aLexei matveev, Director of Training and Research—both of the Southern Association of Colleges and Schools Commis-sion on Colleges; Kristen smith, Doctoral Graduate Assistant, James Madison University

DIsCUssIon sessIon (Participation limited to 25; please arrive early)

xPrize Foundation: university engagementBanneker—level 1B

TheXPRIZEFoundationisanon-profitorganizationthatcreatesandoperateslarge-scalecompetitionstoencourageinterdisciplinaryteamsofinnovatorstocreatenewtechnologiestosolveourgrandestchalleng-es.WearebuildingourUniversityEngagementprogramtoencouragecollegesanduniversitiestocompeteinourcompetitions,toprovideopportunitiestoserveasAdvisoryBoardmembersandJudges,toprovideaformatforinnovationThinkTanks,andtohighlighttheworkthatuniversitiesaredoingtofosterinnovativeinterdisciplinaryprogramstosolvetheworld’sproblems.Wewanttohearfrominstitutionsabouthowwecouldbestbuildthesepartnerships,andsupportyourgoalsforhigh-impactpractices.

emiLy musiL ChurCh, Director, Education and Impact, XPRIZE Learning, and Ben Bain, Associate, Prize Operations—both of the XPRIZE Foundation

How Faculty Can Lead—On Equity, Excellence, and Inclusive Teaching in the ClassroomDeclaration B—level 1B

Asignificantbodyofresearchpointstothecrucialfunctionoffacultydevelopmentprogramsinhelpinginstitutionsofhighereducationleveragestudentsocialdiversityeffectivelyandtoeducateallstudentsequitably(Ouellett,2005).Thispanelpresentationwillsharehowanaward-winningfacultydevelopmentprogramonteachingwasadaptedtofocusmoreintenselyonissuesofinclusionandequityintheclass-room.Panelistswillincludeinstitutionalperspectivesthatplayedaroleinhowtheprogramwasdevelopedandimplemented.Thepanelalsowilldiscussthechallengesencounteredthroughouttheprocess,andhowthesechallengeswereaddressedbycreatingamenuofoptionsforengagingfaculty.Therewillbeampletimeforconversationwithaudi-encemembersabouthowdifferenttypesofinstitutionsmightdesignandimplementsuchprograms—byidentifyingspecificprogramstruc-tures,modesofdelivery,fundingsources,andcampuscollaborations.

ELLEn MEADER, Assistant Vice Provost for Equity, Inclusion, and Academic Affairs, KeLLy maxweLL, Co-Director, Program on Intergroup Relations, tershia Pinder-Grover, Assistant Director and Co-Coordinator of Diversity Initiatives, Center for Research on Learning and Teaching, and theresa BraunsChnei-DER, Assistant Director and Co-Coordinator of Diversity Initiatives, Center for Research on Learning and Teaching—all of the University of Michigan

aCaD sessIon

Keeping academic risks in Balance: the dean’s roleConstitution CDe

Shouldacademicaffairsembraceriskmanagement?Atsomecolleges,deansandfacultyleaderstakeanactive,collaborativeroleinaddress-ingthetopriskstotheirinstitution.Theirexperiencesuggeststhatwhensuchresponsibilitiesarerelegatedtothebusinessofficeorsecuritydepartment,collegesmaymissachancetobringanacademicperspec-tivetothechallengeofbalancinginstitutionalrisks.

PauLa vene smith, Professor of English and Former Dean, Grinnell College; david BraiLow, Vice President for Academic Affairs, Franklin College; JaCK RyAn, Vice Provost and Dean of Arts and Humanities, Gettysburg College; miChaeL siddoway, Associate Dean of the Faculty, Colorado College

32

Friday, January 22

9:00 – 10:15 a.m.


How new Uses of Technology Can Raise the Levels of student success – Part i:Moving from “Pilots” to Powerful Change Agendas

Constitution B

marK miLLiron, Co-Founder and Chief Learning Officer, Civitas Learning; mJ BishoP, Director, and stePhen e. ehrmann, Associate Director for Re-search—both of the William E. Kirwan Center for Academic Innovation, University System of Maryland

10:30 – 11:45 a.m.

ConCUrrenT sessIons

Critical stem Leadership for such a time as this—session iiConstitution a

Despiteagrowingbodyofliteraturethatsuggeststhatthequalityofundergraduateteachingisessentialforacompetitivelytrainedandliber-allyeducatedSTEMworkforce,facultymembersareoftendeprivedofopportunitiesforthekindofprofessionaldevelopmentthatwillensurestudentpersistenceandachievementinSTEMfields.Asaresult,modernteachingstrategiescontinuetobeimplementedatvaryinglevelsofpre-cisionandwithonlymodestgainsinSTEMstudentsuccess,particularlyforunderrepresentedminority(URM)students.ProjectKaleidoscopehashistoricallyusedtheKolbLearningCycleasthetheoreticalfoundationofitscommitmenttodevelopingSTEMleadersthroughexperientiallearning.

Inkeepingwiththistheme,SessionIIparticipantswillactivelyengageinexperientiallearningexercisesintendedtosharpentheirawarenessofimplicitbiaseswhilehonoringandunderstandingthevalueofculturaldifference,particularlyasitrelatestoSTEMteachingandlearning.

ADRIAnA MEDInA, Associate Professor of Modern Languages, Linguistics and Intercultural Communication, University of Maryland, Baltimore County

This session is presented by Project Kaleidoscope (PKAL)

FeaTUreD sessIon

Inclusive Excellence:It’s All About Outcomes

Independence De

Mostcollegesanduniversitiesandmostacademicprogramspublishlearningoutcomes.Butdosuchoutcomesstatementscontributetoimprovedstudentpersistence?Dotheyenablefacultymemberstoreachconsensusonprogrampriorities?Dotheyenhancestudentsuccess?Dotheyinterprettheinstitutiontoprospectivestudents?Anddotheyinviteandsupportmeaningfulassessment?Experiencedauthoritiesindevelopingandusingeffectiveoutcomesstatementswillleaddiscussionofhowoutcomescanbestrengthenedandpointtousefulsources.

PauL Gaston, Trustees Professor, Kent State University Kent Campus; PETER EWELL, President, National Center for Higher Education Management Systems; HOLIDAy HART McKiernan, Chief of Staff and General Counsel, Lumina Foundation; deBra humPhreys, Senior Vice President for Academic Planning and Public Engagement

Faculty well-Being: what is it, Can it survive, and why does it matter?


Atatimewhenthefundamentalidentityofafacultymemberisthreat-enedbyinstitutionalpracticesandpublicattitudes,weexpectmoreoftheirtime,lessoftheirexpertise,andprovidescantrecognitionofthoseactivitiesthatmostoftenbroughtthefacultypersonintotheacademyandsustainsourcommitment,effort,andpurpose.Ironically,justascollegesanduniversitiesarebeginningtofocuson,measure,andun-derstandtheroleofstudentwell-beinganditsconnectiontoachievingthecentralmissionofhighereducation,littleattentionisbeingpaidtothosetaskedwithadvancingthesestudents’well-being,theverypeopletowhomthestudentslookforrolemodels,mentors,andteachers.

ann e. austin, Program Director, Division of Undergraduate Education, National Science Foundation; Barry sChwartz, Dorwin Cartwright Professor of Social Theory and Social Action, Swarthmore College; danieL KLeinman, Professor of Community and Environmental Sociology and Associate Dean in the Graduate School, University of Wisconsin–Madison

MODERATOR: JILL REICH, Professor of Psychology, Bates College, and Project Scholar, Bringing Theory to Practice


Better together: the vaLue/multi-state Collaborative for Learning outcomes Assessment

Independence Fg

Thecapacitytoestablishstudentlearningproficiencybasedontheworkfacultyaskstudentstodoisatthecenterofassessmentforstudentsuccess.Twelvestatesandalmostonehundredtwo-andfour-yearcampusesarecollaboratingontheuseoftheVALUErubricstoassessthequalityofauthenticstudentwork.AAC&UandtheStateHigherEducationExecutiveOfficers’Association(SHEEO)andstateandlocalparticipantswillshareinformationandinitialfindingsfromthepilotyearoftheVALUE/MSCinitiative.

JULIE CARnAHAn, Vice President, State Higher Education Executive Officers; Lisa Foss, Associate Vice President and Associate Provost, St. Cloud State Univer-sity; Bonnie orCutt, Director of Learning Outcomes Assessment, Massachusetts Department of Higher Education; terreL L. rhodes, Vice President, AAC&U

33

Friday, January 22


Tech Won’t Mean a Thing if you Don’t Adapt your TeachingFranklin square

Asfacultyareurgedtointegratetechnologyandadoptblended,flipped,andonlineteachingformats,theygrapplewithquestionsaboutstudentengagement,interactivity,andcollaborativelearninginavirtualenvi-ronmentthattheythemselveshavenotexperiencedaslearners.Howdowepreparefacultytoadapttheirpedagogytomaximizestudentlearningwiththedigitaltoolsavailabletothem?Howdowecreatea“naturalcriticallearningenvironment”online?Howdowebestfosterconnectedlearninganddeveloptheskillsourstudentswillneedasprofessionals,criticalthinkers,andengagedcitizens?Inthisinterac-tivesessionweintroduceideasforintegratingtechnologyintolearner-centeredteaching.Wewillidentifyclassroomtechniquesthatcanbeeasilytransferredtothedigitalenvironment,somethatarelesseffective,andhighlightsomenewapproachesthataretrulyuniquetotheonlinelearningenvironment.

LOTT HILL, Executive Director, Center for Innovation in Teaching Excellence, soo La Kim, Director, Center for Innovation in Teaching Excellence, and sCott LEE, Faculty—all of Columbia College Chicago

scaling evidenced-Based roadmaps for student successIndependence HI

JointhisinteractivesessiontolearnhowthreecollegesfromAAC&U’smulti-yearproject—Advancing Roadmaps for Community College Leadership to Improve Student Learning and Success—aresuccessfullycollaboratingacrosscampussectors,withinthelocalcommunity,andwithnationalpartnerstoimprovestudentachievementoutcomes.

TheCommunityCollegeofBaltimoreCounty’spartnershipwithalead-ingnationalinitiativeinhighereducation,theMinorityMaleCom-munityCollegeCollaborative(M2C3),hasledtotheimplementationofareplicable,evidence-basedMaleStudentSuccessInitiative(MSSI).MiamiDadeCollegehasdevelopedaThree-TieredAdvisingModelthatspansacrosssevencampusesandtwooutreachcenters.Themodelisdesignedtoincreaseenrollment,studentsuccess,andcompletionbyprovidingsupporttostudentsfromhighschoolthroughgraduation.QueensboroughCommunityCollegehasdevelopedTheQueensbor-oughAcademies,anationally-recognizedstudentsuccessmodelwithfivedisciplinaryclustersthatcombineintentionaladvisementandhigh-impactpracticeswiththeuseoftechnologytoprovidesustainedsupportforstudentsacrosstheireducationaljourneys.Presenterswilladdressthechallengesofleadingandimplementingtheselarge-scaleeffortsandofusingevidencetoinformplanningandongoingassessment.

marK wiLLiams, Project Director, Male Student Success Initiative, and James MURRAy, MSSI Case Manager—both of The Community College of Baltimore County; GeorGette Perez, Interim Dean of Students, and ADAM PORRO, Director of Student Centered Services—both of Miami Dade College; ARTHUR CORRADETTI, Dean for Accreditation, Assessment, and Institutional Effective-ness, and Laura Bruno, Assistant Dean of Enrollment Management, Admis-sions, and Recruitment—both of Queensborough Community College

Advancing Roadmaps for Community College Leadership to Improve Student Learning and Success is funded by The Kresge Foundation

researCH sessIon

Higher Education for Civic and Moral Responsibility:Engaged Learning and Moral Identity

Burnham

Educatingstudentsfordemocraticcitizenshipinanincreasinglyplu-ralisticsocietyisacoreliberaleducationgoal.However,thereislittleevidenceabouteducationalpracticesthatareeffectiveinpromotingcivicandmoralresponsibility.TheUniversityofNotreDameandDukeUniversityhaveprogrammaticlevelcommitmentstopromotingengagedcitizenshipand,withsupportfromtheTeagleFoundation,arecollabo-ratingtoaddressthisneedforevidenceabouteffectivecurricularandexperientialprogramcomponents.Wewilldiscuss:1)thedevelopmentofasurveymeasureofsalientconstructs;2)initialfindingsregardingtherelationshipofstudents’senseofmoralidentitywiththeircapacitiesforperspectivetakingandempathy,personalandotherdirectedvalues,andtypeofpublicserviceengagements;3)howthesecapacitiesandcom-mitmentsarereflectedinandinfluencedbythecurricularandexperien-tialprogrammaticexperiences;and4)theimplicationsforeducatingforcivicandmoralresponsibility.

roBert thomPson, Jr., Professor of Psychology, Duke University; JAy BrandenBerGer, Director of Research, Center for Social Concerns, University of Notre Dame

the retention and success of traditionally underrepresented students—an innovative Program of Unusual EffectivenessDeclaration B—level 1B

Theretentionandacademicperformanceoftraditionallyunderrepre-sentedstudents—thenewmajority—isapriorityofeveryinstitution,andthissessionwillfocusonanew,low-cost,unusuallyeffectivestrategyforpersistenceprograms.DevelopedbyStanfordUniver-sityresearchersandtheCollegeTransitionCollaborative(CTC),the“interventions”havebeenfoundtohaveamajorpositiveeffectontheretention,academicperformance,andwell-beingofunderrepresentedstudentsatlargeinstitutions.SixliberalartscollegeshavecollaboratedwiththeStanfordresearcherstodevelopandimplementinterventionsappropriateforliberalartscolleges.Thepresentationfocusesoneachcollege’sreasonsforparticipatinginthecollaborative,theworkandfindingstodate,howthecollaborationbetweenCTCresearchersandresearchersateachofthecollegesisadvancingfacultyscholarshipandopportunitiesforstudentresearch(a“high-impact”opportunity),andthecomplementarystrategiesthecollegesareconsideringtoengagestudentsacademically.

RICHARD DETWEILER, President, Great Lakes Colleges Association; AMy PETERMAnn, Research Coordinator, and shannon Brady, Doctoral Candi-date—both of Stanford University; matthew Broda, Associate Professor of Education, ELLEn FALDUTO, Chief Information and Planning Officer, and amBer GarCia, Associate Professor of Psychology—all of The College of Wooster; roBert horton, Professor of Psychology, Wabash College

34

Friday, January 22

10:30 – 11:45 a.m. (continued)

E-Portfolios: Engaging Learners, Integrating Learning

lafayette Park

IUPUI’sePortfolioInitiativehaspurposefullyalignedthebenefitsofe-portfolioswithhigh-impactpractices,andthegradualadoptionofe-portfoliosforthosepurposessupportsacceleratingimplementationacrosscampus.Wehavealsofocusedattentiononwaysthate-portfolioscansupporttheheavyproportionofourstudentswhoare“NewMajor-ity,”helpingthemunderstandandtakeresponsibilityforeducationalpathwaysthatcanhelpthemsucceed.Ourownresearchsupportsthevalueofsuchengagementnotonlyforundergraduatesbutalsoforsomegraduateandprofessionalstudents.IUPUIpresenterswillofferpracticaladviceonusefulapproacheswhenstartingoutandingrowingbeyondapilot—includinghownottoworryaboutgettingsomethingwrong!Comepreparedtojoinadiscussionofhowyouhaveusedandmightusee-portfoliostoempowerandengageallstudents.

susan sCott, ePortfolio Coordinator, and susan Kahn, Director, ePortfolio Initiative—both of Indiana University-Purdue University Indianapolis


Re-Imagining Online Learning: student engagement and transformation in the digital age

latrobe

HowmightdigitaltechnologyandWeb2.0platformsfacilitateamoreen-gaged,participatory,andcollaborativeapproachtoknowledgedevelop-ment?Onlinelearningwassupposedtorevolutionizehighereducation.Insteadithas,inmanyways,endedupreproducingthesameone-way,broadcastmodelofeducationuniversitieshaveemployedforhundredsofyears—thelecturehall!Thissessionwillprovideparticipantsachancetosharetheirinsights,struggles,andsuccessesindevelopingonlinelearningenvironmentsthatincreaseaccesstoeducation,drivesocialchange,andgeneratetransformativelearningexperiencesforstudents.

seth PoLLaCK, Professor and Director, Service Learning Institute, and nICOLE MAnAPOL, Digital Learning Designer, Amplifier Strategies—both of California State University, Monterey Bay


Pedagogy and the Big questions: dealing with religious Commitments, Belief systems, and strongly Held values in the Classroom

Banneker—level 1B

Participantsinthisseminarwillbeaskedtopresentperspectivesanddiscussthefollowingissues—aswellasothersthattheyraiseduringtheseminar:Whathappenswhenacurricularitem‘triggers’apsychologi-calresponse?Whatisthepsychologicalnatureandconsequenceofa‘triggered’response?Whatarethephilosophicalandpersonal“rights”ofthestudent?Whatisthe“duty”oftheeducator/institution/culture?Canthestudents’reactionscreativelybeincorporatedintotheeduca-tionalexperience?Ifso,how?

nORMAn ADLER, University Professor, Yeshiva University; norman Jones, Chair, Utah Regents’ Task Force on General Education; RICHARD MORRILL, Chancellor, University of Richmond

researCH sessIon

strategic Planning for equity, diversity, and inclusion in Higher EducationWilson/roosevelt

Highereducationinstitutionscontinuetoprofesstheimportanceofdiversityandfacepressurestocreateinclusiveandequitablecampusenvironmentsfordiversepopulationsofstudents,faculty,andstaff.Inorganizingtoachievetheaimsrelatedtothesecommitments,insti-tutionalleadersmustchallengeexistinginstitutionalstructuresandtransformtheircampusclimates.Thissessionwillexploretheroleofstrategicdiversityplanningasaprincipaltoolforenactingtransforma-tiveorganizationalchange.Wewillsharethefindingsofarecentmulti-institutionalstudyofstrategicdiversityplansandplanningprocessesandhighlighttheirimplicationsforpracticebyfacilitatinganinteractivepaneldiscussionfeaturingagroupofcampusleadersfromoneoftheinstitutionsinoursample.Ourinteractivepaneldiscussionwillfocusontheprocessofstrategicdiversityplanningrelatedtoinitiatingtheplanningprocess,engagingthecampusinitsdevelopment,promulgat-ingtheplan,andassessingitsimpact.

JEFFREy MILEM, Professor, University of Arizona; JOAnnA FRyE, Research Associate, University of Michigan; sharon Fries-Britt, Associate Professor, and Kumea shorter-Gooden, Chief Diversity Officer and Associate Vice President—both of the University of Maryland; roBert waters, Dean, School of Public Service, Excelsior College

maximizing student access to Global Learning high-impact Practices Across the CurriculumIndependence BC

Deansrepresentingpublicandprivateinstitutions—membersoftheCommitteeonLiberalArtsoftheCouncilofCollegesofArtsandSci-ences,andtheCouncilofPublicLiberalArtsColleges—willprovideexamplesofplanning,implementing,andpromotingliberaleducationprogramstoincreasestudents’accesstogloballearningopportunitiesforcivicengagementacrossthecurriculum.Thepanelwillshowcaseexamplesofprogramdevelopmentprocesschallenges;successesinpro-vidingfinancialsupportaccesstoadiversegroupofstudents;andtheeffectiveuseoftechnologytointegrateinstitutionalethicalcorevalues,facultyresearchconnections,alumni/currentstudentnetworksandbusinesspartnershipssoastoinfusehigh-impactpracticesthatenhanceglobalstudyacrossthecurriculum.Thepanelwillleadtheaudienceindiscussionofassessmentoftheirexisting/potentialbusiness,faculty,alumni,andstudentpartnerstodeveloparoadmapforenhancingallstudents’accesstogloballearningandcivicengagementexperiences.

CARMEn CID, Dean, School of Arts and Sciences, Eastern Connecticut State Uni-versity; MOnICA COWART, Associate Dean, School of Liberal Arts, Merrimack College; riChard FinKeLstein, Dean, College of Arts and Sciences, University of Mary Washington; todd PFannestieL, Dean, College of Arts, Education and Sciences, Clarion University of Pennsylvania

35

Friday, January 22

Creating effective institutional diversity strategies—and Preparing for Fisher IIFarragut square

Admissionsandenrollmentpoliciesatcollegesanduniversitiescon-tinuetobeinthespotlight,particularlynowthattheU.S.SupremeCourtwillhearFisherv.UniversityofTexasforasecondtimeinthe2015-16term.Thisinteractivesessionwillfocusonthelegalandpolicyframeworkforcreatingeffective,sustainablediversitypoliciesandpracticesatinstitutionsofhighereducation.ItwillalsopreviewthekeyissuesandprospectiveresponsestrategiestopreparefortheCourt’snewdecisioninFisher.

