On the Road with AAC&U
Lynn Pasquerella, president of the Association of American Colleges and Universities, traveled to the University of South Florida on March 3 to consult with academic leaders about general education. On March 13, she moderated a panel, “The Humanities, Citizenship, and Civic Engagement,” at the National Humanities Alliance’s 2017 Annual Meeting in Washington, DC. On March 27, she traveled to New York to speak on a plenary panel, “The Impact of Anti-intellectualism on the State of Higher Education,” at the National Center for the Study of Collective Bargaining in Higher Education and the Professions’ annual conference. Later that evening, she traveled to Westport, Connecticut, to speak with the Board of Directors of Newman’s Own Foundation about the Kellogg Foundation’s Truth, Racial Healing & Transformation (TRHT) enterprise; the foundation has generously funded AAC&U’s TRHT work. Pasquerella is a member of the foundation’s Advisory Board. On April 2, she traveled to Dallas, Texas, to speak on a panel, “Bridging the Divide: Liberal Education and Professional Preparation,” at the Association of Governing Boards of Universities and Colleges’ National Conference on Trusteeship.
Tia Brown McNair, AAC&U vice president in the Office of Diversity, Equity, and Student Success, delivered a keynote address during the Kingsborough Community College “Moving from Equality to Equity” Spring Convocation on March 3 in Brooklyn, New York. On March 15, McNair presented an interactive keynote address during Providence College’s “Inclusive Excellence Teach-in” in Providence, Rhode Island. On March 24, McNair delivered a keynote address on inclusive excellence and student success during Rutgers University-Camden’s Student Success Retreat in Camden, New Jersey. On March 31, McNair delivered a keynote address at Southern Illinois University Edwardsville’s faculty development conference, “High Impact Practices: A Continuous Improvement” in Edwardsville, Illinois. On April 4–5, McNair led a faculty and staff workshop and delivered a keynote address on becoming a student-ready college at Allegheny College in Meadville, Pennsylvania.
Terrel Rhodes, vice president for the Office of Quality, Curriculum and Assessment, was the keynote presenter at the Great Lakes Colleges Association (GLCA) faculty development workshop from March 17 to 18. He presented stories that show how institutions can use their data from the VALUE rubric project to improve teaching and learning.
On March 11, Susan Albertine, senior scholar and director of LEAP States, attended the System-Campus Leadership Academy, hosted by the National Association of System Heads and the American Council on Education, in Washington, DC. She facilitated a discussion on Becoming a Student-Ready College, a book she coauthored, in a session titled "Institutional Culture Change and Student Success.”
On March 16–17, Kate McConnell, senior director for research and assessment in the Office of Quality, Curriculum, and Assessment, traveled to California State University-Dominguez Hills (CSUDH) to participate in a meeting of the Taking Student Success to Scale initiative, which is sponsored by the National Association of System Heads. On the afternoon of March 17, she was also a panelist at “High-Impact Practices at CSUDH: HIPs in the States Town Hall.” On April 2–4, she participated in the “Breaking New Ground: The Role of Assessment in Higher Education Learning Improvement” summit hosted by James Madison University. On the summit’s second day, she was a panelist for “Reflections and Roadblocks: Experiences with Assessment and Learning Improvement.”
From March 13 to 14, Don Harward, director of the Bringing Theory to Practice project (BTtoP) and president emeritus of Bates College, traveled to San Antonio, Texas, to moderate a panel titled “Well-Being and Its Relevance for Underserved Students” at the 2017 NASPA Annual Conference. With BTtoP colleagues Corey Keyes of Emory University, Kazi Joshua of Whitman College, and Charlotte Marshall of Widener University, Harward facilitated a dialogue exploring the theoretical justifications for giving attention to the well-being of underserved student populations and shared evidence and practices that show how this attention can promote a sense of belonging, self-realization, flourishing, and identity formation. Bringing Theory to Practice is an independent project operating in partnership with AAC&U.