2007 Annual Meeting
THE REAL TEST:
Liberal Education and Democracy’s Big Questions
The following is the Final Program for AAC&U's 2007 Annual Meeting, which includes links to additional information and/or supplementary material (e.g., handouts, PowerPoint presentations) when provided.
THURSDAY, JANUARY 18
Networking Breakfast for Women Faculty and Administrators
And Justice for All: Using the Power of Education to Transform Our World
From 1989 to 2006, Paula Rothenberg, faculty member at The William Paterson University of New Jersey, served as the Director of The New Jersey Project on Inclusive Scholarship, Curriculum, and Teaching. She is author of Invisible Privilege: A Memoir about Race, Class, and Gender and Beyond Borders: Thinking Critically about Global Issues.
Presidents’ Breakfast and Discussion
Setting the Pace for an Innovative Global Economy: Liberal Education and the Expansion of Opportunity
Ronald Crutcher, President, Wheaton College (MA); Co-chair, LEAP National Leadership Council;
Roberts T. Jones, President, Education Workforce Policy, LLC;
Deborah Traskell, Senior Vice President, State Farm Insurance Companies
Thursday, January 18, 8:45-10:15 a.m.
Fulfilling the Promise of a Just Democracy: New Orleans after Katrina
Marvalene Hughes became president of Dillard University only two months before the devastation of Hurricane Katrina took place. Faced with a campus covered in flood waters reaching eight to ten feet in depth and buildings destroyed by fire following the hurricane, Hughes – and other administrators at higher education institutions in New Orleans – worked tirelessly to open their doors to students again. Dillard managed to re-open in January 2006 (in a New Orleans hotel); and, on July 1, more than 350 Dillard University seniors marched down the Rosa Freeman Keller Avenue of the Oaks to receive their degrees, continuing a proud and cherished tradition. After expenditures exceeding $100 million dollars, Dillard University opened its doors in September 2006. For 11 years prior to her appointment at Dillard, Marvalene Hughes served as the president of California State University, Stanislaus. She has also served as Vice President/Vice Provost at the University of Minnesota, and has held teaching and administrative positions at the University of Toledo, Arizona State University, San Diego State University, and Eckerd College in Florida.
Thursday, January 18, 10:30-11:45 am
Saving Higher Education in the Age of Money
An increasing preoccupation with money has resulted in the inversion of its role in higher education. No longer do students and parents choose the best education that “money can buy.” Instead, they are faced with choosing which college or university will “buy them more money.” In their comprehensive analysis of admission practices, institutional rankings, salaries, hiring practices, scholarships, student attitudes, tuition costs, research programs, library budgets, and class barriers, authors James Engell and Anthony Dangerfield expose the major changes that the Age of Money has wrought in higher education. Focusing on liberal arts and sciences colleges, private research universities, and flagship public institutions, they provide an explicit and coherent model of what an academic institution should offer, while encouraging individual institutions to retain their unique identities.
James Engell, Gurney Professor of English, Professor of Comparative Literature, and Chair of the Department of English and American Literature and Language at Harvard University; Anthony Dangerfield has taught at Cornell University, Dartmouth College, and Harvard University
Saving Higher Education in the Age of Money (University of Virginia Press, 2005)
Liberal Education and the New Global Economy: What Business Leaders and Recent Graduates Say
In conjunction with the LEAP campaign, AAC&U commissioned two national polls, fielded in November 2006, to examine what business leaders and recent graduates think about the importance of liberal education outcomes, especially in terms of meeting the challenges of a competitive global economy. This session will announce the findings and explore the implications of these results for the academy and its efforts to advance liberal education.
Geoffrey Garin, President, Hart Research Associates; Debra Humphreys, AAC&U, Vice President for Communications and Public Affairs
Promoting Essential Learning Outcomes in General Education Courses
Along with the emerging consensus about what constitute essential learning outcomes of higher education, faculty must determine where and how to effectively foster these outcomes in their courses. This session summarizes key findings from a national study showing that general education courses (GECs) emphasize certain outcomes more than non-GECs, while all courses could increase their emphasis on all outcomes. Participants will discuss the educational practices that cultivate these outcomes throughout the curriculum.
Thomas F. Nelson Laird, Assistant Professor, Indiana University Center for Postsecondary Research; Mariangela Maguire, Interim Dean of the Faculty, Gustavus Adolphus College
PDF of PowerPoint Presentation
Additional Information: Faculty Survey of Student Engagement (FSSE)
Assessing Experiential Learning: Lessons Learned and Emerging Questions from Five Innovative Colleges
Panelists from four innovative colleges in the Consortium for Innovative Environments in Learning (CIEL) will share assessment findings from a range of experiential learning programs, including field-based learning, service learning, learning communities, the open curriculum, and the senior capstone. The panel will explore not just what we have learned, but also what we would like to know about the impact of these highly complex learning situations, and how we might achieve more robust understandings that can influence ongoing practice.
Edwin G. Clausen,
Vice President of Academic Affairs and Dean of the College,
Daemen College; Dawn Balistreri, Associate Professor of Professional Communication, Alverno College; Scott Steele, Assistant Professor Economics, Berea College; Steven Weisler, Dean of Academic Develoment, Hampshire College
This session is sponsored by the Consortium for Innovative Environments in Learning
Pathways to Social Justice Learning
Every campus has students, staff, and faculty committed to real-world engagement for social justice through the courses they take or offer and the extra curricular activities they participate in or sponsor. The presenters gathered data on this informal network and subsequently developed tools to connect and cultivate these kinds of pathways through institutions. In this interactive session, they will share these tools and methods and provide participants the means to assess and plan for their own campuses.
A.T. Miller, Coordinator of Multicultural Teaching and Learning, University of Michigan; Melissa Peet, Research Area Specialist, University of Michigan; Roger Fisher, Associate Director of Intergroup Relations, University of Michigan
PowerPoint: Pathways to Social Justice - University of Michigan
What Does Knowledge Have to do with Democracy? The Responsibilities of Higher Education in Times of Crisis and Hope
Crises often reveal a lack of social equality, justice, and mutual respect. Education in a would-be democracy ought not to pretend to have no stake in and responsibility for the public good. What role should higher education play in sustaining the possibilities and promises of democracy? Presenters will focus on the role of knowledge in a democratic society, and on what it may offer to social improvement. Presenters will also address the forms such knowledge might take within the context of research, disciplines, and pedagogy.
Jennifer S. Simpson, Associate Professor, Indiana University-Purdue University Fort Wayne; Joseph Jordan, Director, Sonja Haynes Stone Center for Black Culture and History, University of North Carolina at Chapel Hill; Elizabeth Minnich, Senior Fellow, Association of American Colleges and Universities
Co-Constructing College Readiness: School-University Partnerships that Work
This panel explores the tensions of bridging K-12 and higher education institutions to prepare under-served students for college. Early College partnerships engage faculty in co-constructing secondary school curriculum, assessment and professional development. The University of New Orleans and the University of California at Berkeley will share approaches for constructing structures of integration rather than accommodation and bringing inquiry from academic disciplines into partnership work. Resources for colleges invested in school-university partnerships will be introduced.
Robert J. Baird, Vice President for School-University Partnerships, Woodrow Wilson National Fellowship Foundation; Kristen Vogt, Senior Data and Research Analyst, Early College Initiative, Woodrow Wilson National Fellowship Foundation; Darlene Morgan Brown, Director of Charter Schools and Assistant Professor, University of New Orleans; Frank C. Worrell, Co-Director of Research and Development for the California College Preparatory Academy and Associate Professor, University of California at Berkeley; Roberta S. Matthews, Provost, Brooklyn College of the City University of New York
PDF: Woodrow Wilson Early College High School Initiative
Moving Ethical and Civic Responsibility from the Margins to the Center:
College Learning Can Help Repair a Fractured Commons
Robert A. Corrigan, President, San Francisco State University; L. Lee Knefelkamp, Professor of Education and Psychology, Teachers College, Columbia University; Stephen Mittelstet, President, Richland College; Sidney Ribeau, President, Bowling Green State University
Humanism vs. Humanitarianism: A Dean’s Role in Civic Engagement and Classroom Learning
Last January, 130 Bard College students traveled to a devastated New Orleans to volunteer. This kind of political/civic engagement is not uncommon for college students; what is unusual is that our students’ active participation will be complemented by an interdisciplinary seminar: “New Orleans After the Disaster,” which examines the rebuilding of that city through the lens of human rights. Panelists will address the question: how has the convergence of humanism and humanitarianism affected the college, its curriculum and its extra-curricular involvement in the world.
Paul Marienthal, Associate Dean of Student Affairs, Founder and Director, Trustee Leader Scholar Program provides, Bard College; Stephen Tremaine, Bard student and New Orleans native; Doug Ahlers, Fellow, Harvard's Kennedy School of Government, New Orleanian, member, Bring New Orleans Back Committee and the Broadmoor Improvement Association, and organizer of the Harvard Internship program in the Broadmoor neighborhood of New Orleans.
Reframing the Message: Facing the Disconnect Between What We Intend and What Stakeholders (Including Graduates) Hear
Geoffrey Garin, President, Peter D. Hart Research Associates
Thursday, January 17, 1:00-2:30 pm
The following session will be held at the Historic New Orleans Collection in the French Quarter -- a five to ten minute walk from the Sheraton Hotel .
Cultural Immersion in New Orleans: From Knowledge to Social Responsibility
Developing travel courses that both enlighten students and promote civic responsibiilty are difficult to create. This presentation will describe one such course, with discussion led by the course instructor and the curator and head librarian of the Historic New Orleans Collection. Participants will see historical artifacts and learn why New Orleans may be the perfect location for students to learn culture, the importance of diversity, and responsiblity to others in need.
Wade Luquet, Associate Professor of Sociology, Gwynedd-Mercy College; Alfred Lemmon, Curator of Manuscripts, Historic New Orleans Collection; Gerald Patout, Head Librarian, Historic New Orleans Collection
Gwynedd-Mercy College's Institute for New Orleans History and Culture
Thursday, January 18, 1:30-2:30 pm
Moving beyond the Culture Divide: The Shared Imperative of P-16 Vision and Action
Access to higher education has the greatest potential to transform the future, but P-16 reform efforts face an uphill battle because of a fundamental culture challenge: K-12 education culture prioritizes equity and access, while higher education values selectivity, competitiveness and quality, sometimes rising in rankings according to how many students they turn away, not how many they serve. Panelists will conduct a discussion of the cultural divide and offer case studies that are bridging the gap.
Nancy S Shapiro, Associate Vice Chancellor for Academic Affairs, University System of Maryland; Paul Lingenfelter, President, State Higher Education Executive Officers; Michael Cohen, President, Achieve, Inc.
Moving beyond the Culture Divide
Educating World Citizens: The Role of Universities in a Global Age
Presenters will examine the critical need for colleges and universities to connect the dots about globalization and adapt to our global age. They make a compelling case for the need to educate world citizens who can succeed in diverse environments and act on behalf of humanity everywhere. They further explore possible approaches to global education and offer a roadmap for educators trying to internationalize the curriculum.
J. Michael Adams, President, and Angelo Carfagna, Director of Communications -- both of Fairleigh Dickinson University and co-authors of Coming of Age in a Globalized World: The Next Generation (2006)
Post-Katrina Refugee Rebuilding and the Role of Asian American Studies Praxis -- Lessons from Student Engagement with New Orleans’ Vietnamese Community
The panel will highlight the importance of ethnic studies models of service learning praxis, while offering a critique of post-Katrina Black-White race relations discourse. The session will also include discussion of how issues of language, culture, race, and spiritual identity for Vietnamese American college students intersect meaningfully with the community-based rebuilding process of Vietnamese in New Orleans who are seeking to (re)claim home, voice, and justice.
