C LEEP Engagement on Campus — Five Years In

October 7, 2014

Introduction — LEEP as Culture Change

LEEP was first ‘named’ in spring of 2009 in the Final Report from the Task Force on

Undergraduate Education, Liberal Education and Effective Practice: A Plan for the 21st Century. Clark

faculty voted to accept this report, and they modified and approved the five learning outcomes that

were the foundation of the LEEP initiative. The report included both conceptual guidelines and specific

recommendations for changes to the undergraduate experience. LEEP promised to be the first

significant transformation in the undergraduate curriculum since the Program of Liberal Studies had

been implemented in the 1970s. Because it went beyond curriculum, LEEP would need campus-wide

participation of a type that was new to Clark and unusual in higher education. This has been -- and

continues to be -- an ambitious undertaking, especially given the unexpectedly turbulent external

environment of the past five years and the ongoing national dialogue about the value of higher

education.

In retrospect, we did not fully appreciate the culture change that would be required if the

concepts were taken to heart and the recommendations fully embraced. Five years later, we are still

working to ensure that all constituencies have an understanding of LEEP that is broad and deep; that the

underlying concepts and constituent elements are inclusive of different academic disciplines and

responsive to diverse student needs; and that the resistance inherent in any significant culture change is

constructive and engaging.

Our overall assessment is that engagement in LEEP has accelerated over the last two years, as

this report will illustrate. Many pockets of culture change are evident; there are more still to come. We

continue to learn from our implementation efforts and to recalibrate our future plans accordingly.

This report will offer an overview of accomplishments, followed by evidence of engagement by

faculty, students, the broader campus community, and professional organizations beyond Clark. We

conclude with topics for discussion regarding the work ahead. A select number of attachments illustrate

our statements; please note these are by no means all.

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Review of Accomplishments

Guided by the Academic and Financial Plan (2011-2016), the faculty, staff, and administration have:

1. Developed a conceptual framework that includes three elements:

a. A set of five learning outcomes that include ‘effective practice’;

b. An integrated learning model that incorporates academics, co- and extra-curricular

experiences, world and workplace opportunities, and robust guidance/mentoring;

c. The developmental continuum, shorthanded as ‘orient, explore, act’.

2. Written and distributed the LEEP Framing Document, Working Paper #1, outlining the scholarly

literature that underlies the conceptual framework.

3. Convened a conference that brought together national experts on liberal education.

4. Added several distinct elements to the undergraduate experience: a required First Year Intensive

course (FYI), the opportunity to participate in a LEEP Project, and access to a LEEP Center Adviser.

5. Involved alumni as LEEP Project sponsors, in an advisory capacity, as donors, and as mentors.

6. Instituted an ongoing curricular change process at the departmental level (learning community

model), supported new course development and revisions across divisions, and created professionaldevelopment opportunities to help faculty and staff integrate curricular and co-curricular

experiences designed with developmental pathways in mind.

7. Started and staffed the LEEP Center, where a new advising model is being developed.

8. Garnered several million dollars from national and local foundations as well as individual donors.

9. Created, with Marketing/Communications, various LEEP communications (LEEP Day launch event,

websites, Pocket Guide, Pioneer Profiles, Conversation Piece, FAQ).

10. Received invitations to participate in national-level projects organized by the Teagle Foundation,

Aspen Institute, and the American Association of Colleges and Universities (AAC&U). Here Clark’s

curricular reform efforts, particularly its faculty leadership, have inspired other schools.

11. Continually assessed and improved upon LEEP innovations; begun to evaluate student and alumni

perceptions of their progress on the LEEP learning outcomes using nationally normed instruments to

measure progress.

2

Evidence of Engagement: Faculty, Students, Campus, & Beyond

Fa Cu ty/C. u rn cu I urn

Faculty have modified their pedagogy by developing new courses, revising existing courses, and

altering major requirements.

• From spring 2011 through fall 2014, faculty developed and/or revised nearly 50 courses, funded

by the Davis Educational Foundation. The Mellon Foundation and Higgins School of Humanities

additionally supported a dozen new courses.

