READY OR NOT
Global Challenges, College Learning, and America’s Promise
January 21-24, 2009
PROGRAM FOR SATURDAY, JANUARY 24
The Economy and Higher Education
We invite you to join your colleagues for roundtable discussions on how the current economic situation is affecting campuses today – and what we can do about it. Peter Facione will open the discussion with brief remarks and observations, after which participants will move into informal conversations. This opportunity for conversation was created in response to AAC&U members who are eager to learn what their peers are doing around the country in response to falling endowments, budget cuts, the “affordability challenge,” and other fast-changing financial pressures. Participants will be grouped by size of institution and sector (research/doctoral, liberal arts, community college, and comprehensives).
Peter (Pete) Facione is the founder and Principal of Measured Reasons LLC, a research and consulting firm supporting excellence in assessment and leadership development. He formerly served as Provost of Loyola University Chicago, Dean of College Arts and Sciences of Santa Clara University, and Dean of the School of Human Development and Community Service at California State University Fullerton.
CONCURRENT SESSIONS - SATURDAY, 8:15-9:15 am
Building Bridges: Public Health, Sustainability, and Liberal Education
This brainstorming and planning session will explore ways to build upon national efforts to reframe the links between the professional schools and the arts and sciences; between STEM disciplines and the humanities, social sciences, and arts; between the academy and the community. Panelists will share examples from “Educated Citizen and Public Health” as well as “Mobilizing STEM Education for a Sustainable Future.” Initiative leaders are eager to link their projects to other higher education work that fosters interdisciplinary and interprofessional collaborations around efforts to build healthy and sustainable communities.
Susan Albertine, Senior Director, LEAP in the States Initiative, and Kevin Hovland; Director, Global Learning and Curricular Change – both of AAC&U; Jean MacGregor, Senior Scholar and Director, Curriculum for the Bioregion Initiative, Washington Center for Improving the Quality of Undergraduate Education
20/20 Session: Adjunct Appointments
An Approach to the Prediction of Adjunct Costs: Monte Carlo Simulation
Monte Carlo simulation can improve an institution’s understanding of how the complex, dynamic system surrounding determination of adjunct costs actually works. Institutions can gain real advantage in their accuracy of budgetary forecasting. At my institution, adjunct costs have been consistently underestimated for many years and this approach has helped correct that. Accurate budgets are always better than inaccurate ones, even if the accuracy is in a direction that increases the level of institutional challenge.
Donald A McCrimmon, Vice President for Academic Affairs, Cazenovia College
Fostering Community for Tenure Track and Non-Tenure Track Faculty
As non-tenure track faculty become more visible and crucial to program success, administrators must address the concerns of both non-tenure track faculty development and working conditions and the fears of tenure track faculty. Reliance on non-tenure track faculty requires us to acknowledge their contributions to the work of the university and to plan for their full inclusion in creative ways that will allow for dialogue and a new definition of the professional community. In this session, I hope to hear from others about non-tenure track faculty concerns at their universities and to create an opportunity to expand the discussion into a network which will provide us a forum for sharing information and suggesting solutions.
Georgia B. Rhoades, Director of Writing Across the Curriculum, Appalachian State University
Pedagogical Paralysis and Prickly Issues: Race, Gender, Sexuality, and Human Rights
This panel addresses the pedagogical challenges in teaching students “Prickly Issues.” We explore the causes of and solutions to pedagogical paralysis caused by emotional responses to personally difficult material. Panelists will draw from our experiences teaching at both private and public colleges and universities in Sociology, Interdisciplinary Arts and Sciences, and Women Studies as well as an undergraduate student to speak to her learning experiences.
