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GLOBAL POSITIONING
Essential Learning, Student Success, and the Currency of U.S. Degrees

AAC&U Annual Meeting
January 26-29, 2011
San Francisco, California / Hyatt Regency Hotel

PRELIMINARY PROGRAM

Please note:
The following text is a work-in-progress and is regularly updated with regard to speakers and session descriptions through December 1.  In a few cases, the schedule may be changed.  If you are a speaker and have changes for the Final Program, please contact AAC&U as requested.

Opening Plenary
Thursday, January 27, 8:45-10:15 a.m.

It Ain't What You Do, It's How You Do It: Global Education for Gender Justice
Presented by Kavita Ramdas

President and Chief Executive Officer of the Global Fund for Women from 1996 through September 2010, Kavita Ramdas is an innovative thinker and respected activist for social justice. During Ramdas’ tenure, Global Fund assets increased from $6 million to $21 million; grant-making rose to more than $8 million per year, and the number of countries in which the Global Fund made grants nearly tripled.

Kavita Ramdas is currently a Visiting Fellow and Scholar at the Center on Democracy, Development, and Rule of Law at The Freeman Spogli Institute for International Studies at Stanford University. She is a member of the Global Development Advisory Panel of the Bill & Melinda Gates Foundation; a Henry Crown Fellow of The Aspen Institute; and serves on the boards of trustees for Princeton University and Mount Holyoke College.

Thursday, January 27, 10:45-12:00 noon
Concurrent Sessions

Bringing New Currency to the Meaning of US Degrees:
The Pros and Cons of Lumina’s Proposed Degree Qualifications Profile
As the United States coalesces around the goal of dramatically increasing the percentage of Americans with high-quality degrees, the debate shifts to what is a high-quality degree? American higher education is focusing on learning outcomes and the value of defining a quality degree in terms of student learning. Building on work within the US and looking to international examples, the Lumina Foundation brought together higher education experts to create a Degree Profile that makes explicit what a student with a degree should know, understand, and be able to do. This session will discuss the need for a US Degree Profile and explore what can be learned from the international experience with degree frameworks.
Holiday Hart McKiernan, Vice President, Operations and General Counsel, Lumina Foundation for Education, Inc.; Peter Ewell, Vice President, National Center for Higher Education Management Systems; Carol Geary Schneider, President, AAC&U; Carolyn Campbell, Head of International Affairs, The Quality Assurance Agency for Higher Education

Connect to Learning: Collaborating to Create National Models of ePortfolio Practice
Connect to Learning is a three-year, FIPSE-funded collaboration designed to strengthen reflective ePortfolio practice on multiple campuses and generate a national developmental model of best practice in the field.   Building a network that links community colleges and research universities – 22 campuses nationwide – Connect to Learning will focus on reflective ePortfolio pedagogy and its role in student learning, correlating improvement on student success measures, such as retention, with more nuanced assessment of student work using AAC&U’s VALUE rubrics. 
Bret Eynon, Founding Director, Making Connections National Resource Center, and Judit Torok, Project Coordinator, Connect To Learning – both of LaGuardia Community College, CUNY; Trent Batson, Executive Director, The Association for Authentic, Experiential and Evidence‑Based Learning; Helen Chen, Research Scientist, Stanford Center for Innovations in Learning, Stanford University

How Global Engagement is Transforming Liberal Learning
The increasingly global environment of education gives us an opportunity to rethink what liberal education is. How has increased exposure to other cultures reframed the theory and practice of liberal education in the United States?  In what ways is the spirit of American liberal education being implemented abroad? To what extent does the spread of liberal education open up a new dialogue between the cultures of east and west, north and south? This panel offers some examples of how the global context of education is changing the practice of liberal education in the United States, together with examples of how programs of liberal education are developing outside of the Unites States—including in the Middle East, Africa, India, and South America.
Moderator: Todd Breyfogle, Director of Seminars, The Aspen Institute
Speakers: John Danner, Professor, Haas Business School, University of California, Berkeley; Herb Killackey, Vice Provost, University of California, Irvine; Jeff Martineau, President, American Academy for Liberal Education

Faculty of the Future: Voices from the Next Generation
AAC&U welcomes the 2011 recipients of the K. Patricia Cross Future Leaders Award, honored 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. Recipients of the 2011 Cross Award will explore with the audience topics 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
Welcome: K. Patricia Cross, David Gardner Professor of Higher Education, Emerita, University of California, Berkeley; Moderator: L. Lee Knefelkamp, Professor of Psychology and Education, Teachers College, Columbia University; Margaret Post, Director, Donelan Office of Community-Based Learning, College of the Holy Cross

Linking Faculty Development with Global Learning and Student Success
Creating and sustaining a world class liberal education requires faculty development programs that meet the evolving needs of our institutions, our students, and our world.  What are the characteristics of world class faculty development programs?  How can your school adapt these practices to deepen student learning, improve student success, support faculty innovation, and foster institutional change? 
Facilitators:
Peter Felten, Director, Center for the Advancement of Teaching and Learning, Elon University; Deandra Little, Assistant Director and Associate Professor, Teaching Resource Center, University of Virginia; Leslie Ortquist-Ahrens, Director, Center for Teaching and Learning, Otterbein University; and Michael Reder, Director, Joy Shechtman Mankoff Faculty Center for Teaching & Learning, Connecticut College

This session is sponsored by the POD Network

The Rewards and Challenges of Comprehensive Internationalization
The institutions represented here have each received the “Senator Paul Simon Award for Comprehensive Internationalization” by NAFSA: Association of International Educators, which annually recognizes institutions for overall excellence in internationalization efforts.  The award is presented to institutions with specific innovative international programs or initiatives as evidenced in practices, structures, philosophies, and policies. The presenters—all members of NACU with this distinction—will discuss their perspectives on what a global institution look likes, the challenges they face and continue to face, and how their commitment to internationalization is sustained, especially in times of fiscal constraint and leadership changes.
Jerry Greiner, President, Arcadia University; Steven House, Provost, Elon University; Renu Juneja, Associate Provost, Valparaiso University; Neal Sobania, Executive Director, Wang Center for Global Education, Pacific Lutheran University
This session is sponsored by the New American Colleges and Universities

Crossing the Street: Creating Productive Spaces for Global Learning
Can you cultivate the “global” locally? At Oberlin, liberal arts faculty cross the street (CTS) to generate new cultural interactions by co-teaching with colleagues from the Conservatory of Music and the art museum. Faculty help students negotiate unfamiliar cultural contexts (the “global”) by themselves modeling creative approaches to teaching in unconventional modalities. This session in generating global practices in local contexts will help audience members apply the “CTS” pedagogical approach at their own institutions.
Steven Volk, Director, Center for Teaching Innovation and Excellence and Professor of History, Liliana Milkova, Curator of Academic Programs, Allen Memorial Art Museum, Peter Swendsen, Assistant Professor of Computer Music and Digital Arts, Conservatory of Music, Catherine Oertel, Assistant Professor of Chemistry, and Taylor Allen, Associate Professor and Chair, Biology – all of Oberlin College

Mission-Driven Global Engagement: Institutional Comparisons
This interactive session addresses how global learning and meaningful engagement can be fostered in the context of different Institutional missions. Four administrators from different institutions (president, provost, dean, and department chair) will discuss global engagement from administrative, institutional and disciplinary perspectives. Additionally, they will share related issues and obstacles and how they have addressed each on their respective campuses. Participants will have the opportunity to share best practices on their own campuses.
Devorah Lieberman, Provost and Vice President for Academic Affairs, Wagner College; Judith Ramaley, President, Winona State University; Sherril Gelmon, Professor of Public Health and Chair, Division of Public Administration, Portland State University; Susan Agre-Kippenhan, Dean, College of Arts and Architecture, Montana State University

What Does Diversity Look Like from the Student’s Point of View? Definitions of and Experiences with Diversity in the First and Fourth Years of College
Drawing on interviews with students participating in a panel study at seven liberal arts colleges, we focus on how students define and describe their experiences with diversity in the first and fourth years of college. A number of factors contribute to variation in students’ accounts of diversity: race/ethnicity, classroom and extracurricular experiences, structural diversity of the college, and specific campus events. We are particularly interested in three groups of students: those who see greater connections between diversity and their academic experiences over time, those who change their views of their college’s support of diversity over time, and those who have negative experiences with diversity in the first year that continue to influence their views on diversity in the senior year. We believe that our methods can be used to deepen student learning at the same time that they provide valid, actionable data to our institutions about whether we are adequately preparing our students for global citizenship.
Lee Cuba, Professor of Sociology, Wellesley College; Nancy Jennings, Associate Professor of Education, Bowdoin College; Heather Lindkvist, Visiting Instructor in Anthropology, Bates College; Suzanne Lovett, Associate Professor of Psychology, Bowdoin College; Joseph Swingle, Lecturer in Sociology, Wellesley College; Adam Howard, Associate Professor of Education, Colby College

Making Experiments Matter:   Local Risk Taking Units, Global Institutional Transformation
Experimental, risk-taking colleges embedded within larger institutions are not expendable luxuries, but incubators for learning and institutional change. Innovative units from George Mason University, the University of Alabama, the University of Redlands, Western Washington University and Prescott College will share their unique perspectives, successes and lessons learned. Participants will engage in small group discussion to brainstorm the innovative resources that might exist within their institutions.
Jim Hall, Director, New College, University of Alabama; Roger Gilman, Dean and Professor of Philosophy, Fairhaven College of Interdisciplinary Studies, Western Washington University; Kelly Hankin, Johnston Director and Associate Professor of Film Studies, Johnston Center for Integrative Studies, University of Redlands; Nance Lucas, Associate Dean, New Century College, New Century College at George Mason University; Paul Burkhardt, Chief Academic Officer, Prescott College
This session is sponsored by the Consortium for Innovative Environments in Learning

Emerging State Models for Tuning in General Education and Transfer
The Bologna Process relies on an outcomes focus to “tune” learning expectations across disparate European Universities to facilitate the cross-border exchange of students and workers. In the same way, tuning our expectations for liberal learning outcomes in lower division general education may facilitate inter-institutional transfer within states. Join state-level administrators of GE and transfer for a discussion of the pros and cons, and what stands in the way.
Ken O'Donnell, State University Associate Dean, California State University System Office; Adina O'Hara, Senior Associate, Academic Affairs, Kentucky Council on Postsecondary Education; Norman Jones, Professor and Chair of History and Director of General Education, Utah State University, and Chair of the Utah Regents’ General Education Task Force

Making Change: Insights about Improving Student Engagement
To what extent are institutions realizing gains in student engagement? This session reports on an analysis of trends in engagement scores and explores why some forms of engagement are improving more than others. We also feature early findings from institutions with a pattern of improved NSSE scores to reveal activities that led to enhanced performance and suggest lessons to inform change efforts on other campuses.
Alexander McCormick, Director, National Survey of Student Engagement, and Jillian Kinzie, Associate Director, NSSE Institute – both of Indiana University Bloomington

“Can I Major in Service-Learning?” Rethinking and Revitalizing the Future of Community Engagement in Higher Education
Currently more than fifty institutions offer certificates, minors, and/or majors in service-learning (or a comparably named program such as “community engagement”). This session reviews the implications of this recent phenomenon to argue that the “disciplining” of service-learning is a crucial component to the ultimate success and institutionalization of community engagement in higher education. This session offers national- and local-level data of the rise of such academic programs and critical examinations of its limits and possibilities.
Dan Butin, Dean, School of Education, Merrimack College; Elizabeth Minnich, Senior Scholar, AAC&U; Rick Battistoni, Professor of Political Science, Providence College; Ed Whitfield, Co-Founder, Fund for Democratic Communities (F4DC); Nadinne Cruz, Independent Scholar

Strategies for Teaching and Learning:  New Partnerships

Engaging Students in Information Literacy: Embedded Librarians in the Core
Information literacy contributes to student success both inside the classroom and beyond the campus, yet many of us struggle to provide effective instruction or support to students whose skills need improving. This panel consists of faculty members teaching core courses, librarians, and instructional designers, will address meaningful ways to employ the concept of the “embedded librarian” in our courses, both online and face to face, to raise the visibility of the library and to provide support for student information literacy needs.
Noreen O'Connor, Assistant Professor of English, and Calida Barboza, Instruction/Reference Librarian and Assistant Technical Professor – both of King's College; Richard Hancuff, Lecturer in English and Instructional Designer, and Christopher Mahoney, Information Literacy Librarian – both of Misericordia University

Teaching our “Digital Native” Students:  Effective Approaches to Expanding Technology in the Classroom
This session presents a successful, energizing partnership between faculty and “technology liaisons” that enhances technology use in classroom learning. We describe a model for placing liaisons within academic departments, and demonstrate several creative projects co-created by faculty and liaisons. The model is effective in cost, outreach, productivity, and learning. We emphasize several learning outcomes related to global citizenship for today’s “digital natives,” as well as for faculty across a range of technological skill levels.
Linda Eisenmann, Provost, Gabriela Torres, Assistant Professor of Sociology, Jenni Lund, Senior Faculty Technology Liaison, and Scott Hamlin, Director of Technology for Research and Instruction – all of Wheaton College