• Beginning in 2012, eight academic departments or programs (computer science, cultural studies

and communication, English, management, biology, economics, music, and screen studies)

worked on incorporating the LEEP Learning Outcomes in a developmental manner within their

majors. (This work is supported by the Arthur Vining Davis Foundation.)

o See Department of Biology and Music Program posters [Attachments A & B]

• Beginning in Fall 2014, the faculty teaching FYI’s are meeting to discuss, improve, and provide

resources and artifacts illustrating how to engage students with the LEEP Curricular Framework.

o See Introductory Biology (BlOlOl) poster [Attachment C]

• Since spring 2012, faculty have offered over 100 new undergraduate courses. Each new course

proposal asks faculty to explain: “How does this course contribute to one or more of Clark’s five

LEEP Learning Outcomes?” Many incorporate the outcomes in their syllabi; several courses

include “Effective Practice” in their titles and descriptions.

o See New Course Proposals — Graduote and Lioa’ergraduute [Attachment D]

Faculty governance committees, elected and appointed, have offered oversight and guidance in

LEEP development.

The Undergraduate Academic Board (UAB) defined and described the characteristics of the FYls;

created and evaluated the PLS Cluster pilot; supplied direction on the creation of the LEEP

3

Center; developed and distributed the departmental LEEP Inventory; considered and rejected

recommendations of the Effective Practice Working group, redirecting them to focus on the

majors; created a subcommittee to oversee LEEP Center Advising; addressed the role of LEEP

Projects in the curriculum.

• The Graduate Board considered LEEP’s meaning for masters and PhD education.

• The Planning and Budget Review committee discussed FYI support, LEEP Center costs, LEEP

Project funding, the Campaign goals, and LEEP fundraising.

• CETL Steering Committee has supported at least two sessions a year on topics such as pedagogy

and assessment results.

• Research Board has taken up the topic of better fostering Communities of Effective Practice

built around faculty research, with the goal of building infrastructure and tools to support this

labor intensive faculty work.

• The Faculty Admissions Committee devised the criteria for the LEEP Scholarship (a full-tuition

award begun in 2013-14), vetted applications, interviewed candidates and revised the process

for year two.

• The information Technology Committee, Library Committee, and Athletic Board have considered

the impact of LEEP on their goals and processes.

Faculty have generated innovatIve approaches to LEE!’.

• LEEP Lectures were conceived by a faculty member in an effort to encourage cross-disciplinary

collaboration and integrative learning. Nine faculty participated by presenting in each other’s

courses. Disciplines included political science, history, biology, studio arts, economics, art

history, sociology, environmental science, and psychology.

• The Graduate School of Geography offered a full day of LEEP-related programming, known as

Practicing Geography.

o See Geography Week flyer [Attachment Ej.

• LEEP Projects have been modified in response to research needs of faculty, in particular the

need for a sustainable summer science program.

• Faculty requested and were granted seed funding to support disciplinary-based approaches to

practice. For examples, the Blackstone Group combined geography/chemistry/GIS/

4

environmental sciences to study water quality in a local watershed; a political scientistc_I considered a possible travel course to study social movements in Ecuador; an English professor

explored the digital humanities; and community-based public health work has begun, involving

students in sociology and international development.

Faculty have been involved in LEEP assessment.

• Using NSSE data, among other sources, the LEEP Compass Advisory Committee reported on

student perceptions of their progress on the LEEP learning outcomes. This report was shared

with Trustees in spring of 2014 and with the campus at a well-attended lunch hosted by CETL.

• The LEEP curricular exemplar communities are beginning to experiment with innovative

assessments of the developmental pathways. Faculty in the eight majors that have participated

in the exemplar communities have begun to pilot assessments described in their planning.

Faculty have gained deeper understanding and shared their knowledge.

• LEEP Lunches are designed to deepen faculty understanding of LEEP’s intellectual foundations

and involve more people in ongoing implementation. The aims are to clarify terminology (what

exactly do we mean by LEEPify?), gain insight into purported LEEP fatigue, share knowledge

about student perspectives on LEEP, and offer inspiration for the work that remains. Begun in

the spring of 2014, 45 faculty have attended thus far and the lunches continue.

