LIBERAL EDUCATION AND THE NEW ACADEMY:
Raising Expectations, Keeping Promises

Audio tapes of selected sessions are available for purchase from HMR Duplications. The order form is available in PDF format here. Orders can be mailed or faxed directly to HMR Duplications.

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Conference Program

Thursday, January 27, 7:00-8:30 a.m.

Women’s Networking Breakfast
Kavita N. Ramdas

Investing in Women Globally: What Higher Education Can Do
Kavita Ramdas, President and Chief Executive Officer of the Global Fund for Women, is an innovative thinker and respected activist for social justice in the fields of women's rights and philanthropy. Prior to 1996, Dr. Ramdas was a Program Officer at the MacArthur Foundation overseeing economic development and population issues. She is a member of the Advisory Council to the Ethical Globalization Initiative, a Henry Crown Fellow of The Aspen Institute, and the Board of Trustees of Mount Holyoke College.

Presidents' Breakfast and Discussion
Overview of the Leadership Campaign for Liberal Education

Messages from the Global Economy: New Findings on the Economic Value of Liberal Education Outcomes
Anthony Carnevale, Senior Fellow, National Center on Education and the Economy

Thursday, January 27, 8:45 a.m.
Opening Plenary

Lee S. Shulman

Pedagogies of Uncertainty
Lee S. Shulman is President of The Carnegie Foundation for the Advancement of Teaching. A leading national advocate for the “scholarship of teaching,” Dr. Shulman’s work focuses on programs and research that strengthen the central role of teaching in higher education. His recent publications include Teaching as Community Property: Essays on Higher Education and The Wisdom of Practice: Essays on Teaching, Learning, and Learning to Teach (both from Jossey-Bass, 2004).

CONCURRENT SESSIONS

Thursday, 10:30-11:45 AM

FEATURED SESSION
Students and Politics: What Works?
The Carnegie Foundation's study of education for political understanding and engagement looks at college students participating in twenty-one courses and extracurricular programs designed to foster political knowledge, skills, motivation, and involvement. Initial results suggest that a number of teaching approaches can have important effects on key dimensions of political engagement. These include political identity and values (one's sense of self as a person who cares about political issues and democratic participation); internal and external political efficacy (the belief that what one thinks and does politically matters); tools for political action (the set of understandings and skills to act effectively in diverse political arenas); motivations for political involvement; and future commitment to civic and political participation.
Elizabeth Beaumont, research scholar with the Carnegie Foundation and co-director of the Political Engagement Project; Thomas Ehrlich, senior scholar at the Carnegie Foundation and co-director of the Political Engagement Project

Focused Accreditation Review: A Reward for Promises Kept
Focused accreditation review allows an institution to direct its energies during the self-study process toward institutional improvement and away from compliance. This approach can productively channel institutional effort toward more substantive questions about core values, processes, or curricular offerings. Panelists include institutional representatives who led focused reviews on their campuses, a reviewer, and an accreditation representative. The feasibility of this approach in varying institutional settings will be discussed with the audience.
MaryAnn Baenninger, President, The College of St. Benedict; Stephen Briggs, Provost, The College of New Jersey; Daniel DeNicola, Provost, Gettysburg College; Richard Holmgren, Associate Dean, Allegheny College

Transforming Teaching Cultures: The Need for Teaching and Learning Programs at Liberal Arts Colleges
How do we ensure that faculty members become and remain critical practitioners of their craft? This interactive session will address how centers for teaching and other faculty development models can transform a faculty culture from simply valuing good teaching to actively and collectively pursuing it. For more information visit: http://CTL.ConnColl.edu/smallcollege
Kim M. Mooney, Director, Center for Teaching and Learning, St. Lawrence University; Michael Reder, Director, Center for Teaching and Learning, Connecticut College; Rick Holmgren, Associate Dean of the College, Allegheny College

A DEEPer Look at Student Engagement, Learning, and Success
This session highlights key findings from the Documenting Effective Educational Practice (DEEP) project, an in-depth study of 20 institutions that engage students in effective educational practices and have better-than-predicted graduation rates. These institutions “add value” to student engagement and learning in that they organize the undergraduate experience in ways that enable their students to achieve beyond what is expected. The program will highlight the promising practices that exemplify what really matters to student success in the new academy.
Jillian Kinzie, Associate Director, National Survey of Student Engagement (NSSE), and George Kuh, Chancellor's Professor, Indiana University Bloomington, and Director, NSSE

Liberal Education in a Global Age
Outside of the U.S., at colleges and universities both in the West and in the Non-West, excellent and innovative liberal education curricula and programs are being developed. This panel will (1) describe one such initiative, a core humanities program at Zayed University in the U.A.E.; (2) talk about ongoing efforts by UNESCO and other bodies to assure, and attest to, the high quality of these programs; (3) illustrate the reforms to a core program at one university (UNC Asheville) resulting from this increasing global awareness; and (4) introduce the new Consortium for International General and Liberal Studies.
Margaret J. Downes, Professor of English, University of North Carolina Asheville; Jeffrey Wallin, President, American Academy for Liberal Education; Jeffrey Belnap, Dean, Zayed University; Jyoti Grewal, Professor of English, Zayed University

Preparing Higher Education for the Emerging Models of Integrative Teaching and Learning
Colleges and universities are being enriched through models of integrative learning developing in diverse sectors of American higher education. In the process, liberal learning is renewing its holistic traditions but with a contemporary flavor. Representing the institutional pluralism of the higher education landscape, this panel will explore emerging models of integrative education and discuss their implications for the future of the academy. Panelists will focus on curricular design as well as preparing faculty and students for integrative learning.
Jerry Berberet, Executive Director, Association of New American Colleges; Mary Huber, Senior Scholar, Carnegie Foundation for the Advancement of Teaching; David Scott, formerly Chancellor of University of Massachusetts Amherst; Judie Wexler, Dean of Faculty and Academic Vice President, California Institute of Integral Studies

Engaging the Whole of Service-Learning, Diversity and Learning Communities
This session will discuss the integration of undergraduate initiatives such as service-learning, diversity, research, and learning communities by highlighting the Michigan Community Scholars Program (MCSP) and Intersections Living Learning Program (University of Illinois)—one old and one very new. A new book, Engaging the Whole of Service-Learning, Diversity, and Learning Communities, about the integrative whole at MCSP, will be discussed by four of the book’s authors. There will be brief presentations, comments by the panelists, and audience participation.
David Schoem, Faculty Director, Michigan Community Scholars Program, University of Michigan; Wendy Woods, Associate Director, Michigan Community Scholars Program, University of Michigan; Marc Goldman, Assistant Director of Housing, University of Illinois; Edgar Beckham, Senior Fellow, AAC&U; John O’Connor, Professor, New Century College, George Mason University; Nancy Shapiro, Associate Vice Chancellor of Academic Affairs, Office of the University System of Maryland; and Nancy Thomas, Director, Democracy Project, Society for Values in Higher Education

ACTC's Bridging the Gap Between the Humanities and Sciences: An Exemplary Model of Core Text, Humanistic Education
In 2003, ACTC won a three-year grant from the National Endowment for the Humanities for a national, curricular project. “Bridging the Gap” brings together 30 humanist scholars and scientists from 10 universities, colleges, and community colleges to develop required or widely taken general liberal education courses based in humanities' core-text discussions about the value, meaning, and importance of science throughout the West and the World. The panel discusses seminar, curricular, and textual models.
J. Scott Lee, Executive Director, ACTC Liberal Arts Institute at St. Mary's College of California; Phillip R Sloan, Professor, Notre Dame; Christopher Metress, Professor, Samford University; Marian G. Glenn, Professor, Seton Hall University