ACAD Session:  Introducing Global Perspectives into the Liberal Arts Curriculum
The purpose of this session is, first, to explore how three liberal arts colleges (Beloit, Macalester, and Whitman) have integrated global perspectives into their academic programs; and, second, to invite other participants to share their initiatives on the same front. 
Timothy V. Kaufman-Osborn, Provost and Dean of the Faculty and Bruce Magnusson, Director, Global Studies Initiative, both of Whitman College; Kathleen Murray, Provost and Dean of the Faculty, Macalester College; Ann Davies, Vice President for Academic Affairs and Dean of the College and Natalie Gummer, Director First and Second-Year Initiatives, both of Beloit College

Thursday, January 27, 1:30-2:30 pm
Concurrent Sessions

The Heart of Higher Education: A Call to Renewal
The Heart of Higher Education (Jossey-Bass, 2010) is a call to advance integrative teaching and learning in higher education. Authors Parker Palmer and Arthur Zajonc propose an approach to teaching and learning that honors the whole human being—mind, heart, and spirit—an essential integration if we hope to address the complex issues of our time. The book offers a rich interplay of analysis, theory, and proposals for action from two educators who have contributed to developing the field of integrative education. In this session, Arthur Zajonc will address the relationship between science, the humanities, and the contemplative traditions, offering a practical approach to foster renewal in higher education through collegiality and conversation.
Arthur Zajonc, Professor of Physics, Amherst College, and Director, Center for Contemplative Mind; author of Catching the Light: The Entwined History of Light and Mind, and editor of The New Physics and Cosmology: Dialogues with the Dalai Lama
Moderator: Joseph Subbiondo, President, California Institute of Integral Studies

Civic Learning and Hope for A Divided World: What Higher Education Can DoWith civic challenges becoming ever more global, complex, and contested and public discourse ever more fractious, higher education can play a pivotal role in contributing to students’ abilities to think, talk, and work collectively across differences to address urgent common problems. These capabilities are critical for workplaces as well as civic life. Despite progress, civic learning is often relegated to the lower, elective echelons of college learning and rarely reaches all students across all sectors and majors. What might elevate civic learning to the priority the times demand? The backdrop for the forum is both the Department of Education’s year-long effort to develop a national civic action plan as well as related national efforts intended to take civic learning to a higher level. Please join us to identify strategic levers that can raise the bar.
Caryn McTighe Musil, Senior Vice President, AAC&U; Don Harward, Director, Bringing Theory to Practice; Brian Murphy, President, DeAnza College

Positioning Students for Success: Institutional Responsibilities
At this watershed moment when the country is confronting the global consequences of our flat line graduation rate, most agree that the future of our nation’s economic and civic health requires a re-investment in a broad sweep of people not yet well served by higher education. It also requires that we embrace new approaches to learning in creative ways in order to bring the full resources of student and academic affairs to the task before us. We dare not ignore what evidence and practice have demonstrated accelerates the persistence and college completion for students, especially for underserved students. Join in a session that examines the recommendations of a national task force that could help shift the coordinates to move us in the right direction.
Gwendolyn Jordan Dungy, Executive Director, NASPA—Student Affairs Administrators in Higher Education

The Faculty Role in Promoting Globalization (Internationalization of the Campus)
Faculty are at the forefront of many aspects of internationalization (globalization), including meeting the needs of diverse learners, introducing new courses and materials, assessing global competencies, and encouraging US students to study abroad. Research shows that faculty members who have had opportunities to travel, conduct research with international colleagues, and teach overseas are strong advocates for bringing international (global) perspectives to their campuses and encouraging their colleagues to get involved. This workshop will address low-cost opportunities for faculty development to strengthen both personal and institutional capacities.
Ann Ferren, Former Provost, American University in Bulgaria

20/20 Session: 
U.S. Higher Education in the Middle East:  Lessons Learned

Degrees of Competition: Positioning for U.S. success in GCC countries
To succeed in global expansion and joint international degree programs, US institutions need greater awareness of specific regulatory and cultural challenges resulting from particular aspects of local diversity in host countries. They also need to be aware of the competitive choices beings offered by European, Canadian, Australian, and most recently Indian institutions that eagerly seek opportunities to expand their enrollments or degree programs in some of the same regions, often with support from their governments.
Marina Tolmacheva, Professor of History, Washington State University and President Emerita, American University of Kuwait

Six Quotes from Six Years in Qatar
Carnegie Mellon University set up a branch campus in Doha, Qatar, in 2004, and I had the privilege of being the Dean for the first six years. The student body, as well as the faculty and staff, is multinational, multicultural, multilingual, multiethnic. Teaching and living in this environment, we have learned as much as we have taught. I have organized some lessons I learned around six memorable quotes.
Chuck Thorpe, Dean, Carnegie Mellon Qatar, Carnegie Mellon University

Growing by Degrees: Maryland’s College Attainment Agenda
Maryland has adopted a goal that by 2025, at least 55% of its population should hold a college degree. In addition to expanding access to higher education, achieving this goal will be possible only if institutions are able to retain and graduate more students who currently enter the pipeline but leave before attaining a degree. This session will focus on Maryland’s Lumina Foundation funded higher education productivity work—including successes, challenges, and lessons learned—and strategies for engaging key stakeholders in the college completion agenda.
Erin Knepler, P-20 Project Manager, Nancy Shapiro, Associate Vice Chancellor, and Dewayne Morgan, P-20 Project Director – all of the University System of Maryland

Beyond Faculty Evaluation: Using Student Ratings to Document Institutional Excellence
Explore how one university utilized IDEA student ratings results to address its core theme of teaching and learning for regional accreditation. Review challenges, positive outcomes, and future possibilities in using a national system, including its use of IDEA Group Summary Reports and the IDEA Benchmarking for Learning Service.
Thomas Miller, Vice Provost for Accreditation and Undergraduate Programs, University of Alaska-Anchorage; Amy Gross, Vice President for Knowledge Management and Special Projects, The IDEA Center
This session is sponsored by The IDEA Center

A Conversation with the Funders
The year 2010 has been has been a transformational year in external grant funding for higher education. The economic downturn of 2008 continues to play out in the budgets of nonfederal foundations, which often rely on multi-year averages determine funding levels. Federal funders are preparing to respond changes resulting from the 2010 elections, and they are also coping with the reality of the current federal fiscal year, in which the budget remains pending in Congress. The session will use a question and answer format to investigate the current environment for higher education grant funding in the United States.
Ralph Hines, Director, Fund for the Improvement of Postsecondary Education, U.S. Department of Education; Stephen Ross, Director, Office of Challenge Grants , National Endowment for the Humanities; Caroline Altman Smith, Program Officer, The Kresge Foundation; Jeffrey H. Schwartz, Education Program Manager, Appalachian Regional Commission; Moderator: Frederick Winter, Senior Director of Advancement and Leadership Development, AAC&U
Appalachian Regional Commission

Authentic Assessment and E-Portfolios for Institution-Wide Learning Goals
This session will describe the process used at Westminster College to develop a system of e-portfolios focused on student demonstration of five college-wide learning goals. The speakers will describe the proposed system, the process being used to build momentum for e-portfolios, the development of rubrics, the data collection goals, and their choice of the Foliotek system. They will also present their plans for evaluation of student work and the current status of the project.
Peter Ingle, Associate Professor of Education, Westminster College (UT); Todd Narrol, Assessment Consultant, Foliotek
This session is sponsored by Foliotek

20/20 Session:
Increasing the Participation of Traditionally Underserved Students

The Compass Project and Study Abroad for Underserved Students
As a part of the Give Students a Compass Project, the University of Wisconsin Oshkosh desired to increase the rate of participation of underserved students in study abroad experiences. This initiative targeted ways to connect underserved students with study abroad opportunities through an array of programs and services working together. The model includes enhanced data collection, new campus collaborations and integrated learning through partnering and services.
Carleen Vande Zande, Assistant Vice Chancellor, and Perry Rettig, Associate Vice Chancellor – both of the University of Wisconsin Oshkosh

Quantifying a High-Impact Practice: Graduation Rates of Students Who Participate in Service and Service-Learning
We will explore the relationship between student participation in service-learning and student-led service programs, and academic success, particularly for low-income students, based on statistically significant graduation data for the last five years. This information will foster a conversation about discovering similar data elsewhere, exploring the mediating factors that might contribute to these and similar data results, and identifying strategies for students who can benefit most from effective service-learning and service programs promoting civic engagement.
Chad Berry, Director, Center for Excellence in Learning through Service, and Ashley Cochrane, Associate Director, Center for Excellence in Learning through Service – both of Berea College

A Welcoming Spirit: A Partnership for the Success of International Students
This session will feature the new International Study Center at James Madison University, a partnership between JMU and Study Group. Using an educational model similar to sheltered instruction, used in K-12 classrooms in the U.S. to promote English language acquisition and content mastery, students are first educated in a sheltered environment by Study Group and then fully join JMU. We believe it will be productive for recruiting, welcoming, acculturating and educating international students.
Linda Halpern, Dean of University Studies, and Shaun Mooney, Senior Assistant Director of Admissions – both of James Madison University; Nicholas Rhodes, Managing Director, Higher Education - North America and China, Study Group
This session is sponsored by Study Group

20/20 Session:
Transforming General Education:  Global to the Core

Connecting to the Future Through Transformative Action:  Co-creating Engaged Learning Environments Through Integrative, Interdisciplinary Inquiry
Students need versatile and supple responses to the complex and unpredictable problems they will face. We offer a structure that brings together multiple disciplines and integrates dynamic teaching modes with collective transformative actions within the campus community and, through service-learning partnerships, beyond the university. Reflecting on these actions helps students foreground the interconnections that shape their world. This awareness of our connections calls into question the conceptual dichotomy of the global and local.
Mairi Pileggi, Director of Women & Gender Studies, and Julia Van der Ryn, Director of Service-Learning – both of Dominican University of California

Transforming Global Learning into a Universal Requirement: Embedding Global Learning in General Education, Major Programs and Across the Disciplines
If global education is essential to twenty-first century learning, have we created curricular structures that reflect the seriousness of purpose intrinsic to that commitment? This session will focus on ways to rethink, renew, and recast global learning into the center of curricular design, examine the most efficient processes of implementation, and explore the best ways to ensure that global learning becomes a pervasive practice; one that is woven into the very fabric of the institution.
Cynthia Patterson, Vice President for Academic Affairs, Katrina Carter-Tellison, Chair, Center for Liberal Education and Chair, Dialogues of Learning, and Anna Krift, Director, Center for Global Education and Citizenship – all of Lynn University

20/20 Session:
Intersections of Local and Global Learning

Agnes Scott College Hubert Scholars: Student-Directed Internships Linking Global Learning to Community Service
This three-part presentation introduces college administrators and international educators to Agnes Scott College's highly-successful Hubert Scholars program that combines humanitarian service with global learning. The presentation includes the student perspective from a recent Hubert Scholar, an administrator's view of institutional structures that are vital to the program's success and an audience-involved discussion about strategies for addressing the challenges of student-directed global internship experiences.
Carolyn J. Stefanco, Vice President for Academic Affairs and Dean of the College, and Erica Eiring, Teaching Assistant, Department of Chemistry – both of Agnes Scott College

Engaged Learning: Intersections of the Local and Global
Mary Baldwin College created the Spencer Center for Civic and Global Engagement in 2007 as a locus for engaged learning on and off campus—locally, nationally, and globally. Through curricular and co-curricular programs that serve a highly diverse student population, and through partnerships with a range of outside organizations, Spencer Center drives the college's transition to a global institution.
Roderic Owen, Professor of Philosophy and Spencer Center Fellow and Heather Ward, Co-Director of the Spencer Center for Civic and Global Engagement and Director of International Programs – both of Mary Baldwin College

Engaging Student Voices in Institutional Inquiry and Assessment
This presentation focuses on methods for integrating student co-researchers in institutional inquiry and assessment processes. We will discuss how the inclusion of student collaborators impacts the gathering and interpretation of assessment data and generates valuable recommendations for institutional change. Student researchers will share their experiences and challenge participants to consider ways to incorporate "student voices" in their own institutional assessment. Participants in this session will leave with innovative ideas about how to develop effective inquiry-based assessment projects that lay the foundation for meaningful institutional change.
Karen Hornsby, Associate Professor of Philosophy; Galen Foresman, Assistant Professor of Philosophy; Mitchell Brown, Wabash-Provost Student Scholar; Porche Millington, Wabash-Provost Student Scholar –all of North Carolina A&T State University; Charles Blaich, Director of Inquiries, Wabash College