• The annual New Faculty Orientation program (now extended to part-time faculty) includes an

overview of LEEP and a discussion of its origins and progress, supported by several documents

with examples and definitions.

• Faculty and staff leaders joined administrators as invited participants in high-profile national

gatherings:

o The Aspen Institute consortium, a two year project, focuses on the need to strengthen

business education by linking it more closely to liberal education. Clark’s work from the

S

Management major and LEEP more generally have been presented at a summer

conference convened by the Aspen Institute, with over 30 universities attending.

o Clark faculty have participated in a two year AAC&U consortium on faculty leadership

for integrative liberal earning funded by the Teagle Foundation, including attendance at

a workshop called New Designs for Integrative Learning: Curricular Pathways,

Departments, and the Future of Arts and Sciences, that discussed better ways to link

students’ general Education (Program of Liberal Studies in Clark vocabulary) to students’

learning in the major.

Faculty have made what’s implicit explicit.

• UAB organized a departmental LEEP inventory, in which departments were surveyed about

faculty and co-curricular activities at each developmental phase.

• Faculty funding requests and award nominations increasingly include reference to LEEP.

o See excerpts from the Klein Chair Nomination Letters [Attachment F]

Evidence of Engagement: Students

Admitted students cite LEEP as part of their decision to attend Clark, and acknowledge it if they

decided not to enroll.

• The primary decision factors are the type of education (liberal arts), academic programs

available, and financial aid, but LEEP was a factor to the class that entered in fall of 2014.

o 27% of those who enrolled said LEEP influenced them a great deal

o 32% of those who did not attend said LEEP influenced them to apply

• Interviews of non-enrolled students showed that more than a few understood the

underlying educational concept of LEEP, but many confused the LEEP Scholarship with LEEP.

C)6

Current students are spokespersonsforLEEP. Various student leadership groups attended

presentations on the underlying concepts, including resident assistants (RAs), peer advisors,

peer learning assistants, and Student Council. Others receive more in-depth training and

experience. Each year:

• 76 work as Admissions Ambassadors and explain LEEP daily on their tours

• 26 or so work in UA on the phone bank, with LEEP in their conversational “script”

• 16 assist in the LEEP Center, directing visitors and answering basic LEEP questions

Increasing numbers of students explore and take advantage of LEEP Projects and LEEP Fellows

(formerly Pioneers) support/training.

• Student interest in LEEP Projects increased over 50% last year, with 179 students in 2014

who expressed initial interest versus 117 in 2013.

• Nearly 250 students have been LEEP Fellows (2014) or Pioneers (2012 & 2013)

Students increasingly grasp the LEEP conceptualframework.

• Among the seven sessions offered at the LEEP Fellows boot camp, the session on “LEEP” was

ranked the second most helpful (following the session on “Telling Your Story”), with 83%

concurring.

Students consult with the offices of the LEEP Center, seeking out advice, guidance, and

opportunities.

• In 2013-14, LEEP Center advising was described as “required” for first-year students. Over

50 small group meetings were scheduled by the advisers during the course of the year.

These meetings resulted in meetings with 62% first-year students in the first semester, and

21% in the second semester.

• In 2014-15, LEEP Center advising is “expected” of both first-year and sophomore advisees.

Advisers were able to meet with their first-year advisees at orientation, and may have

opportunities to further connect with them through their FYI classes. Sophomore advisees

7

have been reminded that we continue to be a resource, and have been encouraged to check -

in before the end of the semester.

• General advising was the second most cited reason for visiting the LEEP Center (following

study abroad).

Students enrolled in a course called the LEEP Lab that has informed Clark’s assessment work.

• Offered three semesters by faculty in psychology and sociology

• Three groups, about 25 students, presented this work at Academic Spree Day and Fall Fest.

Students participate on campus committees that address LEEP.

• This includes UAB and Admissions, as well as Trustee committees.