Peter Nien-chu Kiang, Professor of Education and Director, Asian American Studies Program, UMass Boston; Jennifer Nguyen, Graduate Student, American Studies Program, UMass Boston; James Dien Bui, Gulf Coast Regional Director, National Association of Vietnamese American Service Agencies (NAVASA)
Additional Information: UMass Boston Project - Students Document Forgotten Katrina Victims
PEACE Prison Ministry: A Case Study in Campus and Community Collaboration
This session will address general issues of campus-community collaboration, as well as offering specific insight into partnerships that focus on issues of race, class and criminal justice. Presenters will outline the history of The PEACE (Prevention, Education, Action, Compassion and Empowerment) Prison Ministry project, provide examples of key actions and initiatives, identify challenges to community and campus collaborations, note positive outcomes for student learning and community participants, and outline goals for future action. The presenters have also collaborated on a production of the Dead Man Walking Play Project.
Nancy A Heitzeg, Associate Professor of Sociology; Program Director of Critical Studies of Race and Ethnicity, College of St Catherine; Sharon L Doherty, Associate Professor of Women's Studies; Director, Centers of Excellence, College of St Catherine; Reverend Janet Johnson, Wayman AME Ministry staff; director PEACE Prison Ministry Project, Wayman AME; William W Smith IV, student intern PEACE Prison Ministry, Metropolitian State University
Students As Leaders in Active Citizenship: A Developmental Model
How do students develop in their involvement in civic engagement while they progress through college? The Tisch College of Citizenship and Public Service Scholars Program engages students in active citizenship projects while providing skills-based training and required academic coursework. The program has created a developmental framework that enables students to grow as leaders, provide quality work in communities, and build connections to both academic and developmental goals over its progression from freshman through senior year. Presenters include a Scholar alumni and current Scholars
Mindy Nierenberg, Student Programs Manager, TuftsUniversity/Tisch College of Citizenship and Public Service; Ify Mora, Scholar Program Coordinator, Tufts University; Jennifer Bailey, Student, Tufts University; Julia Goldberg, Student, Tufts University
True Democracy in an Increasingly Diverse Country
The Posse Foundation identifies, recruits, and trains incredible youth leaders from urban public high schools and sends these groups as “Posses” to top colleges and universities in this country. The Foundation believes that leaders in this new century should reflect the country’s rich demographic mix, and that the key to a promising future for our nation rests on the ability of strong leaders from diverse backgrounds to develop consensus solutions to complex social problems.
Rassan Salandy, Director of University Recruitment and Public Relations, The Posse Foundation
Getting Ahead of the Course Evaluation Curve -- and Avoiding the Problems
Course-by-course summative evaluation reports for faculty are just one of several customized report formats possible with the CoursEval online course assessment system. Summarized reports that provide a broader view of teaching for chairs, deans, directors, program reviewers, and students will be illustrated. Evaluation summaries are also used to clarify the relation between course ratings and factors such as response rate, class size, participation incentives, student performance, and grades.
Peter Gold, Associate Dean of Arts and Sciences, University of Buffalo;
Brian R. Hopewell, Director of Business Development, Academic Management Systems
This session is sponsored by Academic Management Systems
Additional Information: CoursEval Notes for Presentation
20/20 Session: Interdisciplinary and Multi-Disciplinary Teaching
Teaching Big Questions and Looking for Big Answers: Encouraging Faculty and Student Engagement by Modeling Critical Inquiry
To confront Big Questions for democratic solutions, we explore ways that different disciplines can contribute to each other in theory and practice through the Multidisciplinary Team Enhanced Teaching (MTET) Method. We will demonstrate this method in two example courses: “Rethinking New Orleans: The Future and Policy Making,” and “Essentials of Environmental Science.” As a pedagogical method, the MTET Method teaches our students that their chosen field has civic responsibility; it also fosters the role of faculty as scholar-teacher citizens.
Stuart Belli, Associate Professor of Chemistry and Environmental Studies, Vassar College
Interdisciplinary Capstone Courses
Interdisciplinary inquiry, a hallmark of a liberal arts education, tends to become less—not more—a part of students’ experience as they advance in their studies. We have developed non-traditional capstone courses, interdisciplinary “B.A. Seminars”, which bring Juniors and Seniors together with faculty from different programs of study to examine topics that cross disciplinary boundaries. Our presentation will describe this new feature of our curriculum and offer suggestions for implementing this practice at other campuses
Maryann Tebben, Associate Professor of French, Simon's Rock College of Bard; Samuel Ruhmkorff, Dean of Academic Affairs, Simon's Rock College of Bard; Anne O'Dwyer, Associate Professor of Psychology, Simon's Rock College of Bard
20/20 Session: Model First Year Programs
A Decade of First-Year Experience – and How to Move On
Interdisciplinary inquiry, a hallmark of a liberal arts education, tends to become less—not more—a part of students’ experience as they advance in their studies. We have developed non-traditional capstone courses, interdisciplinary “B.A. Seminars”, which bring Juniors and Seniors together with faculty from different programs of study to examine topics that cross disciplinary boundaries. Our presentation will describe this new feature of our curriculum and offer suggestions for implementing this practice at other campuses.
Linda Richardson, Vice President for Academic Affairs, Siena College; Ralph Blasting, Dean of Liberal Arts, Siena College;
Robert Drake, Director of the Center for Excellence in Teaching,
Siena College; Tom Swan, Current Director of Foundations course, Siena College
Additional Information: Siena College Foundation Sequence
First-Year Border Crossings: The Voyage In, the Voyage Out
Our first-year students—and our democracy—face a critical question: how does one understand and negotiate the complex dynamics of individual, national, and global identity? Asking eighteen-year-olds to conceptualize identity and society in the complex ways required by higher-level critical thinking requires a major developmental leap. This session will offer proven strategies for helping first-year students cross borders within and beyond themselves, understand themselves in relation to a diverse world, and develop the critical skills to analyze their experiences.
Zaide Pixley, Dean of the First Year and Advising, Kalamazoo College; Gail Griffin, Professor of English & Director of Teaching Development, Kalamazoo College; Diane Seuss, Writer in Residence, Kalamazoo College
Additional information: Kalamazoo's First Year Experience
20/20 Session: New Technologies and the Undergraduate Curriculum
ESA21: Environmental Science Activities for the 21st Century
The ESA21 project has developed over 50 digital course activities for undergraduate courses in Environmental Science (http://esa21.kennesaw.edu). The activities integrate “wet lab” and computer-based exercises (interactive simulations, virtual tours, environmental calculators) to help students understand basic concepts and enable them to quantify and analyze their personal contributions to regional and global environmental impacts. Assessment instruments have shown the activities to be effective in engaging students with science and increasing their level of civic engagement.
Matthew Laposata, Associate Professor of Environmental Science, Kennesaw State University
PowerPoint Presentation: Environmental Science Activities for the 21st Century
Active Learning in Liberal Education with Geographic Information Systems (GIS) Technologies
Geographic Information Systems (GIS) technologies enable students to explore, analyze, and visualize real-world data. This session shares the experience of two programs currently integrating GIS across a spectrum of liberal arts disciplines. The “Academic Excellence and Geographic Information Systems” project (funded by NSF) and the Latitude Initiative of the National Institute for Technology and Liberal Education (NITLE) help faculty incorporate GIS into their teaching as a tool for visualization, spatial analysis, and spatial reasoning.
Max Baber, Associate Professor of Geography, Samford University; Diana Stuart Sinton, Chief Program Officer, Latitude Initiative, NITLE (National Institute for Technology and Liberal Education)
Additional Information on
Geographic Information Systems Initiative at NITLE
Diversity: Value vs. Goal
Demographic changes in recent years have transformed America from a bi-racial to a multi-cultural society; from issues of race relations to issues of diversity. These changes present complex challenges to academic leaders. Diversity as an institutional value as well as an administrative goal is a perspective with great promise—leading to dynamic outcomes. Utilizing such a perspective we led an effort (1998-2005) that resulted in a 48 percent increase in the graduation rates of Black students at a land-grant university. We will discuss the principles that emerged from a study of diversity as both a value and a goal.
J. Herman Blake, Scholar in Residence, Director, Sea Islands Institute, University of South Carolina; Beaufort, Professor-Emeritus, Sociology, Iowa State University; Emily L. Moore, Professor-Emeritus, Educational Leadership and Policy Studies, Iowa State University, President, Scholars for Educational Excellence and Diversity, Inc.
Thursday, January 18, 2:45-4:00 pm
Fostering Integrative Learning: Lessons Learned
Fostering students’ abilities to integrate learning—over time, across courses, and between academic, personal, and community life—is one of the most important challenges for liberal education today. There are many ways to strengthen the integrative potential of the undergraduate experience. Knowing which approaches to select is dependent on campus mission, integrative opportunities already in place, and the character of an institution’s commitment to integrative learning as an educational goal. Participants from the Integrative Learning Project – a three-year project of diverse institutions sponsored by AAC&U and The Carnegie Foundation – will discuss lessons learned pertaining to the development and assessment of advanced models and strategies to help students pursue their education in more intentional, connected ways.
Pat Hutchings, Vice President; Mary Taylor Huber, Senior Scholar; and Richard Gale, Senior Scholar —all of The Carnegie Foundation for the Advancement of Teaching
Additional Information: Integrative Learning - Oopportunities to Connect
The Council of Europe’s Transnational Project: A Leverage Point for Educating for Social Responsibility
This session will discuss how the Council of Europe’s global initiative on educating for democracy, human rights, and citizenship can serve as a campus incentive in the United States to foster students’ commitment to a more expanded notion of social responsibility. The participating presidents are part of a leadership core who are members of an emerging international higher education leadership network and have signed the Council’s Declaration of Principles. They will explain how they are using the Declaration strategically at their institutions and how other campuses can become involved in this dynamic global network.
Moderator: Caryn McTighe Musil, Senior Vice President, AAC&U
Pamela Fox, President, Mary Baldwin College; Sjur Bergan, Head of Higher Education and Research Division, The Council of Europe; David Pollick, President, Birmingham-Southern University
Practicing Higher Education’s Mission of Civic Responsibility
Case studies at three independent liberal arts comprehensive universities illustrate distinct approaches that model active institutional responses to major societal needs by integrating liberal learning and professional studies, whether in response to natural disasters or other pressing civic issues. These issues test the authenticity of higher education’s social mission. Topics include: Susquehanna University’s Long Term Commitment to Hurricane Katrina Disaster Recovery; Growing Sustainability for Ithaca College in an Ecuadorian Rainforest; and The Engaged Citizen General Education Program at Drake University.
Moderator: Lynette Robinson, executive director, Associated New American Colleges
Panelists: Linda McMillin, Provost, and Eric Lassahn, Director, Residence Life and Volunteer Programs – both of Susquehanna University; David Saiia, Assistant Professor of Business, Ithaca College; Lon Larson, Professor of Pharmacy and Director of Drake Curriculum, and John Burney, Dean of Arts and Sciences – both at Drake University
This session is sponsored by the Associated New American Colleges
Faculty of the Future:
Voices from the Next Generation: A Conversation with the K. Patricia Cross Future Leaders
Since 1996, K. Patricia Cross, a distinguished scholar in American higher education, has sponsored the K. Patricia Cross Future Leader Awards. This year’s recipients were selected for this honor for their outstanding work in undergraduate teaching, their excellence in research, their active engagement in civic and university programs, and their commitment to a career in higher education. The Cross Future Leaders will join in an interactive session designed to have them explore with the audience issues such as teaching and learning at the undergraduate level, the role of their disciplines, their views of today’s college students, and their views of the changing American academy.