ACAD SESSION
Green Spaces, Brown Fields and Black Holes: Intentional Strategies for Developing Faculty Leaders
This interactive session will explore perspectives, policies and practices that affect the development of effective academic leaders. How do ambiguous perspectives of faculty about leadership come into play? How do governance policies affect efforts of positional and non-positional leaders? And how do institutional structures enable or impede the work of innovators and agents of change? Green spaces are ways to help faculty identify leadership opportunities and give them leeway to move the community forward; brown fields are ways to help faculty gain leadership skills appropriate for their circumstances; and black holes are ways to help faculty avoid leadership pitfalls.
Elizabeth Boylan, Provost and Dean of the Faculty, Barnard College; Terry Favero, Associate Dean of the College, University of Portland; Elizabeth McCormack, Chair, Department of Physics, Bryn Mawr College.
All presenters are members of the PKAL National Steering Committee

10:30 a.m. - 12:00 p.m.
Presidents’ Forum

Students' Mixed Understandings of Liberal Education and Its Value in the New Economy: Reports from National Focus Groups
Abigail Davenport, Peter D. Hart Research Associates and Debra Humphreys, AAC&U

The Campaign on Campuses: Focusing Students on Liberal Education Outcomes
Discussion Leaders: Peter O. Smith, President, California State University-Monterey Bay (invited), Jamienne S. Studley, President, Public Advocates, Inc.

11:45 a.m. – 1:15 p.m.
Box Lunch Roundtables

Topics being discussed include:

- How is technology transforming teaching and learning?
- What new ideas and campus innovations connect liberal education to civic responsibility?
- What is the relationship between liberal education and the spiritual lives of students?
- How can we promote strategic integration of academic affairs and student affairs?
- What are the most effective strategies for integrative and culminating learning?
- How do we cultivate diverse faculty and academic leaders for a diverse world?
- What can foster strong administrative and faculty leadership from women?
- How are new models for learning communities enhancing the undergraduate curriculum?
- How are institutions linking excellence and inclusion?
- What approaches really work in assessing the success of our students? The success of our institutions?
- What are effective strategies for enhancing the first-year experience?
- How will “global education” and “education for a sustainable future” transform liberal education?
- What helps faculty in their first five years develop institution-wide perspective?

12:15 - 2:00 p.m
Presidents’ Luncheon and Address

Martha D. Lamkin

Against the Odds: Supporting the Educational Success of Underserved Students
Martha D. Lamkin is President and CEO of the Lumina Foundation for Education

CONCURRENT SESSIONS

Thursday, 1:30-2:30 PM

Featured Session
Devising 21st Century Solutions to 21st Century Problems
The human community faces an enormous array of new or significantly intensified problems, including global climate change, international terrorism, mass human migrations, unprecedented urbanization, and growing resource scarcity. Our "tool kit" of solutions, many based on 19th and 20th century notions of state-based international governance, is not adequate to the challenges at hand. In addition, much of our academic training in international affairs derives from these older models of governance and problem solving, so we are ill equipped to think about new approaches. The New Academy has an enormous responsibility, therefore, to rethink issues of global governance and to help devise 21st century solutions to 21st century problems.
Michael T. Klare, Director of the Five College Program of Peace and World Security Studies at Hampshire College.

Information Session
Faculty Fellows Internship Program
The Faculty Fellows Internship Program in Washington, DC – developed in cooperation with AAC&U – enables faculty to broaden their professional, disciplinary, and personal horizons, reinvigorating their work as scholars, teachers, and educational leaders. Faculty are thus intellectually renewed and challenged to develop avenues of planning, project management, research, learning, writing, and “doing” that are the essence of engaged pedagogies.
Mary Ryan; Executive Director, Institute for Experiential Learning

Engaging Campus Conversations for Holistic Student Development
How do campus leaders address current “great divides” that influence holistic student development, which stresses connections among intellectual, moral, social, and spiritual development? Discussion will be organized around the 5 C framework—culture, curriculum, co-curriculum, colleagues, and community—the basis of a project designed to understand the role of faculty in fostering holistic student development.
Larry A. Braskamp, Professor of Higher Education, Loyola University Chicago; Lois Trautvetter, Professor of Higher Education, Northwestern University; Kelly Ward, Professor of Higher Education, Washington State University

Technology and the Shape of General Education
What are the implications of technology use in society for the goals and strategies of “Greater Expectations?” For example, should all college graduates learn to create web sites? To practice that skill should they create web sites sometimes instead of writing papers? This interactive session will describe examples of how technology use can shape five areas of the Greater Expectations agenda. If time permits, we will discuss how technology-based tools of inquiry can guide general education reform.
Stephen Charles Ehrmann, Director, The TLT Group

Assessing Civic Engagement on College and University Campuses: A Partnership Between ADP and NSSE
The American Democracy Project (ADP), in partnership with the National Survey of Student Engagement (NSSE), assessed the nature and frequency of civic engagement within a national sample of undergraduate students in the spring of 2004. The partnership, survey design, and results will be presented and discussed as an effort to identify more effective ways for measuring civic engagement.
George D. Kuh, Chancellor's Professor and Director, Indiana University Center for Postsecondary Research; George L. Mehaffy, Vice President, American Association of State Colleges and Universities (AASCU); Felice Nudelman, College Marketing Manager, The New York Times; Thomas F. Nelson Laird, Research Analyst, Indiana University Center for Postsecondary Research

Student and Faculty Views of the Undergraduate Research Experience: Variations on a Theme
It is widely accepted that undergraduate research (UR) experiences have a significant impact on student learning and career choice. Assessment of student learning gains from the UR experience begins with accounting for the benefits of this intensive pedagogy and leads to insights about liberal learning and intellectual judgment. This presentation gives an overview of recent research on the benefits of undergraduate research based on data gathered from both students and faculty.
David Lopatto, Professor of Psychology, Grinnell College; James Swartz, Vice President for Academic Affairs and Dean of the College, Grinnell College

Advancing Integrative Themes in Teaching and Scholarship: Faculty Development in the New Academy
This session will highlight an array of faculty development and faculty scholarship challenges and opportunities that arise as the New Academy's focus on integrative learning comes to maturity. Attention will be given to faculty development initiatives for faculty at varying career stages at both small colleges and universities. Special attention will be given to integrative teaching styles, development of assignments, evaluation of student work, trajectories from freshman integrative study to senior capstones, and faculty networking, publication and presentation opportunities.
Francine G. Navakas, Bramsen Professor in the Humanities, North Central College; Deborah DeZure, Director of Faculty and Organizational Development, Michigan State University; Cheryl Jacobsen, Vice President for Academic Affairs and, Loras College

Seeking the Efficient Curriculum in a Time of Reduced Resources
As resources have been reduced, the curriculum has often been the victim. Examine choices in making reductions in courses, programs and services, avoiding institutional anorexia and seizing the opportunity to sharpen the curriculum, making it more engaging, more socially responsive, and more fiscally efficient.
James L. Ratcliff, Consultant, Performance Associates Postsecondary Consulting

Leadership and Design of Authentic Assessment Systems
Deans from Central Connecticut State University will discuss development and implementation of a performance based assessment system. Following five years of research, the aggregation and use of assessment data have become a significant basis for decision-making and program improvement. The assessment system, performance assessment tasks, reporting structures, and feedback loop can be replicated. Lessons learned will be of interest to institutions seeking to develop an authentic system of assessment.
Ellen V. Whitford, Interim Provost and Vice President for Academic Affairs, Central Connecticut State University; Susan E. Pease, Dean, Central Connecticut State University; Paulette Lemma, Associate Vice-President, Central Connecticut State University