The Changing First-Year Student: Challenges for 2011
Newly released results from the CIRP Freshman Survey will be presented in this always popular session, illustrating the changing characteristics of incoming first-year students. Presenters will summarize the 2010 findings and focus on how they can be used to illustrate progress towards the essential outcomes of college.
John Pryor, Director, Cooperative Institutional Research Program, and Sylvia Hurtado, Professor and Director, Higher Education Research Institute – both of University of California - Los Angeles

ACAD Session: Implementing a Strategic Faculty Development, Evaluation, and Compensation System in an Egalitarian Culture: The Good, The Bad, and the Ugly
Few administrative tasks are more important than issues surrounding faculty development, evaluation, and compensation. This session outlines the shift to a merit system based on shared responsibility between faculty and administrators in a liberal arts setting. Discussion surrounds the promises, pitfalls, and lessons learned over time from the perspectives of both faculty members and administrators.
Laurie M. Joyner, Interim Provost, Richard E. Foglesong, George D. and Harriet W. Cornell Chair of Politics, and Jennifer J. Cavenaugh, Winifred M. Warden Chair of Theatre Arts and Dance, all of Rollins College

Thursday, January 27, 2:45-4:00 pm
Concurrent Sessions

Why Liberal Education and General Education Are Becoming Rising Stars in China
Presenters in this panel are leading figures in promoting general/liberal education reforms in China and the panel will showcase examples of China’s general/liberal education curricular designs from several of China’s top universities: Tsinghua University in Beijing, Fudan University in Shanghai, and Sun Yat-sen University in Guangzhou. The presenters will discuss the similarities and differences between Chinese and American universities and seek the possibilities of developing China-US partnership in promoting global general/liberal education.
Yang Gan, Sun Yat-sen Chair Professor;  Dean of Institute for Advanced Studies in Humanities; Dean of Liberal Arts College; Director of University General Education Unit, Sun Yat-sen University; Sidong Xiong, Professor of Immunology, Vice President of Soochow University, formerly Dean of Fudan College at Fudan University, Soochow University; Li Cao, Professor of English Literature, Deputy-Director of Liberal Education, Tsinghua University; Maybo Ching, Professor of History, Chair of Academic Committee of Liberal Arts College, Sun Yat-sen University

The Bologna Strategy for Global Leadership: How—and How Well—Does it Work?
When imagining new environments for global learning, we must pay serious attention to trends in higher education in other parts of the world, such as the Bologna Process. The Bologna Process has been driven by two overarching economic concerns—the need for greater mobility of students and workers and the need for all workers to have much higher levels of skills and abilities. What useful lessons can those of us in the United States draw from the Bologna Process as we struggle to reach similar goals--increased student mobility, access, assessment, and transparency? What trouble spots has Bologna illuminated? What is the relationship between the Bologna Process, the fundamental demands of a knowledge economy, and American-style liberal education, with its emphasis on cross-disciplinary learning and democratic citizenship?
Moderator: Holiday Hart McKiernan, Senior Vice President and General Counsel, Lumina Foundation for Education
Speakers: Tim Birtwistle, Visiting Fellow, Oxford Centre for Higher Education Policy Studies and Emeritus Professor of the Law and Policy of Higher Education, Leeds Law School; Carolyn Campbell, Head of International Affairs, The Quality Assurance Agency for Higher Education; Paul Gaston, Trustees Professor of English, Kent State University; Cliff Adelman, Senior Research Analyst, Institute for Higher Education Policy

Can You See Me Now? Taking the Pulse of Transparency Efforts
Being accountable requires in part that institutions make available to interested parties the results of student learning outcomes assessments. The National Institute for Learning Outcomes Assessment (NILOA) reviewed 725 institutional websites to determine the student learning outcomes assessment activities institutions describe on their sites. In this session, NILOA staff will summarize what institutions appear to be doing, and then experts familiar with transparency initiatives specific to their sector will comment on what needs to happen next to help institutions move to the next level in effectively using and reporting student learning outcomes results.
Charles Blaich, Director of Inquiries, Center for Inquiry in the Liberal Arts at Wabash College; Christine Keller, Director of Research Policy and Analysis, Association of Public and Land-Grant Universities; Kent Philippe, Senior Research Associate, Association of American Community Colleges; George Kuh, Director, and Staci Provezis, Project Manager – both of the National Institute for Learning Outcomes Assessment

Building Bridges
An alarming number of prominent foundations have left higher education recently and the liberal arts sector in particular.  We build on Bacchetti and Ehrlich's notion of “educational capital” to explore ways in which foundations and institutions of higher education may find common ground, especially in the context of the challenges and opportunities presented by globalism. Our premise is that neither foundations nor institutions of higher education can fully achieve their goals without broader and more robust collaborations.
Jo Porter, Director of Sponsored Programs and Foundation Relations, Illinois Wesleyan University; Frank Boyd, Acting Provost, Illinois Wesleyan University; Donna Heiland, Vice President, The Teagle Foundation; Marianne Jordan, Director of Corporate & Foundation Relations, Bowdoin College; Barry Pritzker, Director, Foundation & Corporate Relations, Skidmore College

Voluntary Collaboration in LEAP States and Systems
LEAP States and Compass Project leaders from California, Oregon, and Wisconsin invite discussion with AAC&U members from other LEAP states or systems, and from states or systems that might want to “LEAP.”  Key points of discussion include 1) voluntary collaboration and networking for learning and assessment, using LEAP frameworks that allow campuses and systems to work together while respecting their identity and distinctiveness; and 2) designs for learning that embed high-impact practices throughout the curriculum—for all students, making excellence inclusive.  The following question will launch discussion: How can different "systems" join campuses to strengthen student learning, address external calls for assessment and accountability, welcome partnership between public and private institutions, and be true to themselves? We invite participants to voice their differences and discover their similarities.
Susan Albertine, Vice President, Office of Engagement, Inclusion, and Success, AAC&U; Ken O'Donnell, State University Associate Dean, California State University System Office;  Kay Sagmiller, Faculty Director of Academic Assessment, Southern Oregon University, and Robert Turner, Interim Vice Chancellor for Academic Strategies – both of the Oregon University System; Rebecca Karoff, Special Assistant to the Senior Vice President for Academic Affairs, University of Wisconsin System

Six Strategies for Strengthening the Scholarship of Civic Engagement
In partnership with Campus Compact, AAC&U welcomes Barry Checkoway, Professor of Social Work and Urban Planning, and the Founding Director of the Ginsberg Center for Community Service and Learning at the University of Michigan – recipient of the 2010 Thomas Ehrlich Civically Engaged Faculty Award.Each year, Campus Compact recognizes and honors one faculty member for enhancing higher education’s contributions to the public good through scholarship that advances students’ civic learning while meeting community needs. The award is named in honor of Thomas Ehrlich, former Chair of the Campus Compact board of directors and President Emeritus of Indiana University.
Barry Checkoway, Professor of Social Work and Urban Planning, Founding Director, Ginsberg Center for Community Service and Learning, University of Michigan
This session is sponsored by Campus Compact

Assessing and Demonstrating Essential Learning with E-Portfolios
Mercy College has successfully scaled the use of ePortfolios throughout the College to meet a variety of needs, including the assessment and demonstration of essential learning outcomes. Learn strategies for engaging and ideas for using ePortfolios to help students acquire and demonstrate the skills needed in today’s global economy.
Nancy Pawlyshyn, Chief Assessment Officer, Mercy College; Tiffany Armer, Education Solutions Specialist, TaskStream
This session is sponsored by TaskStream

Creating Culture and Crossing Borders: Digital Storytelling on and off the Liberal Arts Campus
Digital storytelling has become an increasingly popular pedagogical tool in a variety of contexts and disciplines. By exploring how three small liberal arts colleges have used this tool for both study abroad and on-campus internationalization, this session will demonstrate its potential value for reflective learning, student engagement, and visual literacy. Drawing on this example, panelists and participants will discuss potential applications for other high-impact educational practices, such as service learning and first year seminars.
Thomas D’Agostino, Associate Dean for Global Education, and Doug Reilly, Programming Coordinator, Center for Global Education, Hobart and William Smith Colleges; Truett Cates, Professor of German and Director, Center for Global Learning, and Brett Boessen, Associate Professor of Communication Studies, Austin College; Elizabeth Brewer, Director, Office of International Education, Beloit College; Moderator: Rebecca Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE)
This session is sponsored by National Institute for Technology in Liberal Education (NITLE)

Changing Existing Structures:  Boundary-Crossing in Undergraduate and Graduate Education
Participants will learn how three institutions implemented a set of initiatives to reduce organizational silos at the undergraduate and graduate level to better prepare students for productive, useful and satisfying lives in a global environment. Participants will (1) critique their current institutional structures against a set of metrics that measure organizational investment in global positioning, and (2) assess the impact of the initiatives discussed to enhance student satisfaction and achievement.
Margaret Malmberg, Associate Provost, and Susanne Marshall, Senior Associate Dean, Division of Applied Interdisciplinary Studies – both of Nova Southeastern University; Alan Belcher, Director of Faculty Development and Professor, University of Charleston; Donald Hess, Vice President for Academic Affairs and Student Development, College of the Marshall Islands

E-Portfolios:  Emerging Opportunities and Challenges

Institutionalizing ePortfolios: Evaluating an ePortfolio Implementation Strategy
This session reports on an evaluation of a campus incentive grant program intended to meet the challenge of implementing and sustaining adoption of ePortfolios for learning and assessment. Stepping back for a long view of the program’s development shed new light on emerging opportunities and challenges. Just as the evaluation helped IUPUI’s ePortfolio team identify opportunities to strengthen the next iteration of the program, participants can also discover ways to enhance their own ePortfolio projects.
Susan Scott, Coordinator of ePortfolio Initiative and Assistant Director, Office of Institutional Effectiveness, and Susan Kahn, Director of ePortfolio Initiative and Director, Office of Institutional Effectiveness – both of  Indiana University Purdue University Indianapolis

Globalization in the Queensborough Community College Virtual E-Portfolio Learning Community
Presenters will describe a triad—a freshman Composition course, an Introduction to Sociology Course, and an American Foreign Policy course—that meets online and links students into problem solving teams from multiple disciplinary perspectives. The Composition students post to a wiki a narrative that describes an experience with globalization from a personal perspective while the Sociology students visit a classmate's wiki to provide sociological data to these experiences. The American Foreign Policy students add a historical and foreign policy perspective.
Jean Darcy, Associate Professor of English, Michele Cuomo, Associate Dean for Academic Affairs, Amy Traver, Assistant Professor,  Zivah Perel, Associate Professor, and Peter Bales – all of City University of New York Queensborough Community College

Models for Strategic and Academic Planning

Meaningful Change: A Strategic Framework for Maximizing Institutional Capacity
The President and Assessment Coordinator of a private liberal arts college discuss the cross-institution implementation of an “Organizing Principle” and Strategic Framework to guide institutional and departmental/programmatic capacity building.  The presentation examines the development of this framework for planning, resource development and allocation, programmatic assessment, and faculty/staff development, as well as the role of assessment in successful implementation. 
Lori Collins-Hall, Associate Professor and Chair of Sociology, Assessment Coordinator, and Margaret Drugovich, President – both of Hartwick College

Academic Master Planning: Context, Process, and Success
Academic master planning is an excellent way for faculty and academic administrators to work together to produce institutional change and to strengthen and shape the educational program. This session will feature two very different master plans developed in different contexts to achieve different goals. These “case studies” will be used to help session attendees develop an academic planning philosophy and process best suited to their home campuses.
James Dlugos, Vice President and Dean for Academic Affairs, College of Saint Elizabeth; Robert Holyer, Special Assistant to the President, Presbyterian College

Faculty Development Within Cross-Curricular Initiatives:  What Are the Effects on Student Learning?
In both Washington State University and Carleton College, the Writing-Across-the-Curriculum (WAC) movement has served as a model for faculty development efforts. Program leaders, who participate in national and international conversations about these initiatives, wonder how this faculty development is improving learning in very different institutional contexts (with or without current funding). Our session should appeal to participants who seek support for, or are assessing, faculty development and institutional change.
Gudrun Willett, Project Director and Evaluation Specialist, Writing Program and Science Education Resource Center, and Ellen Iverson, Director of Evaluation, Science Education Resource Center – both of Carleton College; Mary Huber, Consulting Scholar, The Carnegie Foundation for the Advancement of Teaching; William Condon, Professor of English, Washington State University

Undergraduate Research and STEM

Global Education and High-Impact Learning through Undergraduate Research
Collaborative undergraduate research programs that develop global competence prepare undergraduates for a complex, interdependent world. The “big” questions facing the planet are inherently interdisciplinary; engaging students in multi-disciplinary teams promotes several learning outcomes, including critical and creative thinking, teamwork, communication skills and inquiry. Examples include climate change studies involving U.S. and Australian faculty and undergraduates; partnerships with Polish and Canadian Parks organizations; water purification projects in the Dominican Republic and the Netherlands involving Florida students.
Naomi Yavneh, Associate Dean, The Honors College, Director, Office of Undergraduate Research, University of South Florida; Gregory Young, Vice Provost for Undergraduate Education, Montana State University; Sibdas Ghosh, Associate Dean, School of Health and Natural Sciences, Dominican University of California