Student workers have been deeply involved in LEEP implementation and grant work:

• Student workers have been involved with LEEP workshop planning, and assessment dataprocessing and analysis. One student filmed documentary material related to the LEEPcurricular work.

Evidence of Engagement: Broader Cark Community

f

New terminology has organically evolved: LEEPy, LEEPish, LEEP-like, LEEPesq ue.

• Simply listen — you’ll hear it

New employee orientation includes an overview of LEEP.

Student employment is being “LEEPified.”

• Campus employment offers practical and developmentally impactful work experiences to a

number of students, allowing them to experience the “world and workplace” aspects of the

LEEP Learning Model and giving them another opportunity to explore effective practice.

8

o Given that only 50 % of our incoming students have prior work experience, these

jobs become a significant aspect of their education.

• Over the past two years we have been working to “professionalize” student employment by

adding job descriptions, performance reviews, opportunities for initiative and advancement,

and more challenge.

o Several departments (Academic Affairs, LEEP Center, community-based work study)

have participated in this project, and others (Athletics, the science library) will be

joining over the year to come.

Staff in the LEEP Center continue their outreach to students through workshops, presentations,

and collaborations with departments across campus.

• The number of information sessions requested by faculty, departments, and student groups

has increased over 50% from last year.

• Ongoing/future collaborations include:

o Participation in the exemplar groups with faculty on curricular redesign

o Course development with the Education Department

o Creation of a pilot program for sophomore athletes; service as mentors to several teams

o Creation of a Senior Transitions boot camp with Student Affairs

o Ongoing co-programming with Residence Life and Housing

o Participation on the LEEP Compass Committee (along with several other staff fromaround campus)

o LEEP Scholar mentors received alumni mentors

LEEP Projects have mentors from numerous departments:

• Full-time, part-time and visiting faculty, Clark professional staff from ITS, Sustainability,

Marketing/Communications, LEEP Center, lR, Athletics, Government Affairs, University

Advancement, Admissions, HGS, GSOM, Student Affairs, and the Business Office.

O9

Evidence of Engagement: Beyond Clark

As we seek to deepen our implementation of LEEP and inspire continued cultural change, it’simperative that staff, administrators, and faculty connect with peers in the academy andbeyond.

Staff, administrators, and faculty have been encouraged and increasingly been selected topresent their work at scholarly and professional conferences; have been invited tocontribute chapters and articles; and asked to lead workshops on topics related to LEEP.

o Such national attention provides validation to our internal sense of progress andsuccess

• In such outreach, we both learn from peers and contribute to the ongoing discussions aboutliberal education.

o Conference presentations and publications provide national visibility as well asopportunities for further resource development.

o See Engagement Beyond Campus [Attachment G]

Work Still Ahead of Us -- For Discussion

1. Pace of change

2. Faculty ownership! staff responsibilities

3. Student discomfort

4. Academic calendar limitations

5. Measurement of progress

6. Definitions of success

7. Goalsforl4!15

a. Launch and readiness

b. YearofAdvising

c. Value proposition

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Attachment D New Course Proposals — Graduate and Undergraduate

i. How does this course contribute to one or more of Clark’s five LEEP Learning Outcomes2

This course supports LEEP Learning Outcomes 2 (writing development) and 5 (writing for a public audience, and

developing effective practices and strategies for making one’s thinking public). The following description of LEEP

Learning Outcomes appears in the syllabus:

This class has two important designations: “LEEP — Liberal Education and Effective Practice” and “DifficultDialogues.” V/hat do these designations mean and where will these descriptors be evident? We will befocusing on two of the principles of Clark’s new LEEP initiative by exploring writing (Learning Outcome 2)and effective practice (Learning Outcome 5), reading and writing academic texts in our class sessions anddiscussions groups and grappling with the real world issues ofwhat counts as effective writtencommunication in making our thinking public and available to others. We will be exploring the core principlesof what we often talk about as “capacities of effective practice” — including creativity, collaboration, self-directed learning, and adaptive expertise in writing. (see #5, the red thread).