ARTHUR COLEMAn, Co-Managing Partner, and teresa tayLor, Policy & Legal Advisor—both of EducationCounsel

aCaD sessIon

strengthening the Core—developing mid-Level Leaders Who Can Implement ChangeConstitution CDe

Institutionsbenefitfromdevelopingmiddle-levelleaderswhocanman-ageinstitutionalinitiativesinalignmentwithinstitutionalvision.Partici-pantswillidentifyanddiscussstrategiestodevelopmid-levelleadersby(a)cultivatinginstitutionalvision;(b)developingperipheralvision;(c)aligninginter-departmentalpractices;and(d)empoweringmiddleman-agers.Thisinteractivesessionisintendedfordeansandotheracademicleadersworkingoninstitutionalinitiatives.

KathLeen e. harrinG, Dean of Institutional Assessment and Academic Plan-ning, Muhlenberg College; James m. sLoat, Associate Provost and Associate Dean of Faculty, Colby College; John e. zimmerman, Vice President for Academic Affairs and Dean of the Faculty, Washington & Jefferson College

10:30 – 11:45 a.m.


How new Uses of Technology Can Raise the Levels of student success – Part ii:Lessons from Leaders in the University Innovation Alliance

Constitution B

marK BeCKer, President, Georgia State University; EDWARD RAy, President, Oregon State University; terreLL strayhorn, Director, Center for Higher Education Enterprise, The Ohio State University

11:45 a.m. – 1:15 p.m.

aCaD KeYnoTe lUnCHeon

Equity and Quality in College Experiences and Graduate OutcomesIndependence a

FindingsfromtheGallup-PurdueIndex—thelarg-estrepresentativestudyofcollegegraduateswithmorethan60,000respondents—providefascinat-ingandsurprisinginsightsonequityincollegestudentexperiencesandgraduateoutcomes,anddisappointingandchallenginginsightsaboutthequalityofhighereducation.Howdograduatesofdifferentracesandfirst-generationstatusfareonthelikelihoodofachievingkeystudentexperiencesincollege?Howdograduatesofdifferentraces

andfirst-generationstatusfareonlong-termoutcomessuchasbeingengagedintheirworkandthrivingintheiroverallwell-being?Andhowdotheseinsightsguideusinimprovingpolicyandpracticeinhighereducation?

Brandon Busteed, Executive Director, Education and Workforce Develop-ment, Gallup Education

This event is sponsored by Pearson

noon – 2:00 p.m.

PresIDenTs’ lUnCHeon anD PlenarY aDDress

Geek Heresy: Rescuing Social Change from the Cult of Technology

Constitution B

A“recoveringtechnoholic,”Toyama,co-founderofMicrosoftResearchIndiaandnowtheW.K.KelloggAssociateProfessorofCommunityInformationattheUniversityofMichigan,beganhisworkonglobaldevelopmentconvincedthatdigitaltechnologycouldprovethekeytoliftingcommunitiesfrompovertyandschoolsfromdysfunction.ButthroughhisworkinIndiaandelsewherehebecameskepticalofUto-pianvisionsandstronglypersuadedthatweneedadifferentapproachtotechnologyinsocialchangeendeavors.BasedonhisbookGeek Her-esy,ProfessorToyamawillexplorehisownlearningabouttheneededalignmentofhumanjudgmentwithdigitalinnovation.Dr.ToyamaholdsaB.A.fromHarvardandaPh.D.incomputersciencefromYale.

Kentaro toyama, W.K. Kellogg Associate Professor of Community Informa-tion at the University of Michigan, and author of GeekHeresy:RescuingSocialChangefromtheCultofTechnology(PublicAffairs, 2015)

Additional seating will be provided for registrants not attending the Presidents’ Luncheon, but who would like to hear Professor Toyama’s presentation. The doors will open at 1:00 pm. Please note that this additional seating will be limited.

Brandon Busteed

36

Friday, January 22

1:30 – 2:30 p.m.

ConCUrrenT sessIons

FeaTUreD sessIon

Using the Degree Qualifications Profile (DQP) to Enhance and Ensure Educational QualityConstitution a

Whatpromptsfacultyandstafftoengageinmeaningfulwaysineffortstoimproveanddocumentstudentlearning?Andhowdostudentsben-efitfromallthisactivity?DrawingonlongitudinaldatacollectedbytheNationalInstituteforLearningOutcomesAssessmentfrom500collegesanduniversities,thissessionfeaturesexamplesof“whatworks”inusingtheDegreeQualificationsProfile(DQP)toenhanceandensureeduca-tionalquality.TheDQPhasmanyapplications,suchasrevisinglearningoutcomestatementsandgeneraleducationrequirements;mappingcurricularorco-curricularexperiencestooneormoreDQPproficien-cies;designingalternativeeducationalpathways,andcreatingmodelassignmentsforstudentsalignedwithDQPproficiencies.EmphasiswillbegiventohowdifferenttypesofcollegeanduniversitieshaveusedtheDQPtodesignguidedpathwaysthatensureequitableaccesstointentionalliberaleducationlearningexperiencesthatpreparestudentstodealwithunscriptedproblemstheywillencounterpostcollege.

GeorGe Kuh, Director, natasha JanKowsKi, Associate Director, and JiLLian Kinzie, Senior Scholar—all of the National Institute for Learning Outcomes Assessment; DAnIEL McInERnEy, Professor of History, Utah State University

Four Continents, Five Countries, six universities:Integrating Team, Technology, and Cross-Cultural Learning in the Cloud

Independence HI

Inthissession,participantswillexamineissuesaddressedinaninnova-tive,cross-disciplinarySTEM-Businesscoursethat,tothebestofourknowledge,isthefirstofitskindintheworld.Itistaughtbyacross-disciplinarygroupoffacultyatuniversitiesinEgypt,Ireland,Russia,Taiwan,andtheUnitedStates.Wewillexploretheopportunitiesandchallengesofacollaborativelytaughtcourse;andexaminethepower-fulcompetenciesstudentsgaininworkingincross-institutionalvirtualteams,usingcloudtoolstoallowteamstoseamlesslyaccomplishtheirworkacrossgeographicalandtimezonebarriers.Wewillconsidertheissueofdiversitywithincross-culturalvirtualteamsthatcanfuelcreativ-ity,butalsocanraiseconflictsthatrequireresolutioninaculturallysensitivemanner.Finally,wewillsharetheproject’sassessmentdata,andlessonslearned,forapplicationtoothercampuses.

mei-yau shih, Associate Director, Center for Teaching and Faculty Develop-ment, and Gino sorCineLLi, Lecturer—both of the University of Massachusetts Amherst; mary deane sorCineLLi, Distinguished Scholar in Residence, Mount Holyoke College, and Founding Director, Center for Teaching and Faculty Development, UMass Amherst

MODERATOR: sam PotoLiCChio, Director of Global and Custom Education, Georgetown University

DIsCUssIon sessIon (Seating is limited; please arrive early.)

Resilience in Higher Education: A Conversation with The Resilience Consortium

latrobe

Bythetimetheyreachcollege,manyofourstudentshavedevelopedacademicandpersonalresilienceinthefaceoffamily,sociocultural,orfinancialadversity.Butthecollegeexperienceinevitablypresentsstudentswithnewdemandsandexpectationsthattesttheirlimits.Howdowehelpourstudentsunderstand,respondto,andlearnfrominevi-tablechallengesandsetbacksandhelpthemdeveloplifelongcapaci-tiesforresilience?TheResilienceConsortiumwasfoundedin2014bytenIvy+universitiestosparkconversations,collaborations,andnewideasforpromotingresilienceoncollegecampuses.ThisdiscussionfeaturesmembersofTheResilienceConsortium’ssteeringcommittee,whowillshareexamplesofprograminitiatives,surveyinstruments,webresources,andvideonarrativesfromtheirrespectivecampuses.Attend-eeswillbeinvitedtoparticipateinarobustdiscussionandtojoinTheConsortium’sgrowingcommunityofeducatorsinterestedinpromotingstudentresilience.

adina GLiCKman, Director, Academic Support Programs, Stanford University; MyRnA COHEn, Executive Director, Weingarten Learning Resources Center, University of Pennsylvania; aBiGaiL LiPson, Director, Bureau of Study Counsel, Harvard University; nIC vOGE, Associate Director, Undergraduate Learning Program, Princeton University

MODERATOR: DOn HARWARD, Director, Bringing Theory to Practice, and President Emeritus, Bates College

Practical solutions for admissions equityIndependence De

Participantswillgaingreaterunderstandingofthestateofcurrentadmis-sionspractices,whythesepracticeschallengeequityinourschools,andlearninnovationsbeingimplementedacrossthenation.Diversityonourcampusesbeginswithhavingamorediverseapplicantpool.Yet,theprogressinensuringthatallstudentshaveaccesstohighereducationisthreatenedbyanumberoffactors,butmostlybyanadmissionsprocessthatasksstudentstonavigateacomplexsystemoftests,essays,grades,andactivities.Thesystemperpetuatessocioeconomicinequities,anditisafalliblemethodforuncoveringstudentpotential.ThispanelformatsessionpresentsinformationsharedbyfrontlinehighereducationprofessionalsoncurrentadmissionspracticesatarecentconferencesponsoredbyGoucherCollegeandtheAssociationofAmericanCol-legesandUniversities.Practicalsolutionsthatcanbereplicated,suchastheGoucherVideoApplication,werediscussed,andthatinformationwillbesharedaswell.

José antonio Bowen, President, and LesLie Lewis, Provost—both of Goucher College; DAWn MICHELE WHITEHEAD, Senior Director for Global Learning and Curricular Change, AAC&U

37

Friday, January 22

supporting and sustaining access and equity: Lessons and Challenges from Three national Leaders

Independence BC

The New York Times developedaCollegeAccessIndextoevaluateinstitutionaleffectivenesswithregardtostudentaccessandsuccess.Focusingoninstitutionswithfour-yeargraduationratesofatleast75%,theIndexlookedatthepercentageoffirst-yearstudentsfromlow-incomefamilies(asmeasuredbyPellgranteligibility)andtheiraveragenetpriceofattendance.Thispanel’sparticipantswerepleased,butalsosomewhatsurprised,tobeamongthetoprankedinstitutions.Whileitisgratifyingtohavepublicaffirmationofourmissiondrivencommit-mentstoaccessandequity,ourrelativelysmallsizeandthemagnitudeoftheresourcecommitmentsneededraiseseriousconcernsaboutthesustainabilityofthisdistinction.Thispanelwillexaminethestrategiesandrealitiesofattemptingto“BraidQualityandEquityTogether.”

LInDA McMILLIn, Provost and Dean of Faculty, and L. Jay Lemons, President—both of Susquehanna University; CATHARInE HILL, President, and JOnATHAn CHEnETTE, Dean of the Faculty and Professor of Music—both of Vassar College; CAROL MOOnEy, President, and PATRICIA FLEMInG, Provost and Senior Vice President for Academic Affairs—both of Saint Mary’s College

An Inside view: The Use of Quantitative Classroom Observation for Understanding College Educational Quality

Burnham

Institutionsinvestconsiderablyinunderstandingcollegeeducationalqualitythroughsurveys,testing,andanalyzingstudentwork.Whatisoftenmissingfromtheseassessmentsistheclassroom.Howcanwetrulyunderstandteachingandlearningwithoutaninsideviewofwhatishappeningwithincollegeclassrooms?SponsoredbytheNationalAcademyofEducation/SpencerFoundationpostdoctoralfellowship,theCollegeEducationalQuality(CEQ)projectusedquantitativeobserva-tionofapproximately600coursesacrossnineinstitutionstounderstandteachingqualityandacademicrigorattheinstitutionallevel.Panelistswilldescribetheirexperienceswiththeproject—fromthedevelopmentoftheproject,totheobservationalstudyofcollegeclassroomsthatcancomplimentotherformsofdata,totheinstitutionalperspective—e.g.,howdiditworkandwhatwerethechallengesontheground?Present-erswillfocusonwaysthatquantitativeobservationcouldbeusedasatoolforcampusestoimproveliberallearningacrossdiversestudentsandinstitutionsandasawaytobetransparentabouteducationalqual-itytothepublic.

CorBin CamPBeLL, Assistant Professor, Teachers College, Columbia University; CharLes BLaiCh, Director, Center of Inquiry at Wabash College and the Higher Education Data Sharing Consortium (HEDS), Wabash College; riChard smith, Vice President and Dean of the College, Roanoke College

Mapping the HIP LandscapeFranklin square

Scholarsandorganizationshavebeguntoencourageparticipationinmultiplehigh-impactpractices(HIPs)duringanundergraduatecollegecareer.AlthoughthereismuchvariationintheaverageamountofstudentHIPparticipationatdifferentinstitutions,noonehasexaminedwhetherornotthatvariationcanbeattributedtoparticularinstitutioncharacteristics.FacilitatorswillfocusonhowvariouscharacteristicsrelatetohigherlevelsofHIPparticipationattheinstitutionlevel,andparticipantswilllearnaboutonewaytoassessHIPparticipation.Then,basedonthatapproach,wewillexaminevisualrepresentations—“maps”—displayingtherelationshipsbetweeninstitutioncharacteristicsandincreasedparticipationinHIPs.Additionally,participantswillthinkabouttheimplicationsforindividualinstitutions,institutionswithpar-ticularcharacteristics,andstateandfederalpolicymakers.

thomas neLson Laird, Associate Professor of Education, and aLLison BrCKaLorenz, Research Analyst and FSSE Project Manager—both of Indiana University Bloomington

DIsCUssIon sessIon

accomplishing the Goals of signature work through e-PortfoliosIndependence Fg

Highereducationiscurrentlyfacinganumberofchallenges,and,inad-ditiontoaffordability,chiefamongthesechallengesarethecompletion/attainmentgapandqualityoflearningconcerns.NewinitiativesfromAAC&UarepromotingnotionsofSignatureWorkthataddressthesechallenges.WithSignatureWork,allstudentsexperiencemultiplehigh-impactpractices.Thisisthenewstandardofqualitylearninginhighereducation;however,studentengagementinnumeroushigh-impactpracticesmayprovidestudentswithdisparatelearningexperiences.Withoutopportunitiestofosterintegrativelearning,thefullpotentialofSignatureWorkwillnotbeachieved.Adoptionofe-portfoliopedago-giesandpracticesinconjunctionwithSignatureWorkstrategiespro-videthegreatestopportunitiesforhighereducationtomeetitsqualityaspirationsandcollegecompletion/attainmentgoals.ThissessionwillchroniclethecurrentlandscapeofhighereducationandofferabestpracticevisionforSignatureWorkthatembracese-portfolios.

edward watson, Director, Center for Teaching and Learning, University of Georgia; GAIL RInG, PebblePad, and former Director, ePortfolio Program, Clemson University

non-traditional students at Public Liberal arts Colleges: The Equity Imperative

Wilson/roosevelt

Thetwenty-ninememberinstitutionsoftheCouncilofPublicLiberalArtsCollegesservealargenumberoffirst-generation,transfer,return-ingstudents,andmilitaryveterans.Aspubliccollegesanduniversities,theissuesofequityanddemocraticaccesstoliberaleducationinasmalltomedium-sizedcampussettingisacorevalueoftheconsor-tium.CampusleaderswillsharerecentexperienceswithNewMajorityundergraduatesandstrategiesforstudentsuccessinthecontextoftheongoingfiscalchallengesfacingpublichighereducation.

BiLL sPeLLman, Director, Council of Public Liberal Arts Colleges; TROy PAInO, President, Truman State University; sandra Jordan, Chancellor, University of South Carolina-Aiken; DOnnA P. HEnRy, Chancellor, The University of Virginia’s College at Wise; PETER MERCER, President, Ramapo College of New Jersey

This session is presented by the Council of Public Liberal Arts Colleges (COPLAC)

38

Friday, January 22

1:30 – 2:30 p.m. (continued)

DIsCUssIon sessIon

The Professoriate Reconsidered: Lessons from the national Report—Adapting by Design

Farragut square

Thefacultyhasevolvedfromlargelytenuretracktomostlyfull-andpart-timenon-tenuretrack.Whilechangesinfacultyroleshavebeenoccurring,thesealterationsarenotalwaysintentionalortiedtocampusmissionandgoals.Thissessionwilldescribecritiquesofbothpart-timeadjunctandtenuretrackfacultyroles.Wereviewaprocessforinten-tionallydesigningfacultyrolesaswellasoffernewmodelsofthepro-fessoriatethatareintentionallydesignedtosupportstudentlearningandinstitutionalgoals,addressacademicfreedom,andmaintainthefacultyroleasaprofessionalone.Wealsoprovidedatafromarecentstudyofhighereducationstakeholdersrelatedtotheirviewsofthesenewfacultymodels—outliningwhereconsensusexistsandprovidingopportunitiesforsharedvisionsofthefacultymovingforward.

adrianna Kezar, Professor of Education and Co-Director, and eLizaBeth hoLComBe, Research Assistant, both of the Pullias Center at the University of South-ern California; danieL maxey, Provost’s Fellow, Santa Clara University; susan aLBertine, Vice President, Office of Diversity, Equity, and Student Success, AAC&U

DIsCUssIon sessIon

Recognizing Excellence in Campus Assessment: the vsa eia designation Program

lafayette Park

TheExcellenceinAssessment(EIA)Designations,sponsoredbytheVoluntarySystemofAccountability(VSA),NILOA,andAAC&U,aredesignedtorecognizecampusesthataresuccessfullyintegratingassess-mentpracticesacrosscampustoprovideevidenceofstudentlearningoutcomesthatarerepresentativeofallstudentswhoattendtheirinstitu-tion.Asincreasedattentionhasbeenpaidtocampus-levelassessmentoutcomesasanindicatorforcampusaccountability,thepressurehasincreasedoncampusestosimplyreportonenumbertorepresentthelearningoutcomesforallstudentstomeetexternaldemands.Insomecases,thispressurehasledtodecouplingcampus-levelassessmentactivitiesfromthosethatsupportandgivecredencetotheoverallresults.ThepurposeoftheVSAEIAdesignationistorecognizetheworkofcampusesthatareengaginginthefullbreadthanddepthofstudentlearningoutcomesassessment.ThissessionwillintroducetheEIADes-ignationprogramandwillarticulatethevisionofvertically-integratedcampus-wideassessmentthatthedesignationprogramisbuiltonasamodelforallinstitutions,notjustthoseeligiblefortheEIADesignations.

teri Lyn hinds, Director, Research and Data Policy, Association of Public and Land-Grant Universities and Project Manager, Voluntary System of Accountability; natasha JanKowsKi, Associate Director, National Institute for Learning Outcomes Assessment


trigger warnings in Course syllabi: Critical Inquiry or Policing the Inclusive Classroom?

Banneker—level 1B

Recentdiscussionsof“triggerwarnings”challengefacultytoconsiderhowthevaluesofcriticalinquiryandinclusionintheclassroommayconflictwithdemandsforadvancewarningaboutsensitivematerials.Whilesome“saystudentshavearighttoknowofsensitivematerialinadvance”(ColleenFlaherty,Chronicle of Higher Education,April14,2014),otherssuggestnotonlythatwhatconstitutessensitivematerialisimpossibletopredictandtoobroadlydefined,butalsothattrig-gerwarningsunderminethefundamentalgoalofliberaleducationtoengagestudentsbeyondthefamiliar.Howareinstitutionsdevelop-ingpoliciesinresponsetothecallfortriggerwarningsoncurricularmaterials?Aresuchpoliciesconsonantwithoropposedtoinstitutions’globallearninganddiversitymissions?Whatisatstakeinthisdebate,andhowdofacultymembersnavigatethesehighlycontestedissues?LedbymembersofCampusWomenLead—adiversegroupofwomenwithperspectivesfromstudentaffairs,faculty,andadministration—theworkshopwillofferachanceforhighlyinteractivediscussionthatincor-poratesindividualandsystem-levelanalysis.

Gertrude Fraser, Associate Professor of Anthropology, UnIversity of Virginia; PATRICIA LOWRIE, Senior Consultant to the Provost and Director Emeritus Women’s Resource Center, Michigan State University

Building resources and Building Connections: Cross-institutional Collaboration on Blended Learning


Panelistswillcomparecollaborationmechanisms,goals,andfindingsamongfourmulti-institutionalprojectsfundedbytheTeagleFounda-tion’sHybridLearningandResidentialLiberalArtsExperience,AAC&U’sTIDESinitiative,andtheU.S.DepartmentofEducation’sFIPSEFirstintheWorld(FITW)initiative.Inallcases,projectconsortiauseblendedlearningtoscaletheindividualized,learner-centeredpedagogiesandclosefaculty-studentinteractionthatarethehallmarksofaliberaledu-cationinordertobetterserveincreasinglydiversestudentbodies.TheTIDESandFITWprojects,forexample,aimtoincreasediversityandequityinSTEMthroughblendedapproachestofundamentalmathandcomputationalskillsbuilding.Collaborationiskeytosuccess,asdigitalcurricularprojectsrequirebroadexpertiseandintensiveresources.TheTeagleprojectsinparticularexplorehowsmallcollegescancreateeffi-cienciesandexpandcurricularofferings,yetreduceassociated“start-upcosts,”bycollaborativelyapproachingblendinglearning.

