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ACAD Keynote Luncheon
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Sue V. Rosser
Demanding Excellence
in the Sciences: Women Scientists Struggling to Succeed
Nationally known science scholar and educational reformer, Sue V. Rosser chronicles how excellence is undermined in the sciences when women scientists are not full and equal participants in shaping the intellectual contours, culture, and pedagogies of academic science. Drawing from her book, The Science Glass Ceiling, Rosser charts the difficulties and double standards many women scientists face, but offers practical remedies as the first woman Dean at a science/technical school, the Georgia Institute of Technology.
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Ronald A. Crutcher
Spiraling Through the Glass Ceiling
Ronald
A. Crutcher is President of Wheaton College in Norton, Massachusetts.
Prior to joining Wheaton in 2004, President
Crutcher was Provost, Executive Vice President for Academic
Affairs, and Professor of Music at Miami University, and
he
currently serves as Chair of AAC&U’s Board of Directors.
President Crutcher is also a member of the Klemperer Trio,
which performs regularly in this country and Europe. He made
his Carnegie Hall debut in March 1985 and, in 1979, was
the
first cellist to receive the Doctor of Musical Arts degree
from Yale.
Why Read: Can Great Books Change People’s Lives?
In Why Read?, Mark Edmundson dramatizes what the
recent identity crisis of the humanities has effectively obscured:
that reading can change your life for the better. His Harper's
Magazine article "On the Uses of the Liberal Arts"
is reported to be the most photocopied essay on college campuses
over the last five years. Ruminating on his essay and the
intense reaction to it, Mark Edmundson exposes universities'
ever-growing consumerism at the expense of a challenging,
life-altering liberal arts education. He encourages educators
to teach students to read in a way that can change their lives
for the better, arguing that questions about the uses of literature—what
would it mean to live out of this book, to see it as a guide
to life—are the central questions to ask in a literary
education.
MARK EDMUNDSON is the Daniels Family Distinguished Teaching
Professor at the University of Virginia. His is the author
of Why Read? (Bloombury Publishing, 2004) and Teacher:
The One Who Made the Difference (Random House, 2002)
The Flight of the Creative Class: The New Global
Competition for Talent
In The Flight of the Creative Class, the follow-up
to The Rise of the Creative Class, Richard Florida
paints a picture of a global giant on the verge of one of
the toughest economic battles of its life. To stay at the
cutting edge, the United States will have to find ways to
mitigate gross inequality, harness the creativity of all human
beings, take on political polarization, retain the traditional
openness of American society to international influence, and
revamp K-12 and post-secondary education. Beyond just the
U.S., Florida looks at how regions and nations around the
world are adapting to the global creative economy. By weaving
together such issues, he asks every business, political, and
cultural leader to reevaluate the world from an alternate
perspective.
RICHARD FLORIDAis the Hirst Professor in the School of Public
Policy at George Mason University, a non-resident Senior Fellow
at the Brookings Institution, and author of The Flight
of the Creative Class: The New Global Competition for Talent
(HarperBusiness, 2005).
Mapping the Future of Inclusion and Excellence
Given the rapid changes we are experiencing in the economy,
in the U.S. college-going population, and in global geopolitics,
scholars have argued that diversity, as a component of academic
excellence, is essential to higher education’s continuing
relevance in the twenty-first century. At the same time, our
“post-Michigan” educational environment calls
for campuses to connect their educational quality and inclusion
efforts more fundamentally and comprehensively than ever before.
Join our speakers as they discuss this next generation of
diversity and excellence work: What will it look like? How
will both our thinking and our actions need to shift? Who
will need to be involved? How will we know we are accomplishing
our goals?
MODERATOR: L. LEE KNEFELKAMP, Professor of Psychology and
Education, Senior Scholar, AAC&U
PANELISTS: ALMA CLAYTON-PEDERSEN, Vice President, Office of
Education and Institutional Renewal, AAC&U; CARYN MCTIGHE
MUSIL, Senior Vice President and Vice President, Office of
Diversity, Equity, and Global Initiatives, AAC&U; and
JEFFERY MILEM, Associate Professor, Department of Education
Policy and Leadership, University of Maryland
Collaborating for Excellence: Student Affairs, Academic
Affairs, and the Challenge of Transformative Learning
Intentional partnerships between Student Affairs
and Academic Affairs can create more comprehensive learning
experiences than occur in either sphere separately. Because
transformative learning always happens in the context of students’
lives, collaborative campuses can serve as laboratories for
helping students develop the knowledge, skills, and values
they need to fully contribute to society. The result is a
deeper, more engaged, more integrated educational experience.