Discussion Moderators: Jerry Gaff, Senior Fellow, AAC&U; Lee Knefelkamp, Professor of Psychology and Education, Teachers College, Columbia University
Kasey Baker, English, University of Tennessee;
Bethany Bowling, Interdisciplinary Studies - Biology Education, University of Cincinnati;
Amy Cass, Sociology, University of Delaware;
Stephanie Milling-Robbins, Dance and Women's Studies, Texas Woman's University;
Evelyn Perry, Sociology, Indiana University;
Margaret Post, Social Policy, Brandeis University;
Tarsem Purewal, Computer Science, University of Georgia;
Sarah Wise, Evolutionary Developmental Biology, University of Colorado at Boulder
Cultural Diversity, Academic Engagement, and Technology
It is finally becoming possible to develop realistic options for modifying undergraduate courses to respond to findings and goals that have been accumulating for decades about cultural learning differences and workstyles. This panel presentation, augmented by a live link to an online workshop on this topic, will present ideas, resources, and questions about educational uses of technology that enable teaching/learning strategies responsive to cultural differences – in face-to-face, online, and hybrid courses.
Steven W. Gilbert, President, TLT Group; Naomi Story, Faculty Director of the Center for Teaching and Learning, Mesa Community College
Driving Democracy in Public Liberal Arts Institutions
Speakers will illustrate how their institutions model and encourage the tenets of responsible citizenry and embody the ideals of a democracy in their campus cultures. Model programs will include a virtual learning community for new students where they form their own “township” and create self-governing rules and policies; and a Liberal Studies Senior Colloquium that includes the study of Engaged Global Citizenship, focusing on Globalization and Democratic Governance, Globalization and Development, and Globalization and Environmental Issues. This interactive conversation will address how these and other innovative programs were developed, how they are working, where they fit within the curriculum, and how they promote democracy
David J. Prior, Chancellor, The University of Virginia’s College at Wise; Anne V. Gormly, Vice President; and Dean of Faculties, Georgia College; and Edward Katz, Dean of University Programs, University of North Carolina, Asheville
This session is sponsored by the Council of Public Liberal Arts Colleges
PowerPoint: Driving Democracy at Georgia College and State University
PowerPoint: Cultivating 21st Century Global Citizenship - UNC Asheville
The Open Curriculum: An Alternative Tradition in Liberal Education
Sometimes controversial and often misunderstood, the open curriculum gives students great freedom to design their own programs of study because of its belief in the power of student choice exercised in collaboration with faculty. The panel will discuss the findings of a “working group” of eight institutions with such a curriculum which identified the values and learning outcomes associated with this educational model. Special attention will be paid to assessment, advising, and curricular breadth.
Paul Armstrong, Professor of English and Former Dean of the College, Brown University; Steven Weisler, Dean of Academic Development, Hampshire College; Charlene Callahan, Former Provost and Vice President for Academic Affairs, New College; William Weitzer, Senior VIce President, Fairfield University
White Paper from the Teagle Foundation (PDF): Values of the Open Curriculum
Connecting the Dots: The Relationship between Student Engagement Results and the Institutional Practices and Conditions That Foster Student Success
Stagnant college completion rates and unacceptable racial-ethnic gaps in graduation rates have intensified the need to better understand the influences on student success. This session presents findings from Connecting the Dots – a multi-institutional research project including HBCUs and HSIs – that reveals the effects of student engagement on grades and persistence, controlling for pre-college variables. These insights can help identify the kinds of activities that might level the playing field for historically underserved students, increasing the odds that they will complete their baccalaureate degree.
Jillian Kinzie, Associate Director, NSSE Institute, Indiana University Center for Postsecondary Research; George Kuh, Chancellors Professor and Director, Indiana University Center for Postsecondary Research
PDF of PowerPoint Presentation: Connecting the Dots
The NITLE German Theater Course: Collaborating across Institutional and National Boundaries
This presentation focuses on collaboration as a way to transcend institutional and national boundaries and provide language students with an authentic, though virtual, inter-cultural experience. Working with the National Institute for Technology and Liberal Education (NITLE), faculty at four colleges offered an intercampus course on German theater in which their students interacted with a German theater company, peers at German universities, and prominent scholars. Panelists will describe the course and address achievements, challenges, and future plans.
Nancy Millichap, Director of Professional Development Programs, NITLE (National Institute for Technology and Liberal Education; Jeffrey Schneider, Associate Professor of German Studies, Vassar College; Margarete Lamb-Faffelberger, Professor of German, Lafayette College; Reinhard Mayer, Visiting Associate Professor of German, Wheaton College
After Katrina: Recovery and Renewal at Tulane University in New Orleans
In response to Hurricane Katrina, Tulane University reorganized academic programs and increased its emphasis on student community engagement. Presenters will describe the development of a new Center for Public Service, which was created to enhance the University’s service-learning program and increase student involvement in the New Orleans community. Discussion will include the perspectives of Tulane students with regard to the new community requirement and how public service is contributing to their education.
Barbara E Moely, Professor Emerita, Psychology, Tulane University; Ana M. Lopez, Senior Associate Provost, Tulane University; Vincent Ilustre, DIrector, Center for Public Service, Tulane Unversity
Information Session: Writing for Change
Change magazine welcomes submissions on a variety of topics in higher education. Come to an informal session with the executive editor, who will discuss the magazine and how to write for it.
Margaret Miller, Director, Center for the Study of Higher Education and Executive Editor, Change Magazine, University of Virginia
PowerPoint: Writing for Change
Connecting Liberal Education with American Priorities: How Presidents and Trustees can Work Together to Build Broad Understanding of What Matters in College
Kevin Reilly, President, University of Wisconsin System; Mark Bradley, Attorney, Ruder Ware, LLSC; Vice President, Board of Regents, University of Wisconsin System; Sally Pingree, Trustee, Charles Engelhard Foundation; Trustee, Boston College; Stephen Weiss, Managing Director, Neuberger Berman, Inc., Trustee, Tulane University
Place: Setting a Direction for Undergraduate Research
As colleges and universities have recognized the significant role that undergraduate research plays in student learning, many campuses have expanded their undergraduate research programs across the curriculum. Many schools have also looked to undergraduate research as one of the ways in which a campus can be involved in seeking solutions for community issues. Three campuses will describe the significance of place in determining research projects.
Neal Abraham, Executive Vice President, Vice President for Academic Affairs and Dean of the Faculty, DePauw University; John Falconer, Office of Sponsored Programs, University of Nebraska at Kearney; Rachel M. Petty, Dean, College of Arts and Sciences, University of the District of Columbia
Summer Student Research Program - University of Nebraska at Kearney
Thursday, January 18, 4:15-5:30 p.m. - Plenary Session
Taking the Lead on What Matters in College: Principles of Excellence for a New Global Century
In the midst of an urgent renegotiation of its compact with society, higher education has come to a pivotal moment. Policy leaders are working with new focus to expand college access, strengthen college preparation, make higher education more affordable, and increase actual graduation rates. Stunningly, however, American society has yet to confront the most basic and far-reaching question of all: what do contemporary college graduates need to know and be able to do?
This silence is dangerous. To students, it sends the self-defeating message that the diploma itself—rather than the quality of learning behind it—is the key to the future. And, to the countless faculty and staff members who have long been working, with both commitment and creativity, to reverse the patterns of student underachievement in college, the silence sends a message that there is no public interest or support for their efforts to raise the quality of learning.
The speakers – all members of AAC&U’s LEAP National Leadership Council – will outline the case we need to make for the continuing importance of liberal education, and will present new “principles of excellence” intended to prepare all students for a new era of complexity and change.
Carol Geary Schneider, President, AAC&U; Deborah Traskell, Senior Vice President, State Farm Mutual Automobile Insurance Company; Blenda Wilson, President, Nellie Mae Education Foundation
FRIDAY, JANUARY 19
Networking Breakfast for Faculty and Administrators of Color
Democracy, Diversity, and the Road of the President
Mildred Garcia is president of Berkeley College and author of Succeeding in an Academic Career: A Guide for Faculty of Color (2000) and Affirmative Action's Testament of Hope: Strategies for a New Era in Higher Education (1997).
Concurrent Discussion Sessions
Friday, January 19, 8:45-10:15 am
The Leadership of Academic Chairs
Academic chairpeople provide critical leadership in higher education. Chairs are responsible for hiring, evaluating, and mentoring faculty; directing curricular activities, assessment, and program development; and responding to the concerns and complaints of students, parents, and the public. Many institutional initiatives find implementation at the department level under the charge of the chair. Though the chair is expected to create the sine qua non of learning environments, they receive little training and few development opportunities. This session will engage participants in case studies about chair work. A variety of resources will also be provided.
Janet R. Reohr, Associate Dean, School of Humanities and Sciences, Ithaca College; Sally Lawrence, Vice President for Academic Affairs, The Sage Colleges; Kathleen O'Neill Ruthkosky, Chair, Education Department, Marywood University
The Research of Undergraduate Research: Its Design, Implementation, and Dissemination
The University of Central Florida has recently been designated a CASTL Leadership Institute (Carnegie Academy for the Scholarship of Teaching and Learning), and is charged with encouraging, supporting, and disseminating scholarship about undergraduate research. This interactive session will encourage research collaboration and the study of practices that engage students and foster learning; the development of learning outcomes that show that students can problem solve, analyze, and reach informed decisions; and assessment designs that indicate success in student learning using the pedagogy of undergraduate research.
John F Schell, Vice Provost and Dean for Undergraduate Studies, Alvin Wang, Dean, Burnett Honors College, Alison Morrison-Shetlar, Director, Faculty Center for Teaching and Learning, Elizabeth Grauerholtz, Professor of Sociology,; Kerstin Hamann, Associate Professor of Political Science -- all of the University of Central Florida
Handout: The Research of Undergraduate Research - UCF
Link to New Information: University of Central Florida
Using Arts and Cultural Pathways for Civic Education
How are we preparing ourselves to undertake active teaching and cultural work in real-world settings? This interactive session invites faculty, graduate students, and administrators to take a personal inventory of their own motivations, skills, and tools to transform conventional teaching practices, research strategies, and administrative agendas. Individual and small group exercises, case studies, and discussions will highlight the tensions, opportunities, ambiguities and promise of “engaging our campuses and communities in genuine democratic partnership.”
Diane Douglas, Director, Center for Liberal Arts, Bellevue Community College; Miriam Bartha, Assistant Director, Walter Chapin Simpson Center for the Humanities, University of Washington-Seattle; Bruce Burgett, Professor, American and Interdisciplinary Studies, University of Washington-Bothell; Elizabeth Thomas, Assistant Professor, Psychology and Interdisciplinary Studies, University of Washington-Bothell
Handout (PDF) : Specifying the Scholarship of Engagement
Link to New Information: University of Michigan
PDF: Activities of the Cultural Studies Praxis Collective
Link to New Information: Simpson Center for the Humanitiies
Believe It or Not: Addressing Religion, Faith, and Spirituality on Campus
At the 2006 Annual Meeting, the Society for Values in Higher Education presented the Wingspread Declaration on Religion and Public Life: Engaging Higher Education. The Declaration called for renewed attention to religious literacy, standards of reason, intellectual inquiry, academic freedom, and students’ spiritual interests. This session will address the pressure upon campuses, and faculty in particular, to attend to “the making of meaning” in the learning process. Discussion will include how faculty and students might talk about faith or whether they need to check their religious beliefs at the classroom door. It will also address whether spiritual identities are different from other categories of social diversity .