JenniFer sPohrer, Coordinator for Academic Technology Initiatives, eLizaBeth mcCormaCK, Professor of Physics and Associate Provost, and AnJALI THAPAR, Professor of Psychology—all of Bryn Mawr College; JOHn MEIER, Professor of Mathematics and Dean of Curriculum and Resources, Lafayette College

39

Friday, January 22

Leveraging A Crucible Moment:Partnering across academic and student affairs to advance Undergraduate Civic Learning and Democratic Engagement


AASCU’sAmericanDemocracyProjectandTheDemocracyCommit-ment—inpartnershipwithNASPA–StudentAffairsAdministratorsinHigherEducation’sLeadInitiative—havepartneredtochampioncollaborativeciviclearninganddemocraticengagementeffortsoncampuses,recognizingthatuniversitiesandcollegescannotoperateinsiloswhenitcomestoengagingstudentsinmeaningfulcivicanddemocraticpractices.Panelistswilldiscusshowthepartnershipisevolvingnationallytofostercollaborationbetweenacademicaffairsandstudentaffairstocreateacohesivemodelforadvanc-ingundergraduateciviclearninganddemocraticengagement.Participantswillleavewithinnovativeideasfortransformingcampusculturetoadvanceacivicethoslikethatcalledforinthe2012report,A Crucible Moment.

GaBrieL arteaGa, National Manager, The Democracy Commitment; stePh-anie reynoLds, Assistant Director for Knowledge Communities and CLDE Initiatives, NASPA–Student Affairs Administrators in Higher Education; JEnnIFER domaGaL-GoLdman, National Manager, American Democracy Project

DIsCUssIon sessIon

Experiences of Religious Diversity and Climate for various student PopulationsDeclaration B—level 1B

Whenconsideringhowtocreatecampusenvironmentstosupportdiversepopulations,religiousandphilosophicalidentitieshavereceivedlittleat-tention.Students’perspectivesoftheworld,however,arelargelyshapedbytheseaspectsofidentity,andreligionisaninescapableaspectofoursociety,withmanynationalandinternationalaccomplishmentsandissuesembed-dedinreligiousideologyandinstitutions.Becausereligiousandphilosophi-calidentitiesplayintegralrolesinthelivesofourstudentsandsociety,campusesmustattendtohowtheycreateenvironmentsthatacknowledgevariousreligiousandnonreligiousidentitiesandpromotemeaningfulinter-faithexperiences.UsinginsightsfromtheCampusReligiousandSpiritualClimateSurvey(CRSCS),wewillfacilitateadiscussiononstrategiesforinclusion,whilesharingstoriesofsuccessfromcampusesaroundthenation.

Ben Correia, Director of Campus Assessment, Interfaith Youth Core; TIFFAnI riGGers-PiehL, Postdoctoral Associate, Interfaith Diversity Experiences and Attitudes Longitudinal Survey Project, New York University

aCaD sessIon

Doing Things Differently: expanding a Liberal education to all students

Constitution CDe

Thepresentersrepresenttwonewinstitutions,oneanewcommunitycol-legeandtheotherabaccalaureateinstitutiongroundedincivicengage-ment.Thetwocampuseshavebeenintentionalingroundingthemselvesinbestpracticesandacultureofassessmentandimprovement.Thepresenterswillshareconceptsfrom Full Participation: Building the Architecture for Diversity and Public Engagement in Higher Education (SusanSturm,TimEat-man,JohnSaltmarsh,andAdamBush),astheydescribetheirapproachestoaliberaleducationforlowincomefirstgenerationstudents—groundedinacommitmenttoeducationalequityandsingularfocionstudentlearning.

sCott e. evenBeCK, President, Stella and Charles Guttman Community Col-lege; adam Bush, Provost, College Unbound

2:45 – 4:00 p.m.

ConCUrrenT sessIons

FeaTUreD sessIon

College Access and Affordability: Policies and Practices

Constitution B

Ashighereducationbecomesincreasinglyexpensiveandmoredifficultfornewmajoritystudentstoattain,afocusonpoliciesandpracticesthatcould makecollegemoreaffordablefornewmajoritystudentshasbeeninvestigatedbythespeakers.Thereareawiderangeofpropos-alsfromfreetuitionprogramstomoreequitablefinancialaidpoliciestoaddressthesechallenges,andthepanelistswillcriticallyexplorepoliciesandpracticesthatwillmakeaccesstohighereducationmoreinclusiveforawiderrangeofstudents.

sara GoLdriCK-raB, Professor of Educational Policy Studies and Sociology, University of Wisconsin-Madison; samueL d. museus, Associate Professor of Higher Education and Student Affairs and Director of Culturally Engaging Campus Environments (CECE) Project, Indiana University Bloomington

MODERATOR: GoLdie BLumenstyK, Reporter and Editor, TheChronicleofHigherEducation

researCH sessIon

Generation z Goes to College: Implications for Higher Education

Independence De

Determined.Innovative.Confident.ThesearejustsomeofthemanycharacteristicsofGenerationZ,thosebornfrom1995to2010.AlthoughsomecharacteristicsmaylooksimilartotheMillennialGeneration,GenerationZbringsawholenewsetofattributesandexperiencestohighereducation.However,ourstructures,curriculum,environments,processes,andpedagogieswerelikelydevelopedwithpreviousgenerationsinmind.Thisnewcadreofstudentswillchallengeustore-conceptualizeourinstitutionstoensureweareprovidingthemostmeaningfulandeffectivelearningandengagementexperiencespossible.HowarewepreparedtoadapttothischangingdemographicandreframeourpracticetoeffectivelyengageGenerationZstudentsinlearninganddevelopmentduringtheirtimeinhighereducation?Thissessionwillshowcaseresearchfindingsfromthenewlyreleasedbook,Generation Z Goes to College,aswellasprovidespacefordialogueonstrategiesandbestpracticesinworkingwithGenerationZ.

Corey seemiLLer, Assistant Professor, Organizational Leadership, Wright State University; MEGHAn GRACE, New Member Orientation Director, Sigma Phi Epsilon National Headquarters—both authors ofGenerationZGoestoCollege(Jossey-Bass, 2016)

see Pages 42–43 For a series oF 30-minuTe sessions: 2:45 – 3:15 and 3:30 – 4:00 p.m.

THese aBBreVIaTeD sessIons rUn ConCUrrenTlY WITH THe 2:45 – 4:00 p.m. sessIons

40

Friday, January 22

2:45 – 4:00 p.m. (continued)

Building Public Confidence and support through Better use of Better dataConstitution a

Examplesareall-too-scarceofproductivecollaborationsbetweeneducatorsandpolicymakersaimedatincreasingeducationalattain-mentandclosingachievementgaps.Liberaleducationoutcomesinparticulararegivenshortshriftinstateandnationalpolicydiscussions.Policymakersoftenoptforineffectivedo-it-yourselftacticsto“fixeduca-tion”thataretypicallysuperficial,incoherent,andshort-lived.Anewkindofpartnershipbetweeneducationalpolicyandpractice,basedonmutualrespectandanappropriatedivisionoflabor,isneededtocloseachievementgapsandhelpstudentsacquiretheknowledge,proficien-cies,anddispositionsneededforthe21stcentury.Thissessiondistillstheachievementsandshortcomingsofpoliciesbasedoneducationaldataandassessment(MeasuringUp,NCLB,AHELO,CommonCoreStandards,etc.),andthegrowingcontributionsofpractice-basedimprovementdocumentedbytheNationalInstituteforLearningOut-comesAssessment(NILOA)andtheCarnegieFoundation’sNetworkedImprovementCommunities.

PAUL LInGEnFELTER, President Emeritus State Higher Education Executive Officers, Senior Scholar NILOA; anthony BryK, President, Carnegie Founda-tion for the Advancement of Teaching; MILDRED GARCíA, President, California State University–Fullerton; GeorGe Kuh, Director and Co-Principal Investigator, National Institute for Learning Outcome Assessment

Global Learning + Civic Engagement = Intercultural Competence: Methods and Models to Foster Equity, nurture Inclusive Excellence, and Cultivate Democratic Renewal

Wilson/roosevelt

Weliveinahighlyinterconnectedworldwherecrossingbordershasbecomeawayoflife,andsocialandtechnologicaladvancementsmakeitpossibletoencounterandengageculturallydiversepeople,ideologies,andwaysofbeingonadailybasis.Increasingly,careerdevelopmentspecialistsandemployersarereiteratingthat,inadditiontotechnicalcompetencies,careersinmodernsocietyrequireinter-culturalcompetencyinordertofunctioneffectivelyandresponsibly.Inresponse,highereducationinstitutionsarereturningtotheircivicmissionsinanew—andglobal—way.Campusinternationalizationinitiativesaredesignedtopreparestudentsforthisnewreality,andgain-inginterculturalcompetenceisanessentiallearningoutcomeforanycampusinternationalizationinitiative.Thissessionwilldescribeglobalservicelearningprogramsthatintentionallydevelopstudents’intercul-turalcompetenceandwillexploreassessmentstrategiesformeasuringtheireffectiveness.

Chris CartwriGht, Director of Intercultural Assessment, and JAnET Bennett, Executive Director—both of the Intercultural Communication Institute; TOMMy vAn CLEAvE, Director of Service Learning and Experiential Learning, Iona College

Alliances and Innovations: Preserving Financial sustainability, mission, and student Focus

Independence BC

Institutionshaveundertakenawiderangeofinitiativestobetterensuretheirfinancialsustainabilityandresponsivenesstotheimperativetoeducatemorestudentsatlowercostwhilemaintainingquality.MichaelThomas,presidentoftheNewEnglandBoardofHigherEducation,urgesinstitutionstoadoptastrategicorientationtowardcollaborationandcompetitiveness.Hisaimistohelpcollegespositionthemselvesintheir“sweetspot”alongthespectrumbetween“mature”consortiaandcom-plicatedinstitutionalmergers.PaulYakoboski,SeniorEconomistwiththeTIAA-CREFInstitute,willsharefindingsofInstitute-sponsoredresearchonadaptationandchangeofthepartofsmallerprivatecollegesinresponsetoincreasingcompetitionandtheneedtoreducecostsandimproveoutcomes.ThepanelwillbefacilitatedandenrichedbytheinsightsandperspectivesofStephanieBell-Rose,headoftheTIAA-CREFInstitute,andRichEkman,presidentoftheCouncilofIndependentColleges.

stePhanie BeLL-rose, Senior Managing Director and head of the TIAA-CREF Institute, TIAA-CREF; PauL yaKoBosKi, Senior Economist, TIAA-CREF Institute; miChaeL thomas, President, New England Board of Higher Education; RICH-ard eKman, President, Council of Independent Colleges

making the Case that attention to Learning spaces matters— that attention to Planning Learning spaces mattersDeclaration B—level 1B

Participantswillrole-playthreescenariosillustratingapproachestoplan-ningorrenewingspacesforundergraduatelearners.Thefirstfocusesontheexperienceofthelearnerasuserofthespace,andthesecondontheexperienceofthefacultyasuser.Thethirdwillexplorethemeansbywhichtheplannersseethemselvesaslearners—becomingtheintegrativethinkersandinnovativeproblem-solversthattheyaspiretheirstudentstobecome.Settingthestageforthefirstscenariowillbethestoryofthe‘sandbox’classroomatMorganStateUniversity,acarefully-controlledinitiativetodeterminetheimpactofthephysicalenvironmentontheper-sistenceandmotivationoflearnersfromdiversebackgrounds.ThesecondscenariobuildsfromtheexperienceofPurdueUniversity’sDiscoveryLearningCenter,avenuefortestingandassessingtheuseofresearch-basedpedagogiesinnon-standardlearningenvironments.Inthefinalscenario,groupswilldrafttheirownscript,detailingspecificstrategiesbywhichacampuscommunityembracestherealitythatspacesmattertolearning.

JEAnnE nARUM, Principal, Learning Spaces Collaboratory/Independent College Office; GaBrieLa weaver, Associate Provost for Faculty Development and Director of the Center for Teaching, University of Massachusetts Amherst; isaaC wiLLiams, Principal and Baltimore Studio Director, Fielding Nair International, and Lecturer, Morgan State University

41

Friday, January 22

LeaP Challenge and stirs: integrating evidence-Based thinking throughout the Curriculum

Independence Fg

TheScientificThinkingandIntegrativeReasoningSkills(STIRS)frame-works,casestudies,andinstitutionalphaseswillbepresentedasanexemplaroftheLEAPChallengeleadingtosignaturework.Thesessionwilldemonstratewaysthatevidence-basedthinkingcanbecomeanintegralpartofintegrativeliberaleducationthroughoutthebachelor’sdegree.TheSTIRScontentframeworkandintegrativestructurewillbepresentedfocusingonthediverseapplicationsoftheframeworkstointegrativeliberaleducation.TheSTIRScasestudieswillhighlightthedevelopmentanduseof16peerreviewedcasestudiesspanningcon-tentareasfromthesciences,socialsciences,health,andhumanities.TheSTIRSinstitutionalphasewillincludeexamplesofhowinstitutionsareplanningtodevelopSTIRSasanexemplarofintegrativeliberaledu-cation.PlansforthefutureforthecasestudiesandinstitutionalphasesofSTIRSwillbediscussedandaudienceinputencouraged.

RICHARD RIEGELMAn, Professor and Founding Dean Milken Insti-tute School of Public Health, George Washington University; JEnnIFER stanFord, Assistant Professor of Biology, Drexel University; ryan zerr, Director of Essential Studies and Professor of Mathematics, and TAMI CARMICHAEL, Professor of Humanities and Integrated Studies—both of Uni-versity of North Dakota; seth anthony, Assistant Professor of Chemistry, Oregon Institute of Technology; wesLey BarKer, Assistant Professor of Religious Studies, Mercer University; CATHERInE PRIDE, Associate Professor of Psychology, Middlesex Community College

Crossing Thresholds to Equitable Learning: Renewing Writing, Research, and Reflection as High-Impact Practices

Independence HI

Thissessionwillbeginbyhighlightingcoreresearchfromwritingstud-iesthatiscriticalforfacultytoconsiderwhendevelopingsignatureprojectsthatenactdeeplearning,andwhichbuildsfromtwocentralpremises:1)thatwritingisbothanactivityandasubjectofstudy;and2)thatsignatureprojectsareenrichedbysignificantstudyof,aswellaspracticewith,writing.DrawinguponthetextNaming What We Know: Writing at the Threshold,thispanelwillfirstsuggestwaysthatrecentresearchon“thresholdconcepts”inwritingstudiescanhelpinformhigh-qualitysignatureassignments.Eachpresenterwillthenbrieflyde-scribehowtheyhavedrawnononeormoreofthesethresholdconceptstocreatesignatureprojectsontheircampuses.Participantswillthenengageinthereflectivepracticesdiscussed,toidentifyhowoneofthesecoreconceptscouldinformasignatureprojectontheircampus.

DOMInIC DELLICARPInI, Dean of Academic Affairs and Professor of English, York College of Pennsylvania; howard tinBerG, Professor of English, Bristol Community College

This session is presented by the Conference on College Composition and Communica-tion (CCCC)

Catalyst for Change: integration of Civic engagement across academic and student affairs

lafayette Park

Thepanelwillpresentourcomprehensiveapproachtoinfusingcivicengagementacrosscampus.Westructurelearningexperiencesintheclassroomandoutsideofittoenhancestudents’understandingofhumandignity,tolerance,ethicalintegrity,andfreedom.Academicaf-fairshasstructuredacurriculumthataddressestheseissuesacrossthefour-yeardegree,inadditiontoextensivefacultydevelopmentoppor-tunities.StudentaffairshasanactiveCenterforCivicEngagementandCommunityServicethatinvolvesindividualstudentsandstudentclubs.AcademicandStudentAffairsworktogethertopromotewhatGSU’spresidenthastermedthe“publicsquare”oncampuswithgrowingstudentinvolvement.Wewillillustratewithstudentprojectsthataremakingadifferenceinourcommunity.

Ann vEnDRELy, Associate Provost and Associate Vice President of Academic Affairs, ELAInE MAIMOn, President, deBorah BordeLon, Provost and Vice President of Academic Affairs, AURELIO vALEnTE, Vice President of Student Affairs and Dean of Students, and CoLLeen sexton, Associate Provost and As-sociate Vice President of Academic Affairs—all of Governors State University

Political Learning and Engagement in DemocracyFarragut square

Learningfordemocracyisnotjustanissueforanelectionseason;campusesneedtosupportarobustcampusclimateforpoliticallearningandengagementindemocracy365daysayear.TheOctober2015issueofAACU’squarterlyDiversity & Democracy examinescollegestudentandinstitutionalengagementinpoliticallife,highlightingcollegesanduniversitiesthatembeddemocraticprinciplesandpracticesintheirteachingmethods,co-curricularprogramming,andinstitutionaldeci-sionmaking.Thissessionwillincludeshortpresentationsbyindividualsfromcampusesselectedfortheiruniqueandrobustpoliticalclimatesorprograms,andparticipantswillbeinvitedtosharetheirownconcerns,experiences,andstrategiestoengagefaculty,staff,administrators,andstudentsinpoliticallifeoncampusandbeyond.

nanCy thomas, Director, and marGaret Brower, Researcher—both of the Institute for Democracy and Higher Education at Tufts University; aBraham GoLdBerG, Associate Professor of Political Science, University of South Carolina Upstate; Katy harriGer, Chair and Professor, Department of Politics and Inter-national Affairs, Wake Forest University; WInDy LAWREnCE, Associate Professor of Communication Studies, University of Houston Downtown

aCaD sessIon

Assistant/Associate Deans—Translating Ideals Into Practices That WorkConstitution CDe

Associatedeansoftenoperate“in-between”facultyanddeansinthechal-lengingworkoftranslatinginstitutionalidealsintodurablepoliciesandpracticesthatwill“work.”Thisinteractivesessionofferscasestudiesonassociatedeanrotation,institutionalpartnerships,consensus-baseddeci-sionmaking,andinformationaltransparency.Thisisanetworkinganddevelopmentopportunityfornewandveteranassistant/associatedeans.

James m. sLoat, Associate Provost and Associate Dean of Faculty, Colby College; JEFFREy COLE, Associate Dean of the Faculty, Connecticut College; MARCIA FRAnCE, Associate Dean of the College, Washington and Lee University; Kathryn Low, Associate Dean of the Faculty, Bates College

42

Friday, January 22

2:45 – 3:15 p.m.

30-MINUTE SESSIONSthe Following 30-minUte sessions Are sChedUled ConCUrrently with 2:45–4:00 pm sessions. the listing For the 2:45–4:00 75-minUte sessions Begins on pAge 39.

Preparing Our Colleges for the “new Majority” students—But do we really want them here?

Burnham

AAC&U’SAmerica’s Unmet Promiseissueshighereducationthechallengeto“buildnewcommitmentandnewcapacity…tofaceandaddressthe‘equityimperative’.”Committedtothiscause,weinhighereducationshouldbewell-positionedtomeetAAC&U’sworthychal-lenge.Afterall,whoofusisnotpassionatelycommittedtoadvancingdiversityempowerment?Andyet,ourcommitment—asine qua nonforthesuccessofAAC&U’schallenge—sincerethoughitis,oftenhasseemedmorepresumptivethanrealized(hencetheneedforan“equityimperative”inthefirstplace).Inthisinteractivesession,wewillshareasapointofdeparturesomeofthewaysinwhichLansingCommunityCollege—aparticipantinAAC&U’s“CommittingtoEquityandInclusiveExcellence”initiative—hasbeguntoaddressthisdilemma.Ourgoalistohelpusallbebetterequippedtoavoidunintentionallyunderminingournobleeffortstoenfranchiseourmostvulnerablestudents.

PauL hernandez, Chief Diversity Officer, and riChard PrystowsKy, Provost—both of Lansing Community College

Flip or Flop? A Research Methodology Comparing the Learning Outcomes of Flipped and Traditional Classroom Pedagogies


ManyfacultyatDukehaveengagedthe“flippedclassroom”pedagogyintheirclassroom.Thispedagogyisconventionallycharacterizedasalearningenvironmentinwhichstudentsstudysomeformofdigitalcontentpriortotheclassmeeting,andthenengageteam-based,hands-on,and/orproblem-basedlearningactivitieswiththeirpeersduringthetraditionalclassperiod.Thesessionintroducesaresearchmethodologythatexploreswhetherandtowhatdegreeflippedclassroompedago-giesandtheirassociatedtechnologiescomparefavorablytotraditionallecture-basedpedagogies.Morespecifically,weevaluatetheirlearningoutcomesamong“newmajority”students,specificallyoperationalizedasfirst-generationandunderrepresentedminoritystudents.Tohelpguideotherswhoaredevelopingand/orevaluatedflippedclassroomsattheirhomeinstitutions,wewillreviewthemultiplepseudo-experimen-taldesignsimplementedanddiscussobstaclesassociatedwiththistypeofresearchandexploresomeinitialfindings.