Pathways into a New Area of Learning: Reform and Innovation in the Core Curriculum of the University System of Georgia
Five institutions in the University System of Georgia—Georgia State, Valdosta State, Armstrong Atlantic, Columbus State, and Georgia College—have developed an area of the core curriculum ensuring that students are engaged in significant, coherent, and cohesive general education experiences that foster interdisciplinary learning, global awareness, and civic engagement. We will present in some detail these creative pedagogies and best practices in this interactive session during which we invite audience members to bring examples of their core curricula and outcomes.
Brian Adler, Acting Dean of the Graduate School, Valdosta State University; Mark Finlay, Assistant Dean of the College of Arts and Sciences, Armstrong Atlantic State University; Bill Fritz, Associate Provost for Undergraduate Studies, Georgia State University; Barbara Hunt, Chair, Department of Language and Literature, Columbus State University; Beth Rushing, Dean of the School of Liberal Arts, Georgia College and State University

Evidence-Based Curriculum Development
The New Academy relies on a culture of evidence to inform curriculum planning and improvement. Consequently, campuses are challenged not only to choose among the many important strategies to improve student learning (freshman seminars, interdisciplinary courses, community-based learning, and undergraduate research), but also to demonstrate that these strategies produce powerful student learning. This session will describe both the current state of research on these pedagogies as well as appropriate approaches for institutional research to verify and document student learning for both internal constituencies and external accreditation.
Ann S. Ferren, Professor of Educational Studies and Senior Fellow, AAC&U, Radford University; Karen M. Schilling, Professor and Chair, Dept. of Psychology, Miami University

ACAD Session
Finding a Vision and Setting Priorities Amidst Revenue Shortfall
This session focuses on models for successful strategic planning. It is informed, in part, by lessons learned from a strategic planning effort conducted during 2003-04 at West Virginia Wesleyan College. That planning effort was in response to continuing concerns about declining revenue. The effort resulted in the most thorough self-examination in the College's history and in hard decisions that will shape its future. In the course of the planning process, WVWC established a new vision statement and developed an analysis of all programs at the College—both academic and non-academic—based on three essential criteria: quality, need, and financial contribution. Throughout, the focus was on achieving excellence in the liberal arts college. A case study will be employed to engage the audience in discussion of the cost-analysis model that was developed.
Jeff Abernathy, Dean of the College, Augustana College; Larry Parsons, Dean of the College, West Virginia Wesleyan College; Steve Jones, Chief Financial Officer, West Virginia Wesleyan College

2:15 - 4:00 p.m.
Presidents’ Forum

Shaping a Leadership Campaign for Liberal Education
How Presidents and Campuses Can Take the Lead in:
Forming Alliances with the Business Community
Providing Evidence on Liberal Education Outcomes
Creating Advocacy Alliances in Pilot States/Regions

Elisabeth Zinser, President, Southern Oregon University and Chair, AAC&U Board of Directors; Additional members of the AAC&U Board of Directors

Recommendations from the Presidents' Forum will help AAC&U lead an effective campaign. Please join us for these discussions.

CONCURRENT SESSIONS

Thursday, 2:45-4:00 PM

Featured Session
Mutually-Assuring Dialogue (MAD): Breaking Accountability’s Current “Cycle of Deterrence”
Accountability for the academy is both desirable and inevitable, but the way we have historically approached it satisfies neither our stakeholders nor ourselves. Faculty decry simplistic solutions, while policymakers see caveats about complexity only as protest. Breaking this cycle demands a new transparency of dialogue between institutions and their publics that recognizes mutual responsibilities while demanding authentic evidence of performance. Building on the framework of AAC&U's 2002 report, Greater Expectations: A New Vision for Learning as a Nation Goes to College, this interactive session explores what this dialogue might look like.
Peter Ewell, Vice President, National Center for Higher Education Management; and Barbara Wright, Assessment Coordinator, Eastern Connecticut State University

Sustainability and Democratic Responsibility
Sustainability involves the intersection of several domains—social, economic, and environmental—and exists not as a problem to be solved once and for all, but as a process in which we must engage now and into the future. It is thus the responsibility of all educated citizens, not just those in certain areas or disciplines. Presenters will raise critical questions about the role liberal education can play in moving us to a more sustainable future and will provide examples of how issues of sustainability can inform and enrich the curriculum as a means of ensuring that colleges and universities “create a New Academy in its fullest expression of inclusion, excellence, and democratic responsibility.”
David Orr, Professor of Environmental Studies, Oberlin College; Leith Sharp, Director, Harvard Green Campus Initiative, Harvard University; Geoffrey Chase, Dean, Undergraduate Studies, San Diego State University

The Role of the New Academy in Demystifying the Modern Middle East
Amidst the fear and instability brought about by war and terrorism, this discussion addresses the growing imperative for American colleges and universities to actively seek creative ways of establishing and cultivating relationships with their counterparts in the Middle East. With an emphasis on self-reflection, participants will discuss the extent to which our discourses of internationalization actually relate to the realities on our campuses, particularly with regard to increasing awareness about the modern Middle East.
Haifa Reda Jamal Al-Lail, President, Effat College

On What's "Fish-y" about Civic Engagement
This session examines Stanley Fish's critique of civic engagement from several points of view. Examining the arguments will help us be more self-reflective about the proper role of civic engagement for educational institutions. The issues also have consequences for academic freedom and the grounds for supporting higher education.
David Kline, Director, Blue Cross and Blue Shield of Florida Center for Ethics, Public Policy and the Professions, University of North Florida; Roger Bowen, General Secretary, American Association of University Professors, American Association of University Professors

E-Portfolios and Creative Accountability: A Means of Integrated Learning and Assessment
This session will present the conceptual, pedagogical and technical underpinnings of using e-portfolios for the demonstration and assessment of integrated student learning. Examples of student e-portfolios will be presented. The e-portfolio is a means for integrating student learning across the curriculum in general education and the major, as well as co-curricular learning. E-portfolio portability and scalability will be included along with potential for making teaching and learning public.
Terrel L Rhodes, Vice Provost for Curriculum and Undergraduate Studies, and Judy Patton, Director, University Studies Program, Portland State University; and Brett Eynon, Assistant Dean for Teaching and Learning, and J. Elizabeth Clark, E-Portfolio Project Manager, City College of New York LaGuardia

Context Diversity: Reframing Higher Education for Civic Learning in a Diverse Democracy
Drawing upon the experience of participants, this session will introduce the concept of “context diversity” and examine its implications for addressing the increasing diversity of students and incorporating a civic dimension to teaching and learning. The session will explore connections between context diversity and civic engagement in a diverse democracy as well as examples of the implementation of context diversity at the University of New Mexico.
John A. Saltmarsh, Project Director, Brown University; Roberto A. Ibarra, Special Assistant to the Provost, University of New Mexico; Dan P. Young, Director, University College Academic Programs, University of New Mexico

Creativity and Integrative Thought
Developing students’ integrative thinking skills is a goal shared by liberal education and interdisciplinary studies. While integration may be widely valued, the means of teaching integrative thinking are often unclear and mysterious. This session will develop the connection between interdisciplinary work, integration, and creativity. It will apply the resulting theoretical frame to a specific course and engage participants in interdisciplinary exercises based on course activities.
David Sill, Associate Provost and Professor of Theater, Eric Ruckh, Assistant Professor of History, and Douglas Eder, Director of Assessment—all of Southern Illinois University Edwardsville

Leveraging Institutional Transformation through Creative Partnerships
The Consortium for Innovative Environments in Learning (CIEL) provides a case study of how a partnership model can drive institutional change in progressing toward the New Academy. Institutional members include Alverno College, Daemen College, The Evergreen State College, Fairhaven College, Hampshire College, New College, and Pitzer College. Session participants will have opportunities to explore the potential impacts of consortium participation on their home campuses.
Karen I. Spear, Executive Director, Consortium for Innovative Environments in Learning; Edwin Clausen, Vice President for Academic Affairs and Dean of the College, Daemen College, Kathleen O'Brien, Provost, Alverno College; Paul Burkhardt, Interim Director, Arizona International College