Nancy L. Thomas, Director, Society for Values in Higher Education; R. Eugene Rice, Senior Scholar, AAC&U; A.T. Miller, Coordinator of Multicultural Teaching and Learning University of Michigan; Gordon Tapper, Assistant Professor of English, City University of New York La Guardia Community College; Larry Braskamp, Senior Fellow, AAC&U
Handout: Table Topics
PowerPoint: Believe it or Not
Link to New Information: MChange at the University of Michigan
Preparing Women for Public Policy Leadership Through Service Learning Partnerships
Representatives of four very different women’s colleges will briefly review the research on the disproportionately positive impact of engaging women in civic life; describe three innovative, liberal-arts based, interdisiplinary, service learning approaches that prepare women for leadership roles in influencing public policy on a wide range of issues; and engage the audience in discussion about connecting knowledge with choices and action through partnerships such as those described in the presentations.
Lorna Duphiney Edmundson, President, Rebecca Heston '09 – both of Wilson College; Joanne V. Creighton, President, Yedali Ruiz ’08 – both of Mount Holyoke College; Beverly Daniel Tatum, President, Spelman College; Carol Ann Mooney, President, Mary M. Esch ’07 – both of Saint Mary's College; Gloria Wade Gayles, Founding Director, SIS Oral History Project, Samantha Evans ’07 – both of Spelman College
This session is sponsored by the Women's College Coalition
Leaders Shaping Learning Environments for Shaping Leaders: The PKAL Experience
The Project Kaleidoscope Leadership Initiative is focusing on shaping undergraduate learning environments in which leaders – students, faculty, and administrators – are identified, nurtured, and celebrated. Participants in this session will experience some of the tools used in the PKAL Leadership Initiative that enhance specific leadership skills, articulating a clear vision and solving systemic and complexing problems. Threaded throughout the session will be discussions of leadership theories that inform the on-campus practice of leadership development.
Jeanne Narum, Director, Project Kaleidoscope; Michael Adams, Associate Professor of Chemistry, Xavier University of Louisiana; Grant H. Cornwell, Jr., Vice President of the University and Dean of Academic Affairs, St. Lawrence University; Grady Ballenger, Dean of the College of Arts & Sciences, Stetson University; Cindy Bennington, Associate Professor & Chair of Biology, Stetson University
This session is sponsored by PKAL
Disruptive Technologies and Paradigm Shifts: Leadership Opportunities for Academic Deans
From the emergence of writing, which Socrates predicted would encourage forgetfulness, to the rise of the 19th-century production model (which yielded structures such as course units and professional societies), education has been influenced by technology revolutions. We are, almost certainly, at another moment of significant change as Wikis, e-books, blogs, and other digital tools and materials transform how we learn. In this brave new world, do seat time calculations, course credits, and well-bounded departments make sense? This session considers how we structure, foster, and assess learning and teaching in a world reshaped by technology. Presentations and roundtable discussions will help deans identify how they want to lead their institutions at this moment of profound experimentation in the democratization of knowledge production and access.
Stephanie Browner, Dean of the Faculty, Berea College; Jim Swartz, Vice President for Academic Affairs and Dean of the College, Grinell College; Tom Kazee, Vice President of Academic Affairs and Dean, Furman University; Jo Ellen Parker, Executive Director of NITLE (National Institute for Technology and Liberal Education)
PowerPoint: Center for Teaching and Engaged Learning - Furman
Also Friday, January 19, 8:45-10:15 am
THE FIRST YEAR FAIR
Please join the conversations in a series of roundtable discussions pertaining to model first year programs on campuses throughout the country. Coffee and refreshments will be available.
Engaging the First-Year Student
Seminars geared toward first-year students provide opportunities for intellectual engagement with social issues. Multiple pedagogical approaches free students to explore real-world problems with passion. Team-teaching with faculty and other colleagues fosters cross- and interdisciplinary exploration and learning, with convergence upon the development of critical skills rather than specific course content. Attendees will examine case studies of seminars that include common goals, collaborative teaching, multidisciplinary perspectives and social issues, and propose solutions to enhance student engagement.
Michael Arnush, Director, First-Year Experience and Associate Professor of Classics, Skidmore College; Steven Horwitz, Associate Dean of the First Year and Professor of Economics, St. Lawrence University; Margaret Lindsey, Dean of the First Year Program, Trinity College; Andrea Rossi-Reder, Associate Dean of Freshmen, Connecticut College
“Bringing the Outside In”: Co-Curricular Learning in Two FYE Programs - Public & Private
Presenters will describe how two different types of higher education institutions (one public comprehensive, one private liberal arts) incorporate co-curricular activities into First Year Experience academic programming. Examples include activities such as: attending formal lectures outside the regular class setting, performing service learning and volunteer work outside of class, conducting diversity and intercultural training within FYE classes, attending movies, and more.
Judith M. Dallinger, Assistant Provost, Western Illinois University; Carolyn E. Dallinger, Assistant Professor of Criminal Justice and Social Work, Simpson College Walter A. Lain, Assistant Dean of International and Multicultural Affairs, Simpson College
PowerPoint: FYE Service Learning - Simpson College
First Year Seminar 062: The Politics of Disaster
One institution’s response to Hurricane Katrina was to take its experience from three service trips to the Gulf Coast, its strong commitment to service-learning and diversity issues, and an emphasis on critical thinking and writing skills to develop a class titled “The Politics of Disaster.” This roundtable will address the course’s interdisciplinary approach, including how service-learning enhances learning,and how the subject matter can be used to incorporate critical thinking and writing skills into this first year course.
W. Averell H. Bauder, Director of Public Service, Hobart and William Smith Colleges
Learning How to Assess What It Means to Be An American
Students in Johnson C. Smith University’s Freshman Academy Learning Community are given the assessment tools they need for twenty-first century learning. Through a project entitled, “What Does It Mean to Be American?” students select readings, create listener’s guides, design rubrics and reflective writings, and write essays to assess what they, their peers, and a group of high school students are learning, doing, and connecting about being American in a global village.
Gail Summerskill, Director of the Freshman through the Senior Year Experience Center and Professor of English in the Freshman Academy Learning Community, Johnson C Smith Univeristy; Cindy Kistenberg, Professor of Communication Arts, Johnson C Smith University
Learning from Katrina: Community Partners, Civic Engagement and the First-Year Experience
Inspired by the Gulf Coast hurricane relief work of our students, Old Westbury established a Center for Civic Engagement and Community Partnerships, developed partner agreements, and restructured the first-year curriculum to include a community-based learning course requirement. Presenters will focus on the strengths of these initiatives and the challenges encountered.
Laura Anker, Director of the First Year Experience Program and Professor of American Studies, State University of New York, College at Old Westbury; Barbara Hillery, Associate Professor of Chemistry, SUNY, College at Old Westbury; Tonya Thomas, SUNY, College at Old Westbury; Sol Marie Alphonso Jones, Director of Programs, Sustainable Long Island
Bridging the Curricular and Co-Curricular: Pedagogies from the First-Year Liberal Education Course at GVSU
In 2005-06, the Liberal Studies Department at Grand Valley State University added forty-two, first-year only sections of “Introduction to Liberal Education,” requiring the integration of a co-curricular element in five categories: Academic Life; Academic and Career Planning; Healthy Choices and Behaviors; Intercultural Interactions; and Community Engagement and Leadership. Participants will examine the pedagogy of building bridges between curricular and co-curricular elements of liberal education.
Christine L. Drewel, Affiliate Professor, Liberal Studies Department, Grand Valley State University; Judy Whipps, Chair, Liberal Studies Department, Grand Valley State University; Susan Mendoza-Jones, Director of Integrative Learning, Grand Valley State University; Rachel Salata, Student, Grand Valley State University
A Pedagogy for Research-Oriented First-Year Seminars
St. Lawrence University has developed a pedagogical strategy for teaching the combination of research, writing, and rhetorical skills, essential for students to engage in the sorts of dialogue at the center of responsible citizenship. Several years of evaluation data suggest that students find this pedagogy valuable. Presenters will provide attendees with a set of easily transferable and adaptable pedagogical ideas for similar research-focused courses.
Catherine Crosby-Currie, Associate Professor of Psychology, St. Lawrence University; Steven Horwitz, Associate Dean of the First Year, St. Lawrence University
Handout: Notes on Sources
Handout: Functional Outline Assignments
Handout: Pedagogy for Seminars
Curricular and Co-curricular Innovations to Enhance Civic Engagement
This roundtable will detail the development of intentional strategies to enhance civic engagement among students at Indiana University-Purdue University Indianapolis (IUPUI). The presenters will describe collaboration between student affairs and academic affairs that resulted in an integrated curriculum/co-curriculum that fostered civic capacity in first-year students. Information on innovative course development, campus activities and supporting assessment will be shared.
Frank E. Ross, Assistant Vice Chancellor for Student Life and Diversity, Indiana University - Purdue University Indianapolis; Scott Evenbeck, Dean of University College, Indiana University - Purdue University Indianapolis
Practicing Citizenship: Learning Environments and the Habits of Democracy
This presentation will focus on creating and sustaining learning environments that enhance opportunities for students, faculty, and administrators to grapple with the “big questions” that inform liberal education and develop the habits of democracy. Introductory remarks will describe the integrative first-year learning community Self as Citizen. Small group activities will seek to elicit participants’ ideas on how to better foreground the “big questions” that are often left implicit in our courses, curricula, and institutional structures.
Andrew Wingfield, Assistant Professor of Integrative and Interdisciplinary Studies, George Mason University; Kimberly Eby, Associate Professor of Integrative and Interdisciplinary Studies, George Mason University
Link to more information about Self as Citizen at GMU
Transforming the First Year Reading into A University Dialogue
The University of New Hampshire has developed an innovative approach to the “one book” programs directed at first-year students adopted by many institutions. The University Dialogue is a year long effort to bring the energy and expertise of faculty, students, staff, and community members to bear on complex social issues that demand interdisciplinary understanding. We are concerned with the question, “How should we direct our efforts to prepare students to be responsible citizens and leaders in times of both crisis and relative tranquility?” The University Dialogue provides structure and guidance toward this end, representing a new approach to co-curricular enrichment, community dialogues, and the use of a common text. Lessons learned and materials for reproducing this effort will be shared.
Michele Holt-Shannon, Assistant Director of Discovery, University of New Hampshire
Friday, January 19, 10:30-11:45 am
The Challenge of Community: Can Civic Engagement Reconnect Liberal Education to Democracy?
Communities and universities often view civic engagement from different perspectives. This session will examine these perspectives in the context of post-Katrina New Orleans, clarify barriers to effective partnerships between campus and community, and begin the work of synthesizing a model of engagement that serves the needs of civil society in a democracy. Two university-based presenters – one whose position focuses on community development and the other with a traditional faculty appointment – will lead discussion of the impediments to and opportunities for effective community/university engagement.
Amy Koritz, Associate Professor of English, Tulane University; Pat T. Evans, Director, International Project for Nonprofit Leadership, University of New Orleans
This session will build on Thursday’s New Orleans Community Forum
Democracy and the University: A View from Abroad – Part I
How do our conversations about democracy, higher education, and the public good change when we shift national contexts? A panel of university rectors will discuss some of democracy's big questions in their countries– Spain, Venezuela, and Peru. What is the role of higher education in addressing these questions and in meeting their challenges to them? How does student activism and state sponsorship shape higher education? What are the global implications of linking democracy and education?