JEnnIFER HILL, Associate Director, Office of Assessment, and matt serra, Director, Office of Assessment—both of Duke University

Counting on Our Future: Reforming Maryland Undergraduate Mathematics

Franklin square

Thissessionwillpresentthespecificelementsofoneofthekeyinter-ventionsoftheMarylandMathematicsReformInitiative,anewrigor-ousP-20pathwayinstatisticalreasoning.Theconceptualframeworkunderlyingthestatisticspathwayfeaturesquantitativereasoningthatisasrigorousandchallengingasthetraditionalalgebra-basedmathemat-icsineveryway.Furthermore,presenterswillsharetheirexpertiseandinsightsonconsensusbuildingininstitutionalandmulti-institutionalacademicpolicydevelopment.

nanCy shaPiro, Associate Vice Chancellor for Academic Affairs, and DEWAynE MORGAn, P-20 Program Director—both of the University System of Maryland

Conceptualizing and Assessing Civic Outcomes of the Undergraduate Experience


Thisresearchsessionfocusesontheimplementationandresultsofanefforttoassessmorecomprehensivemeasuresofstudentdevelopmentresultingfromparticipationincommunity-basedlearningandco-curricularstudentengagementprograms.Theapproachusesdatacol-lectedfrominstitutionalpre-collegeandgraduatingseniorsurveysonsurvey-basedscalestomeasureprogramimpactsacrosstheinstitution.Thesessioninvitesparticipantsto1)discussresultsofspecificcross-sectionalcomparisonswherevariationincivicoutcomesareseen;2)considerwaysofidentifyingandimplementingcomprehensiveoutcomemeasuresfortheirprograms;3)heartheopportunitiesandchallengesofembeddingthesemeasuresincampus-wideassessmentinitiatives;and4)discussemergentideasandtopicsthatarisefromtheresults.

JaCoB Grohs, Assistant Professor, Engineering Education, and Gary KirK, Director, VT Engage: The Community Learning Collaborative—both of Virginia Tech

43

Friday, January 22

3:30 – 4:00 p.m.

30-MINUTE SESSIONSthe Following 30-minUte sessions Are sChedUled ConCUrrently with 2:45–4:00 pm sessions. the listing For the 2:45–4:00 75-minUte sessions Begins on pAge 39.

nontraditional students thrive with degree Partnership Program

Burnham

TheDegreePartnershipProgram(DPP)hasbeentoutedasamodelpro-gramwhichallowsmorestudentstoachievetheirgoalofbaccalaureateattainmentthroughconcurrentenrollmentinatwo-yearcommunitycollegeandafour-yearuniversitydualpartnershipprogram.Aquantita-tivedescriptivecasestudywasconductedtoanalyzethebaccalaureaterecipientsfromaregionallyaccreditedland-grantuniversity,inconjunc-tionwithitspartnershipwithalocalcommunitycollege,todeterminedifferencesbetweenitsDPPandnon-DPPstudentswithregardtobaccalaureatecompletion,GPA,andnumberofcreditstocompletion.Transcriptanalysisincludedits2005freshmancohort,inadditiontoits2009-13graduationcohorts.ResultsindicatedthatDPPstudentsshowedsignificantlyhighergraduationrates,significantlyhigherGPAs,andsignificantlylowernumbersofuniversitycredits.NontraditionalDPPstudentsweremorethantwice(2.13times)aslikelytocompleteabaccalaureatedegree.Thismodelisindeedacost-effective,high-impactprogramwithtremendouspotential.

BruCe CLemetsen, Vice President of Student Affairs, Linn-Benton Community College; LynnE L. HInDMAn, Center for Teaching and Learning, Learning Inno-vation Center, and darLene russ-eFt, Professor, College of Education—both of Oregon State University

success in high enrollment Courses: Are High-Impact Practices the Answer?


Institutionscangenerallyidentifybarrierstocompletion,butmaynothaveexaminedvariablesaffectingpassratesinhigh-enrollmentorhigh-failure-ratecourses.Improvingsuccessinthesecoursesinvolvesdeterminingpossiblefactorsimpactingsuccess,suchasthoseassoci-atedwithhistoricallyunderservedstudents,andinstitutionalfactorssuchasdeliverymethod,classsize,andfacultyvariables(e.g.,adjunctv.salaried).Thepresenterssharehowfindingsfrominstitutionaldataresultedintheimplementationofelementsofhigh-impactpracticesinmultiplesectionsofhigh-enrollment/failuregeneraleducationcoursesinordertoimprovestudentsuccess.Thegoaloftheinitiativewastocreatestrategiesandapproachesthatcouldbeexpandedtoadditionalhigh-enrollmentcoursesandbeyond.

MAUREEn AnDRADE, Associate Vice President, Academic Programs, DAvID COnnELLy, Chair & Associate Professor, History & Political Science, TIFFAny evans, Director, Program Completion, RICHARD TAFALLA, Assistant Vice Presi-dent, Scholarship & Faculty Development, and tim stanLey, Associate Director, Assessment, Analysis, and Survey Research—all of Utah Valley University

solving real world Problems in a General education Capstone

Franklin square

ThissessionwilladdressBostonUniversity’sgeneraleducationmanda-torysophomoreyearCapstoneproject,whichgetsstudentsworkingingroupstoresearchacurrentreal-worldproblemandproposearealisticsolutiontoit.StudentsaddresstopicssuchashowtomakeBUmoreenvironmentallysound,howtodealwiththeissueofhungerinBoston,howtoreducetrafficandaccidentsthroughbetterbikeroutes,etc.Theyareaskedtodrawfromalltheirgeneraleducationclassesintheirfinal50-pageproposal,theyarchivetheirworkone-portfolios,andtheyde-fendtheproposalinfrontoftheirteamprofessors.Afterdemonstratingthestructureofthisproject,wewouldaskparticipantstodiscusssimilarprojectstheyconduct,waystoimprovesuchprojects,andstrategiesforimplementingstudents’proposals.

nATALIE McKniGht, Dean, College of General Studies, and meGan suLLivan, Associate Dean and Director of the Center for Interdisciplinary Teaching and Learning—both of Boston University

setting a Foundation for Critical thinking in the First year of College


Theabilitytoengageinanalytical,independent,andcriticalthinkingiswidelyacknowledgedasthehallmarkofaneducatedindividualandacornerstoneofthefour21st-centurylearningoutcomesidentifiedbyAAC&U’sLEAPinitiative.Despitethefactthatthedevelopmentofcriti-calthinkingisoneofthemostcommonlyacknowledgedgoalsforcol-legestudents,itremainsoneofthemostelusive.High-impactpracticesimplementedinthefirstyearofcollegeofferauniqueopportunitytosetexpectationsforcriticalthinkingandtointroducenewstudentstopro-cessesandpedagogiesthatfacilitatethedevelopmentofthisimportantcompetencytowardacademic,personal,andinterpersonalsuccessincollegeandbeyond.Thissessionwillfeaturequantitativeandqualita-tivefindingsfromresearchconductedbytheNationalResourceCenterforTheFirst-YearExperienceandStudentsinTransitiontohighlightcurrentapproachesandemergingbestpracticesforcriticalthinkingpedagogyandperformanceincollege.

JenniFer KeuP, Director, National Resource Center for The First-Year Experi-ence and Students in Transition, University of South Carolina-Columbia

44

Friday, January 22

4:15 – 5:30 p.m.

ConCUrrenT sessIonsFeaTUreD sessIon

Designing Liberal Education for the new Digital EcosystemConstitution B

Whatistheroleofthedigitalecosysteminmakingaqualitylib-eraleducationavailabletoall,equitably?Thedigitalrevolutionhasunleashedpowerfulforcesforchangeinhighereducation,yetanydiscussionofthedigitalopportunitytoreinventhighereducationthatbeginswithtechnologyisdoomedtoadiminishedvisionoflearning.Weneedinsteadtobeginwithreimaginingthecorepurposesofliberaleducation.Whatisneededtoservethenewmajorityofstudentsisnot“unbundling”but“rebundling”and“reconnecting,”puttingnetworkedanddata-enabledlearningsystemsinserviceofabroaderintegrativevision.Thecallforredesigningliberaleducationforthenewlearningecosystemchallengeslegacyinstitutionstorethinkthetotalityoftheireducationalenterpriseinwaysthatareatonceagile,adaptive,andintegrative.

randaLL Bass, Vice Provost for Education, Georgetown University; and Bret EynOn, Associate Dean for Academic Affairs, LaGuardia Community College, City University of New York

MODERATOR: Kathy woLFe, Vice President, Office of Integrative Liberal Learning and the Global Commons, and Project Director, General Education Maps and Markers, AAC&U

Designing Equity-Minded Campus Action Plans to Improve student Learning and success Independence BC

Howdowebegintoidentifyandreverseinstitutionalinequities?Howcaninstitutionschange,oradapt,policiesandpracticestomoreequi-tablyadvancestudentlearningandachievement?Howcaninstitutionsincreasestudentparticipationinhigh-impactpractices(HIPs)andraisestudentawarenessofthevalueofguidedlearningpathwaystocom-pletingwithapurpose?OneofAAC&U’sCentennial-themedprojects,“CommittingtoEquityandInclusiveExcellence:Campus-BasedStrate-giesforStudent-Success,”supportsthirteeninstitutionsfromdiverseinstitutionaltypes—communitycolleges,Hispanic-ServingInstitutions,HistoricallyBlackCollegesandUniversities,AsianAmericanandNativeAmericanPacificIslanderInstitutions,andpredominantlywhiteinstitu-tions—astheyaddresstheseprovocativequestionsontheirrespectivecampuses.Weinviteyoutoparticipateinasessionwithprojectandinstitutionalleaderswhoaredevelopingcampusactionplanstoin-creasepostsecondarycompletionrates,toimprovelearninggains,andtoprovidebetterpreparationfortheworkforceandengagedcitizenshipforallstudents.ThisprojectisfundedbyUSAFunds.

tia Brown mcnAIR, Associate Vice President for the Office of Diversity, Equity, and Student Success, AAC&U; esteLa m. Bensimon, Professor and Direc-tor, Center for Urban Education, University of Southern California; RICHARD J. PrystowsKy, Provost and Senior Vice President of Academic and Student Af-fairs, Lansing Community College; PameLa e. sCott-Johnson, Interim Dean of the College of Liberal Arts and Professor of Psychology, Morgan State University

MODERATOR: Lorenzo L. esters, Senior Program Officer, USA Funds

Where the Rubber Meets the Road: Assessing Quality, Equity, and the Possible Futures of Competency-Based education

Constitution a

CBEisalltheragerightnow,butcompetingnarrativesvieforitsfuture.IsCBEjustacheaper/fasterwayofproducingsubprimedegrees,orisitabetterwaytoplan,organize,anddeliverhighereducation?IsCBEjustaboutnarrowjobskillstraining,orisitaboutthegenerationofhigh-levelcomprehensiveappliedknowledgeandabilities?IsCBEjustthelatestandmostdangerousharbingerofthedegradationandde-professional-izationofthefacultyrole,ordoesitofferwhollynewwaystomaximizethetalentsoffaculty?IsCBEjustaboutworkforcedevelopmentorisitaboutlife-longlearningforcivicandpersonalagency?Attheheartofthesecompetingnarrativesliestheissueofquality.Quality—theelusivetermthatstandsforeverythingandthusnothing—willbethekeydeterminantofCBE’sfuturecourse.Thissessionwilllook,concretely,atqualityfromarangeofperspectives.

aLison KadLeC, Senior Vice President and Director of Higher Education and Workforce Programs, Public Agenda; LAURIE DODGE, Vice Provost and Vice Chancellor of Institutional Planning & Assessment, Brandman University; deBra humPhreys, Senior Vice President for Academic Planning and Public Engagementt, AAC&U; JeFFrey evans, Academic Dean, Purdue University; JoeLLen shendy, Registrar, University of Maryland University College

Achieving an Institution-Wide Culture and Practice in Undergraduate ResearchIndependence De

TheCouncilonUndergraduateResearch(CUR)formallyannouncedaninstitutionalrecognitionprograminearly2015,theCampus-wideAwardforUndergraduateResearchAccomplishments(AURA),andmadeawardsinfallof2015tothreeoutstandinginstitutions.AURArec-ognizeshighereducationinstitutionsthathavebothsuccessfullyimple-mentedthehighstandardsofundergraduateresearchculture,practice,andinfrastructuredescribedinCUR’sCharacteristicsofExcellenceinUndergraduateResearchandhavedevisedexemplaryprogramstoprovidehigh-qualityresearchexperiencestoundergraduates.Thedepthandbreadthoftheinstitutionalcommitmenttoundergraduateresearchaswellastheinnovativenatureofasustained,exemplaryprogramareimportantcriteriaforawardselection.Inthishighlyinteractivesession,participantswillhearfromtheinauguralCURAURAwinninginstitu-tions,andwillalsohavetheopportunitytoengageindiscussionsonhowtheircampuscanmoveinstitutionalbestpracticestothelevelofanationalmodel.WearepleasedtoannouncetheAURAwinninginstitu-tionsandwelcometheirrepresentatives:

•AlleghenyCollege,representedbyPresidentJamesH.Mullen,Jr.

•TheCollegeofNewJersey,representedbyJeffreyM.Osborn,Dean,SchoolofScience

•GeorgeMasonUniversity,representedbyPresidentÁngelCabrera

ROGER ROWLETT, Gordon and Dorothy Kline Professor of Chemistry, Colgate University, and President, Council on Undergraduate Research; susan Larson, Professor of Psychology and Director of Undergraduate Research and Fellowships, Concordia College; ameLia ahern-rindeLL, Associate Professor, University of Portland; eLizaBeth amBos, Executive Officer, Council on Undergraduate Research

This session is presented by the Council on Undergraduate Research

45

Friday, January 22

accelerating student success for the new majority though the Power of Collaboration and InnovationIndependence Fg

Today,theachievementgapinhigheredisstriking:high-incomestu-dentsareseventimesmorelikelytoobtainacollegedegreethanarelow-incomestudents.Toaddressthatgap,leadingresearchuniversi-tiesacrosstheU.S.aredevelopinginnovativesolutionsthat—ifscaledeffectively—couldhaveamajorimpactonstudentsuccess.Lastyear,11publicresearchuniversitiescametogethertodevelopandsharenewdata-drivenapproachestosupporttraditionallyunderservedstudents.HearwhatmembersoftheUniversityInnovationAlliancearelearningintheirquesttograduateanadditional68,000studentsby2025.

EDWARD RAy, President, Oregon State University; marK BeCKer, President Georgia State University; BridGet Burns, Executive Director, University In-novation Alliance

Preparing Graduate students for evidence-informed teaching: new models for Future Faculty to serve the “new majority”

lafayette Park

Whatdograduatestudents—thefutureprofessoriate—needtolearnaboutevidence-informedteachinginorderto“braidqualityandequityto-gether,”andhowcantheirgraduateinstitutionshelpthemtolearnit?Thissessionshareslessonsfromprojectsattwelveresearch-focuseduniversi-tiesandonedisciplinaryassociation,intendedtobetterpreparegraduatestudentstoteach,advise,andmentor“newmajority”undergraduatesatdiverseinstitutions.SupportedbytheTeagleFoundation,theprojectsre-flectalong-termstrategytoreshapetheprofessoriatesothatfuturefacultymembersareequippedtobringstudentlearningforallundergraduatestothehighestlevel.Panelistswilldiscussthetrade-offsindifferentmodelsforengaginggraduatestudentsinevidence-informedteachingandas-sessment,andconsidertheimpactofinternalcollaborationsandexternalpartnershipsonprogrammingeffectivenessandsustainability.

Jo BeLd, Vice President for Mission, St. Olaf College; danieL deneCKe, As-sociate Vice President, Programs and Best Practices, Council of Graduate Schools; TIMOTHy DELMOnT, Independent Higher Education Consultant; LOnI BordoLoi, Program Director, and annie BezBatChenKo, Teagle Program Consultant—both of The Teagle Foundation

Assignment Design—Collaborative, Creative, and Essential to improved student outcomesFarragut square

Toenhancecurricularalignmentandstudentsuccess,discipline-basedfacultygroupsfromMiddlesexCommunityCollegeandtheUniversityofMassachusettsLowellmettoidentifysharedgeneraleducationoutcomes,criteriaforassessmentofcompetencyinthoseoutcomes,andtodevelopassignmentsintendedtoreflectthoseoutcomes.Assignmentdevelop-mentwasinformedbyVALUErubricsandtheDQP.Studentworkbasedontheseassignmentswasassessedandassessmentresultswereusedtorefineandre-implementassignments.Thisintellectuallycreativeandcollaborativeworkhasincreasedfacultyengagementinusingassessmentresultsforimprovement,resultedinfacultyuseof“backwardsdesign”inthedevelopmentofscaffoldedassignments,and,itishoped,willincreasesuccessatthebaccalaureatelevelforstudentsfrombothinstitutions.

eLise martin, Dean of Assessment, and CATHERInE PRIDE, Associate Profes-sor of Psychology—both of Middlesex Community College (MA); CHARLOTTE MAnDELL, Vice Provost for Undergraduate Education, and PauLa haines, Director of Assessment—both of the University of Massachusetts Lowell

Connecting Outcomes to Learning Experiences via E-Portfolios and Extended Transcripts:

A Registrar’s Perspective

Independence HI

Howcanthespectrumoflearning,educationalsuccess,capacities,andskillsthatareproducedbya21st-centuryliberaleducationbeeffec-tivelydocumentedandcommunicatedtodiversestakeholders?Innova-tionsinonlineeducation,competency-basedlearning,andnewformsofcredentialinghaverecentlyspurredchangesinthehighereducationlandscape.Traditionaltranscriptsthatcaptureonlythoseexperiencesthatoccurinformalcoursesareincompleteandoflimitedusetostudents,employers,andalumni.LinkedInco-founderReidHoffmanhasadvocatedtaking“whatnowexistsasadumb,staticdocumentandturnitintoaricher,updateable,moreconnectedrecordofaperson’sskills,expertise,andexperience.”Jointhisinteractivediscussionwithperspectivesfromregistrars,academicaffairs,andstudentaffairsarounddevelopingandpilotingmodelsofcomprehensivestudentrecordsaimedatusingevidencetodemonstratethevalueofstudentlearningoutcomesandcompetenciesdrawnfromacademiccoursesaswellasco-curricularactivitiesandothereducationalexperiences.

HELEn CHEn, Research Scientist and Director of ePortfolio Initiatives, Office of the Registrar, and thomas BLaCK, Associate Vice Provost for Student and Academic Services, University Registrar—both of Stanford University; MICHAEL v. REILLy, Executive Director, American Association of Collegiate Registrars and Admissions Officers; AMELIA PARnELL, Vice President for Research and Policy, NASPA; Jim sPain, Vice Provost for Undergraduate Studies, University of Missouri

aCaD sessIon

High-Impact Practices: helping students and Faculty members manage time and navigate Opportunities

Constitution CDe

Sustaininghigh-impactpractices(HIPs)andmakingthemaccessiblerequiressupportforstudentsandfacultymembersastheymanagetheirtimeandnavigateopportunities.ThisinteractivesessionincludesdiscussionofcasestudiesexploringchallengesrelatedtomaintainingthequalityofandparticipationinHIPs.Experiencessupportingfacultydevelopmentandstudentadvisingwillbesharedfromtwo-andfour-yearinstitutions.

reBeCCa Kohn, Associate Dean of the College, Ursinus College; DAvID DIMATTIO, Dean of Science, Technology, Engineering and Mathematics, and MICHELE CUOMO, Dean of Arts and Humanities—both of Montgomery County Community College

46

Friday, January 22

HosTeD reCePTIonsreCeption

Hosted by Diverse: Issues in Higher Education and Project Kaleidoscope


Diverse: Issues in Higher Education andProjectKaleidoscope(PKAL)in-vitefriendsandcolleaguestoourjointlyhostedreception.Wewelcomeallwhoareinterestedincreatingmorediversecampusesandempow-eringSTEMfaculty,includingthosefromunderrepresentedgroups,toadvance“whatworks”intwenty-first-centurySTEMeducation.

reCeption

Council of Colleges of arts and sciences

Tiber Creek B—level 1B

AllCCASmembersandinterestedpartiesarewelcome.

reCeption

Reacting to the Past Consortium

mcPherson square

Allfacultyoradministratorsarewelcome—veteranswhowanttorecon-nectandnewcomerswhowanttolearnmoreabouttheusesoftheReactingrole-playingpedagogy.

reCeption

Council on Undergraduate Research


Thisreceptionwillhonorthe2015recipientsofCUR’sCampus-WideAwardsforUndergraduateResearchAccomplishments(AURA):Allegh-enyCollege,TheCollegeofNewJersey,andGeorgeMasonUniversity.

reCeption

Phi Beta Kappa society (PBK) and aCad


ThePhiBetaKappaSociety(PBK)andtheAmericanConferenceofAcademicDeans(ACAD)welcomeallfriendsandcolleagues.

reCeption

Association of Catholic Colleges and Universities

latrobe

TheAssociationofCatholicCollegesandUniversitieswelcomesourcolleaguesfrommemberschools.

reCeption

higher education resource services (hers)

Tiber Creek a—level 1B

HERSCommunityReceptionWelcomesAllHERSAlumnaeandFriends.

reCeption

The Teagle Foundation


TheTeagleFoundationwelcomesourfriendsandcolleagues.

reCeption

harvard Graduate school of education

Burnham

TheHarvardInstitutesforHigherEducationwelcomesallfriendsandcolleagues.

reCeption

Washington Internship Institute

Banneker

AllWashingtonInternshipInstitutepartnersandinterestedpartiesarewelcome.

reCeption

Worcester Polytechnic Institute

Wilson/roosevelt

JoinWorcesterPolytechnicInstituteforthelaunchofanewCentertohelpcollegesanduniversitiesbringproject-basedlearningtotheircampuses.Allarewelcome.

assoCIaTIon oF amerICan Colleges anD UnIVersITIes

annual meeting 2017san FranCIsCo, CalIFornIa

5:30 – 7:00 p.m.