We will work hard to reflect on the relationships among theory and practice, in writing and discussion, to seewhere the theories fit or don’t fit with our experience in the world, as we work to make our writing public, andbuild toward capstone work in the major.

Cia-to i rovative and deseloo’nenral approach to liberal education combines the essential Iea’iing outcomes developed by lie Associationof American colleges aid Universities (t’tto://www.aacu.org/ieap/docu’neits/EssentialOjtcomes Cha’t.pdl) will’ a rew learniigoutcome uniQuely focused on effective practice.

Knowledge of the Natural World and Human Cultures The oriasIthm of this knowledge will beand Societies — including foundational disciolinary krowledge facsoed by rigorous engagement with bigand the ability to employ dit’erent ways of .riowicg tie world questions, both contemporary and enduring.

in its many dimensions.

Intellectual and Practical Skills — ccl .idirg inquiry aidaralysis, the gereratior a-id evaluation of evider-ce ar.dargJmen:, critical and creative thinking, writter aid oralcolnriunicatioi, cuantitative literacy, info’matior literacy,teamvaor< and ‘ontem solving.

Personal and Social Responsibility — including etnical These abilities will be anchored through‘easoning and action, the inte’cultsral srderstanding srd active involvement with diverse communitiescompetence to sarticipate ir a global society, civic knowledge oar! real-world challenges, taking particular

and eigagemen: locally as well as globally, and tie litelong advantage of Clark’s urban location end global

nabits of critical self-reflectior and learnirg. connections.

Ability to Integrate Knowledge and Skills — including This will be experienced through progressivelysynthesis and advanced accomplishment ac’oss general and more advanced knowledge creation, contextualspecialized studies, s’idging disciplinary and interdisciplinary reasoning, and the construction of shared

tnirking, and connecting tie classroom and the world, meaning ond opportunities for reflection.

Cta’ believes that stadents need extensive opportunities to connecttheir learing witnir and across many contexts, including tneir maior.Clan’s gene’al education requirements known as the Program ot LiberalStudies, as well as research, intemships and cocurriculu- exoeriences. ButCla”n’s distinctive addition is a rev., educational goal informed ny leamingscience research and aimed at bette preparing students to’ their livesbeyond college: capacities of effective practice (Budwig, 2Olta). fr additioito a st’ong liberal educatior, Clark students will graduate with the abilityto engage effectively on issues of corseosence, bringing creativity andimagination, rasilience and persistence, and the ability to constructivelycollaborate witn others in the face of complexity and uncertainty. Overtheir time at Clam, undergraduate students will weave together a orogramof cu-ricala- and cocj’’icular experiences that inculcate tie five learningoutcomes of a Cia-n degree.

IOUu:15110’IAL: ‘3iRu LDuCiOk SIuILIS ANL’ re:’ec,r,[s

Li

These skills will be pmcticed extensively, acrossthe ojrriculum, in the context of progressivelymore challenging problems, projects, andstandards for perforrnance.

t[vCn’S o(c:,ti’uc, :,QrlCIl3,jllOn. II (upArlill, ‘H LIILCTIVI PCA’ lilt

capacities of Effective Practice — including c-eativityard imagination, self-di’ectedness, msilience and persistence.ard the abilities to collaborate witn otters ac’oss differencesardto manage con’rpleaity and uncertainty.

These will be demonstrated by application ofknowledge and skills to issues of consequenceand by emerging membership in largercommunities of scholarship an practice.

B

C:

C

C:

Attachment E

___

APRIL l4th-2OthPlease join us for the Third Annual Peter Condakes

___

PRACTICING GEOGRAPHY WEEKPracticing Geography week is a week of career-focused events for our undergraduate students.

______

Co-sponsored by The Graduate School of Geography (GSG) and the

Clark Undergraduate Geography Association (CUGA).

Practicing Geography week was developed to give our students in Geography, GlobalEnvironmental Studies, and Earth System Science a chance to explore various career and

graduate school options in preparation for what lies ahead after undergraduate life at Clark.

It also provides various opportunities to network with faculty, graduate students, and alumni from

our programs.