STEM Undergraduate Research with a Global Perspective: Successes and Challenges of Collaborative Studies in the Republic of Turkey
We describe an international undergraduate research program centered in the Republic of Turkey. Funded by the National Science Foundation’s “Research Experiences for Undergraduates” program, our research incorporates cultural enrichment activities designed to ensure that students recognize the global dimensions of the ecological phenomena (relating to biological invasions) we study during each eight-week summer program. We discuss the unique challenges of international research with the perspectives of a provost, dean, faculty member, and an undergraduate student.
John Barthell, Dean and Professor of Biology, and William Radke, Provost and Vice President for Academic Affairs – both of University of Central Oklahoma; John Hranitz, Professor of Biological Sciences, Bloomsburg University of Pennsylvania; Meghan Duell, Undergraduate Student, Bloomsburg University

The Educational GPS: Navigating the Challenges of Going Global
We will highlight three A’s in the challenge of “going global”. Students should have Access (financial and curricular) to study abroad should they desire to do so. We must clearly articulate, Assess and communicate our expectations for global education in its many contexts. And, we expect an Amalgamation whereby students combine global education with their other educational experiences. What does this amalgamation really look like, and how do we know when we have achieved it?
Elizabeth Nutt Williams, Dean of the Core Curriculum, Joseph Urgo, President, Larry Vote, Provost, and Ruth Feingold, Assistant Dean of the Core Curriculum and Advising Program – all of St. Mary's College of Maryland

Globalizing Community Engagement and Liberal Learning: Two Case Studies
Two examples of unusual, inexpensive global partnerships that have allowed Mount Holyoke College and its partners to globalize high-impact pedagogies. The Kenya Water project addresses sustainable access to safe drinking water, improved food production, and the establishment of microbusinesses using local resources in four project areas in Kenya’s West Lake District. Women’s Education Worldwide is a loose federation of over fifty very different women’s colleges and universities spanning five continents.
Lynn Pasquerella, President and Professor of Philosophy, and Donal O'Shea, Dean of Faculty, Vice-President for Academic Affairs – both of Mount Holyoke College; Susan C. Bourque, E.B. Wiley Professor of Government, Smith College; Elizabeth S. Boylan, Provost and Dean of the Faculty, Barnard College; Louis Manzione, Dean of the College of Engineering, Technology, and Architecture, University of Hartford

ACAD Session:  The “Two Body Problem” in Small Colleges:  Challenges and Opportunities
The “two body” problem is a challenge for all deans. Tight budgets and geography can stand in the way of successful hiring.  What can be done to respond to this challenge? This panel will provide the opportunity to hear some success stories, as well as some stories of frustration at missed opportunities.
Gregory Mahler, Vice President for Academic Affairs and Academic Dean and Alice Shrock, Associate Academic Dean for Program Development, both of Earlham College; William Craft, Vice President for Academic Affairs and Dean, Luther College; Carolyn Newton,  Provost, College of Wooster; Clark Ross, Vice President for Academic Affairs and Dean of Faculty, Davidson College

Thursday, January 27, 4:15-5:30 pm
Concurrent Sessions

Show Me the Learning: E-Portfolios and VALUE
This session will provide an overview of e-portfolio use and development on campuses, especially using VALUE or other rubrics for assessing student learning. Next steps in both rubric and e-portfolio development will be addressed. Campuses using VALUE rubrics and e-portfolios will be invited to share their experiences and findings.
Terrel Rhodes, Vice President for Quality, Curriculum, and Assessment, AAC&U; Wende Bonner Morgaine Garrison, Manager, Collaborative for Authentic Assessment and Learning
This session is sponsored by AAC&U's project, VALUE: Valid Assessment of Learning in Undergraduate Education

Tuning U.S. Degrees –It Takes a Faculty
The faculty-driven process of Tuning, related to the Bologna Process, has given U.S. faculty a chance to explore their disciplines through a new lens.  As faculty teams have learned about Tuning, and applied it to their fields of study, we have a chance to learn about the appeal of Tuning and student learning outcomes development, the challenges that faculty raise about the process, and the transition of faculty from resistors to allies of the work.  This session will clarify the Tuning process, review survey data from faculty that participated in tuning their discipline, and explore how the application of Tuning holds appeal for faculty and provides opportunity to address issues of content and quality that the accountability movement increasingly requires faculty to address.
Moderator:  Marcus Kolb, Program Officer, Lumina Foundation for Education
Speakers: Adina O'Hara, Senior Associate, Academic Affairs, Kentucky Council on Postsecondary Education; Norman Jones, Professor and Chair of History and Director of General Education, Utah State University; Teddi Safman, Assistant Commissioner for Academic Affairs, Utah Board of Regents

This session is sponsored by the Lumina Foundation

Bringing Liberal Education to Diverse World Cultures: What Endures? What Must Adapt?
One of the most interesting challenges for academic leaders is to define the goals of a liberal education in a global climate of pervasive change. As the higher education enterprise becomes more global, internationalized, and interconnected, the need for new analyses arises: Do new contexts for what we most value in liberal education— the opportunity to educate in each student the capacity to be the best he/she could be, and the relevance of that to society— alter values we have considered to be enduring? How are “universal values” understood and acted on within different societal, cultural, ideological, and institutional contexts? Might there be new and different ways to conceptualize the liberal arts and to develop a liberal arts education as the higher education enterprise becomes more global, internationalized, and interconnected? In short, do new conditions require us to think anew about our own goals of liberal education?
Moderator: Tamar March, Senior Fellow, AAC&U
Speakers: Barbara Stauble, Deputy Rector for Academic Affairs, German University of Technology (Oman); Samuel Abraham, President, Bratislava International School of Liberal Arts (Slovakia); Marcia Grant, Vice Rector and Provost , Forman Christian College (Pakistan); and Roberto Moreno, Rector, Universidad del Valle de Guatemala

100,000 Strong: American Students Building China Skills
Investing in the next generation of Americans who have a deep understanding of Chinese history, economics, and culture is a strategic investment in our young people for whom international literacy is an essential personal and professional skill. That is why the Obama administration has launched the “100,000 Strong” Initiative: to increase significantly the number and diversify the composition of Americans who study in China. This panel will explore the importance of a global education, with a focus on China, and how the U.S. government is supporting that goal.
Robert Corrigan, President, San Francisco State University (invited); Carola McGiffert, Senior Advisor to the Assistant Secretary of State for East Asia and the Pacific, and Director, 100,000 Strong Initiative; Tom Melcher, Chairman, Zinch China

Global Citizenship Programming, High Impact Learning Abroad  & the Use of Assessment Rubrics
The Global Citizenship Program at Lehigh University is a high-impact international learning initiative with a strong commitment to developing global competence in students.  Having just completed its 6th year, we will present global competency data for students based on class standing using a new assessment rubric for Lehigh University tailored to our Global Citizenship Program’s goals as well as the AAC&U Intercultural Knowledge VALUE Rubric.
Tina Richardson, Associate Professor of Counseling Psychology, Gisella Gisolo, Director, Global Citizenship Program, Robert Atkinson, Doctoral Candidate, Department of English, and Deborah Streahle, B.A. Philosophy and 5th year President’s Scholar – all of Lehigh University

International Undergraduate Research

Facilitating Undergraduate Research in the Global Context: Successes and Challenges
Interest in undergraduate research conducted in global contexts has significantly increased recently. International research has the possibility of deepening student understanding of both the research process and the appreciation for other cultures. However, research conducted outside of the U.S. brings challenges. Results from a content analysis of multiple interviews with key stakeholders including students, faculty, and administrators will be shared. Findings identify specific strategies for success as well as pitfalls to avoid.
Cynthia Fair, Associate Professor and Chair of Human Service Studies, and Maureen Vandermaas-Peeler, Professor of Psychology and Director of Honors Program – both of Elon University

Engaging Students in International Undergraduate Research
Colleges and universities are eager to increase both research opportunities and international experiences for students.  International undergraduate research allows the integration of these two goals. Panelists will discuss project planning, research preparation, cultural orientation, pitfalls and obstacles to success, faculty supervision on campus and abroad, and post-research activities. Participants will take home practical ideas for delivering undergraduate research opportunities in an international setting.
Marcus Webster, Professor of Biology, College of Saint Benedict; Daniel Wubah, Vice President and Dean for Undergraduate Education, Virginia Polytechnic Institute and State University; Carol Bender, Program Director, Undergraduate Research in Biology Program and BRAVO! and Professor in Practice, University of Arizona

Brain-Compatible Teaching:  Helping Students Learn How to Participate in the Global Community
Faculty, counselors, and administrators will understand how people naturally learn, how the brain learns, and how to use this research-based knowledge to help students be engaged, empowered, confident learners and participants in student-centered, community-centered courses and programs and, ultimately, in the global community. The session will also focus on how emotions affect the brain's ability to learn and think, and how a person’s ideas, predilections, assumptions, and beliefs are developed.
Rita Smilkstein, Invited Faculty, Woodring College of Education, Western Washington University; author of We’re Born to Learn: Using the Brain’s Natural Learning Process to Create Curriculum

Using Wabash Results: Innovative Institutions Learn From Each Other
Five innovative institutions were members of the 2008 cohort of schools participating in the Wabash Study of Liberal Education. These institutions will describe a data sharing project using the Wabash results, which is intended to assist with contextualizing analyses of each institution’s learning outcomes and deepen understanding of alternative practices and their likely effects. Through questions to panelists and small group discussion, participants can grapple with similar issues that arise at their own institutions when considering cross-institutional comparisons.
Kathleen O'Brien, Vice President for Academic Affairs, Alverno College; Sirkka Kauffman, Assistant Dean for Academic Affairs, Marlboro College; Michelle Barton, Associate Professor, Psychology, New College of Florida; Steven Weisler, Dean of Enrollment and Assessment, Hampshire College; Jack Herring, Academic Dean, Resident Undergraduate Program, Prescott College; Glen Rogers, Director, Educational Research and Evaluation, Alverno College
This session is sponsored by the Consortium for Innovation Environments in Learning (CIEL)

Building Capacity for Global Learning at Public Liberal Arts Colleges
At small to medium-sized public institutions, the search for new and more effective strategies and approaches to essential global learning must be undertaken within the context of limited fiscal resources. COPLAC member institutions work to meet the demands of global engagement through innovative curricular and co-curricular opportunities, effective international partnerships, and a focus on civic engagement. Three presidents of COPLAC institutions will discuss successful efforts to combine liberal learning and global readiness.
Mary Cullinan, President, Southern Oregon University; Les Purce, President, The Evergreen State College; Dene Kay Thomas, President, Fort Lewis College
This session is sponsored by the Council on Public Liberal Arts Colleges (COPLAC)

Closing the Loop with Student Learning Outcomes: Writing and Information Literacy Assessment
Drexel University's Freshman Writing Program has been collecting detailed data on student learning since 2004 via course-embedded assessment. Drexel's LeBow College of Business began collecting data in 2005 using similar assessment instruments based on a novel approach to generating annual student writing assessment, including the use of external assessors. Dr. Warnock has led both efforts through the use of Waypoint Outcomes, software for creating, sharing, and using rubric-based assessments. Both initiatives focuses are founded on the ability to have assessors share assessment criteria via electronic rubrics and Waypoint Outcomes' ability to easily store and allow analysis of thousands of writing-response data points. As such, the data from both initiatives not only reflects a conventional assessment of student work but also allows for an assessment of the evaluators themselves, dividing them based on status as tenured, adjunct, fulltime, non-tenured, or outside evaluators. This session will present the results of thousands of data points collected over five years, and more importantly how the data has been used on campus to build consensus and measure curricular improvements.
Scott Warnock, Associate Professor and Director of the Freshman Writing Program, Drexel University; Andrew McCann, CEO and Founder, Waypoint Outcomes
This session is sponsored by Waypoint Outcomes

Institutionalizing Global Learning in the University Curriculum: Fresh Ideas for Substantive Engagement in a Time of Declining Resources
The difficult financial climate facing colleges and universities around the U.S. present seemingly insurmountable challenges to advancing global learning in the curriculum. And yet, without new faculty lines and new courses, Northern Arizona University is in the midst of a curricular redesign project that aims to institutionalize global learning in the curriculum and provide all undergraduates with multiple and substantive encounters with global perspectives. This session will discuss broad-based faculty engagement in developing global learning outcomes, strategies to achieve these outcomes and assessment protocols to keep all parties honest.
Harvey Charles, Vice Provost for International Education, Liz Grobsmith, Provost and Vice President for Academic Affairs, and Karen Pugliesi, Vice Provost for Academic Affairs – all of Northern Arizona University

