Plenary Sessions

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

Lee Shulman
Pedagogies of Uncertainty
Lee S. Shulman is President of The Carnegie Foundation for the Advancement of Teaching. His work focuses on programs and research to strengthen the role of teaching in higher education, and the central role of a "scholarship of teaching." Dr. Shulman’s 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).

Closing Plenary
Saturday, January 29, 10:45 a.m.

Lani Guinier
The Miner's Canary: Enlisting Race, Resisting Power, Transforming Democracy
Lani Guinier, Bennett Boskey Professor of Law at Harvard Law School, is the first black woman to be appointed to a tenured professorship at Harvard Law. The author of numerous articles on democratic theory, political representation, educational equity, and issues of race and gender, Guinier’s books include Tyranny of the Majority: Fundamental Fairness in Representative Democracy (1994), Who's Qualified? (2001); and The Miner's Canary (2002), written with Gerald Torres.

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

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)

Women’s Networking Breakfast
Thursday, January 27, 7:00 a.m.

Kavita N. Ramdas
Investing in Women Globally: What Higher Education Can Do
President and Chief Executive Officer of the Global Fund for Women, Kavita Ramdas 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.

Featured Sessions

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, are 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 is Director of the Five College Program of Peace and World Security Studies at Hampshire College. He is the author of Blood and Oil: The Dangers and Consequences of America's Growing Petroleum Dependency (2004, Henry Holt/Metropolitan) and Resource Wars: The New Landscape of Global Conflict (2001)

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; and THOMAS EHRLICH, Senior Scholar, both at the Carnegie Foundation for the Advancement of Teaching. They are co-directors of the Political Engagement Project.

Higher Learning for Citizenship
How are colleges and universities preparing students to participate in a diverse democracy? Sylvia Hurtado will present research linking student's cognitive, social, and democratic skill development during the first two years of college. She will discuss the implications of her research on undergraduate education, student development, and assessment within the context of an academy redefining its sense of social responsibility.
SYLVIA HURTADO is Professor and Director of the Higher Education Research Institute, University of California Los Angeles.

Ivy and Industry: Business and the Making of the American University
Emphasizing how profoundly the American research university has been shaped by business and the humanities alike, Ivy and Industry is a vital contribution to debates about the corporatization of higher education in the United States. 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 is 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) and The Emerson Effect: Individualism and Submission in America (1996)

The New Academy Means New Rules: Changing Structures to Raise Expectations
Today the means of education—the organizational structures that shape our institutions—limit the ends. Can we build a New Academy without radically altering the structures that constrain both students’ and educators’ expectations? Can we save higher education without destroying it? We will explore an agenda for re-forming colleges and universities to raise expectations and liberate education.
JOHN TAGG is Associate Professor of English at Palomar College and author of The Learning Paradigm College (Anker Publishing, 2004)

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

Creating Options: Flexible Tenure-Track Faculty Pathways for the New Academy
In the next ten years record numbers of faculty are expected to retire. This turnover will provide institutions the opportunity to creatively re-envision tenure-track career pathways that satisfy both professional and personal needs. Panelists will discuss work/life difficulties encountered by tenure-track academics throughout their careers and will engage participants in a dialogue about strategies for attracting and retaining the best faculty by implementing promising institutional practices to help tenure-track faculty lead successful, well-balanced work and personal/family lives.
NANCY CANTOR, Chancellor, Syracuse University; FRANCE A. CORDOVA, Chancellor, University of California Riverside; KERMIT HALL, President, Utah State University; and MARC GOULDEN, Research Analyst, University of California Berkeley

This session is sponsored by ACE's Office of Women in Higher Education on behalf of the Alfred P. Sloan Foundation-funded project, "Creating Options: Models for Flexible Tenure-track Faculty Career Pathways."

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

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