(ThMONDAY APRIL 14 TUESDAY, APRIL 15

DROP-IN INFO SESSION MAP LIBRARY TOUR

,

, c;hf with current undercjradrrale Did you know Clark has a map Iibrdry?students to learn about all of the Tour this unique plcrce with Emily Glaubitz

options ollered in the Geography, MAP LIBRARY (Geography BuildIng Basement)

i Global Environrnentcrl Studies, and Ecirlh 1:30—2:30 PMSystem Science programs!

Lurle Conference Room

_____

12:00—2:00 PM MAIN SOUTH TREASURE HUNT

Learn about our local community while searching

TRIVIA NIGHT for Ireasurel Prize Available

Join us for some Geography trivial MEET IN RED SQUAREFree wings, piZz( r, and prizes 5:00 PM — 7:00 PM

Jefferson 218

8:00 — 10:00 PM

THURSDAY, APRIL 17

rEVPRI6 PRACTICING GEOGRAPHY TALK

1 I DEPARTMENTAL UNDERGRADUATE I third Annual Practicing Geography lecture

AWARDS & HONORS CEREMONY featuring Clark alum() Awards and GTU (Gamma Thelcr Upsilon) SUSAN SHARP (BA ‘08)Ceremony

Lurle Conference Room

3:00 — 4:00 PM Winton Dining Hall

iii R CONDAKES PANEL ON WORK 6:00 —7:30 PMhave put together a panel of

______

from the MA/GIS, GISDE, DP (lDcEl:nirdPh.D.programs,oswellasselect FRIDAY, APR[i, j8 — )A”, APRIL20

‘for an infarmational Q&A session,Featured Panelists J II

gin Luh Damniori Bello, Shannon

Holmei, Ryan Williams, Leave l’rk Friday a! 7:45 AM

rofessor Mark Davidson, arid Return .crr rday around 5:30 PM.SG Director Tony Bebbington

Grace Conference Room Email Professor Mark Davidson for more details4:00 — 6:00PM MDavidson@clarku.edu

U

C)

• .:

.. .,•.••

• I. ••

-

.

(

4.;

Attachment F

Klein Chair Nomination LettersSeptember 2014

1 For decades, [professor’s] approach has epitomized the spirit of Clark and of LEEP, asevidenced by the manner in which [professor’s] scholarship has genuinely changed theworld and transformed students.

2 This is LEEP at its best. Actually, [professor] has been doing the kind of work we’repromoting in LEEP for over fifteen years.

3. ... These projects will bring more research funding to Clark, support the education ofmany students with LEEP ready projects, and follow the motto of Challenging Conventionand Changing the World.

4 in the development of key campus---wide initiatives including LEEP.... This is exactly thekind of “learning by doing” that LEEP represents, and was an example of [professor]showing concrete commitment to the LEEP ideal.

5 is a redesigned LEEP type course. Each student does a research project designed byhimself/herself under my guidance

0

0

0

Attachment G

ENGAGEMENT BEYOND CAMPUSOctober 2014

Consortium or Competitive Program Participation and Presentation

Aspen Institute 2014-2016: Nancy Budwig (Academic Administration) & Priscilla Elsass (GSOM)are participating in a consortium convened by Aspen Institute with 30 other research universities withthe aim to strengthen the connection between business education and liberal learning. The Clark teampresented at the June 2014 meeting.

Elon University Seminar for Engaged Scholarship 2014-2016: Michelle Bata (Associate Dean andDirector, LEEP Center) was selected to be one of 38 participants in a three-year, fully-funded seminar onfaculty mentoring sponsored by Elon University. Her research group — with colleagues from the Collegeof Wooster, Elon University, Penn State, and UT-Austin — is conducting research on mentoring networksto assess the effects of faculty mentorship on student outcomes. Michelle will focus specifically onmentoring of LEEP Projects.

National Academic Advising Association (NACADA) Summer Institute 2014: Jen Plante (Directorof the Writing Center, LEEP Center) participated in a week-long summer advising institute workingalongside faculty and administrators from other universities. Her project at the institute was to developa plan to communicate LEEP Center advising goals and programming to Clark faculty.