Building Global Competency
The Online Executive Master of Public Administration Program at Texas Southern University follows international development, emerging economies, and public policy to determine destination countries for students. Utilization of Rosetta Stone TOTALe allows the program to create a foundation for cultural exposure and prepare students to compete globally in the public sector.
Michael Adams, Program Director for Public Administration, Subria Lapps, Graduate Research Assistant– both of Texas Southern University
This session is sponsored by Rosetta Stone

Faculty Development for Intercultural Competency: A Collaborative Model
A description of a consortial project among 36 small private colleges for faculty development to enhance globalization and internationalization on campus. Assessment tools, domestic study away, and collaborative ventures are the mainstays of this project.
Irene Burgess, Vice President for Academic Programs, and Kim Gardner, Program Manager – both of Appalachian College Association; Celeste Gaia, Director of International Education, Emory & Henry College; Thomas Hess, Vice President for Academic Affairs and Dean of the College, Pikeville College; Larry Braskamp, Professor Emeritus of Education, Loyola University Chicago, Neal Sobania, Executive Director of the Wang Center for International Programs and Professor of History, Pacific Lutheran University

Globally-Focused Learning in the Interdisciplinary Classroom: A Research-Based Framework for Learning Goals and Pedagogies In Science-Rich Courses
Five colleges—Carleton, Grinnell, Hope, St. Olaf, and Whitman—are engaged in a research project to understand and assess student learning in interdisciplinary science courses aimed at educating students for public and private global citizenship. We are using a mixed methodology. Our first major finding is a framework for organizing, thinking about, and assessing science-rich interdisciplinary learning. The audience will be actively engaged through recreating some of the process by which the framework was developed.
Jim Swartz, Dack Professor of Chemistry, and David Lopatto, Samuel R. & Marie-Louise Rosenthal Professor of Natural Sciences, Psychology – both of Grinnell College; Tricia Ferrett, Professor of Chemistry, Carleton College; Jim Russo, Associate Professor, Biochemistry, Biophysics, & Molecular Biology (BBMB) Program, Whitman College; Joanne Stewart, Professor of Chemistry, Hope College

Linking Institutional Assessment and the Scholarship of Teaching and Learning
Though the purposes of institutional assessment and SoTL are complementary and the processes are similar, there is little evidence to suggest that these processes are intentionally and meaningfully linked on many campuses. The facilitators of this session, using examples from campuses and research findings, will explain how linking these processes affords an opportunity to improve campus and classroom-based inquiry into educational effectiveness and solidify a culture of inquiry on campus.
Thomas Nelson Laird, Assistant Professor, and Alexander McCormick, NSSE Director and Associate Professor – both of  Indiana University, Bloomington; Richard Gale, Director of the Institute for Scholarship of Teaching and Learning, Mount Royal University

ACAD Session:  Going Global, Going Mobile:  Shenandoah University’s First Year Seminar
Shenandoah University recently launched two major initiatives, Going Global and iMLearning, designed to engage first-year students in the skills necessary to compete in the global workforce. This presentation will discuss the challenges faced when implementing a first year seminar based on global citizenship learning outcomes and a mobile technology program.    
Bryon Grigsby, Senior Vice President and Vice President for Academic Affairs, Amy Sarch, Director of First Year Seminar and General Education, and Calvin Allen, Associate Vice President and Dean of Arts and Sciences, all of Shenandoah University

Friday, January 28, 8:45-10:15 am

Sponsor Demonstration Session:
Building a Best-Practice Assessment Culture for an Effective e-Portfolio Model
This presentation will involve multiple campus perspectives, whose technology-based assessment initiatives have yielded efficient and productive assessment of student learning outcomes, leading to decision-making that has improved the programs. A discussion of these programs and institutions will include both the common and unique challenges faced in planning, building, and implementing effective assessment cultures. Organization, committee structure, goals, timelines, and the need and use for accurate assessment trend data will be examined. The presentation will address best practices and the mistakes to avoid at the onset of building and strengthening a culture of assessment.
Ida Asner, Director of Field Consultants, LiveText
This demonstration session is sponsored by LiveText

Friday, January 28, 8:45-10:15 am
Concurrent Sessions

The Critical Role of Leadership in Advancing Undergraduate Interdisciplinary Learning in STEM and Beyond
Project Kaleidoscope’s Facilitating Interdisciplinary Learning project, funded by the W.M. Keck Foundation, has involved 250 faculty and academic leaders from 30 diverse campus teams who have explored what works to better prepare students for the kinds of interdisciplinary and integrative thinking required for success in this global century. The project’s final recommendations will be presented here, followed by discussion of leadership strategies for articulating a shared interdisciplinary vision and goals, supporting interdisciplinary faculty members, creating enabling campus cultures, overcoming institutional barriers, and measuring and celebrating success.
Moderator: Susan Elrod, Executive Director, Project Kaleidoscope
Panelists:  Verna M. Case, Associate Dean for Teaching, Learning, and Research and Professor of Biology, Davidson College; Terry L. Gustafson, Special Assistant to the Executive Dean for Semester Conversion and Professor of Chemistry, The Ohio State University; Bernadette C. Kelley, Associate Professor of Secondary Education, Florida A&M University; M. Lee Pelton, President, Willamette University
This session is sponsored by Project Kaleidoscope

OPEN FORUM:
Blending Liberal Arts and Business Education: Dynamic Pedagogical Process for Essential Global Learning
How can the classics in liberal arts be used to open dialogue and perspectives to complex issues in a 21st century global economy? This special session will demonstrate methods of teaching that combine the shared essential learning outcomes from liberal learning and professional domains, e.g. business. Faculty presenters will engage the participants in a stimulating and thought provoking session regarding blending liberal arts and business education. Pedagogical examples will be incorporated from classic and contemporary materials to explore issues such as fair trade, social responsibility, ethics, corporate risk and reward, innovation & entrepreneurship, and critical thinking. Challenging participants’ decision making frames from situational and cultural-global vantage points will enliven the discussion during demonstration of this pedagogical process. Presenters will share text material, example syllabi, and teacher developed website for support of the classic material employed.
Calvin M. Boardman,Daniels Chair of Business Ethics, Professor of Finance, and Adjunct Professor of Philosophy, University of Utah; E. Byron Chew, Monaghan Professor of Management, Birmingham-Southern College; Cecilia V. McInnis-Bowers, Professor of International Business, Rollins College

Student Learning: Stimulating a Conversation Between Scholars and Journalists
Questions about how students learn are fundamental to higher education, but they are captured surprisingly rarely in news-media accounts on college life. This panel presentation will bring scholars and journalists together to talk about the quality of teaching and learning on college campuses, and how to improve the public conversation about those topics.
David Glenn, Senior Reporter, The Chronicle of Higher Education; Josipa Roksa, Assistant Professor of Sociology, University of Virginia; Catherine Casserly, Senior Partner and Vice President, The Carnegie Foundation for the Advancement of Teaching; Linda Perlstein, Public Editor, Education Writers Association; Matt Krupnick, Higher Education Reporter, Bay Area News Group

Civic Engagement: Demonstrating Excellence in Practice
Join a discussion with finalists for the 2010 Ehrlich Civically Engaged Faculty Award facilitated by Campus Compact.The panelists will feature excellence and best practices in civic engagement considering their distinctive institutional, disciplinary, and community contexts and desired learning outcomes. They will also address strategies for developing students' civic skills, knowledge, and commitments over time, facilitating open inquiry and active engagement across differences, and integrating the professional and democratic purposes of higher education.
Moderator: Laurie Worrall, Executive Director, New York Campus Compact
Joan Francioni, Director, Center for Engaged Teaching and Scholarship, Winona State University; Judith Liu, Professor of Sociology, University of San Diego; Edward C. Lorenz, Reid-Knox Professor of History, Professor of Political Science, and Director, Public Affairs Institute, Alma College; Nancy Orel, Associate Professor and  Director of Gerontology, Bowling Green State University
This session is sponsored by Campus Compact

Weaving Global Education Throughout the Institution
Higher education institutions are defining global learning outcomes they deem essential for their graduates to thrive in an interconnected global environment. While such outcomes are often associated with study abroad programs, they are not always integrated into the curriculum, the core venue for undergraduate learning. In order to prepare students to engage the world as informed, ethical, and productive citizens, how are institutions weaving global education into the general education core curriculum, the major courses of study, and faculty research and development? This session will focus upon several strategies to enhance global education and enrich practices of integration and communication across diverse programs.
Steven Jones, Associate Provost for Civic Engagement and Academic Mission, The University of Scranton; Susan Kupisch, Provost, University of Evansville; Francine G. Navakas, Associate Academic Dean, North Central College; Michael Renner, Provost, Drake University.  Moderated by Charles Taylor, Vice President for Academic Affairs, Drury University
This session is sponsored by the New American Colleges and Universities

Down and In: A National Perspective on Program-Level Assessment
Improving student learning requires faculty buy-in and involvement in assessment, something faculty members are more likely to do when student learning outcomes results are from the programs and courses for which they are directly responsible. Compared with institutional-level assessment, much less is known about assessment approaches at the program level. NILOA researchers will discuss results of a recent national survey on program-level assessment, and faculty members will describe their involvement with assessment and how they are using data to improve student learning.
Peter Ewell, Vice President, National Center for Higher Education Management Systems; Jillian Kinzie, Associate Director, Center for Postsecondary Research and NSSE Institute, Indiana University; Jeffrey D. Keith, Associate Academic Vice President, Brigham Young University; Mary Beth Love, Professor and Chair of Health Education, San Francisco State University

Globalizing Liberal Education: The View from Hong Kong
We will, through an active conversation with the session's participants, explore the curricular transformations occurring in Hong Kong and think together about how best to connect these changes to the concerns of US universities about global learning, active teaching, interdisciplinarity, and student and faculty exchanges.
Gray Kochhar-Lindgren, Professor of Interdisciplinary Arts and Sciences, Director of Center for University Studies and Programs, University of Washington, Bothell/University of Hong Kong; David Campion, Associate Professor of History, Lewis and Clark College/Hong Kong Baptist University; Joseph Chaney, Director: Master of Liberal Arts Program, Indiana University South Bend/Chinese University of Hong Kong; Janel Curry, Professor of Geography and Byker Chair, Calvin College/City University of Hong Kong; Hedley Freake, Professor of Nutritional Sciences, University of Connecticut/Hong Kong Polytechnic University, David Pong, Professor of History, University of Delaware/Chinese University of Hong Kong; Paul Hanstedt, Professor of English, Roanoke College/Hong Kong Institute of Education

Undergraduate Public Health Learning Outcomes for an Educated Citizenry with Global Perspective
A review and discussion of the Undergraduate Public Health Learning Outcomes Model, aligned with LEAP, identifying public health learning outcomes essential to undergraduate learning at all institutions of higher education, toward an educated citizenry. The model defines what every undergraduate should know and be able to do to promote population health both locally and globally, and outlines other essential student attributes and characteristics for improving health and eliminating health disparities in populations around the world.
Donna Petersen, Dean, College of Public Health, University of South Florida; Judith Calhoun, Senior Research Investigator, University of Michigan; Susan Albertine, Vice President, Office of Engagement, Inclusion, and Success, AAC&U; Christine Plepys, Assistant Director, Grants & Contracts, Association of Schools of Public Health

The Joint Efforts of Faculty and Administration in Global Curriculum, International Learning, and Partnership Development
For any global curricular and partnership development at institutions, it is important that faculty members and administrators work together and share governance and ownership. The panel consists of four presenters who share their experience of the joint efforts of faculty and administration in global curricular update, international learning and teaching, and partnership development (e.g., exchange program, Confucius Institute). What worked best and what could have done differently for future improvement are also discussed.
Yueh-Ting Lee, Professor of Psychology, University of Toledo; Susan Coultrap-McQuin, Deputy to the President for Special Projects, SUNY Oswego; Anthony Filipovitch, Chair and Professor of Planning, Minnesota State University; Jiaxin Xie, Director of Confucius Institute, San Francisco State University

Using Innovative Curricular and Co-Curricular Programs to Prepare Students to Tackle Real World Challenges
Project Pericles works with faculty to strengthen the links between the curricular, co-curricular, and campus climate to provide students with skills critical to their role in changing the world. This year, the Teagle Foundation helped fund a program for faculty to design, teach and evaluate a course and organize civic engagement activities that address current issues. Periclean Faculty Leaders will discuss courses across institutions and disciplines and share replicable best practices, challenges, and solutions.
Jan Liss, Executive Director, Project Pericles; Randolph Larsen III, Associate Professor of Chemistry, St. Mary's College of Maryland; Domenick Scudera, Associate Professor of Theater, Ursinus College; Debby Walser-Kuntz, Associate Professor of Biology, Carleton College