Julie D. Shayne, Lecturer of Interdisciplinary Arts and Sciences and Center for University Studies and Programs, University of Washington, Bothell and Affiliate Assistant Professor of Women Studies, University of Washington, Seattle; Kari Lerum, Assistant Professor of Interdisciplinary Arts and Sciences, University of Washington Bothell; Laura Toussaint, Sociology Instructor, Green River Community College; Farha Ternikar, Assistant Professor of Sociology, Le Moyne College; Patrick G Blaine, Assistant Coordinator, Spanish Language Program and Lecturer Center for University Studies and Programs, University of Washington, Seattle and Bothell; Martina Jane Kartman, Undergraduate student, Law, Societies and Justice, University of Washington
Building a Campus Culture to Assess 300 General Education Courses
Learn how GVSU designed and implemented a course-based assessment program for the 300 classes in our general education program. Faculty members from across the university were trained to write outcomes for the general education goals using measures embedded in their course(s). The assessment program has achieved wide-spread acceptance and compliance, despite the fact that the campus culture was not based on assessment. Hear also about problems encountered, and solutions that did and did not work.
Carol Griffin, Director of General Education, and Julie Guevara, Accreditation and Assessment Officer – both of Grand Valley State University
Engaging Science in Our Global Future: Project Pericles’ Civic Engagement Course (CEC) Grant Program
Energy shortages, the threat of pandemics, and climate change are among today’s most serious global issues. While increasingly addressed in social science and humanities courses, it is rarer that science curricula incorporates the socio-economic, political, and scientific causes and implications of global problems. This panel will discuss a Project Pericles program that encourages faculty to develop, teach, and evaluate science courses that incorporate civic engagement while focusing on pragmatics, challenges, and successes of curricular implementation.
Jan R. Liss, Executive Director, Project Pericles; Caryl Waggett, Assistant Professor of Environmental Science, Allegheny College; Adrian Hightower, Assistant Professor of Physics, Occidental College; Ammini Moorthy, Professor of Biology, Wagner College
This session is sponsored by Project Pericles
The University as Global Citizen: Transforming Higher Education through Practices of Responsible Global Citizenship
This session aims to share recent research and pedagogy with higher education administrators interested in promoting global civic engagement and global citizenship across the institution. The presentations preview contributions to the forthcoming volume, The Handbook of Practice and Research in Study Abroad: Higher Education and the Quest for Global Citizenship (Routledge, 2009). The session will include audience interaction in dialogue around how civic engagement in the global community can transform university institutional culture and practices.
Rebecca Hovey, World Learning Engaged Global Scholar, School for International Training, World Learning; Hans Schattle, Assistant Professor of Political Science and International Relations, Yonsei University; Ross Lewin, Director of Study Abroad, University of Connecticut; Adam Weinberg, Provost and Executive Vice-President, SIT, World Learning
From Diversity to Equity: The University of Wisconsin System’s Equity Scorecard Project
The panel will present an overview of the Equity Scorecard and its implementation at eleven University of Wisconsin institutions. Designed by Estela Bensimon, the Scorecard fosters evidence-based inquiry to inform strategic actions for narrowing the achievement gap between students of color and their white peers. Emphasis will be placed on the Scorecard process as an undertaking with high stakes and rewards, which is already resulting in institutional transformation and a greater willingness to take responsibility for student success.
Vicki C. Washington, J.D., Interim Assistant Vice President, Academic Diversity and Development, and Rebecca Martin, Senior Vice President for Academic Affairs – both of the University of Wisconsin System; David Shih, Associate Professor of English, UW-Eau Claire
CONCURRENT SESSIONS - SATURDAY, 9:30-10:30 am
20/20 Session: Atheism and Christian Privilege on Campus
Recognizing Christian Privilege on Campus: Suggestions for Creating an Inclusive Environment for Inner Development
Developing an understanding and respect for those who are different is at the heart of civic engagement. However, Christian privilege—the conscious and subconscious advantages afforded to Christians—forestalls students’ development of a pluralist mindset. Educating students to meet the challenges of a plural world requires recognizing Christian privilege on campus. Only after acknowledgement can campuses engage in an honest dialogue about creating campus environments supportive of all students’ inner development.
Tricia A. Seifert, Postdoctoral Research Scholar, University of Iowa
Civic, Diversity, and Global Education: How is Liberal Education Addressing the Needs of Atheist Students?
Atheist students, like atheists in the broader society are often stigmatized as immoral, evil, or god-hating. In order for liberal education to promote personal and social responsibility for a world lived in common, the needs of atheist students must be addressed within spiritual and religious efforts on campus. This session will provide a starting point for participants to understand atheism and provide ideas for practice to help educators reduce the invisibility, marginalization, and stigmatization of atheist students.