Luis Guzmán Barrón-Sobrevilla, Rector de la Universidad Católica del Perú; Javier Uceda-Antolín, Rector de la Universidad Politécnica de Madrid; and Léster Rodríguez, Rector de la Universidad de los Andes
This session will be followed by a series of roundtable conversations with additional rectors and faculty members from Colombia, Brazil, Portugal, Puerto Rico, Argentina, and Chile. These sessions are sponsored by Universia – a Network of 985 universities in 11 countries of Latin America, Spain, and Portugal
Reforming Higher Education's Hollow Core
Today's college graduates are grossly under-prepared either for democratic citizenship or for the increasingly competitive global marketplace. And higher education's disregard of its broader public purpose – namely the need to provide a common core of knowledge that prepares students for informed citizenship, diverse careers and lifelong learning in a democratic society – deserves to be declared a State of Emergency. The academy's pervasive call for “critical thinking skills” offers a prescription without content. Meanwhile, the widespread substitution of distribution requirements for a defined set of general education courses allows students to pick and choose without actually guaranteeing real exposure to broad areas of knowledge. Higher education must reform the “hollow core.”
Anne D. Neal, President, American Council of Trustees and Alumni; Erin K. O'Connor, Professor of English, University of Pennsylvania; Candace deRussy, Trustee, State University of New York
Assessing Moral Learning: Two New Approaches
We all want students to learn the skills of moral reasoning, to acquire the tools that will make them more responsible, more ethical, and better citizens, neighbors, and parents after they have finished their time with us? But how do we know if we are achieving this difficult goal? How do we measure something that defies quantification? Here we present two new approaches to the assessment of moral learning: results mapping and course-embedded assessment.
Jennifer McClinton-Temple, Assistant Professor of English, King's College; Joel Shuman, Associate Professor and Chair of Theology, King's College
Presidential Perspectives: Asserting Higher Education as a Public Good
Natural disasters, community crises, global challenges, and other events provide opportunities for colleges and universities to renew a vital link between the academy and society – the notion of higher education as a public good. In an age when higher education appears to be seen increasingly as a private benefit, presidential leadership in articulating a larger vision is critical. Presidents – all members of the Associated New American Colleges – offer perspectives and institutional case studies that give meaning to the relationship between education, democracy, and social well-being.
Moderator: Stephen Jennings, President, University of Evansville Panelists: Alan Harre, President, Valparaiso University; Harold R. Wilde, President, North Central College; John Sellars, President, Drury University
This session is sponsored by the Associated New American Colleges
Multicultural Course Transformation and Integration: A Model for Learning Communities
This session reports on five years of campus-wide collaboration in the development of a multicultural Themed Learning Community (TLC). This TLC integrated multiple academic disciplines with co-curricular learning, allowing students to explore their role as members of a global society from a social justice perspective. We will discuss specific pedagogical techniques used, common assignments across the curriculum, and supporting co-curricular activities. Presenters will also share a model for multicultural transformation in learning communities.
Frank E. Ross, Assistant Vice Chancellor for Student Life and Diversity, Indiana University - Purdue University Indianapolis; David Sabol, Coordinator of Learning Communities, Director of the IUPUI Summer Academy, and English faculty, Indiana University - Purdue University Indianapolis
Project Pericles Debating for Democracy (D4D): Mobilizing Students as Policy Advocates
How can college students contribute to the informed development of policy and citizen activism on local and national levels and reinvigorate participatory democracy? A new program, Debating for Democracy (D4D), focusing on “Democracy and Poverty” in 2006-07, was developed by a pilot group of six colleges: Bates College, Bethune-Cookman College, Elon University, Pace University, Wagner College, and Widener University. D4D encourages students to develop and advocate their own positions on current issues through dialogue, deliberation, debate, and democracy. This panel will address how to build coalitions among institutions and between them and their communities.
Lori Robin Weintrob, Assoc. Prof. of History/Director, Project Pericles, Wagner College; Marcine Pickron-Davis, Special Assistant to the President for Community Engagement, Widener University; Jan Liss, Executive Director, Project Pericles; Tom Arcaro, Prof. of Sociology, Elon University; Jake Nudel, Student, Bates College
Handout: Project Pericles D4D
PowerPoint: Project Pericles Debating for Democracy - Widener
Innovative Strategies for Diversity Recruitment
America simply won’t be able to compete in the global workplace without a talented, educated, and diverse workforce. This requires diversity at all levels of our education system. What if you could provide diversity talent agents or job scouts for your institution working 24/7 or have access to America’s Premier Diverse Talent Pool? The Diversity Network and Diverse: Issues In Higher Education have joined forces to create “the higher education job source.” We provide a full network of services and access that will work hand-in-hand with your recruiting efforts in developing a staff or setting that includes diversity of ethnicity, culture, gender, and physical challenges.
Will Cox, Vice President of Operations & Advertising, Diverse: Issues in Higher Education
This session is sponsored by Diverse: Issues In Higher Education
Lifelong Learning and the Capstone Research Experience
Engaging undergraduate students in student/faculty collaborative research provides valuable student experiences, increases learning, improves retention, and fosters habits of mind that have lifelong impact. Panelists from two institutions – one with a long-established capstone research experience for all undergraduates and one which is currently implementing a senior research experience – will discuss the characteristics, requirements, and implications of such programs.
Iain Crawford, Vice President for Academic Affairs, The College of Wooster; Jeff Abernathy, Dean of the College, Augustana College; Shila Garg, Dean of the Faculty, The College of Wooster; Lori Bettison-Varga, Associate Dean for Grants and Research, The College of Wooster; Robert Haak, Director, Center for Vocational Reflection, Augustana College
PowerPoint: : Augustana College
PowerPoint: College of Wooster
Stimulating Student Learning in Multiple Dimensions Through Introductory Laboratories
Introductory laboratory experiences should fill students with enthusiasm and excitement, yet the reality often falls far short of our ideals. Our panel explores ways to engage students across multiple dimensions of learning through non-traditional approaches to intro lab courses in a variety of academic disciplines. What are appropriate learning objectives for lab courses, and how do we achieve them? How do labs fit into the larger context of liberal learning and a democratic society?
Gary A. Morris, Associate Professor of Physics & Astronomy, Valparaiso University Laura Blasi, Assistant Professor of Educational Research, The University of Central Florida; David Grosnick, Associate Professor of Physics & Astronomy, Ball State University; C. Christopher Hight, Assistant Professor of Architecture, Rice University
Education for a Sustainable Future
Students nationwide are learning to “think ecologically” by participating in initiatives to assess and reduce the environmental impact of campus operations. This session describes these “pedagogies of place” and presents research on ways to teach ecological thinking and ways to assess students’ proficiency in doing so.
Stephen Woolpert, Professor of Politics and Dean of Liberal Arts, Saint Mary’s College of California; Scott McNall, Provost, California State University, Chico; John M. Hickey, Executive Director of Community Engagement and Associate Vice President for Business Services, University of Puget Sound; Courtney Voss, Student Body President, California State University, Chico
This session is sponsored by the Association of University Leaders for a Sustainable Future
Education for a Sustainable Future (Power Point)
Teaching and Assessing "Ecological Thinking" as a Liberal Art (Power Point)
Strengthening the Dean Team: Dean and Associate Dean Case Studies
In the Dean's Office, teamwork, open communication between dean and associate dean, and clear mutual expectations are critical for success. Participants will discuss case studies designed specifically for Dean's Office leadership development. Cases cover a wide range of typical dean and associate dean potential hot button issues including faculty evaluation, budgeting, and organizing academic support services. The session facilitators bring more than 30 years of experience as chairs, associate dean, dean, provost, workshop presenters, and leadership consultants.
Peter A. Facione, Senior Director for Academic Leadership, Keeling & Associates; Carol Ann Giancarlo, Associate Dean, School of ECPPM, Santa Clara University
ACAD Keynote Luncheon
Tulane University: From Recovery to Renewal
Scott S. Cowen is Tulane University’s 14th President. He also holds joint appointments as the Seymour S. Goodman Memorial Professor of Business in Tulane's A.B. Freeman School of Business and Professor of Economics in its School of Liberal Arts. In August of 2005, Hurricane flooded two-thirds of Tulane’s campus. Despite incurring more than $400 million in damage, Tulane was repaired and 87% of its students returned for classes in January of 2006. In order to ensure the university’s financial stability and secure its continuation as one of the nation’s leading universities, President Cowen implemented a Renewal Plan representing the most sweeping reorganization of an American university in more than a century. Tulane University is also the largest employer in New Orleans. It took the lead in re-opening the city’s first post-Katrina public school and has helped other New Orleans higher education institutions recover. Prior to coming to Tulane in 1998, Scott Cowen was a member of the faculty at Case Western Reserve University for 23 years Dean and Albert J. Weatherhead III Professor of Management.
PowerPoint Presentation: Tulane University - From Survival to Renewal
Friday, January 19, 1:30-2:30 pm
Countering Students’ Dangerous Disengagement
National studies indicate that over 40% of undergraduates experience depression sufficient to interfere with their academic work; one in four abuses alcohol and drugs. Civic disengagement among students is raising concerns about the future of democratic values, and faculty and students are reporting academic disengagement. The Bringing Theory to Practice Project, developed to investigate and counter these troubling trends, has found that engaged learning – particularly service learning and community-based research – can contribute to student health and to the complexity and depth of students’ civic development. This session will focus on research results, initial learnings, and promising practices. The speakers will present an emerging agenda of what needs to be examined next and will announce a competition for a new round of campus grants.
Barry Checkoway, Professor of Social Work, University of Michigan; Lynn E. Swaner, Assistant Professor of Counseling and Development, C.W. Post Campus of Long Island University
This session is sponsored by the Bringing Theory to Practice project.
How Do Race and Socioeconomic Background Influence Experiences of Liberal Education and Good Practices in Undergraduate Education?
While access to higher education has been a focus of research and debate, the experiences of minority and low socioeconomic students in college has received less attention. Our research findings indicate that low socioeconomic students and students of color do not experience liberal education and established good practices to the same extent as their relatively advantaged peers. The audience will be invited to discuss policies and practices to remedy race- and class-based inequities within college.
Kathleen M. Goodman, Research Assistant, Center for Research on Undergraduate Education, The University of Iowa; Tricia Seifert, Postdoctoral Research Fellow, Center for Research on Undergraduate Education, The University of Iowa; James D. Jorgensen, Research Assistant, Center for Research on Undergraduate Education, The University of Iowa; Charles F. Blaich, Director of Inquiries, Wabash College; Jennifer Laskowski, Research Assistant, The University of Iowa
PowerPoint Presentation: Race and Socioeconomic Background
Appendix: SES Appendix
Additional Information: Significant Effects Table
2006 CIRP Freshman Survey: Release of Findings
This year’s incoming freshmen not only spend more time talking about politics, they are increasingly moving away from the ideological middle towards the left and the right – groups that have vastly different views on some political and social issues. In admissions, what might be the issues with fewer students attending their first choice colleges? We will also examine, among other issues, patterns in the racial composition of their high schools and home neighborhoods
Sylvia Hurtado, Director, Higher Education Research Institute, John H. Pryor, Director, Cooperative Institutional Research Program, Higher Education Research Institute – both of the University of California, Los Angeles
Democracy and the University: A View from Abroad – Part II
This session is a continuation of the morning discussion.