47

Saturday, January 23

7:45 – 9:00 a.m.

BreaKFasT roUnDTaBle DIsCUssIons Constitution a/B

we invite pArtiCipAnts to join Us For A series oF inFormAl disCUssions led By memBer CAmpUses oF the leAp CAmpUs ACtion network. we enCoUrAge yoU to rotAte Among presentAtions or Feel Free to FoCUs on one. (BreAkFAst items will Be AvAilABle.)

The LEAP Campus Action network is comprised of insti-tutions that are engaged in educational reform efforts grounded in the LEAP principles of Essential Learning Outcomes, high-impact practices, inclusive excellence, and authentic assessment of student learning.

taBLe 1 transFermations: applying high-impact Practices, Broad Collaboration, and institutional Commitment to support transfer students

Inresponsetothedramaticincreaseinincomingtransferstudentsoverthelastseveralyears,CalPolyPomonadevelopedthePolyTransferProgram,acollaborationbetweenAcademicandStudentAffairstodevelopaTransferFirstYearExperienceProgram.PolyTransferhasthethefollowinggoals:1)createa“transferreceptiveculture”thatwillchangecampuscultureforalltransferstudents,especiallyfirst-generationandunderrepresentedstudents;2)institutionalizepoliciesandpracticestofacilitateaseamlesstransitionfromcommunitycollegestoCalPolyPomona;3)implementhigh-impactpracticesthatarepositivelycorrelatedwithpersistence,deeperlearning,andenhancedacademic/socialintegrationintheuniversity,andwhichareknowntohaveasignificantlylargerimpactonunderrepresentedstudents;and4)developasustainable,replicablemodelthatcanbeusedbyotherinstitutionstobringaboutinstitutionalchange.

s. terri Gomez, Director, PolyTransfer Program and Professor of Ethnic and Women’s Studies, and CeCiLia santiaGo-GonzaLez, Director, Enrollment and One Stop Center—both of California State Polytechnic University, Pomona

taBLe 2Transformative Change at Miami University’s Regional Campuses:Mission Upgrade?

ThisRoundtablespeakstohowMiamiUniversity,asapublicuniversitywithahighlyselectivecampusandtwoopen-admissionsRegionalcampuses,seekstoofferacomprehensive,innovativeinstitutionalmodelthatblendsqualityandequity.HowareMiamiUniversity’sRegionalcampuses,whichtraditionallyhaveofferedtwo-yeardegrees,transformingthemselvestomeetthegrowingneedforaffordable,flexible,andinnovativefour-yeardegreeprogramsinthecontextofstateandnationalconversationsabouttheroleofhighereducation?Whatcanotherinstitutionslearnfromourexperiences?Topicsincludeengaginginbothinternalandexternaldiplomacywithstake-holders;developinginnovativeand“traditional”four-yeardegreeprograms;andincreasingpathwaystodegreesthrougharticulationagreementswithcommunitycollegesandsupporting“earlycollege”experiences.

MARIAnnE COTUGnO, Associate Professor of English and Faculty Director, whitney womaCK smith, Associate Professor of English and Faculty Director, moira Casey, Associate Professor and Associate Dean, and CATHy BishoP CLarK, Professor and Associate Dean—all of Miami University

taBLe 3 signature Learning experiences at elizabethtown College:ensuring upper-Level high-impact Practices for all students

High-impactpracticespositivelyimpactstudentlearninginunderservedpopulations,yetsuchgroupsarelesslikelytoparticipateintheseengag-ingactivities.ThisRoundtablewillfocusonan“embedded”approachinwhichallstudentsatasmall,privateinstitutionmustchooseandsuc-cessfullycompletetwooffivedesignatedupper-yearHIPsorSignatureLearningExperiences(SLEs)inthecurriculumandco-curriculum.SpecialattentionwillbegiventohowexpandingaccesstoHIPsbecameastra-tegicpriority,theimportanceofcollaborationamongacademic,studentlifeandfacultyleadersinframingtheSLEproposal,andimplementationeffortstodefine,expand,assessandmakeSLEchoicesmeaningful.

FLETCHER McCLELLAn, Dean of Faculty, MARIAnnE CALEnDA, Dean of Students, susan traverso, Provost and Senior Vice President, and eLiza-Beth rider, Associate Provost, Associate Academic Dean and Registrar—all of Elizabethtown College

taBLe 4 developing issues-Based signature assignments across First-year CurriculaAsignatureassignmentisameansbywhichfacultycanchallengetheirstudentstodemonstrateskillswhilegeneratingassessmentofkeylearn-ingoutcomes.Whenthesignatureassignmentalsoconnectsstudents’contentknowledgewithimportantreal-worldissuesorproblems,itbecomesanimportantanchorforlinkinggeneraleducationtotheprac-ticaleducationneededintoday’sglobaleconomy.Wewilldiscussthedevelopmentandimplementationofthesignatureassignmentinaseriesoffirst-yeargeneraleducationcourses,includingthefirst-yearintegra-tivecompositioncourse,thefirst-yeartechnicalcommunicationcourseforengineers,andthegatewaycourseoftheGreatBookscurriculum.

BridGet troGden, Associate Professor and Director of Quality Enhancement Plan, Mercer University

taBLe 5Infusing Liberal Arts Education across the CurriculumAnewliberaleducationcurriculumatNebraskaWesleyanUniversityfeaturesintegrationofliberaleducationandprogramrequirements,aninterdisciplinarycore,skilldevelopment,andexperientiallearn-ingscaffoldedthroughouteverystudent’sentirecollegeexperience.Roundtableparticipantswilldiscussthechallengesofdevelopingsuchacurricularmodelthatguaranteesallstudentsaccesstobig-question,global-issuelearning.Wewillexplorethefollowingquestions:Howcandepartmentswithheavymajorandprogramrequirementsrecalibratetheirofferingstoparticipateinaninterdisciplinaryandintegratedliberaleducationprogram?Howcanfacultydevelopthenecessarypedagogiestoincorporateskillinstruction?Howcanexperientiallearningbeinten-tionalandintegratedthroughoutthecurriculum?Howmustassessmentbemodifiedande-Portfoliotechnologyutilizedtofacilitatestudentlearningacrossthecurriculum?Howcanadministrativestructuresbebestmodifiedtoachievetheintegratedfeaturesofthenewcurriculum?

PatriCK hayden-roy, Professor of History, John sPiLKer, Assistant Profes-sor of Music, rita Lester, Professor of Religion, and Susan wortmann, Associate Professor of Sociology—all of Nebraska Wesleyan University

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7:45 – 9:00 a.m. (continued)

taBLe 6rethinking the role of Cultural Centers in student successAchievingexcellencethroughdiversityisOregonStateUniversity’sstra-tegicpriority.Likemanylargepublicuniversities,OSU’sretentionandgraduationratesforstudentsofcolorcontinuetolagbehindtheoverallstudentpopulation.

Inresponse,OSUhasexpandedthehistoricalrolethatculturalcentershaveplayedbycreatingaprogramthatembedsacademicsupportinitsculturalresourcecenters,whichhasexpandedaccesstoservicesanddismantledbarrierssendingapowerfulmessagetostudentsofcolorthattheuniversityiscommittedtotheiracademicexcellenceandleader-ship.ThisRoundtablewillprovideamodelforforhowculturalcenterscanberedefinedtoplayasignificantroleinaninstitution’sabilitytosupportunderrepresentedstudentsinacademicsuccess.

susana rivera-miLLs, Vice Provost and Dean of Undergraduate Studies, and Kim mcALOnEy, Coordinator of Academic Engagement—both of Oregon State University

taBLe 7 Taking the LEAP: scaling equitable high-impact Practices

ThisRoundtablewillexaminehowinstitutionscanemployhigh-impactpractices(HIPs)tofosterliberaleducationgoalsandcounterunsus-tainable,quick-fixmodelsthatleadtothemanagementofdecline.FollowingtheworkofJaneWellmanandRimaBrusi,wewillexploretechniquestoscaleevidence-basedHIPsasthelong-term“cost-effec-tivestrategiestoincreasestudentsuccess”(2013),andhowtheLEAPframeworkcanhelpfosterdialoguewithcampusstakeholdersandstatepolicymakers.Wewilldiscusskeyfindingsofthesuccessesandchal-lengesofleveragingtheinternalandexternalforcesthatdrivechangeandofreducingtherestrainingforcesthatactasbarrierstoaccom-plishment.ParticipantswillhavetheopportunitytouseatemplatetocollaborateoninitialworktowardtransformingcampusprocessesandscalingHIPsfortheirowncampuses.

Jess Boersma, Director of Applied Learning, and martin Posey, Associate Vice Chancellor and Dean of Undergraduate Studies—both of University of North CAROLInA WILMInGTOn; Carleen Vande Zande, Associate Vice Chancellor, Curricular Affairs and Student Achievement, University of Wisconsin Oshkosh; roLLinda thomas, College of Arts and Sciences Assessment Coordinator, and staCye BLount, Assistant Chair, Department of Sociology—both of Fayetteville State University

taBLe 8Peer Mentorship as a High-Impact Practice: Focus on First Generation/underrepresented students

AtCaliforniaStateUniversityFullerton(CSUF)high-impactpractices(HIPs)havebeenidentifiedasoneofthemostimportantmeanstoincreasecompletionrates,improvelearning,andnarrowachievementgaps.TheCollegeofHealthandHumanDevelopmentpilotedaprogramdesignedtofosterthepowerofstudentpeermentoringtoimprovethesocialcapitaloftraditionallyat-riskstudents,specificallyunderrepresentedminoritystudents(URMS)andfirst-generationstudents.Studentmentors(n=43)andstudentmentees(n=173/59%URMS/46%Latino/44%first-Generation)werepairedwithinfiveundergraduatemajors.Programgoalswereintegratedwithdepartment,college,anduniversityprioritiesfocusingonimprovingretentionandgraduationrates,andreducinggapsintheseratesbetweenURMS/first-generationandnon-URMS/non-first-generationstudents.

mia sevier, Associate Professor, Department of Human Services, California State University, Fullerton

taBLe 9scaling up high-impact Practices: Challenges and solutions at a Large regional university

High-impactpractices(HIPs)areeffectiveatimprovingstudentlearningexperiencesandoutcomes.HowtoengagestudentsmeaningfullyinHIPs,however,ischallenging,particularlyatalargeuniversityenrollingover38,000students.InthisRoundtable,wewilldiscussthechallengesCSUFfacedintheprocessofscalingupHIPsandsharetheapproacheswehavetakentoaddressthem.Specifically,wewillpresenthowacampus-wideHIPdefinitionwasdeveloped,howweengagediversedisciplinesinthiseffort,andhowHIPsaremeasuredtoensurequalityanddocumentimpactonstudentlearning.

shari mcMAHAn, Deputy Provost, Su Swarat, Director of Assessment and Educational Effectiveness, and amir daBirian, Vice President of Information Technology—all of California State University, Fullerton

taBLe 10From Chaos to success: Creating an ecosystem For student achievement at a Large Public Comprehensive University

Threeyearsago,CaliforniaStateUniversity,Fullerton’ssix-yeargradu-ationratehoveredaround51.1%andwasespeciallylowforunder-representedminoritystudents,particularlyfirst-generationstudents.TheachievementgapbetweenunderrepresentedstudentsandtheirWhiteandAsiancounterpartswas12%.Consequently,theuniversitylaunchedafive-yearstrategicplantoaddressthegaps.Nowtwoyearsintotheimplementationoftheplan,datashowasignificantincreaseingradua-tionrateto61%(surpassingthefive-yeargoalof60%)andanarrowingoftheachievementgapto9.3%.Wewillexplainhowalargepubliccomprehensiveuniversitywithmorethan38,000studentsimplementedamulti-prongedecosystemapproachtoorganizeandengageitsfacultyandstafftowardacommonpurpose,improvequality,andenhancestudentachievementinonlytwoyears.

Peter nwosu, Associate Vice President for Academic Programs, vIJAy PendaKur, Associate Vice President for Student Affairs, sunny moon, Director, Institutional Research and Analytical Studies, and Josh Loudon, As-sistant Director, Academic Advisement Center—all of California State University, Fullerton

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taBLe 11 Intersecting Impact: amplifying meaning-making for new majority students in high-Impact Practices

CaliforniaStateUniversity,MontereyBayhasbeenapioneerininte-gratingmultiplehigh-impactpracticesintothecorecurriculum.AllCSUMBstudentstakeafirst-yearseminarcourse,twoservicelearningcourses,andcompleteaCapstoneproject.CSUMBalsohasbeensuc-cessfulinhelpingstudentsintegrateundergraduateresearchintotheirdegreeprograms.ThisrichHIPenvironmentprovidesanopportunitytoexaminethewaysinwhichdistinctHIPscanworktogethertoreinforceeachotherandresultinevenhigherimpactfornewmajoritystudents.ThisRoundtablewillpresentthreemodelsforengagementacrossmultipleHIPs—silos,stacked,andintersecting—andwilldemonstratehowCSUMBhasprogressedtoamoreintegratedapproachtosupportstudentsengaginginmultipleandintersectingHIPs.

seth PoLLaCK, Professor and Director, and AnDREA MOnROE, Associate Director, both of the Service Learning Institute; HEATHER HAEGER, Educa-tional Research Associate, and HOLLy UnRUH, Associate Director, both of the Undergraduate Research Opportunity Center—all of California State University, Monterey Bay

taBLe 1220 years of Institutionalized Capstone at a Public Hispanic serving institution (hsi)CaliforniaStateUniversity,MontereyBay(CSUMB)isacomprehen-sive,publicHispanicServingInstitution(HSI)foundedin1994withthevisionto“bedistinctiveinservingthediversepeopleofCalifornia,especiallytheworkingclassandhistoricallyundereducatedandlow-incomepopulations.”Sinceitsfounding,allCSUMBstudentshavebeenrequiredtocompleteamajor-basedcapstoneexperiencedesignedtomaximizethecareerandgraduateschoolpreparationofstudentsineachmajor.UsingCSUMB’s20-yearsofexperience,wewilladvanceaframeworkforcategorizingcapstonemodelsbasedonmultiplevari-ablesandidentifythebenefitsandchallengesassociatedwithinitiating,expanding,and/orinstitutionalizingalternativecapstonemodelsindifferentinstitutionalcontexts.

dan shaPiro, Director, Center for Teaching, Learning, and Assessment, PAT tinsLey, Professor of Business, and Kris roney, Associate Vice President for Academic Programs and Dean of Undergraduate and Graduate Studies—all of California State University, Monterey Bay

taBLe 13Leveraging technology in stem student success: what stem Faculty say about department-wide use of active Learning Pedagogies

It’sdifficulttoachievemeaningful,sustainableimprovementsinlearn-ingbyfocusingonlyontheindividualcourselevel.Studentstakecoursesequences,findlearningmodalities,andtheirsuccessstrategiesarereinforced—ornot—astheyprogressthroughthecurriculum.Toaddressthishit-and-missreality,UND’sBiologyDepartmenttransitionedtheentirecoreofthemajorintoatechnology-richactivelearningenviron-ment.UND’sSCALE-UPclassroomaccommodatesclasssizesofupto180students,allowing(orpracticallyspeaking,forcing)facultytoaban-dontraditionalapproachesandengagestudentsinactiveandcollabora-tivelearningusingthetechnologiesprovided.Wewilldescribefacultyperceptionsofthattransition,theimpactonstudentlearningbothatthecourseandprogrammaticlevels,andlessonslearnedintheprocess.

JOAn HAWTHORnE, Director of Assessment and Regional Accreditation, AnnE KeLsCh, Director of Instructional Development and AAC&U Fellow, and Brett GOODWIn, Chair and Associate Professor of Biology—all of the University of North Dakota

taBLe 14 “Big” data on a “Little” BudgetWhatdoourstudentsdowhentheygraduate,andhowdotheygetthere?Collectingdataandinformationaboutcurrentstudentsisthelastfrontierinstudentinformation,andyetthatdataissoimportanttounderstandhowourstudentsnavigatetheirtimeasundergraduates.ThisRountablewilldescribeapartnershipwithacademicaffairsandthecareerservicesofficeininformationcollectionandsharing.Wewillreview“low-tech”waystocapturekeyindicatorsaboutourstudents,theirengagementandinvolvementinhigh-impactpractices,andhowtoconnectthisinformationwithothersourcesofdataoncampustocreateafulllife-cycleviewofyourstudents.Inparticular,weshowhowexistingdocumentsandartifactscanbetranslatedintovaluabledatasources,allatlittleornoadditionalcost.

miCheLLe Bata, Associate Dean and Director of the LEEP Center, viCKie Cox-Lanyon, Director of Career Services, and Katherine BoGen, Research Assistant—all of Clark University

taBLe 15Leadership and Lessons Learned from General Education Alignment: Bridging the divide within P-20 education

ThisRoundtablewillfocusupontheneedforhighereducationtoshapeourcurricularandprogrammaticreformeffortsinlightoftheconstantly-changingP-12landscape.Wewilladdressthetensionscreatedasaresultofdifferencesbetweentheculturesandpracticesofthetwosys-tems,aswellasP-12programsandinitiativesthatneedconsiderationduringhighereducationreform.Examplesofchallenges,successes,andlessonslearned—includingobservationsregardingtheemergenceofandrelianceuponfacultyleadership—willbesharedfromtherecentgeneraleducationprogramrevisionatourinstitution.

donna neLson-Beene, Director of General Education/Provost Office Associ-ate, John FisCher, Vice Provost for Academic Affairs, and JULIA MATUGA, Director of Academic Assessment and Institutional Effectiveness—all of Bowling Green State University

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7:45 – 9:00 a.m. (continued)

taBLe 16Preparing students for Global Citizenship: a strategic Plan for Comprehensive internationalization

ThisRoundtablewilldescribetheplanning,budgeting,andimplemen-tationmodelforcomprehensiveinternationalizationusedatRamapoCollege.DesignedinparttoaddressambitiousgoalsintheCollege’sStrategicPlan,theStrategicPlanforComprehensiveInternationalization(SPCI)resultedfromamulti-yeariterativeprocessbytheInternationalEducationCommittee.TheRoundtablewillalsoidentifythemultiple,diverseprogramsandareas,bothonandoffcampus,inwhichgloballearningcanbeinfusedwhilepointingtothechallengesofcreatingasharedvisionforinternationalizationandsecuringfundingfortheSPCI.Wewillalsolinktheseeffortstoaproposedrevisedgeneraleducationcurriculum,aninitiativetoincreasecommunityengagement,andthestrategicgoalforhalfoftheCollege’smajorprogramstorequireaninternationalexperience.

ERIC DAFFROn, Vice Provost, and Ben Levy, Director of International Educa-tion—both of Ramapo College of New Jersey

taBLe 17 Building a democratically engaged Community: Cultivating Conversations about Justice and Equity in a Diverse Community

Whetherinterrogatingtheintersectionsofclassandgenderexpres-sionordiscussingthesystemicimpactofraceinAmerica,ourstudentsareengagingincomplexconversationsthatchallengethemtothinkcriticallyandactsociallyjust.Whenwepausetoconsiderthelargerpurposeofhighereducation,itisincumbentuponustodevelopcivicprofessionals,whoareabletoattendtosomeofthemostpressingis-suesofthisgeneration.ThisRoundtablewillexploretheopportunitiesandchallengespresentedbytwoprogramsusedatWagnerCollegetoengageourcommunityinrobustdialoguesaroundthenexusofrace,class,gender,andsocialjusticeinAmerica.

Curtis wriGht, Dean of Campus Life and Leadership, and ruta shah-GORDOn, Vice President of Internationalizaiton, Intercultural Affiars and Campus Life—both of Wagner College

taBLe 18student Learning, Growing and Contributing domestically and Globally: the howard university alternative spring Break Program

Since1994,theAlternativeSpringBreakProgram(ASBP)atHowardUni-versityhasprovidedanabsolutelyprimeexampleofservicelearningandcivicengagementwithinreal-worldcontexts,domesticallyandinternation-ally/globally.Thisprogramdirectlyprovidesabroadrangeoflearninganddevelopmentalopportunitiesandrichexperiencestoparticipatingstudentswhohavevolunteeredtheirfreetimetoserveneedycommunitiesasteach-ers,tutorsandmentors,builders,re-builders,andoverallproblemsolvers.ThestudentshaveworkedonNativeAmericanreservations,inprimaryandsecondaryschools,socialserviceandhealthagencies,andinapenalinstitution,largelyconductingactivitiesthattheyhaveplannedthemselves,andhaveservedinNewOrleans,Detroit,St.Louis,DC,Atlanta,Chicago,Baltimore,andHaiti.TheaccountsandassessmentsoftheirASBPchal-lengesandsuccesses,callingforapplicationofcriticalthinking,technicaland“softskills,”areimmenselyinformativeandinspiring.