Teaching Democratic Thinking
“What is democratic thinking and how can we teach it?” Members of the Elon Research Seminar on Teaching Democratic Thinking, including educators and community activists, have focused their inquiry on the nature of democracy and the arts, practices, and capacities supportive of democratic life. We will share the work of the seminar thus far, and experience and reflect with conference participants upon modes of democratic discussion and participation. We will aim to foster fresh thinking and language as a means to reinvigorate our understanding of “democracy” and “thinking,” as well as explore possibilities for committed action.
Stephen Bloch-Schulman, Professor of Philosophy, Elon University; Elizabeth Minnich, Senior Scholar, AAC&U; John Ottenhoff, Director, Associated Colleges of the Midwest; Rita Pougiales, Member of the Faculty, The Evergreen State College; Ed Whitfield, Director, Fund For Democratic Communities

Advancing Experiential Learning Programs to Better Foster “Essential Global Learning” For Students and Communities
This interactive session is for faculty and program administrators interested in enhancing student and community benefits from sustainability-related, experiential learning programs. The mini-workshop will ask participants to identify specific ways they would like to enhance student and community development in their own programs and provide opportunities for small group discussions and networking toward these ends. Discussion will be stimulated through brief video illustrations of challenges and opportunities drawn from WPI’s Cape Town Project Centre program.
Scott Jiusto, Associate Professor of Geography and Director of the WPI Cape Town Project Centre, Richard Vaz, Dean of Interdisciplinary and Global Studies, and Robert Hersh, Brownfields Program Director, Center for Public Environmental Oversight – all of Worcester Polytechnic Institute

Friday, January 28, 10:30-11:45 am

Sponsor Demonstration Session
Developing and Integrating Rubrics into your Comprehensive Assessment Program
Rubrics provide a powerful means to gather evidence of student learning in a variety of contexts both inside and outside the classroom. This session will provide an overview of how to create rubrics, as well as a listing of existing rubrics that assess common learning outcomes that often cut across higher education. The Campus Labs Rubrics tool will be demonstrated along with the online StudentVoice Rubrics library that provides easy access to the VALUE Rubrics developed by AAC&U to assess Essential Learning Outcomes.
Kim VanDerLinden, Vice President of Assessment Programs, Campus Labs
This demonstration session is sponsored by Campus Labs

Friday, January 28, 10:30-11:45 am
Concurrent Sessions

Implementing Interdisciplinary STEM Programs:
Connecting Interdisciplinary Learning to Classroom Experiences through Meaningful Assessment
Campus leaders from Project Kaleidoscope’s Facilitating Interdisciplinary Learning project will facilitate an interactive session in which participants will apply key project recommendations and strategies to their own campuses. Through small group discussions and case study analysis, session participants will gain a better understanding of what it takes to successfully develop interdisciplinary learning goals that are aligned with the campus vision and mission, connect these goals to appropriate assessment strategies, support the work of interdisciplinary faculty teams, and overcome institutional barriers for achieving sustainable interdisciplinary programs.
Facilitators:  Michael Kerchner, Associate Professor of Psychology, Washington College; Whitney M. Schlegel, Associate Professor of Biology, Indiana University; Kyle Seifert, Associate Professor of Biology and Co-Director of JMU Medicinal Research Collaborative, James Madison University; Mark Stewart, Professor of Psychology and Department Chair, Willamette University

How Should We Prepare Today’s Students for a Daunting Global Environment?
Members of AAC&U’s LEAP National Leadership Council will tackle some of the “big questions” facing higher education today. Panelists will draw upon their expertise in three critical areas—STEM education, the global economy, and knowledgeable citizenship—in order to sketch the kinds of far-reaching educational changes that higher education should make to ensure that students gain the knowledge and skills they need to participate as active and engaged citizens in a globally interconnected society. The audience will be encouraged to translate the panel’s sketches into concrete practices.
Moderator: Ronald A. Crutcher, President, Wheaton College
Speakers: James Gentile, President, Research Corporation for Science Advancement; Eric Liu, Co-Founder, The True Patriot Network; Lois Quam, Founder, Tysvar LLC

All speakers are members of the LEAP National Leadership Council

The Global University: Challenges in Recruiting, Retaining and Advancing International Faculty
A “global” university is committed to world-class academic scholarship and fosters intercultural competencies among its students. Despite the recognition that international faculty members provide substantial intellectual and cultural benefits, most American universities have not created infrastructures to support their success. This interactive session will examine challenges faced by international scholars in appointment, tenure, and advancement; review experiences with international faculty; analyze institutional policy issues; and consider supportive strategies accessible to senior faculty and administrators.
Janet Fleetwood, Associate Vice Provost for Faculty and Academic Development and Professor, Community Health & Prevention, and Julie Mostov, Associate Vice Provost for International Programs – both of Drexel University

Student-Centered Global Experiences at Public Liberal Arts Colleges
The presenters will report on two innovative programs that engage students both globally and locally.One is a six credit hour, year-long course of study focused on India, including a January faculty-led study trip.The other includes series of curricular and co-curricular experiences designed to enhance students’ engagement with place. Early results indicate that students who participate in these programs are given tools and knowledge to lead more ecologically and socially sustainable lives—to be active and informed citizens in their communities.
Jerry Hembd, Associate Professor of Economics, University of Wisconsin-Superior; Karsten Mundel, Director, Learning and Beyond Program, University of Alberta-Augustana Campus
This session is sponsored by the Council on Public Liberal Arts Colleges (COPLAC)

The Global Positioning of Higher Education in the United States, Australia and Germany
National strategies for the global positioning of higher education will be examined using three examples at the macro and micro levels. The outreach of the US government in promoting US higher education abroad will be discussed with the examination of a US university as an example of best practices of the global positioning of a US campus. The strategies of Australia in their own education policies will be presented with the example of the Melbourne Model, which aligns the curriculum of the University to best practices worldwide. Finally, how Germany has positioned itself in the global higher education market will be looked at.
Peter Kerrigan, Deputy Director, German Academic Exchange Service (DAAD); Krista Northup, Regional Manager (North America), The University of Melbourne; Nichole Johnson, Director, REAC Services, Institute of International Education (IIE)

Metacognition in Liberal Education: A Report about the Associated Colleges of the Midwest Teagle Collegium on Student Learning
Metacognition – thinking about thinking – has been much discussed, but questions remain about the effects of using metacognitive strategies in the classroom. The 16 projects undertaken through the ACM-Teagle Collegium on Student Learning provide a varied set of data and tangible models for applying metacognitive practices in the liberal arts classroom. This panel will offer results and models that should be of interest to educators seeking to help globally aware students become self-aware and reflective learners.
John Ottenhoff, Vice President, Associated Colleges of the Midwest; Karl Wirth, Associate Professor of Geology, Macalester College; Holly Swyers, Assistant Professor of Anthropology, Lake Forest College; David Thompson, Associate Professor of Spanish, Luther College; Kristin Bonnie, Assistant Professor of Psychology, Beloit College

The East Asia Challenge and American Higher Education
Composed of a Chinese-American faculty, a Korean-American administrator, and a Japanese scholar, this panel discusses the high impacts of East Asia upon American higher education. From its traditional emphasis on education to current economic growth, East Asia inspires American higher education to become more diversified in teaching contents and learning methodologies in order to keep the global leadership position of American colleges and universities. East Asia is as important to American education as it is to American economy.
Li Li, Professor and Asian Studies Coordinator, Salem State University; Jennifer Yim, Director, University of Michigan; Michihiro Okamoto, Professor of History, Toyo University

E-Portfolios for Global Learning: Connecting High Impact Practices, General Education and Authentic Assessment within the Metro Academies Program
Enabling students to be successful citizens and create sustainable change in an increasingly global society rests on relevant curriculum, integrated instruction and a meaningful interaction with technology. This session is designed for administrators and faculty to develop a deeper understanding of how ePortfolios can be used in their institutions as well as the Metro Academies (partnerships of 2-year and 4-year institutions) model of utilizing high-impact practices to engage and challenge their students.
Kevin Kelly, Director of Online Teaching and Learning, Ruth Cox, ePortfolio Faculty Liaison, Academic Technology, Savita Malik, Curriculum Director, Metro Academies, and Mary Beth Love, Department Chair, Professor, Department of Health Education – all of San Francisco State University

The View from These Shores: Negotiating Global and Local Agendas in Higher Education
A discussion surrounding globalized versus regionally independent and/or indigenous visions of assessment, pedagogy and curricula in the Pacific. Talk will center around the term "deficiency" and the conflict/contrast between western concepts of competence (i.e. oral communication) versus Pacific-based expertise (i.e. linguistic complexity).
Seri Luangphinith, Chair of the Assessment Support Committee, University of Hawai'i at Hilo; Robert Johnson, Director of Assessment, College of the Marshall Islands; Kristine Korey-Smith, Assessment Coordinator, Kapi'olani Community College

Global Learning in the Core Curriculum

A Three-Pronged Approach to Internationalizing the Curriculum
Georgia College & State University has taken a three-pronged approach to Internationalizing the Curriculum: redesigning its Core Curriculum, establishing international learning outcomes and means of assessment for each major, and designing a structured International Option Degree-Designation that can be added to all majors. Internationalizing the Curriculum in the classroom is set against a strong international focus Beyond the Classroom. This session will present a creative plan for internationalizing its curriculum and provide opportunity for discussion. Attendees will take away strategies that might be adapted at their home institutions.
Dwight Call, Assistant Vice President for International Education, Georgia College & State University

Thematic Courses and Global Perspective: Increasing Integrative Thinking through Cross-disciplinarity and Experiential Learning in the Core Curriculum
Core Seminar “The Idea of the Human” is a case study for fostering integrative learning early in the curriculum to shape a global perspective. After this interactive session participants will understand how interdisciplinary learning experiences can be used to promote cognitive skills required of students living in a global community; how the Integrative Learning VALUE Rubric can enhance outcomes assessment in diverse populations; and how these goals can be embedded in group-based learning activities.
Bernice Braid, Director, Core Seminar, Mark Birchette, Director, Teaching and Learning Initiative, William Burgos, Director, Writing Across the Curriculum, Alan Grose, Coordinator, Core Seminar, and Gladys Schrynemakers, Associate Provost – all of Long Island University Brooklyn Campus

Strategies for Enhancing Globalization at a Research University
To meet new challenges and prepare students for success in a global world, The Ohio State University has implemented a series of international goals and strategies for achieving them.  Four area experts will share approaches to institutional global positioning and student learning in several multi-faceted initiatives.  Panel presentations will highlight establishing global gateways, articulating and assessing global competencies, engaging faculty to internationalize students’ learning experiences, enhancing co-curricular activities, and partnering in an Ohio Language Roadmap.
William Brustein, Vice Provost, Global Strategies and International Affairs, Lance Kennedy-Phillips, Director, Office of Student Life Research and Assessment, Alexis Collier, Associate Provost, Assessment, and Melinda M. Wright, Assistant Provost, Community Partnerships - all of The Ohio State University

Using the Global Perspectives Inventory for planning and assessing curricular and co-curricular experiences to facilitate global learning
Do some curricular and co-curricular programs highly impact student global holistic development?  Research based on the Global Perspective Inventory (GPI) and practices at Duke University and Semester at Sea will be summarized to illustrate successes and challenges in fostering global learning. Participants in small groups will use three dimensions of global learning (cognitive, intrapersonal, interpersonal) and three environmental characteristics (community, co-curriculum, curriculum) as measured by the GPI to examine and plan high impact environments.
Larry Braskamp, Professor, Central College; Mark Engberg, Assistant Professor, Loyola University Chicago; Chris Glass, Doctoral Research Associate, Michigan State University; Matt Serra, Director of Assessment, Duke University; Michael Zoll, Vice President for Enrollment and Student Affairs, Semester at Sea

ACAD Session: Creative Partnership for World Language Learning:  Augsburg College and Minneapolis Community and Technical College
Augsburg College and Minneapolis Community and Technical College (MCTC) are located just a few short miles away from one another. The two colleges are beginning to work more collaboratively on teaching world languages to classes of both Augsburg and MCTC students. This session will explore the process of their collaboration.
Linnea A. Stenson, Associate Vice President and Dean, Academic Affairs, Minneapolis Community and Technical College and Amy S. Gort, Assistant Vice President and Dean of Arts and Sciences, Augsburg College

HEDs UP – A series of 10-minute presentations in spirit of “TED talks”

Winning the Values Debate and the Future of Higher Education
Recent books like Frank Donoghue’s The Last Professors: The Corporate University and the Fate of the Humanities and Martha Nussbaum’s Not for Profit: Why Democracy Needs the Humanities have painted a bleak picture of the possible future of higher education. In this discussion, the author argues that reclaiming and winning the values debate on campuses is critical in reversing dangerous trends in higher education—trends that threaten to forever alter America’s colleges and universities.
Eric Bain-Selbo, Executive Director, Society for Values in Higher Education