Kathleen M Goodman, Doctoral student and research assistant, Center for Research on Undergraduate Education, University of Iowa
Inclusive Excellence: Highline Community College Honors Scholar Program Can "diversity" and "excellence" mix. Absolutely! The Highline Honors Scholar Program coaches students who are from traditionally underserved, underprepared demographic groups, specifically low-income families and racial and ethnic minorities, not only to "play the game" at four-year programs (to which they carry over $1.9 million in financial aid and scholarships this fall), but also to make a difference in society. Participants will learn the details of a program from the director and recent graduates.
Barbara L. Clinton, Director, Honors Scholar Program; Kim Trinh, Meheret Endeshaw, and Eunice Soh – all former students who now have bachelor’s degrees; Lance Frank and Bethanie Russell, current students transferring to four-year institutions – all from Highline Community College
20/20 Session: International Partnerships
Global Learning and Civic Engagement: The Sichuan Earthquake and Liberal Learning Outcomes
Widener University, a nationally recognized leader in civic engagement, uses its liberal arts foundations to promote a metropolitan mission that develops global citizens of character. Recent collaborations with four institutions in China have dramatically changed the ways we promote our metropolitan mission, particularly in the case of the partnership between Widener and Chongqing Technology and Business University. Our faculty and students were nearby when the Sichuan earthquake struck, giving us unparalleled opportunities to expand the collaboration and learning outcomes our students were expected to achieve. This presentation will offer an example of shared institutional commitments (the home institution and the foreign institution) where student and faculty exchanges have enhanced our liberal learning objectives and clarified our mission.
Jo Allen, Senior Vice President and Provost and Professor of English, and Paula Silver, Associate Dean of Social Work Education – both of Widener University
Global Engagement through Undergraduate Research
Our program partners with international universities in Chile and Singapore to focus undergraduates on both research and global responsibility. Our students work with students on two other continents on common and complex issues of global significance including urbanization with its attendant problems, global health, and global migration. While past topics such as these have focused on social science topics, the model can easily lend itself to the study in the sciences or the humanities.
Paul B. Duff, Associate Dean for Undergraduate Studies; Professor of Religion, and Elizabeth Chacko, Associate Professor of Geography – both of George Washington University
Plan Before you LEAP: Linking Strategic Planning, Curricular Innovation and ePortfolio Assessment Through the LEAP Vision
This session will provide a brief multimedia case study from four diverse perspectives: assessment, curricular innovation, academic technology, and student voices. We will demonstrate how San Francisco State University’s strategic plan embraces the LEAP vision. Participants will have the opportunity to strategize on how they might use LEAP as a vehicle for strategic planning, accreditation, curricular innovation, and ePortfolio assessment.
Gail G. Evans, Dean of Undergraduate Studies, Linda Buckley, Associate Vice President of Academic Planning & Educational Effectiveness, and Maggie Beers, Director of Academic Technology – all of San Francisco State University
Innovative Approaches to Faculty Development: Initiatives and Programs that Will Support Your Educators
This session explores eight ten innovative faculty development initiatives practiced at four different institutions within the University of Wisconsin-System. Through this panel of professors, faculty developers and administrators, participants will hear multiple perspectives on developing, offering and evaluating faculty development opportunities. Each presenter will share (1) a brief description, (2)the purpose, (3) approximate costs, (4) an outline of implementation steps and (5) a brief analysis of challenges and successes of the initiatives presented.
Maria Stalzer Wyant Cuzzo, Director of Center for Excellence in Teaching and Learning (CELT) and Professor of Legal Studies, University of Wisconsin-Superior;
Nancy Chick, Associate Professor and Vice Chair of UW Colleges English Department and Director, Wisconsin Teaching Fellows and Scholars Program, University of Wisconsin System, Office of Professional and Instructional Development (OPID);
Jane Ewens, Director, Wisconsin Teaching Fellows and Scholars Program, UW System, Office of Professional and Instructional Development (OPID), Professor Emeritus, UW Colleges Psychology, University of Wisconsin-Waukesha;
Jeanne Rothaupt, Assistant Professor of Human Development and Family Studies, University of Wisconsin-Stout
20/20 Session: Strategies for Success: First Generation Students
Supporting First Generation Students: Academic Connections, Engagement and Success
The intentional formation of supportive social and educational communities is helping Berea’s first-generation and low-income students meet the challenges of achieving success, both academically and personally. Working with faculty, staff, and peer leaders, cohorts of first-year students in the Academic Connections, Engagement and Success program develop skills in personal responsibility, time management, goal setting, and effective study habits. Beyond retention, students enhance their academic performance as measured by GPA and inclusion on the Dean’s List.