MICHAEL WALLACE, Assistant Director: Office of Institutional Assessment & Evaluation, and Gerunda huGhes, Director: Office of Institutional Assessment and Evaluation—both of Howard University

taBLe 19 “if you Build it, they will Come (and they will stay!)”:developing an in-house summer Program for underrepresented students

KenyonCollegefaculty,administrators,andalumniwilldiscusstheopportunitiesandchallengespresentedbytheKenyonEducationalEnrichmentProgram(KEEP),thein-housesummer/bridgeprogramforunderrepresentedstudentsatKenyonCollegeestablishedin2007.Datafromtwocomprehensiveprogramanalyseswillbesharedtodemonstratethesuccessesandchallengesofcreating,developing,andmaintainingthistypeofprogram.

IvOnnE GARCIA, Associate Provost, theodore mason, Associate Provost for Diversity, Equity, and Inclusion, and Chris KennerLy, Associate Dean of Students/Director Office of Diversity, Equity, and Inclusion—all of Kenyon College

taBLe 20 The Global Fellows Program: A Developmental Approach to Global Learning through the Liberal Arts

Highereducationseeksnewwaystopreparethenextgenerationtoliveandworkinincreasinglycomplexandglobalizedcommunities.Adevelopmental,programmaticapproachtocultivatingtheattitudesandskillsthatarecriticaltoglobalcitizenshipcanbecomethecornerstoneofcampusinternationalizationeffortsandacatalystforchange.ThisRoundtablewillcloselyexamineoneprogramforstudentsinalldisci-plinestoenhancetheirliberalartseducationbydelvingdeeplyintoun-derstandingselfandculture,thinkingbroadlyaboutglobalissuesfrommultipledisciplinaryperspectives,andgettingactivelyengagedintheirlocal/globalcommunitiesoverthecourseofthreeyears.Together,wewilldiscussthechallengeofaddressingthedeeperstudentoutcomesthatarekeytogloballearninginliberaleducation.

AMy McniChoLs, Associate Dean, International and Intercultural Programs and Associate Professor of Spanish, roBert trader, Associate Professor of Communication, Leanna JaseK-rysdahL, Student, and roGer isom, Jr., Student—all of McDaniel College

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taBLe 21 Global Literacy Defined by Engagement: suny oswego’s Best Practices

AtSUNYOswego,20%ofundergraduatestudentsparticipateingloballearningexperiencesbeforetheygraduate.Continuallyworkingtoim-provethisnumberandmakesurethesegloballearningexperiencesarerigorousandinnovativeisanimportantinstitutionalgoal.ThisRound-tablewilldescribeaspectrumofgloballearningopportunitiesavailabletostudentsacrossthecurriculumandco-curriculumatSUNYOswego,andfocusuponthechallengesandsuccesseswehavehadincreatingdiverseopportunitiesforstudentstostrengthentheirgloballiteraciesasfullyintersectingwithcivic,scientific,andculturalliteracies.Wewillshareinformationaboutthechallengesindevelopingthe1)SUNYOswegoGlobalLaboratories;2)QuarterCoursestodevelopingnations;3)globalcitizenship-basedstudyabroadexperiences;and4)ShanghaiNormalUniversity/SUNYOswegoAcademicResearchForum.

ADRIEnnE McCormiCK, Dean, College of Liberal Arts and Sciences, MARCIA BurreLL, Professor and Department Chairperson, Curriculum and Instruction, James earLy, Professor of Computer Science, Lisa GLidden, Associate Professor of Political Science, Coordinator, Global and International Studies and Sustainability Studies, and HOnG WAn, Associate Professor of Finance—all of State University of New York at Oswego

taBLe 22Preparing students to enter the Global village? use social media!

Ensuringthatstudentsarepreparedforworkandlifeinaturbulentandgloballyconnectedenvironmentiscriticaltosuccessinliberalandhighereducation.With83%ofmenandwomenages18–29usingso-cialmedia,theseformsoftechnologyandcollaborationarefosteringaglobalvillagethatencouragesstudentstocollaborateandshare.Socialmediaandmobiletechnologycanbeusedtopreparestudentstoentertheeverconverging,technologydependentworld.Thefacilitatorwillsharehowsocialmediaandmobiletechnologyasformsofdigitalandconnectedlearningcanbeutilizedinliberaleducationandhigheredu-cationinmeaningfulwaystoensureinclusiveexcellenceandexpandstudentparticipationinhigh-impacteducationalpractices.Thefacilita-torwillalsosharehowsocialmediaandmobiletechnologycanhelpadministrators,departmentchairs,andfacultyachievetheirgoalsandobjectivesandestablishconcrete,measurablelearningopportunities.

sCott weiLand, Chair, Department of Mass Communications, King’s College

8:00 – 9:15 a.m.

semInar (Participation limited to 25; please arrive early.)

Constructing the #aaCu16 @twitter BackchannelDeclaration B—level 1B

Thisseminarwillreflectonthetwitter“backchannel”forthe2016AACUconference.Atwitter“backchannel”istheconversationthatemergesinformallyonlineasconferenceparticipantstweetaboutthepanelstheyareat,particularlyasacademicshavediscoveredtheutilityofthetwitterplatformtoposequestions,sharelinks,andredirectfocustobettertopicsintheabbreviatedstyleofthemedium.Theback-channelcanbecomeavaluablemediumforincreasinglearningandengagementforconferenceparticipantsbyconnectingthemwithnewcolleagues,allthewhilereachingoutandbringingtheinsightsofthemeetingtocolleaguesworldwide.Bymakingthebackchannelpurpose-fulandintentional,wehopetoidentifybestpracticesand,bydoingso,makeparticipantsmorelikelytousethesemethodstoincreasestudentengagementandlearningattheirhomeinstitutions.

stePhen BraGaw, Visiting Professor of Politics, marK rush, Director of International Education and Stanley D. and Nikki Waxberg Professor of Politics and Law, and JuLie Kane, Head of Collection Services and Associate Professor—all of Washington and Lee University; Bryan aLexander, President, Bryan Alexan-der Consulting; AnDREA REHn, Associate Professor of English and Co-Director, Digital Liberal Arts Center, Whittier College; reBeCCa Frost davis, Director for Instructional and Emerging Technology, St. Edward’s University; J. eLizaBeth CLarK, Professor of English, LaGuardia Community College–City University of New York

9:15–10:15 a.m.

ConCUrrenT sessIons

What Do CAOs Think?a dialogue about new survey Findings

Constitution CDe

Inside Higher Ed(IHE)EditorScottJaschikwillpresentandleadadiscussionoffindingsfromasurveyofChiefAcademicOfficers(CAOs)sponsoredbyIHEandscheduledforreleaseinJanuary2016.DebraHumphreyswillsetthecontextofthediscussionwithinsightsfromAAC&U’sownsurveysofCAO’sconcerningissuesofgeneraleduca-tion,assessment,andequity.Topicscoveredwillincludesuchissuesastriggerwarnings,athleticsandacademicintegrity,newonlineandalternativedegreepathways,andthecontinuedimpactoftheeconomyoninstitutionalvitalityandquality.

deBra humPhreys, Senior Vice President for Academic Planning and Public Engagement, AAC&U; sCott JasChiK, Editor,InsideHigherEd

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9:15 – 10:15 a.m. (continued)


Making Excellence Inclusive: Leading for Equity in Challenging Times

Burnham

ThisSeminarwillengageparticipantsinconsideringInclusiveExcel-lenceasaframeworktocontextualizeandguidetheirworkinhighereducation,particularlywithconsiderationofthecurrentchallengingnationalandinternationalclimates.InclusiveExcellence(IE)asaframe-workprovidesacademicleaderswithconcreteandnuancedwaystoengagetheircampusesinassessmentandprogresstowardthecreationofwelcomingandaffirmingenvironments,buthowmightitalsodrivepolicy,practice,andprocessesintimesofchallengeandcrisis?HowmightInclusiveExcellenceframepraxisasleadersaremakingsenseofournation’scontemporarylocation—Ferguson,Baltimore,StatenIs-land,andtheAMEchurchinSouthCarolina—anditsimpactonhighereducation?WewillengageinconversationandcollectivethinkingofInclusiveExcellenceasamodelofchangeandforchangingtimes.

FranK tuitt, Senior Advisor to the Chancellor and Provost on Diversity and Inclusion, University of Denver

educating Citizens through the Great BooksCabin John/arlington

Isthepurposeoftheliberalartstocreateinformedcitizens?Canthehu-manitiesserveassitesforcultivatingthecivicartsinthefaceofinstru-mentalapproachestoeducation?HowcanGreatBooksprogramshelpbridgetheequitygapcurrentlyplaguinghighereducation?Thissessionwillofferanoverviewofprogramsthatareexplicitlyengagedinthesequestions.FromoneatColumbiaUniversitythatofferslow-incomehighschoolstudentsarigorousGreatBooksseminartoacourseatTheOhioStateUniversitythatgivestheparentsofscholarshipstudentsahumani-tiesseminar,thispanelwilldemonstrateworkinganswerstotheguidingquestionofthisyear’sAAC&Uconference:howcanhighereducationleadonequity,inclusiveexcellence,anddemocraticrenewal?

TAMARA TWEEL, Associate Director, The Freedom and Citizenship Program, The Center for American Studies at Columbia University, Columbia University; PAUL REITTER, Director, The Humanities Institute at The Ohio State University, The Ohio State University; PauL stern, Professor of Politics, Ursinus College; Ben desmidt, Associate Professor of Classics and Great Ideas, Carthage College

new Majority Alums: Frameworks for Learning with Alumni


Thissessionaimstostrengthentheframeworkforpromisingpracticesinlearningwithalumni,apotentiallyvitalcontributiontothesuccessofbothNewMajorityandtraditionalstudents.

Weproposeacloserlinkamongthreeareasofeducationalinnovation:(i)sociallyresponsivelearningpathwaysandthelifephasesassociatedwiththem,extendingtothestudent-to-alumtransition);(ii)develop-mentalphasesconceptualizedintermsofinterculturalmaturityandself-authorship,and(iii)changeeffortsparticulartoinstitutionaltypeandmission,especiallystudentsuccesseffortsthatcenteronthewholepersonbeforeandaftergraduation.Speakerswillattendtostudentpathwaysinto/through/outofciviclearningexperiences,especiallyasexperiencedbyNewMajoritygraduateswhoarecreatingnewformsofalumnihood.Thispaneltakesseriouslyinterculturalcapabilitiesanddemocracyskillsthatarejoinedundertherubricof“fullparticipation”andstressesintergenerationalapproachestofosteringmoreinclusiveinstitutionalcultures.

JuLie eLLison, Professor of American Culture and English, and PATRICIA KinG, Professor of Higher Education—both of the University of Michigan; Dani-elle Hinrichs, Associate Professor, Communication, Writing, and Arts, Metropolitan State University; maryBeth Gasman, Director, Penn Center for Minority-Serving Institutions, Professor of Education, University of Pennsylvania; RAnDALL Bass, Vice Provost for Education and Professor of English, Georgetown University

aCaD sessIon

Equity and Inclusive Excellence: Academic Leaders Advancing Work-Life-Family Culture

Wilson/roosevelt

Work-lifeconflictandstressisanincreasingconcernforfaculty;thus,creatingawork-life-familyculturehasbecomeessentialforsupportingequityandexcellenceinthetwenty-firstcenturyacademicworkforce.Inthissession,wewillinviteacademicleaderstoconsiderpracticesforadvancingawork-life-familycultureanddevelopstrategiesfortheirowninstitutions.

Laura Bryan, Vice President for Academic Affairs and Dean, Transylvania Uni-versity; CheryL wiLson, Chair of the Klein Family School of Communications Design and Associate Professor of English Literature, University of Baltimore

Edward L. Ayers

ClosIng PlenarY

In a Changing Landscape, What is “College” Anyway?Constitution aB

CHAIR: James P. CoLLins, Virginia M. Ullman Professor of Natural History and Environment, Arizona State University

edward L. ayers is President Emeritus of the University of Richmond, where he now serves as Tucker-Boatwright Professor of the Humanities. Previously Dean of Arts and Sciences at the University of Virginia, Ayers was named the National Professor of the Year by the Carnegie Founda-tion for the Advancement of Teaching in 2003. His books include ThePromiseoftheNewSouth:LifeAfterReconstruction, a finalist for both the National Book Award and the Pulitzer Prize; andInthePresenceofMineEnemies:CivilWarintheHeartofAmerica,which won the Bancroft Prize for distinguished writing in American history. Professor Ayers was awarded the National Humanities Medal by President Obama in 2013.

10:30 – 11:30 a.m.

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8:00 – 9:00 a.m.

opening PlenaryIndependenceBallroom

Realities and Possibilities of Digital Pedagogies in the Changing Academy Thereisaneedtoattendtothetranslationallearningworkthatneedstohappenbetweenstudents(especiallythenewmajoritystudents),labormarkets,andcurriculums.Thispresentationwillexploreexperiments

withdepartmentalandprogramlevelworkandadigitalpedagogylab(ALTLab)thatisreallymovingforwardthedigitaltoolsforlearningtoenhanceteachingandlearningeffectiveness.

tressie mcMILLAn COTTOM, Assistant Professor of Sociology, Virginia Commonwealth University and Faculty Associate, Berkman Center for Internet & Society, Harvard University

9:15 – 10:15 a.m.

sponsor session

Growth and Grit: delivering Brief Psychosocial interventions using ePortfolios

Franklin square

ePortfolio-basedassignmentshavethepotentialtoreachcollegestudentsevenbeforetheyarriveatcollege.Assuch,theymightbeapowerfulmeansofdeliveringevidenced-basedpsychosocialinterventionsbroadly.WedescribetheePortfoliodeliveryofinterventionsdesignedtodevelopgrowthmindsetsandgritamongat-riskcollegestudents.StudentswatchedTEDtalksandthenresponded,inwriting,toaseriesofquestionsthatpromptconcep-tualreporting,applicationofcontenttoself,andplansforself-improvement.WecomparetheresponsestoePortfoliodeliverywithresponsesofsimilarstudentswhocompletedtheinterventionsinpersonatasummerorienta-tion.WereporttheeffectsofePortfoliodeliveryonconceptualmastery,ap-plicationofcoreconceptstoself,andoveralllevelofresponse.Individualswhoattendthistalkwilllearnhowtodeliverevidence-basedinterventionsinsettingssuchasfirst-yearseminars,orientations,andclasses.

Karen sinGer-Freeman, Associate Professor of Psychology and LInDA Bastone, Chair, School of Natural and Social Sciences—both of Purchase Col-lege, State University of New York

Online Career Portfolios: using technology to enhance student success

Independence BC

EPortfoliosarebeingincreasinglyutilizedbycollegesanduniversitiestoassiststudentsinreflectingontheirlearninganddocumentingskillsneededforsuccessinaglobaleconomy.FloridaStateUniversity’sePort-foliohaspreparedover90,000studentandalumniusersforthefuturebyhelpingthemdocumentthetransferableskillsdevelopedthroughcurricularandcocurricularexperiences,relatetheirexperiencestocriticalskillsneededintheglobaleconomy,andmarketthemselvestoemployersorgraduateschools.Previousandcurrentresearchsupport-ingtheefficacyofePortfoliosforstudentlearningwillbereviewed,andademonstrationoftheFSUCareerPortfoliowillbeprovided.

LesLie r. miLLe, Associate Director, The Career Center, and AMAnDA Peters, Graduate Assistant, The Career Center—both of Florida State University

Learning about General Education via an ePortfolio Requirementlafayette Park

WhatcananinstitutionlearnifitimplementsanePortfoliothrough-outitsgeneraleducationprogram?ThissessionwilldiscussSaltLakeCommunityCollege’sePortfoliorequirementinitsGeneralEducationprogram,withparticularemphasisonassessmentfindingspertainingtostudentintentionalitytoward—andattainmentof—essentiallearningoutcomes.Thesessionwillsharerecentassessmentfindings,andthenengageparticipantsinanassessmentexercise.

david huBert, Interim Assistant Provost for Learning Advancement, Salt Lake Community College

Assessing Course Development with a Portfolio ApproachIndependence Fg

Thissessionwilldiscusssomesuccessesandchallengesofengagingfacultyinaportfolio-basedapproachtocoursedevelopment.Asmorefacultywanttodevelopcourseswithmoreinteractivity,moreflip-ping,andmoredigitalpresence,weneedwaystoengagefacultyinunderstandingthepedagogicalchoicestheymakeastheyadoptnewtechnologiesandstrategies.Thissessionreviewsspecificexamplesofengagingfacultyinacoursedevelopmentcurriculumthatusesaportfo-lioapproach,includingpeerandinstructorfeedback,toensurequalitywork.

marC zaLdivar, Director, Active Technologies for Engaged Learning, Virginia Tech

seventh annual e-Portfolio Forumachieving equity through student success and e-Portfolios

saTurday, January 23, 8:00 a.m. – 5:00 P.m.

. AAC&U is delighted to be joined again by the Association of Authentic, Experiential and Evidence-Based Learning (AAEEBL) and the International Journal of ePortfolio (IJeP) as co-sponsors of the Forum.

Tressie McMillan Cottom

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9:15 – 10:15 a.m. (continued)

strategies for increasing Faculty engagement in ePortfolio InitiativesFarragut square

Thissessionwillexamineafacultydevelopmentstructurethatsupportsgeneraleducationassessment,specificallyfocusingonidentifyingthecharacteristicsofengagedfacultyandtheactivitiesthatcontributetoincreasingthisengagementingeneralandwithgeneraleducationassess-mentandePortfoliosinparticular.ThistopicappearstobeparticularlyrelevantbecausefacultyengagementwasthemostfrequentlymentionedconcerninWatsonandRing’s(2015)sessionatAAC&UonePortfolioresearch.Wehypothesizethatacultureofengagementcanbedevelopedbyprovidingfacultywithmultipleopportunitiesforprofessionaldevelop-mentexperiences,eachfollowedbyaperiodofapplication,reflection,refinement,andconsultation.Thepresenterswillsharethedevelopmentthisactionplanandmodelandengagetheaudienceinaconversationaboutfacultyengagementandstrategiesforcultivatingit.

BarBara ramirez, Director of the Class of 1941 Studio for Student Com-munication, and BoB BraCKett, Assistant Director, ePortfolio Program—both of Clemson University; GAIL L. RInG, PebblePad, and former Director, ePortfolio Program, Clemson University

An Administrator, a Director, and a Professor all Walk into a Liberal Arts College: Perspectives on Implementing ePortfolios

Independence HI

ThispresentationcapturestheprocessofimplementingePortfoliosatWoffordCollege(asmall,liberalartscollegeof1,650students)fromthreeperspectives:theDeanoftheCenterforInnovationandLearning,anAssociateProfessorofEnglish,andanincomingAssistantProfessorandDirectorofDigitalPedagogy.ThesedifferentperspectivesoutlinethevarietyofapproachesandpossibilitiesforagrassrootsgrowthofePortfoliouseoncampus.Ourworkbeganaspartofasmall-scaleMellon-fundedprojectintheHumanities,butinterestinePortfolioshasexplodedonourcampus.TherapidandwidespreadadoptionofePortfoliosaffordsustheabilitytohighlightthespecific,contextualizednuancesofePortfoliosatWofford,andalsotofurtherthediscussionregardingimplementation,bestpractices,andalignmentinePortfoliosbroadly.

John. d. miLes, Dean, Center for Innovation and Learning and Associate Professor of English, Cate BLouKe, Director of Digital Pedagogy and Assistant Professor of English, and Kim rostan, Associate Professor of English—all of Wofford College

Borrowing the (Proverbial) Cup of sugar: Bringing diverse disciplines together to establish university-wide ePortfolio Practices

Independence De

Likemanyinstitutions,westartedwithpocketsofePortfoliopracticeacrossouruniversity,andwemayhaveremainedthatwayifwehadnottakenspecificcollaborativeaction.Throughourinvolvementinathree-yearresearchproject,wewereabletomovefromdiverse,discipline-specificviewsondigitalportfoliostoaspaceofcommongroundaroundhowourstudentslearn(throughacleareridentificationprocessformetacognition)andhowweassessthatlearning(throughthefaileddevelopmentofacom-monrubricandthesuccessfuldevelopmentofacodingsystem).Wenowoperateinaspaceofcollegialunderstanding,withamuchclearer,multi-disciplinary,andcampus-wideviewonhowdigitalportfolioscanserveasbothaspaceofcommonassessmentand,morebroadly,asatransformativereflectivepracticeforstudents.Weinviteaconversationabouthowourexperiencesmightmapontoothers’institutionalscenarios.

sarah r. Brown, Senior Instructional Technology Consultant, CARyn CHADEn, Associate Provost for Student Success and Accreditation, LILIAnA Barro zeCKer, Associate Professor of Language and Literacy, and MICHELLE nAvARRE CLEARy—all of DePaul University; Kathryn wozniaK, Assistant Professor of Educational Technology, Concordia University Chicago

10:30 – 11:30 a.m.

sponsor session

enhancing student Learning through ePortfoliosFranklin square

Thispresentationwillexplorestrategiesforcreatingacomprehensiveinstitution-wideePortfolioprogram.TheCitadelwillsharelessonslearnedfromimplementingarequiredePortfolioprogramthatprovidesacentralplatformforcollectingandassessingevidencethatstudentsareachievingtheinstitution’sleadershipdevelopmentandgeneraleducationlearningoutcomes.ThispresentationwilldiscusstheroleoftheePortfolioprogramintheinstitution’soverallassessmentprogram,integrationofAAC&UVALUERubrics,strategiesforengagingfacultyandstaffinassessment,communicatingresults,facilitatingcampus-widecontinuousimprovementprocessesbaseduponevidence,andawardingassessmentbestpractices.