Hans Peter Knudsen-Quevedo, Rector, Universidad del Rosario (Colombia); Lúcio José Botelho, Professor, Universidade Federal de Santa Catarina (Brazil); Leopoldo Martinho Guimarães, Rector, Universidade Nova de Lisboa (Portugal); Manuel Fernós, President, Universidad Interamericana (Puerto Rico); Francisco Piedrahita, Rector, Universidad Icesi (Colombia); Germán Guido-Lavalle, Rector, Universidad Argentina de la Impresa (Argentina); Andrés Benítez, Rector, Universidad Adolfo Ibáñez (Chile)
Innovative Teaching Showcase: Using Web Technologies to Promote Global Education
To promote exemplary instructional experiences, practices, and institutional goals beyond our institutions, Western Washington University’s teaching and learning center created the Innovative Teaching Showcase. The Showcaseis an annual web-based publication – a hybrid of an electronic journal and a teaching portfolio – that uses cutting edge technologies. Presenters, including center staff and one of 2006’s most provocative contributors – will discuss the publication’s many applications.
Andrew Holcom, Graduate Student, Department of Anthropology, Western Washington University
Faculty Fellows Internship Program
The Faculty Fellows Internship Program in Washington, DC, developed in cooperation with AAC&U, enables faculty – particularly mid-career faculty members – 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. We invite AAC&U participants to join an informal conversation to learn more about the program.
Mary Ryan, President, Washington Internship Institute
20/20 Session: Model State Approaches to K-16 Education
Connecting the Liberal Education Experience with Real World Expectations
This presentation will provide administrators, faculty, and policy makers with innovative ideas and online resources, including a demonstration of Florida’s web-based student advising system and career portfolio. The portfolio is just one of the promising practices that exemplify Florida’s ongoing commitment to a K-20 curriculum that integrates relevance and rigor. Through successful partnerships and communication, applied program articulation allows for seamless transfer in an educational pipeline that respects the core learning of liberal education and meaningful transfer and application of knowledge into productive workforce initiatives.
Pamela A. Kerouac, Policy Analyst, Florida Department of Education, Office of Articulation, Florida Department of Education
Inquiry-Based Mathematics, Science and Technology Initiatives for Preparing K-12 Students and Highly Qualified Teachers
We are rapidly becoming aware that we must invest in math and science education now if students are to have the knowledge and skills necessary to keep our nation competitive, and highly qualified mathematics and science teachers are essential if we are to meet this goal. Participants will be introduced to a series of well-articulated mathematics, science, and technology initiatives that produce strong pre-service teachers and enhance content and skills of K-12 students and experienced teachers in partner schools, including an integrated mathematics, science and technology major, undergraduate courses that integrate science and society, and inquiry-based programs for middle school teachers.
Sharon J. Sherman, Professor and Director of the Center for Mathematics, Science, Technology and Pre-Engineering, The College of New Jersey
Teach the Arts of Inquiry, Innovation and Lifelong Learning (Power Point)
20/20 Session: Diversifying the Institution
Increasing Diversity in the General Education Curriculum
In a series of workshops, “Lessons Learned from the GenEd Curriculum – Increasing Multicultural Competency in Your Course,” members of James Madison University’s Diversity Advisory Board were able to encourage a wide array of faculty members to expand their understanding of both diversity and pedagogy. This presentation will explain how they did it.
Karyn Z. Sproles, Associate Dean of University Studies, James Madison University; C. Lee Mayfield, faculty member, School of Communication Studies, James Madison University
PowerPoint (abbreviated): Lessons Learned from the Gen Ed Curriculum
PowerPoint (complete version): Lessons Learned from the Gen Ed Curriculum - Full
Additional Information on The Human Community at JMU
Shaping Institutional Identity: Multicultural Faculty, Student Learning, and the Challenge of Diversity for Liberal Art Education
Educating students for responsible leadership and global citizenship requires a dynamic learning environment that reflects the cultural complexities found in modern society. Historical low numbers of minority faculty on predominately white campuses create a barrier to education that institutions have struggled to address. Although there are challenges in increasing this population, it is essential that strategies are developed to attract and retain a diverse faculty body. The faculty of Rollins College has developed an initiative aimed at cultivating minority faculty and developing a multicultural perspective that benefit students and institutional practice.
Donna Lee, Director of Multicultural Affairs / Interim Dean of Student Affairs, Rollins College; Julian Chambliss, Assistant Professor of History, Rollins College Rosana Diaz-Zambrana, Assistant Professor of Modern Languages, Rollins College
20/20 Session: Science Literacy and Civic Engagement
Scientific Literacy and Civic Engagement through Field-based Learning
Scientific literacy and civic engagement are two critical challenges for liberal education in contemporary society. Lesley University’s mission is to prepare students who possess an informed perspective on important social and political matters, are civically engaged, and prepared to make a difference as leaders in their careers and communities. This presentation will profile Lesley’s new interdisciplinary science-based curricula designed to engage students in issues relevant to the local community.
David Morimoto, Director of Natural Science and Mathematics/Assoc. Professor, Lesley College
Centering Core Science for Non-Science Majors on Civic Scientific Literacy
Roger Williams University has begun a pilot program to focus its required core science course for non-science majors on civic scientific literacy. Students are engaged in civic scientific literacy by being asked to vote on scientifically related ballot questions and through an active, continuing discussion of the overlap and differences between science and religion. Identification of scientific establishments produces familiarity not only with the funding and regulation of science, but also sources of credible information about science.
Edward J. Kavanagh, Associate Professor of Biology, Roger Williams University
Handouts: Centering Core Science for Non-Science Majors
Responding to the Problems of Global Inequality and Cultural Conflict: The New Residential College in the Arts and Humanities at Michigan State University
Presenters will define problems of global inequality and cultural conflict and will pose questions pertaining to the relationship between those problems and the arts and humanities. They will introduce participants to the basic elements of the new residential college in the arts and humanities at Michigan State University, whose goals are to address similar problems. Topics addressed throughout the session include pedagogy; the scholarship of teaching and engagement for graduate students; world language proficiency; student career development; and faculty recruitment and development.
Stephen L. Esquith, Acting Dean, Residential College in the Arts and Humanities, Professor, Department of Philosophy; Karen K. Klomparens, Dean of the Graduate School and Associate Provost, Professor, Department of Plant Biology -- both of Michigan State University
Handout: ACAD - New Residential College at MSU
Handout: ACAD - RCAH Fellowship Program
Friday, January 19, 2:45-4:00 pm
Using Evidence to Document Liberal Education Outcomes and Promote Institutional Change
One of the goals of AAC&U’s LEAP initiative is to increase institutions’ use of evidence about how well students are achieving key liberal education outcomes. This session will highlight results of the National Survey of Student Engagement (NSSE) related to liberal education outcomes and feature institutional approaches to assessing these outcomes. Panelists will demonstrate how they are using assessment instruments to take up the pursuit for evidence and use it to document and improve liberal education on their campuses in keeping with their institutional mission.
George Kuh, Chancellors Professor and Director, Jillian Kinzie, Associate Director, and Robert Gonyea, Associate Director – all of the National Survey of Student Engagement (NSSE) Institute, Indiana University Center for Postsecondary Research;
Marsha V. Krotseng, Associate Vice President, Valdosta State University; David Eubanks, Director of Planning, Assessment, and Information Services, Coker College
of PowerPoint Presentation
Link to more information on assessment at Coker College
Federal Funding and Democracy’s Big Questions
This session will review federal grant opportunities for the study of U.S. democracy as offered by the National Endowment for the Humanities and the U.S. Department of Education’s Fund for the Improvement of Postsecondary Education. The review will include discussion of the grant-making procedures for the two programs, as well as an assessment of the content areas covered by previously funded projects and current grant opportunities.
Leonard L. Haynes III, Director, Fund for the Improvement of Postsecondary Education; Frederick Winter, Senior Program Officer, NEH Office of Challenge Grants
Evaluating Scholarship for Tenure and Promotion: New Approaches from the MLA Task Force
Members of the Modern Language Association Task Force on Evaluating Scholarship for Tenure and Promotion will present their findings in depth for the first time here. The Task Force examined procedures used to evaluate scholarship and conducted a survey to determine practices in tenure cases. The Task Force studied significant strains in the infrastructure of scholarly production and evaluation. This panel will review the statistical data, explore the complex factors at work, and present recommendations for aligning institutional mission with evaluation of scholarly work for promotion and tenure.
Rosemary G. Feal, Executive Director, Modern Language Association of America; John David Guillory, Professor and Chair, Dept. of English, New York University; Donald E. Hall, Jackson Distinguished Professor of English, West Virginia University
Sustaining Democracy, Sustaining the Environment: The Liberal Arts Mission
A vital question facing our democracy is how we as individuals, as a nation, and as global citizens, can preserve the environmental richness we have and alleviate environmental deprivation where that exists. Increasingly environmentally literate and concerned freshmen challenge colleges and universities to address these issues through our curricula. Presenters will address the inclusion of environmental sustainability across the curriculum, including best practices, plans for improved curricula, and information on shared projects. The results we aim for will guide our students toward improved awareness and environmental actions, both now and in the future.
Moderator: Dee Eggers, Assistant Professor of Environmental Studies, University of North Carolina, Asheville;Gregory N. Hite, Visiting Professor of Religion, New College of Florida; Drew Hyatt, Assistant Professor of Environmental Earth Science, Eastern Connecticut State University; Michael Edelstein, Professor of Environmental Psychology, Ramapo College of New Jersey
This session is sponsored by the Council of Public Liberal Arts Colleges
Taking it to the Streets: From Theory to Practice to Compassion in Higher Education
Often criticized for their irrelevance to pressing social issues, many colleges and universities offering liberal education now encourage faculty, students, and staff to participate in practica, internships, and volunteer opportunities that connect the educational goals of the academy and the needs of a regional community. This session will focus on four programs that exemplify how colleges and universities can form integrative teaching and learning models that serve the homeless and the destitute. The session will focus on effective strategies for developing such programs and on the positive impact that they can have on the academic community.
Moderator: Joseph L. Subbiondo, President, California Institute of Integral Studies
Speakers: L’esa Guilian, Director of Diversity and Human Resources, California Institute of Integral Studies; Liz Theoharis, Coordinator, Poverty Initiative at Union Theological Seminary; Scott Myers-Lipton, Professor, Community Change Concentration, San José State University; Alicia Swords, Professor of Sociology, Ithaca College
Who is Served by Service Learning? The Community Organization's Perspective
What do community partners think about service-learning in higher education? This session describes the findings of two of the largest studies ever conducted with community partners, involving more than 150 community partners at multiple institutions in California and Wisconsin. Presenters discuss benefits, challenges, motivations for community partner involvement and recommendations for higher education.
Randy Stoecker, Associate Professor, University of Wisconsin Madison Marie G. Sandy, Postdoctoral Scholar in Community Learning/Community Voices Research Director, California Campus Compact/California State University Monterey Bay; Margaret J. Nellis, Manager, Academic Partnerships & Lecturer, Interdisciplinary Studies, School of Human Ecology, University of Wisconsin Madison
Technological Literacy and the Illusion of Competence: Or Why Students Still Can't Write
This session poses the hypothesis that information technologies subtly but powerfully create opportunities for students – and faculty – to sustain illusions of discursive competence. If slide show bullet points supplant complex sentences and sustained arguments, if email is grammar-optional and web browsing constitutes research, it is not surprising that serious deficiencies in student writing and critical thinking persist. Panelists will offer a theoretical framework and examples of pedagogical practices for substantive audience discussion.