Carolyn R. Newton, Academic Vice President and Provost, and Christopher Lakes, Coordinator of the First Year Experience – both of Berea College
The Students First Success System: promoting academic success through expertise development mentoring
University Studies, Portland State University’s general education curriculum, provides students with integrated, connected learning experiences across their undergraduate program. This presentation describes the Students First Success System (SFSS), an on-line student support system that matches multimedia resources to individual needs and specific University Studies’ learning goals. SFSS provides new students with useful information about “what it takes to succeed at college,” insights into the culture of higher education, and tips on becoming “more expert” students.
Peter J. Collier, Professor of Sociology, Shawn Smallman, Vice Provost for Instruction and Dean of Undergraduate Studies, Stephen Reder, Professor of Applied Linguistics, and Sukhwant Jhaj, Director, University Studies Program – all of Portland State University
Communicating Institutional Learning: The View from 30,000 Feet
Increased communication about institutional effectiveness can be of tremendous value to an institution because it privileges institutional learning. We will work with session participants to explore the links between peer review, accountability, transparency, and communication as a proactive strategy to nurture such learning. Participants will leave with a greater appreciation for the utility of closing the loop on organizational assessment and intentionality about the purposes and benefits of shaping and sharing institutional learning.
Ingrid Walker, Assistant Director, and Michelle Behr, Assistant Director – both of Western Association of Schools and Colleges
“Parallel Play” or Intentional Integrative Learning? Results from a Two-Year Project on Assessing Learning in Learning Communities
Among educators, there is a consensus that graduates need to become integrative thinkers. In 2006, Washington Center initiated a national project to investigate integrative learning with twenty-two colleges and universities in the largest participatory research project on learning communities to date using a collaborative assessment protocol based on Veronica Boix-Mansilla’s research on the dimensions of interdisciplinarity and Washington Center’s heuristic for designing integrative assignments. In this session, we will report on findings and critical questions.
Gillies Malnarich, C-Director, and Emily Lardner, Co-Director – both of The Washington Center for Improving Undergraduate Education, The Evergreen State College
Intentional Leadership for Interdisciplinary Learning: One College’s Joint Faculty Appointment Initiative
Three deans from a large public research university (RU/VH) will discuss the steps taken to foster interdisciplinary learning, research, and teaching. Presenters will outline a dean’s office initiative to ensure the success of several interdisciplinary joint faculty searches intended to contribute to the college’s intellectual and personal diversity.
Pamela R. Matthews, Associate Dean, College of Liberal Arts, Charles A. Johnson, Dean, College of Liberal Arts and Cheryl Hanks, Assistant Dean, College of Liberal Arts; all of Texas A&M University
SATURDAY, 10:45-11:45 a.m.
Grass Roots and Patriotism: Re-Centering Student Civic Engagement in Higher Education
It took a long time to marginalize civic responsibility as a goal for college; and it will take a long time to re-establish it at the center of undergraduate learning. Yet the challenges to participatory democracy in the US and around the globe will not wait. What have we accomplished to date in rebuilding the civic capacity in higher education and the broader society? What can we learn from patterns of student civic engagement? Two leading public intellectuals share their views on student political thought and action during the 2008 election cycle—and the implications for higher education.
Melissa Harris-Lacewell, Associate Professor of Politics and African American Studies, Princeton University, and author of Barbershops, Bibles, and BET: Everyday Talk and Black Political Thought; Eric Liu, Fellow, The New America Foundation, co-author, The True Patriot , and author, The Accidental Asian: Notes of a Native Speaker