TARA HORnOR, Associate Provost for Planning, Assessment, and Evaluation, The Citadel; dara wexLer, Director, Education Solutions, Taskstream

re-examining the Function of the student ePortfolio: Demonstrating Learning in High-Impact Practices

Independence Fg

ThissessionwillfocustheuseofePortfoliosasastudent-generatedmediumforshowcasingaprofessionalcollectionofworksinanunder-graduateresearchsetting.Exampleswillbeshowntoillustratestudentlearningprocessaswellasshowcasestudentauthorshipandagency.ResearchwillbepresentedonhowstudentsuseePortfoliosinahigh-impactpracticelikeundergraduateresearchalongwithtestingwithhowstudentswhoutilizeePortfoliosdifferintheirself-reportedlearningfromstudentswhowritemoretraditionalreflectionsandresearchpapers.

natasha d. oehLman, Writing and Professional Communication Associ-ate, HEATHER HAEGER, Educational Research Associate, and BridGette CLarKston, Curriculum Associate—all of California state University, Monterey Bay

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EPortfolios: supporting reflection and deep Learning in high-impact Practices

Farragut square

ePortfoliosareapowerfulpedagogicaltoolthatcansupportdeeplearn-ingacrossvariouslearningcontexts.Regardlessofthespecificimple-mentationincurriculumorco-curriculumprograms,reflectionplaysakeyroleindeterminingtheeffectivenessofePortfoliosindevelopingintegrativelearningandmetacognitiveskills.Thisinteractivesessionwillbeginwithareviewofacampus-wideinitiativewhereePortfolioshavebeenintegratedintoseveralhigh-impactpracticessuchasundergraduateresearch,servicelearning,andcapstonecourses.PresenterswillsharemodelsofstudentworkthatshowcasehowalignmentwithlearninggoalsandstudentreflectioncontributetotheeffectivenessofePortfolios.Usingtheseexamples,participantswillworkcollaborativelytoidentifywaysthatePortfolioscandeepenlearninginotherhigh-impactpractices.

KathLeen e. harrinG, Dean of Institutional Assessment and Academic Planning, sue CLemens-Bruder, Senior Lecturer in History, and GRETCHEn GOTTHARD, Associate Professor in Psychology—all of Muhlenberg College; TIAn LUO, Assistant Professor, Instructional, Design, and Technology, Old Do-minion University

ePortfolios as a Catalyst for Faculty Learning and Collaborationlafayette Park

ThispresentationoutlinesafacultycohortmodelforimplementingePortfoliosthathasbeeninusesince2012inacampus-wideePortfolioinitiativeatalargeland-grant,researchheavyuniversity.Wewillpresentanoverviewofthismodel,trackmajorshiftsinthefacultydevelopmentprogramswe’veoffered,andreportontwospecificdepartmentsascase-studiesofthisapproachtoconsiderwhatfeaturesofdepartmentalculturesupportorchallengetheimplementationofePortfoliosandthefaculty’sabilitytocollaboratetoincludeePortfoliosacrossthecurriculum.WewillusehalfofourpresentationtimetoinviteparticipantstoconsiderhowthismodelmightbeadaptedtotheirinstitutionsandtothinkwithusaboutwhatresearchisneededtobetterunderstandhowePortfoliosfunc-tionasacatalystforfacultylearninganddepartmentalchange.

marGaret J. marshaLL, Director of University Writing and Professor of English, LesLey e. BartLett, Assistant Director of University Writing, MIRIAM marty CLarK, Associate Professor of English, and oLadiran o. Fasina, Alumni Professor of Biosystems Engineering—all of Auburn University

To the next Level: Creating an ePortfolio Culture on Campus Through Platform selection, implementation, and Learning Communities

Independence De

PortlandStateUniversityhasanalmost20yearhistoryofusingePortfo-liosinthefirstyearofitsgeneraleducationprogram.WhiletheintenthasalwaysbeentoexpandtheuseofePortfoliosbeyondthefirstyearoftheprogram,littleprogresshadbeenmade.PartofthiswasduetoalackoffacultyengagementintheePortfolioprocessaswellasdifficultylearningthefreeorlow-costsoftwarebeingusedfortheePortfolio.In2014,agroupoffacultyreceivedaninternalgrant,ReThinkPSU,toen-gagetheuniversitycommunityintheselectionofanePortfolioplatform.Thissessionwillhighlightlessonslearnedfromacasestudybeingcon-ductedontheprocurement,implementation,andexpansionprocess,includingthedevelopmentoffacultyandstafflearningcommunities.

CandyCe reynoLds, Professor and Chair, Educational Leadership and Policy, and meLissa Pirie, Faculty and Program Administrator—both of Portland State University

digital Badges and ePortfolios: synergy for engagement, Learning, and accountability

Independence HI

Opendigitalbadgescancontainspecificclaimsanddetailedevidencesupportingthoseclaimsandcancirculatereadilyinsocialnetworks.BecauseofthistheyhavethepotentialtotransformcredentialingandassessmentinhighereducationandpotentiallysynergizeotherrelatedinnovationssuchasePortfolios.Thepresentationwillpresentthefind-ingsfromanintensivestudyofsixprojectsthatwerefundedtodevelopdigitalbadgesystemsalongsideePortfoliosystems.ItwillpresentthedesignprinciplestheprojectuncoveredforusingbadgesandePort-foliostogethertorecognize,assess,motivate,andstudylearning.Itwillalsopresentevidenceregardingthesuccesswithwhicheachoftheintendedprincipleswereactuallyenactedandformalized,alongwithrelevantcontextualfactorsthatappearedtosupportorhinderthatsuccess.ThepresentationwillconcludewithareviewofseveralnewePortfolio+badgesprojectsandadiscussionoftherelationshipbetweenbadgesandePortfoliosinthemajorLMSs.

danieL t. hiCKey, Professor, James e. wiLLis, Research Associate, and Joshua d. quiCK, Graduate Research Assistant—all of Indiana University Bloomington

(Re)Designing the Learning Ecosystem: Using ePortfolios and Flipped Transcripts to Make Meta-Learning visible in Undergraduate Education

Independence BC

Howcanvisualizationtoolshelpusunderstandthebroaderecosystemofstudentlearninginordertomoreeffectivelysupportundergradu-ateeducation?Howcaneducatorsintentionallynavigatethepotentialforinnovationandtransformativelearningthroughevidence-basedresearch,practice-basedexplorationsandfuture-orientedprovocations?Wedrawupondesignthinkingprinciplestoexplorequestionsrelatedtoequity,experienceandevidencethroughcasestudiesofadvisinginter-ventions,ePortfoliopractices,andprototypesofflippedtranscripts,andacademiccredentials.Ajourneymetaphorcenteredaroundanairportwiththeportfoliosymbolizingthepassport,badgesasvisas,andtheunderlyingfactorsthatinfluenceone’stravelexperience(e.g.,flyingfirstclassvs.coach)willguideourdiscussion.ThevalueofgroundingtheePortfolioconversationinthismetaphoristomakesenseoftheinter-sections,opportunitiesandobstaclesthatensureorlimitrealtractiononcampuses.Sessiontakeawayswillincludeaframeworkthatparticipantscanadaptandpilotontheirowncampuses.

HELEn CHEn, Director of ePortfolio Initiatives and Research Scientist, Office of the University Registrar, and Lourdes andrade, Director, Academic Policy and Academic Support, Undergraduate Advising and Research—both of Stanford University; Lisa GroCott, Associate Professor of Design, Parsons School of Design

56

11:45 a.m. – 1:00 p.m.

lUnCHeon PlenarY

envisioning the Folio thinking ecosystem*

Independence Ballroom

Theplenarywillbeanexaminationofhowthestatic,traditionaltranscriptcanbecomeadynamicrepresentationoftheworkofstudentsacquiredthroughthecurriculumandcocurriculum,creatingarobustdocumentationofastudent’ssignatureworkatandacrossinstitutions.

thomas BLaCK, Associate Vice Provost for Student and Academic Services, University Registrar, and HELEn L. CHEn, Research Scientist and Director of ePortfolio Initiatives—both of Stanford University

*A follow-up discussion will continue in Independence Ballroom until 2:00 p.m.

1:15 – 2:00 p.m.

sponsor session

LeaP, tweets, and Blogging: Faculty Collaboratives in the LeaP states

Franklin square

AAC&U’sFacultyCollaborativesProjectisusingsocialmediaandsociallearningtosupportfacultyleadershipandprofessionaldevelopmentintenLEAPStates.OrganizingcommunitiesofpracticetoadvancefacultyworkwithLEAP,VALUE,DQPandTuning,andGEMs,theprojectemphasizesthegoalsofequitythroughliberaleducationandencourageswidespreaduseofhigh-impactpracticesandsignatureassignmentsforallstudents.TheFacultyCollaborativesprojectisbuildingDigicationePortfoliosforblog-ging.Thecollaborationhopestohelpfacultydealwithinitiativeoverloadandmakesenseofaplethoraofreforminitiativestowardthesuccessofallstudents.TheprojectissupportedbyLuminaFoundationandAAC&U.

susan aLBertine, Vice President, Office of Diversity, Equity, and Student Suc-cess, and reBeCCa doLinsKy, Program Manager and Research Analyst—both of AAC&U; KeLLy drisCoLL, President, Digication

using an ePortfolio to showcase Competencies of Business and Liberal arts students within the same Course and ProgramIndependence Fg

CananundergraduateePortfolioprojectbeusedtointegrateanddisplaybusinessstudents’professionalcompetencieswhilestillreflectingthecompetenciesdevelopedbystudentsmajoringintheliberalarts?ThispresentationwilldescribehowaLEAP-basedprojectinacollegeofbusinessevolvedtoreflecttheSocietyforHumanResourceManage-ment’s“CompetencyModelforHR”andtheoverlappingskillsidentifiedascriticaltoemployersintheAAC&Usponsoredreport,“FallingShort?CollegeLearningandCareerSuccess,”tobenefitbothbusinessandnon-businessstudentsenrolledinhumanresourcemanagementcourses.

KeLLy deLaney-KLinGer, Assistant Professor of Management, University of Wisconsin-Whitewater

advancing an ePortfolio typology through synthesis, Collaboration, and EngagementFarragut square

ePortfoliosiftheyarepurposelydesignedandimplementedhavethepo-tentialtobeavenuethroughwhichstudentsfromdiversebackgroundscanexperiencesuccess.TheePortfolioscanalsoprovideeducationalinstitutionswithinformationabouthowandwhatstudentslearn.TheformsandgoalsoftheePortfoliosvarywidelyandthereisnotacommonlanguagetousewhendiscussingePortfolios.OnewaytocometoacommondefinitionistocreatearepresentationormodelofthedifferentformsandfunctionsofePortfolios.Thepurposeofthissessionisthree-fold:toprovideasynthesisofexistingePortfolioresearchthatutilizestheConnecttoLearnresearchdatabaseastheprimaryrepositoryforunderstandingandanalyzingthefield;toshareabeginningtypologyforthetheories,definitions,andmodelsofePortfolioscurrentlybeingimple-mentedatinstitutions;andtoengageparticipantsinadiscussionaroundthebeginningtypologytodevelopacommunitytypology.

TIFFAny MARRA, Managing Director, HUB for Teaching and Learning, and GAIL LUERA, Associate Professor—both of the University of Michigan-Dearborn

shared outcomes + ePortfolios to expand General Education into the Co-Curriculum and Majorslafayette Park

Acampus-wideePortfolioinitiative,combinedwithasharedsetoflearn-inggoals,canextendgeneraleducationfromthecorecurriculumintotheco-curriculumandallofthemajorsatauniversity.Faculty,staffandstudentsatPhiladelphiaUniversitycollaboratedtogenerateasetofcon-sensuslearninggoalsthatcouldbeaddressedineducationalexperiencesacrossthecampus.Agreeinguponthesegoalsatthebeginningoftheprocessstrengthenedstakeholdersupport,producinganambitiousePort-folioprogram,nowinitssecondyear,thatwasapprovedbya70%voteofthefaculty.Participantswillreviewthedesign-thinkingapproachusedtoreachthesesharedoutcomesandconsiderhowanePortfoliostrategycouldbeusedattheirinstitutionstotargetgeneraleducationgoalsacrossthemultipledimensionsoftheirstudents’educationalexperience.

tom sChrand, Associate Dean for General Education, Philadelphia University

Lessons Learned from an ePortfolio Pilot: using an ePortfolio to Provide evidence of student Learning and Professional Identity

Independence HI

Inthissession,thepresenterswillsharetheiranalysisandlessonslearnedfromthefirstformalcourse-levelpilotofanePortfoliotoolatColumbiaUniversity,runinpartnershipwiththeUniversity’sCenterforTeachingandLearning.ThepilotwasconductedwithacourseatColumbia’sSchoolofSocialWorkandfocusedonthreeprimarygoals:tohavestudentscreateanePortfoliodemonstratingthevalueoftheireducationinsupportoftheirsecuringthejobstheydesireaftergradu-ation;tohelpstudentsmastercoursecontentbylinkingconcreteworkproductswiththeirlearningobjectives;andfortheePortfolioadminis-trators(coursefacultyandeducationaltechnologists)toobtainlessonsanddatainformingthepotentialuseofePortfolioselsewhereintheSchoolandtheUniversity.ThissessionwillbenefitanyoneinterestedinconcreteideasandlessonsforimplementinganePortfolioatthecourselevel,whetherinstructors,administrators,facultydevelopers,instruc-tionaldesigners,oreducationaltechnologists.

MATTHEA MARQUART, Lecturer, ashLey KinGon, Educational Technologist II, and andre LaBoy, Educational Technologist II—all of Columbia University

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Multiple Pathways to a Common Destination: Balancing diverse Practices within an ePortfolio Program

Independence BC

ThisinteractivesessionaddressesePortfolioprogramdevelopmentandthemultiplepathwaysformovingfromacoregroupofdedicatedfacultytobroadercampusreach.Ourpanelwilldemonstratefourdifferentstrat-egiesandpurposesforusingePortfolios.Wewilltheninviteparticipantstoengageonthefollowingissues:HowdowesituateePortfolioswithinbroaderinstitutionaldiscussionsaboutgeneraleducation,assessment,andcurricularreform?Howdoweleveragethestrengthsofcomplemen-taryprogramssuchasCommunicationacrosstheCurriculum,StudentSuccess,FirstYearWriting,etc.?Howdowebalancetheemergent,grassrootsdevelopmentofePortfolioswiththeneedforinstitutionalsup-portandacollectivecampusvision?HowdowecoordinateePortfolioeffortswithotherinitiativestomitigatefacultyfatigue?

stePhanie n. norander, Executive Director of Communication Across the Cur-riculum, COnnIE G. ROTHWELL, Senior Lecturer, AnDREW HARvER, Professor of Public Health, taKiyah amin, Assistant Professor of Dance, and HEATHER PERRy, Associate Professor of History—all of the University of North Carolina, Charlotte

2:15 – 3:00 p.m.

sponsor session

Portland, Portfolios, and the PebblePad Personal Learning PlatformFranklin square

InthissessionCandyceReynoldsandMelissaPirieofPortlandStateUni-versitypresentwithShaneSutherland,founderofPebblePad.CandyceandMelissawilldiscusswhatpersuadedPortlandStateUniversitytobecomethefirstNorthAmericanUniversitytoselectPebblePad.ShanewilladdwhyPSUwastheidealfirstpartner,explainingtheprinciples,pedagogyandperson-centereddesignofthisawardwinningplatform.

shane sutherLand, Founder of PebblePad; CandyCe reynoLds, Associ-ate Professor of Educational Leadership Policy, and meLissa Pirie, Student—both of Portland State University

Using ePortfolios to Deepen Civic EngagementIndependence Fg

ThissessionwilldescribetheuseofePortfolioinacommunity-basedexpe-rientialeducationprogram.ServiceLearningScholarsareundergraduatesfundedtopursueasummerimmersioncommunityengagementprojectthatintegratesacademicandappliedwork.Inthetenthyearofthepro-gram,theePortfoliowasdevelopedtofosteraricherconversationandmoreindividualizedinstructionwitheachparticipant.AtemplatewillbeshareddemonstratinghowstudentsusedtheePortfoliotoreflectonresponsibility,criticalthinking,partnership,andsustainability.Exampleswillbeshownhowstudentsusedotherformsofmediabesidestexttocapturethestrengthandvaluesfoundwithintheircommunitypartners.ResultswillbesharedregardingfacultyandstudentsatisfactionasaresultofimplementingtheePortfoliothispastsummer.Alsoincludedwillbetherubricusedforassess-mentandfeedbackonthetechnologyusedforimplementation.

susan t. serra, Assistant Director, Office of Service Learning, and nAnCy J. O’LAUGHLIn, Instructional Designer/Educational Technologist—both of the University of Delaware

aligning Graduate-Level assessment, teaching, student Learning, and Professional Development through the ePortfolioFarragut square

Thispanelpresentationwilldescribehowagraduate-levelprograminpublicserviceandadministrationhasusedanintegratedlearningport-foliotoalignassessment,teaching,learning,professionaldevelopment,andcareeradvancement.PanelistswillexplainhowtheyhaveleveragedthebenefitsoftheePortfoliowithintheirparticularareasofresponsibil-ity,whilerecognizingthevalueofthetoolto“closetheloop”betweenassessmentandstudentlearning.Currently,thegraduate-levelprogramisusingintegrativelearningePortfoliosasarepositoryofassessmentdatacollectedthroughindividualresponsestopromptsalignedwiththeprogram-learningoutcomes.TeachingfacultyareusingtheePortfoliotoreinforcestudentlearningoutcomesintroducedinassignments,whilecareerdevelopmentandstudentservicesstaffareusingittobuildwrit-ingskillsandcareer-buildingmaterialsasstudentsprepareessaysthatconnecttheirlearningandexperiencestojobcredentials.

Cindy raisor, Lecturer and Writing Program Director, Justin BuLLoCK, Assistant Professor, MATT UPTOn, Assistant Dean, Career and Student Services, and hoLLy KasPerBauer, Assistant Director, Public Service Leadership Pro-gram—all of Texas A&M University

ePortfolio and Digital Learning Research: Fairness and Assessment

lafayette Park

WhilethefacevalidityofePortfoliosiswidelyrecognized,impor-tantinformationcanbegainedfromempiricalinvestigationoftheirrelationshiptootherelementsintheK-16ecologicalenvironment.Thispresentationwilltakeplaceintwoparts.Inthefirst,analysiswillbeprovidedoftheUniversityofIdahoFirst-YearWritingProgram’sePortfo-liosystemanditsrelationshiptoIdaho’sLongitudinalK-16DataSystem.Inthesecond,statisticalanalysiswillbepresentedregardingNewJerseyInstituteofTechnology’sePortfoliotraitscoresandtheirrelationshiptotraditionalcriterionvariablessuchasadmissiontestsandcoursegrades.BoththeIdahoandNewJerseydatawillbepresentedunderaframe-workoffairness,definedastheidentificationofopportunitystructurescreatedthroughmaximumconstructrepresentation.Asthepresenterswilldemonstrate,thisdefinitionallowsacoherent,integrativeframe-workforvalidityandreliabilitythatfocusesonadvancingopportunitiestolearnforallstudents.

diane KeLLy-riLey, Assistant Professor of English and Director of Writing, University of Idaho; norBert eLLiot, Professor Emeritus of English, New Jersey Institute of Technology; and aLex rudniy, Assistant Professor of Computer Sci-ence, Fairleigh Dickinson University

Exploring Diversity and Workforce in a Multi-Discipline DepartmentIndependence HI

ThesessionwilladdresstheevolutionofanePortfoliocoursetaughtinonedepartmentwitheightdifferentconcentrations.Thecoursewasoriginallydesignedtoprovideourgraduatingseniorswithskillstogainmeaningemployment.Sinceitsinceptionithasdevelopedasacapstonecourseforallcommunicationmajorsandincludedstudentlearningoutcomes.Thissessionwilldeliverexamplesofhands-onprac-ticalstepsbasedonstudentexperiencesandreflectionsfromthevariouscurriculumandcocurriculumactivities.