Drawing upon a decade of experiences at California State University,
Monterey Bay—a campus distinguished by cross-institutional
partnerships and cooperative arrangements—this session
will explore a variety of ways to create partnerships that
support student learning and success and that maximize the
whole learning community.
SUSAN E. BORREGO, Vice President Student Affairs, and MARSHA
MOROH, Interim Provost—both of California State University
Monterey Bay; and CYNTHIA FORREST, Dean of Students Emeriti,
Framingham State College
From Athens and Berlin to L. A.: Faculty Work in
the New Academy
The faculty role in American colleges and universities has
been profoundly shaped by visions of excellence emerging from
ancient Athens and late 19th century Berlin. We are still
living with the power and persuasiveness of variations on
the teacher/scholar theme framed by that rich legacy; for
Max Weber, the moral obligation of the teacher is to “ask
inconvenient questions” of a privileged elite. The new
academy is asking much more—under radically different
conditions—and is even suggesting that the faculty role
be “unbundled.” If L.A. is more our future—with
its diversity, size, global perspective, technical base, and
market priorities—new, more capacious visions of scholarly
excellence will be required. What will the work of faculty
look like and what will be its attractions and rewards?
R. EUGENE RICE, Senior Scholar, AAC&U, and Senior Scholar,
Program in Leadership and Change, Antioch University
Liberal Education Outcomes: A Preliminary Report
on Student Achievement in College
This session will introduce AAC&U's new report, Liberal
Education Outcomes: A Preliminary Report of Student Achievement
in College, a thought-provoking publication prepared
for the recently launched campaign, Liberal Education and
America's Promise: Excellence as a National Goes to College.
Presenters will discuss what campuses need to do next to assess
and improve student learning. The session will also address
how campuses can use the report to generate appropriate dialogue
about assessment and accountability on campus and among external
constituents, such as parents, state legislators and accreditors.
JUDITH EATON, President of the Council for Higher Education
Accreditation, ROSS MILLER, Director of Programs, Office of
Education and Quality Initiatives, AAC&U; RONALDO WILLIAMS,
President, Prince George’s Community College; and ELISABETH
ZINSER, President, Southern Oregon University
Advancing Sustainability in Curriculum, Research,
Campus Operations, and the Community
Sustainability is an important focus of teaching, research,
operations and outreach at hundreds of colleges and universities
worldwide. Panel members will describe how specific higher
education institutions are graduating students who are engaged
in creating healthier communities, ecosystems, and stronger
economies. Discussion will focus on having sustainability
become a significant focus of the curriculum—general
education, all majors, diversity, global learning, and civic
engagement—as well as in operations, planning, student
life, and community partnerships.
JEAN-LOU CHAMEAU, Provost and Vice President for Academic
Affairs, and Georgia Research Alliance Eminent Scholar, Georgia
Institute of Technology; TERRY LINK, Director, Office of Campus
Sustainability, Michigan State University; ROBERT KOESTER,
Professor of Architecture and Director of the Center for Energy
Research, Education and Service, Ball State University; and
ANTHONY D. CORTESE, President, Second Nature, and Co-Founder,
Education for Sustainability Western Network
The Challenge of Bologna
The "Bologna Process" represents an effort to create
a European Higher Education Area with common parameters for
bachelor's and master's degrees, a modular transfer credit
system (ECTS) and diploma supplement to accompany them, and
a transnational accountability framework that seeks evidence
of the effectiveness of reforms in the employability of graduates.
As the mobility of students accelerates worldwide, what are
the implications of the "Bologna Process" for Higher
Education in the United States generally, and liberal education
outcomes specifically?
CLIFFORD ADELMAN, Senior Research Analyst, United States Department
of Education
If you have questions, please e-mail us at meetings@aacu.org.
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2006 CONFERENCE |
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