Association of American Colleges and Universities Consortium on Faculty Leadership forIntegrative Liberal Learning 2012-2014: Clark team members Nancy Budwig, Sarah Michaels, MichaelButler (AY 2013) and Lisa Kasmer (AY 2014) joined faculty from 16 other colleges for quarterly meetingsorganized by the AAC&U, presenting and discussing Clark faculty’s LEEP curricular reform efforts atvenues including Babson College, March 2014; Washington, DC, January 2014; Providence RI, October2013; Portland State University, Oregon, July 2013; Wheaton College, February 2013, and at ClarkUniversity where the inaugural meeting took place in October 2012.

National and regional presentations and invited participation related to LEEP

Michelle Bata (June 2014). Conference presentation: Using undergraduate research as a modelfor other high-impact practices, Council on Undergraduate Research (CUR) annual meeting, Washington,D.C.

Adriane van Gils-Pierce (May 2014). Conference presentation: Restructuring the study abroadoffice, National Association of International Educators (NAFSA), San Diego, CA.

Vickie Cox-Lanyon (May 2014). Conference presentation: Transitioning to a holistic advisingmodel, Small College Career Alliance (SCCA) annual meeting, Amherst, MA.

Adriane van GiIs-Pierce (April 2014). Invited panel presentation: Restructuring the study abroadoffice, Forum on Education Abroad (FORUM) annual meeting, San Diego, CA.

Kevin McKenna and Michelle Bata (March 2014). Conference presentation: LEEP: Transitionfrom a faculty-centered advising model to an integrated one, National Academic Advising Association(NACADA) Region 1 conference, Newport, RI.

Mary-Ellen Boyle (January 2014). Invited panel participation: Reanimating liberal studiesthrough intentional and innovative experiential learning, ACAD Pre-Conference Workshop at AAC&U,Washington, D.C.

Nancy Budwig (December 2013). Invited panel organization and presentation (with DonnaHeiland): Implementing and measuring innovative learning outcomes, NEASC Conference, Boston, MA.

Nancy Budwig (April 2013). Invited participant: Faculty work and student learning: A conveningby the Teagle Foundation, New York City, NY.

Nancy Budwig and Priscilla Elsass (February 2013). Poster presentation and discussion session:Guided emergence: A process for weaving learning outcomes into the undergraduate academicexperience, AAC&U General Education and Assessment Conference, Boston, MA.

Nancy Budwig (January 2012). Curricular reform: A learning science framework. Invited plenaryaddress: Trinity University Curricular Reform Ideas Lab, San Antonio, Texas.

Nancy Budwig (December 2011). Invited panelist: Liberal Education and Effective Practice-Creativity, adaptive expertise, collaboration and capacities of enactment. Session title: Measuring andsupporting creativity in students, NEASC Meeting, Boston, MA.

Awards, Scholarships and Fellowships

NACADA (National Academic Advising Association, 2014): Excellence in advising award (Region 1):— Michelle Bata, Associate Dean & Director of the LEEP Center— Jennifer Plante, Director of the Writing Center and Writing Program, LEEP Center

/

Michelle Bata and Denise Darrigrand (2014): Bringing Theory to Practice grant (AAC&U sponsoredfunding): Improving retention by strengthening the personal and emotional well-being of Clark studentsthrough community-based learning and reflection.

Articles and book chapters related to the LEEP

Bata, M. & Whitney, A. (forthcoming, 2015). Using inquiry-based learning outside of theclassroom: How opportunities for effective practice can animate course-based learning. In P. Blessingerand J.M. Carfora (Eds.), Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual andPractical Resource for Educators. London: Emerald Press.

Budwig, N., Michaels, S., & Kasmer, L. (2014, in press). Facilitating campus leadership forintegrative liberal learning: New forms of networked learning communities and tools for professionaldevelopment. Peer Review.

Budwig, N. (2013). The learning sciences and liberal education. Change: The magazine of higherlearning, 45 (3), 40-48.

2