Can a Public University Be Both Accessible and First-Rate? The University of Virginia as a Test Case
In the face of deterioration in state support, the University of Virginia has embraced its public mission with an ambitious program of financial aid. This program will be augmented by an active effort to recruit qualified students from throughout Virginia, especially in areas hard-pressed economically. Recent graduates of the university will live and work for a year within counties to guide students through the daunting process of applying for all forms of higher education.
Edward L. Ayers, Dean of the College and Graduate School of Arts and Sciences; Nicole Farmer Hurd, Assistant Dean and Director, both of the University of Virginia;

New Frontiers in Shared Inquiry
The term “shared inquiry” encompasses all pedagogies in which students engage in intellectual partnerships while pursuing a common intellectual goal. This panel describes new expressions of shared inquiry and new approaches to demonstrating its effectiveness: a pilot project to bridge the gap between high school and college; a 4-year student/faculty research program; an empirical analysis of shared inquiry in great books seminars; and an institutional assessment of the effectiveness of shared inquiry.
Stephen Woolpert, Dean, Saint Mary's College of California; Scott Lee, Executive Director, Association for Core Texts and Courses; William Hynes, President, Saint Norbert College; Jose Feito, Associate Professor, Saint Mary's College of California

ACAD Session
Balancing Expectations for Faculty Teaching, Scholarship, and Service
Effective teaching is at the heart of liberal education, and faculty are expected to be devoted, skilled, and motivated in the classroom, laboratory, and studio. But faculty are also expected to be scholars. And they are expected to contribute service to the college or university. At their best, these three activities are highly connected, and together create a liberal learning environment. However, for many faculty the activities compete with each other for the individual’s time, and the resulting pressures are a significant source of stress. The panel will discuss the nature of teaching, scholarship and service, the nature of these pressures, and their effects on faculty career development. An important focus of the panel will be on ways in which work in the three areas can be fused, with a hoped-for result of reducing the stressful effects of believing that attention to one of the three areas means reducing time available for the others.
David Burrows, Dean of the College and Professor of Psychology, Beloit College; Charles Lewis, Associate Professor of English and Director of the Writing Program, Beloit College; Diane Lichtenstein, Associate Dean of the College and Professor of English, Beloit College; Robert J. Thompson, Jr., Dean of Trinity College and Vice Provost for Undergraduate Education, Duke University

Thursday, January 27, 4:30 p.m.

Anniversary Address:
Making Excellence Inclusive: The Decade Ahead

Presented by Carol Geary Schneider, President, AAC&U

5:30-7:00 p.m.

AAC&U’s 90th Anniversary Reception
A Celebration of our 200 Founding Members and 1,000 Current Members

Friday, January 28, 7:00-8:30 a.m.

Administrative Courage: Leadership for Diversity and Institutional Change
Network Breakfast for Faculty and Administrators of Color
Beverly Daniel Tatum, President of Spelman College and former Acting President and Dean of the College at Mount Holyoke College

ACAD Members’ Breakfast
Networking Breakfast for Faculty and Administrators of Color
Hosted by Alfredo Gonzales, Associate Provost of Hope College, and Heather J. Knight, Associate Provost for Faculty Development, Diversity and Special Programs, University of the Pacific

Networking Breakfast for Colleagues at Research Universities

Networking Breakfast for Colleagues at Community Colleges

Friday, 8:45-10:15 a.m.

AAC&U Members' Meeting

Wye Faculty Seminar: Leading Change in Academia
This “mini-seminar,” offered by The Aspen Institute’s and AAC&U’s Wye Faculty Seminar, will address such questions as what drives change in an academic institution. What barriers make change difficult? What are the essential components for bringing out effective change? What are the common mistakes in the attempt to lead change?
(Please note that participants were to have pre-registered with The Aspen Institute.)

Academic and Student Affairs: Creating and Assessing a Vigorous Partnerships
Relations between faculty and student life are often strained. Yet the goals of liberal education, like character development and civic engagement, require cooperation between them. How can we move from an antagonistic relationship between faculty and student life to a vigorous partnership? Presenters will explore the challenges and rewards in developing a culture that supports the concept of the New Academy where all on campus understand and have ownership of the goals that really matter in liberal education.
Shelley A. Bannister, Professor of Justice Studies and Women's Studies and Special Assistant to the President, Northeastern Illinois University; Kristine Pierre, Assistant to the Vice-President of Student Affairs, Northeastern Illinois University
Christian William Hoeckley, Administrative Director, Westmont College; Stu Cleek, Associate Dean for Residence Life, Westmont College

On Becoming a Productive University: Strategies for Reducing Costs and Increasing Quality
Universities are continually asked to do more with less. To survive, they must look beyond trimming at the margins to strategies that will transform the institution to recapture public trust, ensure long-term financial viability, and maintain quality. We explore specific administrative, technological, faculty development, curriculum, and pedagogical strategies for increasing productivity and quality. Prompted by examples and working in groups, participants will brainstorm strategies for their institutions to increase quality while reducing time and costs.
Judith E. Miller, Associate Dean for Special Academic Initiatives, Clark University; James E. Groccia, Director, Biggio Center for the Enhancement of Teaching and Learning, Auburn University

3-D Teaching: Discussion, Dialogue, and Deliberation for Student Learning and Institutional Reform
Deliberative democracy is a “hot topic” in higher education circles, but what does it mean? Models of democratic dialogue can serve the educational, governance, and civic goals of colleges and universities. It is a powerful tool for interdisciplinary, problem-based learning, for managing divisive institutional issues, and for establishing meaningful community-university partnerships. In this interactive session, we will review what it takes to create meaningful communities of discourse on campus and in communities. We will consider its many uses—and limitations—from the perspectives of a senior academic leader, a student affairs officer, and the associate provost/dean. And we will place this work in the context of national movements to strengthen education for diversity, social justice, and civic responsibility.
Nancy Thomas, Director, Democracy Project, Society for Values in Higher Education and Senior Associate, Study Circles Resource Center; Bruce Mallory, Provost and Executive Vice President for Academic Affairs, University of New Hampshire; Ande Diaz, Assistant Director for the Pace Center for Community Service, Princeton University

The Administrative Portfolio: Improving and Assessing Leadership in the New Academy
Increasingly, academic leaders are designing and maintaining administrative portfolios for improvement and accountability in the new academy. Some do it well; others do not. This session reviews a model portfolio (both its content and the collaborative process by which it was developed); discusses lessons learned about what works and what does not; and, assists participants in getting started on their own portfolios. The program includes brief presentations, reflective discussion, and interactive small-group exercises.
John Zubizarreta, Director of Honors and Faculty Development, Columbia College; Peter Seldin, Distinguished Professor of Management, Pace University

ACAD Session
Collaboration x 2: Models and Strategies for Faculty Teaching Support
This session focuses on the need for creating a collaborative learning environment at colleges and universities that will support professors in their teaching. Presenters will consider the types of programs currently in place, including the one established at Bard College, which could serve as a model for other small liberal arts institutions. Bard's Center for Faculty and Curricular Development, known as the CFCD, collaborates with the College’s Writing Institute, First-Year Seminar, Dean of Students Office, and various other offices to organize workshops, bring in speakers, and facilitate connections between junior and senior faculty. The format of the session will present CFCD as a case study and offer small group discussion on specific strategies and model workshops for helping teachers teach.
Julia Rosenbaum, Associate Dean of the College; Celia Bland, Director of Academic Resources, Visiting Assistant Professor of FYS; and Teresa Vilardi, Director, Institute for Writing and Thinking—all of Bard College