Kathleen C. Boone, Associate Dean of the College, Daemen College; Edwin G. Clausen, Vice President for Academic Affairs, Daemen College; Donald N. Mager, Dean of the College of Arts and Sciences, Johnson C. Smith University; Frank E. Parker, Director of Instructional Technologies, Johnson C. Smith University
Reflecting on Our Response to Crisis: Civic Engagement in a Post Katrina Context
The terrorist attacks in New York and Washington, DC – and other events that followed – were a jolting example of the way that historical events can present teachable moments for moral and civic development. It remains to be seen if, in the long run, the new interests that were kindled will lead to sustained learning and increased social concern and civic engagement. Representatives of universities in hurricane-impacted areas will address the landscape of civic engagement, particularly service learning, in a post-Katrina environment.
Moderator: Jan Shoemaker, Director of Louisiana State University’s Center for Community Engagement, Learning, and Leadership (CCELL)
Presenters: Vincent Ilustre, Director, Center for Public Service, Tulane University; Stephanie Meincke, Director, Mississippi Center for Community and Civic Engagement; and Marybeth Lima, Associate Professor, Biological & Agricultural Engineering; Priscilla Allen, Assistant Professor of Social Work and Associate Director, Life Course and Aging Center; Carol O’Neil, Ann Peltier Professor of Dietetics; S. Kim MacGregor, Associate Professor of Educational Research; Roxanne K. Dill, Program Coordinator, Center for Community Engagement, Learning, and Leadership – all of Louisiana State University
Additional Information at:
Center for Community and Civic Engagement
at The University of Southern Mississippi
Center for Public Service at Tulane University
Center for Community Engagement, Learning, and Leadership at Louisiana State University
How The Capstone Captures Learning: Three Institutions, Integrative Learning, and the Evolution of Education
This session presents three different models of integrative capstone courses aimed at a diverse range of student constituencies: the reflective capstone in a liberal arts education, the “bridge” capstone linking general education to professional education, and the integrative capstone housed in a two year community college major. Participants will discuss the three models in order to identify and discuss the key questions, challenges, and players most relevant to their own efforts in this area of integrative learning.
Tom Schrand, Associate Dean, School of Liberal Arts, Susan Frosten, Associate Professor of Architecture, and Marion Roydhouse, Dean, School of Liberal Arts – all of Philadelphia University; J. Elizabeth Clark, Associate Professor of English, and Bret Eynon, Assistant Dean of Teaching & Learning– both of LaGuardia Community College; Paula J. Martasian, Associate Professor of Psychology, Salve Regina University
PowerPoint: How the Capstone Captures Learning
Go North Young Person? Designing a College Defined by Place
How does a college become the "Lake Superior College?" Why would a college want to become the "Lake Superior College?" Northland College's attempt to focus its mission and operation by means of its Lake Superior location will provide a case study for this session. Questions to be discussed include: How small a niche can a college successfully inhabit? Can that question be answered in advance of occupying the niche? How do you make an academic program or a college per se place-based? What might it mean to view every college function through the lens of place?
Rick Fairbanks, Vice President for Academic Affairs and Dean of the College; Patti Fenner-Leino, Director of Student Development; Michele Meyer, Director of Student Success – all of Northland College
Friday, January 19, 4:15-5:30 pm
Emotional Intelligence Meets Active Learning
The development of emotional intelligence (EI) skills is gaining increased interest on college campuses. Whether in the first year experience, liberal arts curriculum, leadership development, or career preparation, particular EI skills –assertiveness, empathy, social responsibility, interpersonal relationship, flexibility, and problem solving – are essential for success. Participants will be introduced to one campus-wide EI program and will be invited to participate in skill development activities that can be integrated into their own programs.
William Moses, Professor of Art and Theatre, Gallaudet University; Catherine Andersen, Director, First Year Experience, Gallaudet University
The Accountability Movement: Developing a Plan of Action for the Academy
This session will address conceptual issues of assessment and accountability. The presenters will compare various national, regional, and state initiatives that attempt to define appropriate measures of student learning. Based on discussions, illustrations, and conceptual and empirical analyses, the group will develop a strategy for addressing current calls for accountability and a plan of action that allows the academy and institutions to weigh into discussions of, and decisions about, accountability.
David P. Aday, Jr., Professor of Sociology and Director of SACS Reaccreditation Project, College of William and Mary; Susan L Bosworth, Associate Provost of Planning and Assessment, College of William and Mary
Offensive Material Optional: A Narrow Victory for Academic Freedom in Arizona
Stemming from a student’s objections to a novel used in a humanities course at Chandler-Gilbert Community College, Arizona legislators proposed a bill that would have required instructors to provide students with alternative assignments if they deemed the original assigned material “personally offensive.” In March 2006, the bill was narrowly defeated on the senate floor. Presenters will discuss the story of SB1331 from a variety of viewpoints as a case study for others who may find themselves similar situations.
William Mullaney, Chair, Language and Humanities Division, Chandler-Gilbert Community College; Maria Hesse, President, Chandler-Gilbert Community College; Page Gonzales, Associate Director of Government Relations, Maricopa County Community Colleges; Carol Dichtenberg, CGCC Faculty Senate President, Chandler-Gilbert Community College
Engaging Departments Across the Nation: Moving Faculty Culture toward Collective Focus for the Common Good
For the New Academy to emerge in full force, campus leaders interested in institutionalizing effective community-campus engagement strategies have begun to support the department as a strategic leverage point for change. This interactive session will invite participants to view departmental engagement through four critical perspectives. It will also showcase the work of three diverse “engaged department” exemplars; explore the results of a five-year campus-wide effort to support department-wide engagement; and consider implications for this work based on a three-year national research project.
Kevin Kecskes, Director, Community-University Partnerships, Portland State University;
Cynthia Spence, Associate Professor of Sociology, Spelman College;
Susan Agre-Kippenhan, Dean, School of Art, Montana State University; Charlotte Brammer, Director, Writing Across the Curriculum; Assistant Professor, Samford University
PowerPoint: Engaging Departments
Engaging Departments: Moving Faculty Culture From Private to Public, Individual to Collective Focus for the Common Good (Anker Publishing, 2006)
Undergraduate Research in the Humanities and Fine Arts
Although interest in undergraduate research in the humanities and fine arts is increasing, many faculty wonder about what constitutes student/faculty collaborative research and how to do it. This session will engage participants in a discussion of undergraduate research possibilities in humanities and fine arts, including practices and policies that are transferable to other institutions. Presenters will share the successful efforts of their campuses, available resources, and some of the challenges.
Nancy Hensel, Executive Officer, Council on Undergraduate Research; Gregory Young, Vice Provost for Undergraduate Education, Montana State University-Bozeman; Joyce Kinkead, Vice Provost for Undergraduate Studies and Research, Utah State University
This session is sponsored by the Council on Undergraduate Research
PowerPoint: University of Montana Presentation
Global Understanding in a Troubled World
Increasing globalization is one of the major forces for contemporary economic, political, and social change. We are constantly faced with the paradox that at the same time we are experiencing increased need and opportunity for cooperation and contact across cultures, we are experiencing more polarization between cultures. The three universities represented in this presetnation stand in different relationship to globalization; panelists will share programs that have been developed to increase global understanding.
Judie Wexler, Academic Vice President, California Institute of Integral Studies; Jeffrey Belnap, Assistant Provost, Zayed University; Helen Whippy, Senior Vice President for Academic and Student Affairs, University of Guam
Case Study Open Discussion
Session leaders will present “cases” which the audience will consider and discuss, to illuminate the knotty issues faced by academic administrators. No right answers, but better ones!
Alicia Harvey-Smith, Dean, Learning & Student Development, Community College of Baltimore County; Marc M. Roy, Vice President for Academic Affairs, Dean of Faculty, Coe College.
SATURDAY, JANUARY 20
The Art and Science of Deliberative Democracy: Engaging Democracy's Big Questions
In the past few years, the arts of deliberative democracy – inclusive and respectful dialogue, informed analysis, thoughtful reasoning, conflict transformation, collective decision and policymaking, and social action – have emerged as the antidotes to the disengagement, polarization, exclusion, and incivility that seem to characterize contemporary public life.
Thousands of communities, organizations, and policy makers are now participating in study circles, intergroup dialogues, action forums, and public conversations on pressing social issues. Despite their success, these practices have yet to reach the tipping point. The challenge is to institutionalize them and make deliberative democracy “the way we do our business.” Colleges and universities can and should play a vital role in the deliberative democracy movement. This workshop is intended for educators interested in advancing the arts of deliberative democracy as means to deeper and richer liberal education outcomes, publicly relevant research, greater institutional effectiveness, and strengthened shared governance. Also encouraged to attend are those currently working with models of public discourse, yet who want to expand democratic principles and practice on campus.
Bruce Mallory, Executive Vice President and Provost at the University of New Hampshire; Nancy Thomas, Director of the Democracy Project for the Society for Values in Higher and Senior Associate, Study Circles Resource Center
Additional Information: The Democracy Imperative
8:15-9:15 am -- Beignets, Bagels, and “Big Questions”
Navigating Academic Careers and Life: Dilemmas of New Faculty
Many new faculty members are disenchanted with their academic careers. This panel will engage participants in a discussion of quantitative and qualitative research related to the dilemmas new faculty face in answering to the demands of the academy and to their lives outside of the academy. This conversation will have implications not only for improving the conditions of new faculty, but for addressing how academic institutions can promote greater connections between knowledge and action.
Susan Walzer, Associate Professor of Sociology, Skidmore College; Cathy Trower, Research Associate, Harvard Graduate School of Education
Women Working at the Divide of Race and Class
Against the dramatic background of New Orleans, which illustrates the consequences of failing to understand the power of racial and class divides, how can we better understand how such divides work within and beyond our own institutions of higher learning? This interactive session is designed to explore how women in particular can more effectively function as informed and courageous leaders, educators, and practitioners at the very nexus of race and class. What promotes intercultural alliances among women in their efforts to transform institutions? What promotes intercultural learning and enhances collective efforts to create more inclusive institutions?
Patricia Lowrie, Chair, Campus Women Lead, Director, Women’s Resource Center, Michigan State; Gertrude Fraser, Vice Provost for Faculty Advancement, University of Virginia; Caryn McTighe Musil, Senior Vice President, AAC&U
From Teaching-Focused to Learning-Focused: Transforming the Academy to Equip Students for the “Big Questions”
How do we engage an educational community in big questions, thinking deeply about our goals and connecting the curriculum to contemporary and enduring issues? In 2005, the Dean of the Faculty team launched our Learning-Focused Initiative, reorienting more than 800 faculty members and staff from a teaching to a learning paradigm. We will share lessons learned from our two-year journey and offer several strategies for change. All in attendance are invited to share their own experiences.
Rolf C. Enger, Director of Education, USAF Academy; Dana H. Born, Dean of the Faculty, USAF Academy; Evelyn T. Patterson, Assistant Dean for Curriculum Planning, USAF Academy
PowerPoint Presentation: Learning Focused Presentation
20/20 Session: Fostering Citizenship through the “Big Questions”
Engaging Students in the ‘Big Questions’ through Curricular and Co-curricular Collaborations
Presenters will discuss how they have teamed up to work on a number of co-curricular programs designed to engage students in the “big questions” addressed in the institution’s new curriculum. It is not enough to engage students in their learning with the sole purpose of enhancing their individual careers; they must also be invited to refine the capacities and make the commitments necessary for them to engage constructively in the unfinished work of creating an inclusive democracy. The presentation’s goal is to provide attendees with examples of the rich pedagogical possibilities that emerge in collaborations between curricular and co-curricular learning opportunities.