Big Questions, Semantic Technology, and Student Engagement
Engaging big, relevant, real-world questions requires (1) a process to determine what those questions are, and (2) a means of connecting them with curriculum and life after school. Rather than starting from scratch, I used a web crawler to extract one thousand questions from online course catalogs. I present here how I am using semantic technology, creative visualizations, and an iPod app to relate big questions to courses and career descriptions, all in the service of increasing student engagement.
Joshua Fost, Assistant Professor, Portland State University

Well Rounded Is for Donuts:  The Real Reason We Need General Education
New thinking about the nature of work in the 21st century provides good arguments for retaining even the most at-risk by foregrounding the practical value of liberal learning. Business writer Daniel Pink argues that the future belongs to the innovative, to the workers best equipped to solve unscripted problems and exploit the connectedness of the global economy. Meanwhile, others are using "path dependency" theory to cast habit-bound thinking as the enemy of workplace success.
Ken O'Donnell, State University Associate Dean, California State University System Office

Global Liberal Education, Participatory Culture, and the Intellectual Habits of Students
Nick Carr believes that the internet causes us to lose our intellectual edge. Clay Shirky finds civic value in a new cognitive surplus. Either way, the intellectual habits and expectations of our students are changing. The challenge is how to harness these habits and expectations for global liberal education. One place to look for answers: groups of people who, bundled through the Net for a common purpose, successfully motivate their members to learn—and act.
John Swallow, Kimbrough Professor of Mathematics and Humanities, Davidson College

Connective Leadership for a Global Environment
This session will present a new leadership model– Connective Leadership –designed for a global environment, in which the leadership conditions of the past no longer exist. This new leadership paradigm describes leaders who can lead effectively among interdependent groups with divergent agendas. In addition, it will describe an inventory for measuring one’s Connective Leadership Profile and allow interested participants to take the inventory, free of charge, before the session and before reading about the model.
Jean Lipman-Blumen, Director, Institute for Advanced Studies in Leadership and Director of the Connective Leadership Institute, Claremont Graduate University

GLOBAL PARTNERSHIP ROUNDTABLE DISCUSSIONS

General Education Global to Local Perspective with Study Abroad in Costa Rica
To facilitate inquiry into the connections between global and local issues, presenters implemented the six credit “Global to Local Freshman Experience with Study Abroad to Costa Rica”. Participants will examine the challenges and successes of the first year of implementation and the faculty team’s ongoing longitudinal study regarding choices students make that emphasize the development of deeper international perspectives.
Carter Hammett-McGarry, Director of General Education, Garner Dewey, Associate Dean, College of Fine and Applied Arts, Associate Professor of Technology, and Meg Marck-Kennedy, Director of Appalachian Overseas Study Programs – all of Appalachian  State University

Educating for Global Understanding through Collaborative Programming: St. Edward’s University’s “First Year in France” Program
Positioning a university as global encompasses more than offering study abroad and the integration of global understanding into the curriculum.  This discussion highlights St. Edward’s University’s initial steps towards an integral approach to global programming that incorporates collaboratively delivering a unique “First Year in France” program.  This effort includes international and American study-abroad students working together with faculty, administrators, and student services personnel to live out the university’s mission to further global understanding.
Thomas Evans, Vice President, Professional Education and Global Initiative, and Pauline Albert, Assistant Professor of Management – both of St. Edward's University

Developing International Partnerships for Deep Learning:  Beyond the MOU
SOU has long participated in a deep partnership with a university in Mexico that has deepened global understanding for generations of faculty, staff, and students and for residents of our communities. Discussion will focus on best practices for creating dynamic international partnerships. This roundtable will interest administrators and faculty who wish to promote profound global knowledge and engagement through an intensive and structured international relationship.
Mary Cullinan, President, James Klein, Provost and Vice President for Academic Affairs, Alissa Arp, Dean, College of Arts and Sciences – all of Southern Oregon University

Global Issues, Local Solutions – A course Across the Ocean
This discussion will highlight the features of and lessons learned from “Global Issues, Local Solutions”, a collaborative course organized around the U.N. Millennium Development Goals, taught simultaneously in Pittsburgh and Doha, Qatar. The participating students and the two faculty members were at two campuses half a world apart, comprised of citizens from about 10 countries among the 30 students connected by live video. We will share our insights and the student experience.
Faheem Hussain, Assistant Professor, Asian University for Women; Indira Nair, Professor, Carnegie Mellon University

Praxis in Action:  Field-based Experiences and Global Engagement
This discussion will address two campus initiatives that connect theory to practice by providing global field-based experiences. These programs involve collaboration between students and faculty on urgent global problems, and participants will brainstorm ideas and structures of short-term programs that can be used to connect theory to practice.
Heather Fitz Gibbon, Dean for Faculty Development, Marilyn Loveless, Professor and Chair of Biology, and Amyaz Moledina, Director, Center for Diversity and Global Engagement – all of The College of Wooster

Partners in the Global Village
SUNY Geneseo will share results from partnering projects in El Sauce, Nicaragua, and Kumasi, Ghana. These partnerships involve institutions and villages, and draw together students, researchers, teachers, and community partners. Participants will learn and discuss techniques for identifying suitable partners, structuring agreements to support generative projects, building opportunities to support student and faculty learning, and taking advantage of opportunities for inter-institutional learning in order to enhance global identity and understanding for all partners and participants.
Rebecca Lewis, Assistant Provost for International Programs, and Weston Kennison, Faculty Fellow, International Programs – both of State University of New York at Geneseo

Sparking Fire: Using International Partnerships to Advance Global Learning
This discussion begin with brief presentations on an international partnership that is helping two colleges from opposite sides of the world—Pune, India and Fredonia, New York—meet the challenge of building global learning into the core curriculum. Facilitators, including students from each institution, will lead small-group discussion about ways that colleges and universities might use their own partnerships more imaginatively to advance global learning.
Virginia Horvath, Vice President for Academic Affairs, State University of New York at Fredonia; Christina Furtado, Associate Dean, School of Liberal Education; Professor of Political Science, Foundation for Liberal and Management Education

Meet the Danes: Introducing the Denmark-USA/Canada Program
In 2010, the Danish Ministry of Education established a new grants program called "the Denmark-USA/Canada Program" to fund student, teacher, and staff mobility for studies, internships, and short-term teaching assignments and to promote the exchange of knowledge with partner institutions in the U.S. and Canada. This discussion will feature brief presentations of Danish teacher education, global nutrition and health, and design programs on the bachelor's level. Participants will be able to explore the possibilities of international exchange with Danish representatives.
Asger Halberg Hansen, Copenhagen School of Design; Runa Midtvåge, Global Nutrition and Health, Metropolitan University College; Lone Krogsgaard Svarstad, Department of Education, Metropolitan University College; Mette Richter, Department of Social Education, University College Lillebælt

Friday, 11:45 am-1:15 pm

ACAD Keynote Luncheon
New Sources of Global Power in the Era of Climate Change and Environmental Crises

This talk will address how the specter of climate change, and the world’s response to it, is leading to fundamental shifts in global power and influence. Countries from the richest to the poorest have engaged at an unprecedented level on a global scale. In the process new sources of leverage are emerging as non-fossil fuel based energy accumulate greater value, as developing countries with the resources to ‘offset’ developed country emissions take on added importance, and the UN’s role as arbitrator and overseer of the global approach takes on increasing prominence. In the broader picture, the shifting lines of power portend changes that will likely extend far beyond environmental concerns—into the realm of trade alliances, security and the interplay between science and public policy. These developments present an unprecedented set of opportunities and challenges for generations of students to come.
Mark Schapiro, Senior Correspondent, Center for Investigative Reporting

Friday, January 28, 1:30-2:30 pm
Concurrent Sessions

How to Develop a Roadmap for Student Success: Assessment, High-Impact Practices, and Program Integration
Student success in higher education is a matter of national urgency, with community colleges at the center of the discussion. AAC&U's new project Developing a Community College Student Roadmap seeks to engage community colleges as they explore the relationship between learning outcomes and student success, especially for traditionally underserved populations. Campuses will explore a number of strategies to bolster student achievement including high-impact practices, assessment, and the integration of existing intervention programs. A comprehensive assessment program is the core component of any student success initiative that seeks to drive institutional change. Join in an interactive session that explores the transformative approach of the Roadmap Project, and highlights a successful assessment program that examines high-quality learning experiences to prepare students to complete both two- and four-year degrees.
Tia Brown McNair, Senior Director for Student Success, AAC&U; Barbara Clinton, Director, Honors Scholar Program, Highline Community College

Preparing Students for Ethical Complexity
Walter Fluker grounds leadership in story, the appropriation of one's roots, as a basis for personal and social transformation. In his book, Ethical Leadership: The Quest for Character, Civility, and Community, he develops a model of the specific virtues that embody each realm of ethical leadership before applying them to the practical aspects of leadership and decision making. In this session, Fluker will outline strategies that can help develop “ethical decision making at the intersection where worlds collide."
Walter Fluker, Martin Luther King, Jr. Professor of Ethical Leadership, Boston University School of Theology

An Education for Global Citizenship: The Best Form of Career Education
Many business, education, and government leaders are arguing that liberal arts’ institutions need to adapt education models that emphasize “career education” over “education for citizenship.” This panel will tackle the debate between “career education” and “education for citizenship” and discuss the innovative ways that their institutions are providing undergraduates with skills that will allow them to “influence social values”, “influence the political structure”, and be prepared for career paths that may not exist until 2030.
David Rippon, Assistant Director, Project Pericles; Jay Barth, M.E. and Ima Graves Professor of Politics, Hendrix College; Amy Koritz, Director, Center for Civic Engagement; Professor of English, Drew University; Chris Tinson, Assistant Professor of African-American Studies, Hampshire College
This session is sponsored by Project Pericles

20/20 Session:
Supporting First-Generation and/or Low-Income Students

First-Generation and/or Under-Represented Students: Incorporating and Supporting their Success in a Liberal-Arts Institution
First-generation and/or low-income college students enrich college campuses.  The students often bring a strong work ethic and sense of gratitude for the privileges of higher education. These students also have special needs and challenges.  This session will share a model of multi-faceted programming that other institutions might adopt.
Sheryl Tynes, Associate Vice President for Academic Affairs, Trinity University

The Posse Foundation
The Posse model works on three levels: college access, college completion and workforce development. Through a look at Posse’s unique cohort model, this session will explore access, retention and diversity in higher education and consider nontraditional measures of college readiness and merit. Posse recognizes potential beyond academic achievement and looks closely at various leadership characteristics to find talented students who are persisting at the nation’s top colleges and graduating at a rate of 90 percent.
Deborah Bial, President and Founder, The Posse Foundation

Leading Learning Organizations: Examples at Three Levels
There is nothing quite so useful as a good theory.” Peter Senge’s concept of the learning organization is rife with ideas that can be applied to enhancing educational effectiveness and global competitiveness of colleges and universities. By emphasizing integrity, mission, and leadership rather than marketing, money, and management, three institutions (Berea College, University Texas San Antonio, and Western Governors University) have discovered new opportunities for educational excellence and continued higher learning.
Dave Porter, Professor of Psychology and General Studies, Berea College, and Liberal Arts and Assessment Council Member, Western Governors University; Gage Paine, Vice President for Student Affairs, University Texas, San Antonio

20/20 Session:
Professional Development for Global Learning

Engaging Faculty and Staff in Global Learning: University-wide Professional Development
Professional development programs aimed at positioning colleges and universities as global institutions should enable campus-wide stakeholders to vision, lead, plan, and implement global learning initiatives. This session will enable participants to critically assess their institution’s global learning professional development needs; recognize benefits and challenges in implementing campus-wide professional development; plan a comprehensive menu of professional development activities for campus-wide stakeholders; and participate in a variety of active-learning strategies for effective professional development.
Hilary Landorf, Associate Professor and Director of Global Learning Initiatives, Rosa Jones, Vice President of Student Affairs, and Joan Wynne, Professor of Urban Education – all of Florida International University

Creating a Cross-Disciplinary Culture for Faculty Success and Global Learning
An essential step in developing a globally engaged faculty is building a cross-disciplinary culture within the institution.   This panel presentation will provide administrators and faculty with a model that builds cross-disciplinary partnerships essential to a global perspective.  Participants will receive website materials, specifics on successes and challenges of the model and be engaged in thinking about how they might adapt this successful model to their own institutions.
Julie Edmister, Dean, Bower Suhrheinrich College of Education & Human Services, University of Southern Indiana

20/20 Session

Higher Education and the Globalization of Ethics
This presentation (discussion with audience collaboration) will be about how to plan curriculum about, and how to teach about ethical and political topics affected by globalization.
Edward Sankowski, Associate Dean, College of Arts and Sciences, University of Oklahoma Norman Campus