Geberal EducationRoundtable Discussions

Transforming General Education for Integrative Learning in Comprehensive Universities: Two Compelling Journeys
Capital University and Belmont University are developing general education curricula in consonance with the themes of “Greater Expectations” and the “New Academy.” In this session, each university will introduce its model and describe how the model achieves the goals of integration within the needs of a comprehensive university. Participants will also highlight the process of implementation and further development of the model through innovative and integrative campus leadership.
Marcia A. McDonald, Associate Provost, Annette Sisson, Director of General Education, and Dan McAlexander, Provost—all of Belmont University; and Laurel Talabere, Professor of Nursing, Craig Burgdoff, Associate Professor of Religion, and David Belcastro, Chair, Department of Religion and Philosophy—all of Capital University

Steering General Education Reform…. Safely
General Education review challenges comfort zones, engrained habits, familiar assumption, and perhaps, at times, a faculty's expertise. As Coe College has revisited its graduation requirements in the context of the “new academy,” it has focused on creating a productive, educative atmosphere for institutional change. This session will be a source of best practices for those beginning or contemplating General Education reform, and an opportunity for those who have undertaken such reform to offer driving tips.
Gina Hausknecht, Associate Dean of the Faculty and Associate Professor of English; Greg Griffin, Dean of Campus Life; Heather Edvenson, Student; Terry McNabb, Associate Professor of Teacher Education; and Paula Sanchini, Henry and Margaret Haegg Professor of Biology—all of Coe College

Raising Expectations through Working Convergences: General Education, Writing Across the Curriculum, and Integrative Learning
The upper freshman/lower sophomore Core Seminar is designed to integrate multiple disciplinary perspectives. It is writing intensive, provides guidance in research techniques, expects students to work in small teams and present the results of their research publicly, and is team-taught by faculty from differing departments. In addition to a common anthology, faculty select readings based on their own sensibilities and knowledge, plan numerous field explorations in the metropolitan area, and bring together their three or four sections – which function as a single cohort for these joint sessions – for specially designed interactive laboratories in which students broaden their social base as they probe the nature of disciplinary inquiry. Three faculty will illustrate the complex design of these joint sessions, and of writing related to field explorations, arguably the most integrative elements of the overall design.
Bernice Braid, Dean; Claire Goodman, Professor of Media Arts; Elizabeth Kudadjie-Gyamfi; and Linda Zelski—all of Long Island University Brooklyn Campus

Managing and Assessing an Integrated General Education Curriculum
Panelists will take a practical, problem-solving approach to discussion of implementing, managing and assessing an integrated General Education curriculum. Topics addressed will include: program design and curricular mapping; ongoing coordination and management; statewide context, including articulation agreements; program changes that have resulted from assessment data, curricular and resource pressures, and input from shared governance bodies; assessment tools and strategies. The session is designed for those contemplating or in the process of general education reform.
Jonathan Mark Rosenthal, Associate Dean, and Wendy G. Troxel, Assistant Professor of Educational Administration and Foundations, both of Illinois State University

The Visionary and the Volatile: The Promise and Perils of a Values-Based, Socially Responsible General Education Curriculum
We present the case of Lewiston-Auburn College of the University of Southern Maine as an innovative institution poised to realize “greater expectations.” The effort to implement a values based and socially responsible curriculum has led us into the need to grapple with volatile issues. From our perspective, the emerging “New Academy” requires an academic community that is intellectually and socially healthy enough to restore faith in democracy by learning to practice the virtues it requires.
Rosemary Joan Cleary, Associate Professor of Social and Behavioral Sciences; and Eve Allegra Raimon, Associate Professor of Arts and Humanities—both of University of Southern Maine / Lewiston-Auburn College

Liberal Education, Student Development, and Successful Student Transitions: Expectations but No Promises
Presenters describe how their institution moved from first-year seminar (FYS) to what they believe is truly a first-year experience (FYE), relating how a team of faculty, staff, and students conducted a self-study of how well their institution serves first-year students. In the process, a FYE emerged from the former silos in which units had operated. Further, they outline how strategic enrollment management initiatives have prompted consideration of expanding this integrated approach to all student transitions.
Leon C. Book, Director, First-Year Experience; David A. Starrett, Interim Dean; Fred T. Janzow, Vice Provost—all of Southeast Missouri State University

CONCURRENT SESSIONS

Friday, 10:30-11:45 AM

Featured Session
The Learning Paradigm College
A paradigm shift is taking hold in American higher education—one in which the new mission of the institution is to produce learning, not simply to provide instruction. The author of The Learning Paradigm College, John Tagg will lead an interactive discussion of existing functional frameworks and offer a way to re-envision and recast familiar aspects of college work and college life.
John Tagg is Associate Professor of English at Palomar College and author of The Learning Paradigm College (Anker Publishing, 2004)

Presidential Perspectives on the Challenges of a New Academy
The well being of liberal education is related to the ability of educators to articulate a vision for liberal learning that resonates with contemporary values and issues. Concerns about career preparation and society’s need for specialized knowledge, for example, have influenced a recent revival of liberal learning as “practical liberal education”—connecting general education and the liberal arts major with professional studies and applications such as undergraduate research, internships and community engagement. Philosophically, these concerns and anxiety about the health of American democracy have sparked a revival of John Dewey’s pragmatic idealism linking education and democracy. A panel of presidents will comment on the nature of a New Academy as it is reflected in their institutional structures and strategies.
Moderator: John Moore, Drury University
Panelists: Bobby Fong, Butler University; Leo Lambert, Elon University; Jeanne Neff, The Sage Colleges; and James Appleton, University of Redlands
This session is sponsored by the Associated New American Colleges

What is Higher Education's Role in the Fight Against the Spread of HIV/AIDS?
An estimated 40,000 Americans become infected with HIV every year, many under the age of 25. What responsibility does higher education have in preventing the spread of HIV/AIDS in young adults (ages 13-24)? Community leaders and Board Members from AAC&U's Program on Health and Higher Education (PHHE) will lead a discussion about the relationship between higher education's civic mission and students' academic investigation of the HIV /AIDS epidemic.
Chair: Ray Quirolgico, Director of Residence Life, University of San Francisco; Robert Corrigan, President, San Francisco State University, Jeff Sheehy, HIV/AIDS advisor to San Francisco Mayor, Gavin Newsom, and Aimee Zenzele Barns, Board President for San Francisco Study Center and the Black Coalition on AIDS
PHHE is funded by a cooperative agreement (#00081) with the U.S. Centers for Disease Control and Prevention (CDC), Division of Adolescent and School Health (DASH), Atlanta, Georgia.

Educating for Sustainability: Ithaca College and EcoVillage at Ithaca
This session will explore a highly innovative approach to educating undergraduates for global sustainability, a collaboration between Ithaca College and EcoVillage of Ithaca funded since 2001 by the National Science Foundation. The goals of “Applying Science to Sustainability,” which partners college faculty and EcoVillage professionals and educators, are to advance undergraduate learning in sustainability and to encourage students to become involved in science-based community ecological projects, using EcoVillage at Ithaca as a living laboratory.
Peter Bardaglio, Provost and Vice President for Academic Affairs, Ithaca College; Susan Allen-Gil, Associate Professor of Biology, Ithaca College; Liz Walker, Director, EcoVillage of Ithaca

Interdisciplinary Centers as the Site of Change: Is the New Academy a Feminist Academy?
The “New Academy,” with its emphasis upon inclusion and excellence, is, in part, a legacy of the transformative challenges to liberal arts education of second wave feminism and other social movements within and beyond the academy. This panel takes up two central questions of the “new academy” (characterized by increasingly diverse students, many of whom are women, and situated within a social order where gender equity is increasingly under siege): (1) what is the place of “centers” in interdisciplinary and social justice work in liberal education for the 21st century and (2) how do we best institutionalize intellectual and pedagogical work for gender equity in the 21st century that is equally responsive to globalization, transnationalism, diversity and multiculturalism?
Betty M. Bayer, Director of the Fisher Center for the Study of Women and Men, Hobart and William Smith Colleges; Nancy Sorkin Rabinowitz, Director of the Kirkland Project for the Study of Gender, Society, and Culture, Hamilton College; Beverly Guy-Sheftall, Director, Women's Research and Resource Center, Spelman College; Susan E. Henking, Professor of Religious Studies, Hobart and William Smith Colleges