Rose Cleary, Associate Professor, Social and Behavioral Sciences Program, Lewiston-Auburn College/University of Southern Maine; Iris Guillemette, Coordinator of Enrollment Services, Lewiston-Auburn College/University of Southern Maine
Don’t Try This Alone! Educating Students to Become Citizen Leaders
The University of the Pacific’s goal is to prepare students to become “citizen leaders.” We expect that, when called upon, they will be able and willing to step forward and assume responsible leadership in their communities and their professions throughout their lives. It is a bold ambition on our part to attempt to achieve this effect, but we have evidence that we have been doing it, and we have a new plan to do it even better in the future.
Robert Cox, Dean, College of the Pacific, University of the Pacific; Lou Matz, Associate Dean for General Education, University of the Pacific; Robert Brodnick, Associate Provost, University of the Pacific
Don't Try This Alone
20/20 Session: Civil Discourse in the Classroom
Building Character, Civility, Respect, and Responsibility with Critical Response Midterm Assessment
Students and faculty share the challenges of building character, civility, respect, and responsibility. “Critical Response” makes midterm assessment a tool for developing such traits. A democratic, transparent process, CR is unique because it engages both students and faculty in a facilitated, open, collaborative process, promoting trust, respect, critical reflection, and detailed feedback. We offer quick, step-by-step details of how to implement CR, discuss the benefits and hurdles, and allow students to reveal their experience.
John Zubizarreta, Director of Honors and Faculty Development, Columbia College; Lauren Bach, Student, Columbia College; Jesika Brooks, Student, Columbia College; Christina Wall, Student, Columbia College;
Jennie-Rose Van Derveer, Student, Columbia College
Faculty Development for Facilitating Civil Discourse: A Project in Progress
Facilitating civil discourse in one’s classroom is a challenge for many faculty members, not least because they themselves have experienced few (or no) models for doing so, and new opportunities to learn these skills must be created. The presenters were asked by their chief academic officer to develop a series of workshops, as well as a handbook, containing a range of approaches. This presentation is a progress report and will include handouts from the workshops, an outline of the handbook, and sample classroom activities.
Jeanette R Clausen, Associate Vice Chancellor for Faculty Affairs, Indiana University Purdue University Fort Wayne; Patrick J Ashton, Associate Professor of Sociology, Director of Peace and Conflict Studies Program, Indiana University Purdue University Fort Wayne
Saturday, January 20, 9:30-10:30 am
LEAP in Wisconsin: Progress on Building Awareness and Articulation of Liberal Education Goals Within the Campus Community
If we are to convince our publics outside of academe of the importance of liberal education, we must first be certain that members of the campus community, including faculty, staff, and students are both aware of and articulate about the goals inherent in liberal education. As the LEAP pilot state, University of Wisconsin campuses are engaged in several campus-level awareness and articulation efforts. Presenters will provide an overview of their work to shape and share the campus message and invite participants’ ideas and issues regarding their own campuses.
Nancy Westphal-Johnson, Associate Dean, College of Letters and Science, University of Wisconsin-Madison; Jolanda Vanderwal Taylor, Associate Professor of Dutch and German, University of Wisconsin-Madison; Lance Grahn, Dean, College of Letters and Science, University of Wisconsin-Stevens Point; Mary Pinkerton, Interim Dean, College of Letters and Sciences, University of Wisconsin-Whitewater
Handout: LEAP in Wisconsin
Electronic Portfolios in Teaching and Learning: Bridging the Digital Divide
This session focuses on the use of e-portfolios as teaching and learning tools that equalize access and opportunity for students with diverse socioeconomic, intellectual and creative backgrounds. As we become increasingly aware of differences in learning styles, learning and physical disabilities, and generational and cultural affects on learning, uses for e-portfolios become apparent. Participants will discuss what e-portfolios offer students in academe, careers, and community life, and view examples of student e-portfolios from underserved populations.
Debra A. Dagavarian, Assistant Provost, The Richard Stockton College of New Jersey; William M. Walters, Associate Professor, New Teacher Residency Program, Mercy College; Diane Holtzman,
Business Studies Instructor, The Richard Stockton College of New Jersey
PowerPoint Presentation: Digital Divide PPT 2007
Assessing Critical Thinking Using Mission-Specific Definitions and Methodologies
AAC&U's LEAP initiative identifies “inquiry, critical, and creative thinking” as a key outcome “that all students, regardless of major or academic background, should achieve during undergraduate study.” Representatives from two- and four-year institutions in Virginia will provide examples of how four institutions with different missions and student populations define and measure critical thinking. The process of defining and assessing student learning in critical thinking will be used to shed light on substantive questions regarding the appropriateness and transparency of outcomes and accountability.
Craig Herndon, Associate for Academic Affair and Research Policy Analyst, State Council of Higher Education for Virginia; Robin Anderson, Director of Institutional Research and Effectiveness, Blue Ridge Community College; Alexei Matveev, Associate Director of Institutional Effectiveness and Assessment, Norfolk State University;
Jean Yerian, Director of Assessment, Virginia Commonwealth University
Meaningful Learning Outcomes in First-Year Writing Courses – and Beyond
Although curricula for first-year writing courses vary, the National Council of Writing Program Administrators (WPA), has developed a set of recommended learning outcomes. This outcomes statement encourages conversations about teaching and learning, and about portfolio assessment. The outcomes statement can also be used across departments, encouraging more systematic attention to writing across the curriculum. We will engage the audience in a conversation about additional ways that outcomes statements can be adapted for diverse disciplines.
Duane Roen, Professor of English, Head of Humanities and Arts, and President of the Academic Senate, Arizona State University; Chris N. Anson, Professor of English and Director, Campus Writing and Speaking Program, North Carolina State University;
Kathleen Blake Yancey, Chair, Department of English, Florida State University
Handout: ASU Polytechnic Curriculum
20/20 Session: Preparing Faculty for the Future
The Lawrence Fellows Program: Preparing Tomorrow's Faculty
The Lawrence Fellows program offers postdoctoral opportunities for recent Ph.D.s, aiming to develop the professoriate of the future by providing mentoring, teaching opportunities, and research collaborations. Fellows are appointed for two years, teaching courses (at half the regular faculty load) and continuing their scholarship. All departments are eligible to apply. This presentation describes the program and reviews results of a comprehensive evaluation (funded by the Teagle Foundation) of its effects.
David Burrows, Provost and Dean of the Faculty, Lawrence University
PowerPoint: Lawrence Fellows
Link to more information on Lawrence Fellows Program
Creating a Faculty Teaching Certificate Program at MSU
Participants will learn how a Teaching and Learning Center at a state university developed, organized, and implemented a Faculty Teaching Certificate Program (FTCP) and how other institutions might create their own program. The FTCP is an inventive initiative that has quickly changed the teaching and learning environment at MSU, where faculty members have been given ideas and strategies for teaching and learning that can be adapted for their own use in the classroom.
Stewart Ross, Director, Center for Excellence in Teaching and Learning, Minnesota State University
News Article - "Teaching the Teachers" pt 1 (PDF)
News Article - "Teaching the Teachers" pt 2 (PDF)
Certificate 1 - Schedule
The Faculty Teaching Certificate Program
20/20 Session: Changing the Core Curriculum
Connecting Curriculum Transformation with Faculty Scholarship
How can faculty be encouraged in their efforts to transform the curriculum to more fully incorporate global perspectives, U.S. diversity, and the social significance of science? This presentation suggests a new approach that focuses on faculty research. In order to support serious change, Wheaton College (MA) created a program to fund faculty research that grows out of and feeds back into the curriculum. Other institutions can make similar linkages.
Kersti Yllo, Associate Provost/Prof. of Sociology, Wheaton College
Additional Information: The Wheaton Curriculum
Revitalizing the Core: Creating Democratic Community through the Process of Change
Participants are invited to consider how to overcome inertia and resistance to core curricular reform by using democratic procedures (open forums, seminar days, interdisciplinary college-wide development teams), listening to and addressing criticisms, making compromises, and revising and refining proposals. The discussion will focus on the pitfalls, obstacles, solutions, and rewards of using the democratic process to define institutional goals, strengths, weaknesses, and values; to achieve innovation; and to resolve the tensions between individual and institutional interests.
Margaret Mary Bussigel, Professor of Sociology, Mount Saint Mary College; Maureen Markel, Professor of Mathematics and Computer Science, Mount Saint Mary College Amanda Maynard, Assistant Professor of Psychology, Mount Saint Mary College
20/20 Session: Measuring Faculty -- Beliefs, Attitudes, and Performance
Faculty Challenges in the Future of American Higher Education
If higher education is to engage the big questions of liberal education, who will be responsible for implementing initiatives to address these fundamental issues and accepting changes in current practice? The faculty! In order for institutional leaders to address these issues, they need to find ways to effectively understand the reality of faculty beliefs and attitudes; such change will be more successul if institutions can act on the basis of factual information rather than opinions and assumptions. Participants will explore ways to use a survey process to build greater consensus across an institution.
M. Paul Latiolais, Professor of Mathematics, Portland State University; Barbara Holland, Senior Scholar, Indiana University-Purdue University Indianapolis
Faculty Challenges in the Future of American Higher Education
The Missing Link in the Chain of Evidentiary Culture: Quality Measures for Faculty Performance Evaluations
While administrators have been quick to recognize the benefits of program-targeted assessment methods, they have been less expeditious in recognizing the need for the development of quality measures to evaluate faculty performance in the areas of teaching, scholarship, and service. This session will offer tools for developing reliable assessment methods for faculty performance evaluations.
Katherine M. Schmidt, Writing Center Director & Assistant Professor of Writing, Western Oregon University; Joel Alexander, Psychology Division Chair & Professor of Psychology, Western Oregon University
It's Only Commencement: Controversial Speakers and the Intended Outcomes of Liberal Education
Increasingly, students, faculty members, and communities are protesting selections of commencement speakers. Do protests reflect the successful intended accomplishment of core values in liberal education (expressions of dissent as a fundamental aspect of a democratic community)? Do these concerns reflect a retreat to dogmatism and non-critical examination of beliefs? Students have shouted down speakers and boycotted ceremonies, faculty members have resigned positions, and communities have expressed concern. These protests raise questions about the role of commencement within the larger institutional mission. Is commencement a 'final lecture' framed by learning outcomes and academic freedom? Is commencement a simple celebration for families and the community free from debate and critical reflection? Academic Deans hold a critical role in framing and facilitating these discussions among students, faculty, institution leaders, and community members.
Don Rosenblum, Dean, Farquhar College of Arts and Sciences, Nova Southeastern University; Howard Erlich. Dean, School of Humanities and Sciences, Ithaca College
Final Plenary Session:
How Benjamin Franklin Learned About Democracy's Values
Walter Isaacson, born and raised in New Orleans, is the President and CEO of the Aspen Institute. He has been the Chairman and CEO of CNN and Managing Editor of Time magazine. He is author of Benjamin Franklin: An American Life (2003) and of Kissinger: A Biography (1992), and is the coauthor of The Wise Men: Six Friends and the World They Made (1986). He is currently writing a biography of Albert Einstein due to be published in April 2007. Walter Isaacson is a graduate of Harvard College and of Oxford University, where he was a Rhodes Scholar. He began his career at the Sunday Times of London and then the New Orleans Times-Picayune/States-Item. He joined Time magazine in 1978 and served as a political correspondent, national editor and editor of new media before becoming the magazine's 14th managing editor in 1996. He became Chairman and CEO of CNN in 2001, and then president and CEO of the Aspen Institute in 2003. After Hurricane Katrina, Walter Isaacson was appointed as Vice-Chairman of the Louisiana Recovery Authority.