Kathy heuston, Associate Professor, and traCy niChoLs, Instructor—both of Austin Peay State University

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2:15 – 4:00 p.m.

exTenDeD sessIons

ePortfolio of Assets: Mapping Innovation and Entrepreneurship Ecosystems

Independence BC

Howmightweacceleratethepaceofchangeinacademiausingboldnewstrategies?TheUniversityInnovationFellows(UIF),aprogramoftheNSF-fundedNationalCenterforEngineeringPathwaystoInnova-tion(Epicenter),hasdevelopedanapproachtohelpstudentsbuildanePortfoliothatallowsthemtosurveytheassetsoftheInnovationandEntrepreneurshipecosystemattheirschools,identifygapsanddevelopstrategiestoaffectchange,workingwithfacultyandadministratorstocreatelearningopportunitiesforallstudents.Thisprocessmedi-atessharingofpracticesandlearningsbetweenschools,andinformsapublic-facingopensourcewiki.Inthishands-onworkshopco-facilitat-edbyprogramleadersandstudentsandfacultyfromtwoschools,youwillunderstandeffectivepracticesforusingtheI&ELandscapeCanvasePortfoliotosupportstudent-facultycollaborationtowardsachievingin-stitutionalchange;andcollaboratewithotherparticipantstobrainstormideasandexperimentstoadaptthisversatileapproachtoyourcampusecosystem.

LetiCia C. Britos CavaGnaro, Deputy Director, National Center for Engi-neering Pathways to Innovation, Co-Leader, University Innovation Fellows, and humera m. Fasihuddin, Co-Leader, University Innovation Fellows, National Center for Engineering Pathways to Innovation—both of Stanford University; BradLey d. diCe, Student, University Innovation Fellow, and LAnDOn G. yOUnG, Director of Creativity and Innovation—both of William Jewell College; vaLerie L. sherry, Student, University Innovation Fellow, and Design Thinking Facilitator, Academy for Innovation and Entrepreneurship, University of Maryland, College Park

scaling up! Growing an Effective ePortfolio Initiative

Independence De

HowdoyouScaleUpanePortfolioinitiative?Whatarethemostef-fectivestrategiesforaddressingcommonchallenges?WhatstepshavesuccessfulcampusestakentobuildarobustePortfolioproject?TheConnecttoLearningprojectworkedwithits24partnercampusestoaddressthesequestions.Outoftheircollectivework,theCatalystFrameworkwasdeveloped.Theframeworkoutlinestheessentialele-mentsofePortfoliopractice“donewell”andwhatittakestoeffectivelyscaleupanePortfolioinitiative.Inthisdouble-sessionworkshop,C2LprojectandcampusleaderswillsharetipsandstrategiesforscalingupaneffectiveePortfolioinitiative,consideringfivedifferentperspectives—pedagogy,professionaldevelopment,outcomesassessment,technology,andscalingup.Participantswillbeintroducedtoavarietyofresourcesrelatedtoeachofthesesectorsandwilltakeawayconcretenextstepstheycanbringbacktotheircampus.

Bret eynon, Associate Dean for Academic Affairs, LaGuardia Community Col-lege (CUNY); and Laura m. GamBino, Associate Dean for Assessment and Technology, Stella and Charles Guttman Community College

3:15 – 4:00 p.m.

Evidence, Experience, and Empowerment: Pathways for Learning and ePortfolios

Farragut square

Learnersinthe21stcenturyareexpectedtoacquiredisciplinary(andeveninterdisciplinary)knowledge,skills,andabilitiesandtointegratetheirlearningindifferentsituationsandacrosstheirlearningcareers.Electronicportfoliosallowlearnerstomakevisiblethe“evidenceoftheirexperience”andempowerthemtodeveloptheirintellectualidentities.Inthissession,wediscussourPathwaysforLearningprogramandthedifferentlearningcontextsinwhichweareusingePortfoliosandbadgestorecognizethediverselearningthathappensincurricularandco-curricularcontexts.Thisapproachaddsvalueandauthenticitytotraditionalacademicrecordsoflearningwhileprivilegingtheuniqueknowledge,skills,abilitiesandexperiencesofindividuallearnersonourcampus.

TRACy PEnny LIGHT, Executive Director, and suKh heer matonoviCh, Associate Director—both of the Centre for Student Engagement and Learning In-novation at Thompson Rivers University

Wikifolios for Online Peer Discussion, Endorsement, and Promotion: A Participatory Approach to Portfolio Assessment

lafayette Park

Theexplosionofnewtechnologiesfornetworkedlearningisassoci-atedwithrenewedinterestinportfolioassessment.Nonetheless,thereremainslittleempiricalevidencethatportfolioassessmentismoreef-fectivethanthatotherlearningactivitiesthattheysupplant.Inpractice,peerandportfolioassessmentareoftendifficulttosustainandpresentevidentialchallengeswhenempiricallycomparingalternativesap-proaches.Aparticipatoryalternativebasedonsituativetheoriesoflearn-ingandusingdesign-basedresearchmethodsispresentedinthecontextofabigopenonlinecourseoneducationalassessment.Thisalternativefeaturespublicwikifolios,peercommenting,endorsementandpromo-tion,privateself-assessments,anddiscreetexams.Impressivelevelsofdisciplinaryengagement,understanding,andachievementwereobtained,andcontinuedrefinementsarebeingempiricallyevaluated.

danieL r. hiCKey, Professor, suraJ uttamChandani, Graduate Research Assistant, James w. wiLLis, Research Associate, and Kirsten a. heLstrom, Graduate Research Assistant—all of Indiana University Bloomington

Redefining “Whole-Person” Education: ePortfolios and the wicked student

Independence Fg

Thissessioncallsintoquestiontraditionalunderstandingsofstudent“wholeness,”offeringasanalternativethemetaphorof“wicked”students,thatis,studentswhoareabletorespondtocomplexproblemsinthoughtfulandproductiveways.ePortfoliosplayacrucialroleintheformationofwickedidentities,andthissessionoffersseveralstudent-drivenprotocolsforimplementingportfoliosystemsthatstrengthenstudents’senseoftheirabilityandrighttoengagetheworldinmeaning-fulways,aswellasarubricforassessingtheirwork.

PauL hanstedt, Professor of English and Director of Pedagogical Develop-ment, and Kim FiLer, Director of Institutional Effectiveness and Assessment—both of Roanoke College

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Raiders of the Lost Archive: Making new Connections from Collections

Independence HI

ManytimeePortfoliosareviewedasafinalsummativeproduct;however,ePortfolioscanhelpstudentsdevelophabitsofmindifaskedtomakeconnectionsduringandacrosscourseandprogram.FacultyshoulduseformativeassessmentpracticesthatencouragereflectiontopreventePortfoliosfrombecominganotherfilingcabinet.ThissessionisdesignedtoprovideparticipantswithformativeassessmenttechniquesandexamplesthathelppreventePortfoliosfrombecomingafilingcabinet.QuantitativeandqualitativeresultsofanePortfolioinitiativeinODU’scross-disciplinaryHonorsCollegewillbepresented.

meGan K. mize, ePortfolio Support Coordinator, tisha m. Paredes, Interim Assistant Vice President for Assessment—both of Old Dominion University; ROCHELLE L. RODRIGO, Visiting Assistant Professor of English, University of Arizona

Career ePortfolios: Using Data to Dispel the Doubts?

Franklin square

AlthoughtheuseofePortfoliosinontheriseinhighereducation,stu-dentsandfacultycontinuetoquestionthevalueofusinganePortfolioinajobsearch.Inthissession,preliminaryresearchwillbepresenteddesignedtounderstandhowthedevelopmentofanePortfolioorab-senceofoneimpactstheinterviewperformanceofstudentscompletingtheirundergraduatedegreeandenteringthejobmarket.Wehypoth-esizethatintegratingePortfoliopedagogiesandpracticesintothecurric-ulumwillenhancestudentperformanceinajobinterviewbyprovidingthemopportunitiestoreflectonanddiscusswhatmakesgoodevidenceandwhy.PresenterswillsharetheirpreliminaryresearchfindingsandengagetheaudienceinaconversationaboutthevalueofcareerePort-foliosandhowtointegratethemintotheirePortfolioPrograms.

GAIL L. RInG, PebblePad, and former Director, ePortfolio Program, Clemson Uni-versity; CheLsea wauGaman, Graduate Assistant, Department of Leadership, Counselor Education, and Human and Organizational Development, and BoB BraCKett, Assistant Director, ePortfolio Program—both of Clemson University

4:15 – 5:00 p.m.

Closing PlenaryThe Field Guide to the ePortfolio FutureIndependence Ballroom

Thisinteractiveclosingplenarywilladdresstwotimelyandimportanttopics.First,thespeakerswilladdressnewandemergingdirectionsintheePortfoliodomainthatwillsurelyinfluenceePortfolioworkinthecomingmonthsandyears.Next,aforthcomingpublicationproject—The Field Guide to ePortfolios,co-sponsoredbyAAEEBL,AAC&U,IJeP,andEPAC—willbeconsideredthroughthelensofwhatseniorleader-shipneedstoknowtomakeadoptiondecisions.Attendeesandspeakerswillconsiderexistingtrends,aswellastheaforementionednewdirec-tionsdescribedbythespeakers,andthenaddressthequestionofwhatThe Field GuidemustincludetobeasvaluableaspossibletowardthegoalofePortfolioadoption.AttendeefeedbackwillinformkeyeditorialdecisionsasThe Field Guidemovestowardpublication.

trent Batson, Executive Director, Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL); C. edward watson, Director, Center for Teaching and Learning, University of Georgia and Co-Executive Editor, Internation-al Journal of ePortfolio; and terreL rhodes, Vice President, Office of Quality, Curriculum, and Assessment and Executive Director, VALUE, AAC&U

60

Chair Edward J. Ray, President, Oregon State University

Vice Chair James P. Collins, Virginia M. Ullman Professor of Natural History and Environment, Arizona State University

Past Chair Kenneth P. Ruscio President, Washington and Lee University

Treasurer Sean Decatur, President, Kenyon College

President of AAC&U Carol Geary Schneider

aaC&u Board of directors2016 officers

Johnnella Butler, Professor, Comparative Women’s Studies, Spelman College

Rebecca Chopp, Chancellor, University of Denver

Grant Cornwell, President, Rollins College

Charlene Dukes, President, Prince George’s Community College

Royce Engstrom, President, University of Montana

Ricardo Fernández, President, City University of New York Herbert H. Lehman College

Gena Glickman, President, Manchester Community College

Jim Grossman, Executive Director, American Historical Association

Richard Guarasci, President, Wagner College

tori haring-smith, President, Washington & Jefferson College

Lucille Jordan, President, Nashua Community College

martha Kanter, Distinguished Visiting Professor of Higher Education, New York University

darcy B. Kelley, Harold Weintraub Professor of Biological Sciences, Columbia University

dwight mcBride, Daniel Hale Williams Professor of African American Studies, English & Performance Studies, Associate Provost for Graduate Education, and Dean of the Graduate School, Northwestern University

holiday hart mcKiernan, Chief of Staff and General Counsel, Lumina Foundation

Brian murphy, President, De Anza College

robert L. niehoff, President, John Carroll University

Elsa núñez, President, Eastern Connecticut State University

Raymund Paredes, Commissioner of Higher Education, Texas Higher Education Coordinating Board

michael s. roth, President, Wesleyan University

elizabeth h. simmons, University Distinguished Professor of Physics and Dean, Lyman Briggs College, Michigan State University

Kumble subbaswamy, Chancellor, University of Massachusetts Amherst

Candace Thille, Assistant Professor of Education and Senior Research Fellow, Office of the Vice Provost for Online Learning, Stanford University

David Wilson, President, Morgan State University

Leslie E. Wong, President, San Francisco State University

Ex-Officio/Chair, ACAD Board Marc Roy, Provost, Albion College

members of the aaC&u Board of directors

aCad Board of directorsofficersChair Marc Roy, Provost, Albion College

Vice Chair Thomas W. Meyer Vice President Academic Services and Student De-velopment, Lehigh Carbon Community College

Treasurer Bonnie d. irwin, Provost and Vice President for Academic Affairs, Cali-fornia State University Monterey Bay

Chair, Governance and Board Development mark J. Braun, , Provost and Dean of the College, Gustavus Adolphus College

Past Chair Carl D. Moses, Professor, Susquehanna University

Class of 2015 Laura Behling, Dean of the College and Vice President for Academic Affairs, Knox College

Katie Conboy, Provost and Senior Vice President, Simmons College

Jon K. dalager, System Director for Academic Programs, Minnesota State Colleges and Universities

Jonathan D. Green, Provost and Dean of the Faculty, Illinois Wesleyan University

Peter r. skoner, Associate Provost, Saint Francis University

Class of 2016 Pamela G. Arrington, Associate Dean, Professional Development and Research, Troy University-Montgomery Campus

Christopher D. Campbell, Dean of Academic Affairs and Operations, South University, Richmond Campus

Pareena G. Lawrence, Provost and Dean of the College, Augustana College

susana v. rivera-mills, Vice Provost and Dean Undergraduate Studies, Oregon State University

michael K. wanous, Vice President for Academic Affairs and Dean of the Faculty, Huntington University

Class of 2017 alison m. Benders, Associate Dean and Senior Lecturer, Jesuit School of Theology, Santa Clara University

Kathleen Breidenbach, Director of Faculty Development, The New School

Louis E. newman, Associate Dean of the College and Director of Advising, Carleton College

sheila amin Gutierrez de Pineres, Vice President for Academic Affairs and Dean of Faculty, Austin College

Jim salvucci, Dean, The School of Humanities and Social Sciences, Stevenson University

Executive Director Laura A. Rzepka

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office of the PresidentCarol geary schneider, President alexis graves, Development Assistant Kara Hawkesworth, Centennial Associate Janet mclaughlin, Director, Human Resources and Administrative

services lisa russell o’shea, senior director of development Halim rizk, Program Associate and Assistant to the President Bethany Zecher sutton, Chief of staff and Coordinating director, LeaP Caryn mcTighe musil, senior scholar and director of Civic Learning and

Democracy Initiatives Carol-lynn swol, Program Assistant to Director of Civic Learning and

Democracy Initiatives Daniel sullivan, senior advisor to the President and advancement Fellow alma Clayton-Pedersen, senior scholar michael Bassis, senior Fellowgregory Prince, senior FellowBernie ronan, senior Fellowlinda slakey, senior FellowJoan straumanis, senior Fellowelisabeth Zinser, senior Fellow

office of Integrative liberal learning and the global CommonsKathy Wolfe, vice President for Integrative Liberal Learning and the Global

Commons elizabeth Dickens, Program Coordinator Jasmine epps, Program AssistantDawn michele Whitehead, senior director, Global Learning and Curricular

Change Jennifer o’Brien, Project manager and Coordinator of strategic

Planning and development, Bringing theory to Practice Caitlin salins, Project Coordinator and Assistant to the Director,

Bringing theory to Practice larry Braskamp, senior Fellow gail evans, senior Fellowann Ferren, senior FellowJerry gaff, senior scholar Donald Harward, senior Fellow and director, Bringing theory to Practicelee Knefelkamp, senior scholar elizabeth minnich, senior scholar

office of Finance and administration michelle Hannahs, vice President, Finance and Administration rudy Bazemore, Facilities Assistant and Mail Clerk alex Belknap, database services associate renée gamache, Membership Coordinator Chiffon Haggins, Associate Director, Finance saidi Harerimana, Accounting Assistant seth Jacobs, Technology Assistant Zuzana Kelyman, director, database services Cindy Koebke, manager, event registration and database services Janet mclaughlin, Director, Human Resources and Administrative

services Patrice mcmath, receptionist and office services assistant melvina norried-Thomas, human resources and administrative services

Coordinator Brooke Payne, Accountant Dennis renner, Director for Membership Daniel singh, director of information systems

office of Diversity, equity, and student successsusan albertine, vice President for diversity, equity, and student successalex Belknap, database services and summer institute associate Christina Duhig, Program Associate melissa gray, Program Associate and Assistant to the vice President Claire Hamp, Program Assistant Karen Kalla, Director of the network for Academic Renewal Jacqueline martin, Meeting Planner Tia Brown mcnair, Associate vice President Pearl Bartelt, senior Fellowgwendolyn Dungy, senior Fellowanne airth-Kindree Kelsch, senior FellowPatricia lowrie, senior FellowJudith ramaley, senior Felloweugene rice, senior scholar mary-ann Winkelmes, senior Fellow

office of Undergraduate sTem education/Project Kaleidoscope Kelly mack, vice President for undergraduate stem education and

executive director, Project Kaleidoscopeariel Kirkland, intern, Project Kaleidoscope sean Penny, Program Associate and Assistant to the vice President Christina shute, Program Coordinator Tania siemens, Research Coordinator melissa soto, director, undergraduate stem education nancy Cantor, senior Fellow susan elrod, senior Fellow Patrice mcDermott, senior Fellow Jeanne narum, senior Fellow and director emerita octavia Tripp, scholar in residence

office of Quality, Curriculum, and assessmentTerrel rhodes, vice President for Quality, Curriculum, and Assessment and

Executive Director of vALUE rebecca Dolinsky, Program Manager and Research Analyst Wende garrison, vALUE Project Manager Kathryne mcConnell, senior director, research and assessment mankaa ngwa-suh, Program Associate and Assistant to the vice Presidentglenn Poole, Program Assistant randy Bass, senior Fellow gary Brown, senior Fellowashley Finley, senior Fellowandrea leskes, senior Felloworlando Taylor, senior scholar

office of Communications, Policy, and Public engagementDebra Humphreys, senior vice President for academic Planning and Public

Engagement Kathryn Peltier Campbell, Editor, Diversity & Democracy, Coordinating

Editor for Gender Equity in Educationshelley Johnson Carey, director of Publications & editorial services, editor

of Peer Review suzanne Hyers, Director, Annual Meeting and Marketing seth Jacobs, Technology Assistant Carrie Johnson, Associate Director, Marketing and Media Relations Barbara mcCuen Jones, Web Communications Manager Wilson Peden, senior writer and digital Content editor michele stinson, Print and Graphic Design Production ManagerDavid Tritelli, senior academic editor and editor, Liberal education norman adler, senior Fellownorman Jones, senior Fellowmichael Thomas, senior Fellow

aaC&u offices and staff members

62

Thursday, January 212016 aaC&U meetings

network meetings

general education and assessment: From my Work to our WorkFeBruary 18 – 20, 2016

New Orleans, Louisiana

Diversity, learning, and student successmarCh 17 – 19, 2016

Philadelphia, Philadelphia

global learning in CollegeoCToBer 6 – 8, 2016

Denver, Colorado

Transforming sTem educationnovemBer 3 – 5, 2016

Boston, Massachusettes

summer Institutes

Institute on general education and assessmentJune 4 – 8, 2016

Boston, Massachusettes

Institute on High-Impact Practices and student successJune 21 – 25, 2016

Los Angeles, Califorrnia

PKal summer leadership Institute for sTem FacultyJuly 12 – 31, 2016 | mulTiPle daTes

Adamstown, Maryland

Institute on Integrative learning and the DepartmentsJuly 12 – 15, 2016

Chicago, Illinois

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Thursday, January 21notes

grand Hyatt Floor Plan

TIBER CREEKB

RESTROOMS

ELEVATOR

CABINET

CURE BAR & BISTROLOWER LEVELDINING SPACE LINCOLN

BOARDROOMSHAW

BA

TIBER CREEKFOYER

FED EXOFFICE

BANNEKERDECLARATION

ADECLARATION

B

FAMILY RESTROOM

RESTROOMS

GRAND STAIRCASE TO LOBBY

GRAND FOYER

TIBER CREEKA

DOUGLASS

PENN QUARTER

FLOOR PLAN Declaration Level (1B)

TELEPHONE

SALES FAXGUEST FAX

+1 202 582 1234 +1 202 624 8081+1 202 637 4781

GRAND HYATT WASHINGTON1000 H Street, N.W.Washington, D.C. 20001

grandwashington .hyatt .com

FRANKLINSQUARE

LAFAYETTEPARK

FARRAGUTSQUARE

CHERRYBLOSSOM

UP TOCONSTITUTIONCONCOURSE (3B)

REGISTRATION DESK

INDEPENDENCEFOYER

WOMENMEN

ELEVATOR TO LOBBY,1B&3B

INDEPENDENCE BALLROOM

CORRIDOR B

CORRIDOR A

A

E D C B

I H G F

MCPHERSONSQUARE

FLOOR PLAN Independence Level (5B)

TELEPHONE

SALES FAXGUEST FAX

+1 202 582 1234 +1 202 624 8081+1 202 637 4781



ARLINGTONCABIN JOHN

ROOSEVELTWILSON

A

CONSTITUTION BALLROOM

BD

E

C

CO

RRID

OR

C

CO

RRID

OR

B

COAT CHECK

REGISTRATIONDESK

POTOMAC

BURNHAMLATROBE

BULFINCH

RENWICK

CONSTITUTION FOYER

ELEVATOR TO LOBBY,1B&5B

WOMEN

MEN

WASHINGTONBOARDROOM

FLOOR PLAN Constitution Level (3B)

TELEPHONE

SALES FAXGUEST FAX

+1 202 582 1234 +1 202 624 8081+1 202 637 4781



Floor 1B

Floor 3B

Floor 5B

2016 annual meeting program

Documents