Focus on the First Year: A Process for Improving Student Success
The presenters, one from a public university and one from a private college, will describe and contrast their experiences with the development and implementation of a process that brings together representatives from all the campus offices and groups that collectively shape students’ first college-year experience. This process, requiring that the first-year experience be examined in its entirety, is designed to guide organizational change resulting in broader and deeper student learning, i.e., greater student success.
William Blanchard, Director of Institutional Research and Assessment Services, University of Wisconsin-Parkside; Kathleen M. Morley, Assistant to the Provost for Institutional Research, Franklin Pierce College; and Stephen W. Schwartz, Visiting Senior Fellow on the First Year of College, Brevard College

Urban Growth, Civic Engagement, and New Learning Communities: Challenging Students to Think in a Comparative Framework
Drawing on successful experiences with global classrooms and projects, panelists discuss programs focusing on urban challenges and solutions within a comparative framework. A variety of learning technologies enable diverse communities of students and faculty to interact with and learn from each other in urban areas of the U.S., Europe, and Africa. Such technologies can help create global learning communities that promote social responsibility and civic engagement.
York W. Bradshaw, Dean, College of Arts and Sciences, University of South Carolina Upstate; Sandy Schaeffer, Director, Advanced Learning Center, University of Memphis; Elsabe Coetzee, Assistant Dean, Tshwane University of Technology; Theo Bothma, Head, Department of Information Science, University of Pretoria; Reginald S. Avery, Executive Vice Chancellor for Academic Affairs, University of South Carolina Upstate

Addressing Reservations about Participating in Assessment
Some members of the academy have developed articulated resistance to assessment programs. For example, one hears that measurement distorts teaching and learning, it is inherently incomplete and inaccurate, certain disciplines defy quantification, assessment involves extra work, or there is no evidence that it works. A panel representing diverse schools and disciplines will examine approaches for addressing these concerns. The structure of the session also provides equal time for audience members to describe their concerns and solutions.
David W. Chambers, Professor and Associate Dean for Academic Affairs and Scholarship, and Jean Purnell, Assistant Provost for Assessment and Dean of the Library—both of the University of the Pacific; Philip Boo Riley, Associate Professor of Religious Studies, Santa Clara University; and Amy Driscoll, Director, California State University Monterey Bay

The New Rural Academy: Connection, Engagement, and Assessment from the Middle of Now/Here
As student populations shift in an era of rapid globalization, and public expectations of universities undergo substantive change, how do universities in remote locations transform themselves into centers for engaged learning in service to the public good? We will work with the audience to explore institutional transformation in rural settings, focusing on how a scarcity of resources and the social and economic problems of a region can lead to new purposes for a university, new opportunities for engaged learning for students, and new tools for assessing such engagement.
Robert L. Davis, Associate Professor and Coordinator, Cornerstone Program; John S. Miller, Provost; Elizabeth Boretz, Associate Professor of Spanish; Linda Jerofke, Assistant Professor of Anthropology; Anna Cavinato, Associate Professor of Chemistry—all of Eastern Oregon University

Altering Institutional Structures to Enlarge the Presence of Faculty of Color
This interactive session will explore how institutional change can increase the presence of faculty of color in the academy. In particular, this session will show how three very different institutions--Howard University, Hope College and the Research Corporation--have joined efforts to achieve this goal. In this session we will review the Preparing Future Faculty Program between Hope College and Howard University as model for the integration of research and teaching at the undergraduate level for individuals who envision a professional career as scholars/educators.
Alfredo M. Gonzales, Associate Provost, Hope College; Orlando L. Taylor, Vice Provost for Research and Dean of the Graduate School, Howard University; James M. Gentile, President, Research Corporation; Jennifer Young, Assistant Professor of English, Hope College

ACAD Session
Developing International Partnerships in Support of Student Learning
The session will provide creative examples of international partnerships, a framework to help create, fund, and implement such partnerships, and examples of the best practices to enhance student learning in an international collaboration. Throughout the session, we will elicit the ideas and examples of the participants and provide a summary of ideas designed for those wishing us to follow-up. We will also explore how to link learning objectives to an international study abroad experience through a design exercise.
Karen Kashmanian Oates, Provost and Vice President for Academic Affairs, Harrisburg University of Science and Technology and Senior Science Advisor for the International Women in Science and Engineering; Amy Shachter, Senior Associate Dean, Santa Clara University

Roundtable Discussions on CivicEngagement and Social Responsibility

Social Justice Learning Communities
Faculty will provide an overview of two new Learning Communities in which collaboration across disciplinary boundaries is promoted, theoretical constructs are applied to community-defined social justice issues, and experiential immersion opportunities are created: “Renewable Environments: Transforming Urban Neighborhoods”; and “Living Dangerously: Discipleship in Action,” a team-taught social action class targeted toward mature students interested in exploring the existential and practical challenges for Christian disciples living in today's society.
Gary Adler, Associate Director; Michael Barram, Assistant Professor of Religious Studies; Steve Bachofer, Professor of Chemistry; and Phylis Martinelli, Professor of Sociology—all of Saint Mary's College of California

Linking Community Based and Intercultural Learning with Global Studies
Directors of La Salle University's Leadership and Global Understanding Program will lead an interactive discussion with participants and describe how their program successfully links community based and intercultural learning with global studies, academic affairs with student affairs, and faculty with students. Participants will work together and design an action plan for their own campuses growing out of their own traditions and values.
Marjorie S. Allen, Associate Professor and Co-Director, Leadership and Global Understanding; Robert Vogel, Professor and Co-Director; and Louise Giugliano, Co-Director—all of La Salle University

Learning in Place
Colleges need to become more deeply rooted in place—attending to location in curricula, thinking critically about social structures in which we participate, considering our partnerships with the community—with an aim toward improving learning opportunities and preparing students for responsible citizenship. By cultivating a positive relationship to place, colleges improve the quality of life and prepare students to live well anywhere. We will develop these ideas with case studies from Grinnell College.
Jonathan Lee Chenette, Professor of Music and Associate Dean of the College; Jean Ketter, Associate Professor of Education; and Mark Levandoski, Assistant Professor of Chemistry—all of Grinnell College

Challenges and Rewards of Integrating Interdisciplinary Studies and Student Action
Interdisciplinary courses and service learning are available to students on most campuses, yet few institutions integrate these powerful teaching tools in a required program of study. The University of South Dakota recently implemented an interdisciplinary program with an ‘action’ component that includes opportunities for student research, creative activity, and community service. The IdEA Program serves as a model for discussion about implementing integrative learning practices for campuses that seek to put their curriculum into action.
Karen L. Olmstead, Associate Vice President for Academic Affairs; and Royce C. Engstrom, Vice President for Academic Affairs—both of University of South Dakota

Expanding Horizons: An Innovative K-16 Partnership Offering Integrative and Collaborative Learning for All Participants
The New Academy suggests partnerships between liberal arts colleges and public school systems offer learning opportunities for the liberal education of college students. What are the best practices in forming collaborative relationships? What methods are most effective to sustain partnerships that transform traditional learning? What are the barriers to inventing forms of engaged pedagogy? How do we assess the effectiveness of partnership activities? These are some of the questions addressed as we present Expanding Horizons an innovative K-16 partnership.
Ruth Andrea Levinson, Professor of Education, Skidmore College; and Michael James Mugits, School Leader, Schuylerville Central School District

The World for Women: Creating Global and Local Partnerships
Panelists will begin a conversation around the global and local community connections and partnerships established between Agnes Scott College (a liberal arts college for women) and a variety of refugee and grass-roots agencies. Our primary focus is on women and their children. We will share some of the theory and practice of our work across disciplines in experiential learning and human rights education.
Tina Pippin, Professor of Religious Studies; Brenda A. Hoke, Associate Professor of Sociology; and Isa D. Williams, Director of the Office of Experiential Learning and the Atlanta Semester for Women, Leadership, and Social Change—all of Agnes Scott College

Friday, January 28, 11:45 a.m.
ACAD Keynote Luncheon

Julie Reuben

The Perils of Leadership: Revisiting Academic Reform in the 1960s
Julie Reuben is Professor of Education at the Harvard Graduate School of Education. Her teaching and research address broad questions about the purposes of education, the relation between educational institutions and political and social concerns, and the forces that shape education change. She is the author of Making of the Modern University: Intellectual Transformation and the Marginalization of Morality (1996) and Campus Revolts: Politics and the American University in the 1960s (forthcoming)

CONCURRENT SESSIONS

FRIDAY, 1:30-2:30 PM

Featured Session
Higher Learning for Citizenship
Sylvia Hurtado will present research linking students' cognitive, social, and democratic skill development during the first two years of college. She will discuss the implications of her findings for undergraduate education, student development, and assessment as higher education re-examines its sense of social responsibility.
Sylvia Hurtado, Professor and Director of the Higher Education Research Institute, University of California Los Angeles

Featured Session
Ivy and Industry: Business and the Making of the American University
Christopher Newfield traces major trends in the intellectual and institutional history of the research university from 1880 to 1980. He pays particular attention to the connections between the changing forms and demands of American business and the cultivation of a university-trained middle class. He contends that by imbuing its staff and students with seemingly opposed ideas—of self-development on the one hand and of an economic system existing prior to and inviolate of their own activity on the other—the university has created a deeply conflicted middle class.
Christopher Newfield, Professor of English at the University of California, Santa Barbara. He is the author of Ivy and Industry: Business and the Making of the American University, 1880-1980 (Duke University Press, 2004)

What is Higher Education's Role in Promoting Student Health and Development?
Is there a positive relationship between the experiences students have in the classroom and their mental health and well-being? Can we better utilize the fundamental academic strengths of institutions to address the intellectual, emotional, and civic development of students? These are the questions being explored in a new initiative, Bringing Theory to Practice (BTtoP), funded by the Engelhard Foundation and in partnership with AAC&U. Members of the BTtoP Planning Group will share perspectives on the mental health and substance abuse crises facing campuses and the necessary response of the whole Academy, bridging academic and student affairs, and empowering students on campus.
Donald W. Harward, President Emeritus, Bates Colleges and Project Director, BTtoP, and Members of the BTtoP Planning Group

Implementing Innovative Liberal Education in Europe
The potential value of the liberal education model for new programs in Europe grows clearer. Restructuring a 4-year American-style liberal arts program in Brussels into a 3-year European Bachelor’s degree led the international faculty of Vesalius College to re-examine their definition of liberal arts education, settle on the qualities prized by most (breadth, choice, flexibility, skills) and promote liberal education as a vital and valuable component of twenty-first century European higher education. In the Netherlands, Utrecht University has established the University College Utrecht, offering a Liberal Arts and Science honors program for selected international students. The objective of University College Utrecht is to create an environment where students are encouraged to develop interdisciplinary attitudes as well as profound disciplinary knowledge.
Patricia Costa, Associate Dean for Institutional Development, Vesalius College
Fried Keesen, Director of Education, University College Utrecht;
Ria van der Lecq, Director of Education of the Liberal Arts & Sciences Program, Utrecht University

Engaged Faculty Who Cross Disciplinary Boundaries
Faculty engaged in community work often find that what is valued most by their partners is not their disciplinary expertise but rather their skills in communication and analysis, i.e., the skills associated with the traditional liberal arts. As we promote the development of engaged students through a liberal education, should we not be rewarding faculty for utilizing these same skills? This discussion will focus on recognizing faculty who step outside the boundary or their disciplines in serving their communities.
Gerald Eisman, Service-Learning Faculty Scholar, California State University; Rich McCline, Associate Professor, Management, San Francisco State University; Raul Reis, Associate Professor of Journalism, California State University Long Beach; and Gerryann Olson, Associate Professor of Psychology, Sonoma State University

Education Through the Arts: Creative Modes of Research and Learning in the New Academy
There has been a sea change in the conception of how the arts contribute to learning and civic engagement. There is widespread recognition that people have very different cognitive styles or ways of learning, and that for many, the process of making is an effective vehicle for liberal education. This presentation will examine how education through the arts can contribute to rethinking the liberal arts in a contemporary context.
Michael S. Roth, President, California College of the Arts

Liberal Education and Sustainability: Next Steps
Participants are invited to help shape the AAC&U/Association of University Leaders for a Sustainable Future (ULSF) partnership on global education for sustainable development. What kinds of help do campuses need in identifying opportunities and resources? What mechanisms exist to promote existing leadership schools? What are the implications of making questions of sustainability central to a 21st century liberal education? How can we most productively link the global education agenda with the sustainable development agenda?
Wynn Calder, Associate Director, Association of University Leaders for a Sustainable Future; Caryn McTighe Musil, Senior Vice President, AAC&U; Kevin Hovland, Program Director, Global Initiatives, AAC&U; Debra Rowe, Senior Fellow, University Leaders for Sustainable Future, Oakland Community College

Moral Reasoning in the New Academy
In a global environment dominated by “uncertain global relations…and persistent inequalities and injustices…throughout the world,” a discussion of moral reasoning may be more important than ever. In this highly interactive session we will discuss ways to integrate the examination of moral decision-making and moral reasoning into a liberal curriculum.
Timothy L. Hulsey, Director, University Honors Program and Associate Professor of Psychology, Virginia Commonwealth University; Christopher J. Frost, Director, University Honors Program and Professor of Psychology, Texas State University-San Marcos

The Returns Are In: Foundation of Excellence in the First College Year
This session is a follow-up to the 10:30 a.m. session, Focus on the First Year: A Process for Improving Student Success
Stephen W. Schwartz, Visiting Senior Fellow on the First Year of College, Brevard College; and Robert David Reason, Assistant Professor of Higher Education, Penn State University

Assessing Liberal Education Competencies: A Statewide Approach
The State Council of Higher Education for Virginia (SCHEV) monitors institutional effectiveness efforts as measured by six postsecondary competency-based assessments -- Writing, Technological Literacy, Quantitative Reasoning, Scientific Reasoning, Critical Thinking, and Oral Communication. This accountability system has proved beneficial for all parties involved -- the institutions, state policy makers, and the general public.
Stephen Charles Scott, Senior Associate for Academic Affairs, State Council of Higher Education for Virginia (SCHEV); Nancy J. Cooley, Director of Academic Affairs and Planning, State Council of Higher Education for Virginia (SCHEV); Karl L. Schilling, Interim Associate Director, Miami University

Measuring Civic Engagement During and After College
It is one thing for colleges to provide opportunities for students to become volunteers in their local communities. It is quite another to structure programs that deliberately enhance learning and foster increased civic engagement. This national, longitudinal study surveyed students when they entered college in 1994, again four years later, and now follows up about 10,000 students in 2004. It examines the ways in which course-based community service shapes young adults’ post-college involvement in civic, political, and service activities.
Lori Vogelgesang, Director, Center for Service Learning Research, Higher Education Research Institute, University of California, Los Angeles

Quantitative Reasoning: Essential for All
The ability to think clearly and critically about quantitative issues is an essential component of a liberal education. Today, quantitative reasoning is required in virtually all academic fields, is used in most every profession, and is necessary for decision-making in everyday life. Strong mathematical, logical, and statistical skills are critical in understanding many of the economic, political, and environmental issues that arise in today’s global community. Given the importance of quantitative reasoning, how do we ensure that ALL students – including those who may have little confidence and/or poor preparation in mathematics – gain the quantitative skills they will need in their college careers and beyond?
Corrine Taylor, Director of the Quantitative Reasoning Program, Wellesley College

ACAD Session
The Coe Plan: Engaged and Practical Liberal Education
In 1998, Academic Affairs and Student Affairs at Coe College inaugurated the Coe Plan, a developmentally sequenced program designed to help students connect classroom and out-of-class learning and to facilitate a meaningful transition from college to the world of work and citizenship. Coe Plan activities include community service, Issue Dinners, and pre-practicum workshops, culminating in a self-designed academic practicum. The Coe Plan evolved as Student Affairs and the faculty collaborated on enhancing its strengths and addressing its weaknesses. Presenters will describe the program and how it has developed, explore student outcomes, and discuss future directions.
Marc Roy, Vice President for Academic Affairs; Lou Stark, Vice President for Student Affairs; and Greg Griffin, Dean of Campus Life—all at Coe College

CONCURRENT SESSIONS

Friday, 2:45-4:00 PM

Featured Session
Assessing the "Value-Added" of Liberal Education
The quality of higher education generally and the appropriateness of liberal education in particular are increasingly being questioned. In this regard, assessment and accountability are subjects of national policy discussions echoing similar concerns leading to K-12 high-stakes testing. This session will present the case for "value-added" assessment of liberal education using student learning as the standard for judging institutional quality and accountability. Special focus will be given to initial results from the Collegiate Learning Assessment Project (CLA), a value-added approach to assessing student learning and institutional quality.
Richard H. Hersh, Senior Fellow, Council for Aid to Education; and Richard Shavelson, Professor of Education and Psychology, Stanford University

What Really Matters in College? What High School and College Students Think
Building on its Greater Expectations and Making Excellence Inclusive initiatives, AAC&U begins in 2005 a decade-long set of initiatives designed to reach out beyond the academy to engage the public with the nature and importance of a contemporary liberal education. In this session, participants will learn findings from a set of preliminary focus groups with high school and college students commissioned by AAC&U in summer 2004 to inform these efforts. The presentation will focus on what students’ goals are, what they think the most important outcomes of college are, what they understand and think about liberal education, and finally how their priorities compare to those of business and academic leaders. Findings will be presented and the implications of the findings—both for public outreach and for campus practice—will be discussed.
Debra Humphreys, AAC&U Vice President for Communications and Public Affairs

Building Bridges between Campus and Community: Models of Civic Engagement for the New Academy
Panelists will present working models and practical applications that connect colleges and universities with local, national, and international communities using the threads of integrative health, cultural identity, social justice and compassion.
Susan G. Carter, Adjunct Faculty, California Institute of Integral Studies; Edward S LaMonte, Howell Heflin Professor of Political Science, Birmingham Southern College; Arisika Razak, Professor and Director of Integrative Health Studies Program, California Institute of Integral Studies; Michelle Herrera, Graduate Student at CIIS and Director of Youth Services, Native American Health Center, Oakland, CA,

Geography and the New Academy: Blurred Boundaries and Strategic Sites
“Geography and the New Academy” draws upon visits to eleven private research universities in the U.S. made over the last eight years—visits that sought to determine exactly what makes certain universities so resilient to stress. Those conversations led us to consider the academy in terms of geography—-in particular, the blurred boundaries and strategic sites that characterize the global city. Not simply literal, these boundaries and sites are metaphors for interdisciplinary work and team-building across the humanities, social sciences, and natural sciences: work certain universities have advanced despite external pressures. Some forward-thinking leaders in the New Academy are using blurred boundaries to help both faculty and students to make valuable connections and contributions across the disciplines.
Susan H. Frost, Consultant to Higher Education Leaders and Adjunct Professor in the Graduate Institute of Liberal Arts, Susan Frost Consulting and Emory University; Aimee L. Pozorski, Visiting Assistant Professor of English, Central Connecticut State University

New Forms of Dual Enrollment: A Strategy for Increasing Equity of Postsecondary Outcomes
This panel provides an opportunity to discuss two cutting-edge, relatively large-scale dual enrollment approaches: College Now—the evolving early college high school network of the City University of New York system and the New York public schools; and University College and Ivy Tech dual enrollment—an evolving early college model at Indiana University Purdue University.
Nancy Hoffman, Vice President, Youth Transitions; Director, Early College High School Initiative, Jobs for the Future; Scott Evenbeck, Dean, University College, Indiana University Purdue University Indianapolis; John Garvey, Associate Dean for Collaborative Programs, City University of New York

Fulbright's Alumni Initiative Awards Program
Although the Fulbright Scholar Program has long served the individual scholar, there is a new program that functions at the institutional level: the Alumni Initiative Awards (AIA) program. AIA grants promote international, institutional linkages. Moderated by a representative of the Council for International Exchange of Scholars, the panelists, all AIS participants, will describe their projects, address the challenges and successes they encountered, and discuss their projects' outcomes.
Deborah Owen Moore, Senior Program Officer for Recruitment, Council for International Exchange of Scholars; John C. Yodder, Professor of History and Politics, Whitworth College; Margaret E. Russett, Associate Professor of English, University of Southern California; Gail W. Lapidus, Senior Fellow, Stanford University

Journey of the Student: An Integrated Assessment Model to Support Institutional Change
This case study describes an integrated model of outcome-based assessment focusing on “Journey of the Student” as a metaphor to assess student learning and experiences both in and out of the classroom. This model has transformed the way we look at liberal learning, the academic major, and university-wide services in support of student achievement. This shared learning-centered agenda provides evidence for accountability across the campus and the momentum for institutional change to support continuous improvement.
Julia Yuen-Heung To Dutka, Associate Provost; Cheryl Ney, Vice President of Academic Affairs and Provost; Martha Alcock, Professor of Education; and Kevin W. Sayers, Director of Institutional Research—all at Capital University

It Takes People to Enact an Agenda
Small college or large university, the changes to undergraduate education envisioned by the “Greater Expectations” report will take years of sustained effort to enact. One sure way to undermine their realization is to ignore their leadership requirements. This panel session will address the importance of ensuring effective leadership teams to forward an institution's liberal education agenda. Panelists will engage the audience in discussion regarding the need and best practices for effective search and appointment of faculty, academic administrators, and presidents.
Patricia T. (Tobie) van der Vorm, Ph.D., Senior Consultant, Academic Search Consultation Service; Theodore (Ted) J. Marchese, Senior Consultant, Academic Search Consultation Service; Gail F. Latta, Associate Vice Chancellor, University of Nebraska-Lincoln; James L. Pence, Provost, Pacific Lutheran University

Dimensions of Leadership: Tracking What Works in Transforming the Undergraduate STEM Learning Environment
This session addresses institutional environments (physical and intellectual) that ensure the success of all students, focusing on discovery-based learning. Facilitators include design professionals and campus leaders involved in facilities planning, whose experiences have led them to explore the relationship between the quality of space and the quality of student learning.
Jeanne L. Narum, Director, Project Kaleidoscope; Lydia K. Fox, Associate Professor and Chair, Department of Geosciences, University of the Pacific; Susan D. Gotsch, Vice President for Academic Affairs, Whittier College; Scott Kelsey, Principal, Anshen + Allen Architects Los Angeles; Marlene Moore, Dean, College of Arts and