Globalizing the Campus
As higher education considers “What characterizes a global college or university?,” programs are being implemented to move globalization beyond merely study abroad or international student presence.  Drawing on the model for global learning presented in Shared Futures (AAC&U, 2006) two institutions will present how they are developing campus globalization efforts.  Participants will critique these efforts and share their own program developments.  The generated ideas will be placed into a database for later distribution.
Mark Krejci, Provost and Dean of the College, Per Anderson, Associate Dean for Global Learning, and Greg Cant, Dean, Offutt School of Business – all of Concordia College-Moorhead

20/20 Session:
Creating Successful International Partnerships

Partnership Imperatives for Essential Global Learning
This session will focus on criteria for choosing and maintaining the partnerships necessary to provide students with opportunities for dynamic global learning in diverse communities, particularly in developing countries. The presenters will provide case studies of successful partnerships in Belize, Cambodia, and El Salvador as well as examples of problematic partnership characteristics.  Attendees interested in international, community-based research will discuss the characteristics of high quality partnerships and work on their own partnership criteria audits.
Jo Ann Burkhardt, Head of Teacher Education, McMaster Fellow, and Mary Ann Studer, Interim Dean, McMaster School for Advancing Humanity –both of Defiance College; Catharine O'Connell, Vice President for Academic Affairs and Dean of the College, Mary Baldwin College

Evaluating and Structuring International Opportunities
In this session we outline a framework that US universities and colleges can use to evaluate international expansion opportunities.  The framework enumerates common models for international expansion, poses key questions that your institution needs to address, and provides guidance on core program decisions. The framework comes from experience setting up more than a dozen international programs.  The session is intended for administrators, faculty, and campus leaders whose institutions are considering international expansion.
Robert Monroe, Associate Dean, Carnegie Mellon Qatar, and Charles Thorpe, Dean, Carnegie Mellon Qatar – both of  Carnegie Mellon University

Wrestling with Concepts for the Real-World: Reflective Activities to Promote Civic Engagement
This interactive session outlines how reflective activities foster the development of empowered, informed, and responsible learners who are developing the ability to make important connections between academic content and their roles in society (AAC&U 2002). Student reflections provide evidence of how students internalize, transfer or have transformative learning experiences, and provide educators with important feedback about how their learning designs are promoting (or not) ethical values necessary for civic engagement.
Tracy Penny Light, Assistant Professor, Sexuality, Marriage and Family Studies/History, University of Waterloo; Helen Chen, Research Scientist, Stanford Centre for Innovations in Learning, Stanford University

ACAD Session:
Give Faculty a Chance: The Leadership Responsibilities of Administrators in Curricular Change
Transformative change is difficult enough; when economic pressures and other factors exacerbate the need for decisive, timely, and focused actions, faculty and administrators must embrace new approaches to governance and decision-making.  This session will examine the roles and responsibilities of Deans, Vice Presidents and Provosts, to insure successful curricular revision processes.
Cynthia M. Patterson, Vice President for Academic Affairs, and Katrina Carter-Tellison, Chair, Center for Liberal Education, Chair, Dialogues of Learning, both of Lynn University

Friday, January 28, 2:45-4:00 pm
Concurrent Sessions

Why Post-Secondary Completion Matters
In the next decade, higher education needs to apply the same kind of rigor, innovation, and determination to success as it has over the last fifty years to access. We need to do better than 50 percent completion rates in 150 percent of expected time to degree. Achieving the goal of increasing completion, while maintaining access and quality, will require innovation and transformation – not business as usual. Join Hilary Pennington of the Bill & Melinda Gates Foundation in examining the evolving landscape of higher education and the importance of creating a postsecondary experience that meets the needs of the modern student competing in a global economy.
Hilary Pennington, Director of Education, Postsecondary Success & Special Initiatives, Bill & Melinda Gates Foundation

Getting to a World Without Limits for Women and Girls: 2011-2051
As we celebrate 40 years of AAC&U’s Program on the Status and Education of Women, we look toward the next 40 years as a time when renewed commitments will overcome remaining barriers so women and girls across colors, classes, and cultures can flourish in higher education and beyond. AAC&U welcomes expert panelists to discuss the challenges to equity in the twenty-first century and the measures needed to dissolve remaining limits in global education, economic participation, and leadership.
Mary Ann Mason, Center on Health, Economics, and Family Security, University of California­–Berkeley; Yolanda Moses, Office of the Vice Provosts, University of California–Riverside; and Christine Min Wotipka, School of Education, Stanford University
This session is sponsored by PSEW

E-Portfolios, the Liberal Arts, and Global Awareness:  A Case Study of a Senior Seminar
The presenters team-teach a senior seminar in which students develop ePortfolios that include reflection on liberal learning, career, citizenship, and identity in a global economy and society.  Participants will learn about approaches to prompting meaningful, integrative reflective writing, assessing reflection, and addressing challenges to fostering global understanding, especially among first-generation students.  Presenters will share examples of student reflection, student webfolios, reflective prompts, and an assessment rubric.
Susan Kahn, Director of Institutional Effectiveness, and Karen Johnson, Associate Professor of English – both of  Indiana University-Purdue University Indianapolis

Building Cross-Cultural Effectiveness

Achieving Global Learning Through Study Abroad: Rethinking the Model
Although colleges routinely assume a study abroad experience helps produce more globally-minded students, our research indicates that without proper preparation and processing, students may actually return less prepared to enter our increasingly interconnected world. Instead, our model for study abroad emphasizes the development of intercultural competence as essential to global learning. We achieve this through an innovative “cycle of learning”—a comprehensive orientation, in-country and re-entry process that maximizes students’ cross-cultural effectiveness and global capacities.
Laura Montgomery, Professor of Anthropology, Mary Docter, Professor of Spanish, Westmont College, and Gayle Beebe, President – all of Westmont College

Can We Talk?   --Connecting People, Programs and Ideas across Cultural Differences
This session seeks to start a dialogue for faculty and administrators about improving campus climate: in particular, facilitating the integration of minority and international faculty, students and administrators as we move to a global education paradigm. The two leaders will briefly present innovative programs, outline some of the challenges and risks involved, show how linking discrete initiatives has led to institutional progress, and lead participants to inventory and discuss possibilities for change at their own institutions.
Sarah Goodwin, Professor of English; Faculty Assessment Coordinator, Skidmore College; Sigi Leonhard, Professor of German; Director of Cross-Cultural Studies, Carleton College

Going Global Through Technology

A New Kind of Partnership: Virtual Study Abroad Through Online Collaborations
The University of Illinois, Springfield is expanding its international exchanges, even though many students cannot travel abroad.  To provide a global learning experience, the institution has developed online courses where students from international partner institutions meet in online courses.  We will discuss our collaborative courses, how the partnerships were negotiated, the technology challenges we have faced and solved, and faculty and student class experiences.
Pinky Wassenberg, Dean, College of Public Affairs and Administration, Jonathan Goldberg-Belle, Director, Office of International Programs, Raymond Schroeder, Director, Center for Online Learning, Research and Service,  and Adriana Crocker, Associate Professor of Political Science, and John Tienken, student – all of University of Illinois, Springfield

No Passport Required: International E-Learning Collaborations in Geography
The Association of American Geographers’ Center for Global Geography Education (CGGE) is an NSF-funded project to develop a collection of undergraduate course modules exploring important social and environmental problems through case studies. Six modules have been developed – Global Climate Change; Global Economy; Migration; Population and Natural Resources; Water Resources; and National Identity – and each includes a variety of data-based, inquiry activities that can be used to develop teaching and learning collaborations among students in different regions or countries.  The presenter will share the goals and activities of the project and explain how the collaborative process is developed with international teams.
Osvaldo Muniz-Solari, Associate Professor of Geography, Texas State University, San Marcos

International Models of Undergraduate Research
This panel of international scholars will describe the various models of undergraduate research and inquiry prevalent in the United Kingdom, New Zealand and Australia. The panelists will then engage conference participants in a discussion that compares the purposes, products and value of these models with the purposes, products, and value of the various models of undergraduate research and inquiry in the United States.
Stuart Hampton-Reeves, Director, Professor of Research-informed Teaching, University of Central Lancashire (United Kingdom) ; Rachel Spronken-Smith, Head of Higher Education Development Centre, University of Otago (New Zealand); Annette Patterson, Head of School, School of Cultural and Language Studies in Education, Queensland University (Australia); Moderated by Joe Trimmer, Director, Virginia Ball Center for Creative Inquiry, Ball State University

Human Rights and Humanitarian Missions

Preparing Students for Global Citizenship
An interactive discussion about the rationale for infusion of human rights education (HRE) in higher education to prepare graduates for global citizenship. HRE program development and its challenges, along with cross-disciplinary examples of HRE at the program and course levels will be shared. Participants will be invited to consider and discuss how HRE can take place at their institutions. A short video of student responses to our HRE will be screened and web resources provided.
Pam Haldeman, Professor and Director, Film & Social Justice Program, Sande Harte, Professor and Chair, Sociology, Amanda Romero, Instructor and Director, Health & Human Services Program, Michelle Lagrimas, Instructor and Coordinator, Social Work and Gerontology, and Julianne McMurtry, Instructor, Sociology and Coordinator for Human Rights Program – all of Mount St. Mary's College

Promoting Transnational Educational Experiences Through Humanitarian Missions To Southeast Asia
Two California State University professors will explain how they have developed courses that link diasporic communities to their homelands in Cambodia and Vietnam by having students participate in humanitarian missions. Students visited Vietnam in the spring of 2010 and participated in a medical mission, working with dental, medical and surgical teams and recorded their experiences on a class website. In the spring of 2011, students will focus on conducting oral histories of the survivors of the Cambodian genocide.
Leakhena Nou, Assistant Professor of Sociology, California State University-Long Beach; Jeffrey Brody, Professor of Communications, California State University, Fullerton

Undergraduate Curriculum and Study Abroad:  Emerging Trends and the Relationship
This session will present findings from a recent research study and discuss its implications.  The study investigated how six different colleges and universities integrated study abroad experiences into their curricula and successfully expanded student participation and learning in international areas.  Two of the participating institutions will discuss their goals, methods, and practices for global learning.
Margaret Heisel, Director, Center for Capacity Building in Study Abroad, APLU and NAFSA; Kenneth Curtis, Assistant Vice President, Professor of History, California State University Long Beach; Truett Cates, Director and Professor of German, Austin College

Financial Strategies,  Faculty Development, and Globalization

Empowering Faculty through Global Collaborations
A global university requires international collaborations based on mutual scholarly interests. To foster partnerships, we created Career Development Awards for faculty to pursue mentors and colleagues worldwide.  Using $60,000, the program funded seven faculty members who generated grants totaling over $2 million and established sustainable collaborations in academia and industry in ten countries on four continents.  This session - for faculty developers, chairpersons, and administrators – will identify challenges, examine outcome data, and assess return on investment.
Janet Fleetwood, Associate Vice Provost for Faculty and Academic Development, and Craig Bach, Associate Vice Provost for Curriculum and Assessment -- both of Drexel University

Global Whiplash: Accelerating Globalization In the Face of Economic Recession
Three years after successful launching a major global initiative, St. John’s University is reassessing its strategy in light of increasing competition, additional priorities, and a seemingly relentless economic recession. The university is focusing on three specific efforts: virtual expansion through strategic partnerships, local representatives in international recruitment,and a unique Language Institute to expand international markets. The session will offer insights into how one university is repositioning itself in this challenging and competitive environment.
Anthony Pacheco, Vice President & Chief of Staff, Pamela Fairman-McPartland, Director, The Language Connection, and Matthew Pucciarelli, Associate Vice President, Global Studies – all of St. John's University

A Compass for Transfer Students:  Promoting a Global Liberal Education Across Institutional Boundaries
The challenge of global positioning for student success is especially great for transfer students, who are faced with mastering essential learning outcomes across the boundaries of two or more colleges. This panel will describe an innovative partnership between Evergreen Valley College and San José State University through the eyes of two students, a faculty member, and administrators from both institutions. It will focus on “lessons learned” that could help other campuses improve transfer student success.
Debra David, Professor of Health Science and Acting Director of First-Year Experience, Robert Corpus, Student and Peer Mentor, and Andrew Ta, Student – all of San Jose State University; Keith Aytch, Dean, Language Arts and Library & Learning Resources, and Alexandria White, Instructor – both of Evergreen Valley College

Leveraging NSF Resources to Globalize the Undergraduate STEM Learning Environment
This session is designed for dialogue between academic leaders and representatives of NSF’s Office of International Science and Engineering (OISE).  Academic participants will gain a deeper understanding of the opportunities within NSF to pilot, explore, and establish meaningful opportunities through which their students and faculty can engage in meaningful research and education collaborations with colleagues in countries around the world.  NSF representatives will gain a deeper understanding of what it takes to shape meaningful global exchanges of undergraduate STEM faculty and students, based on the experiences of the broad range of institutional types within the AAC&U community.
Jeanne Narum, Director Emerita, Project Kaleidoscope, and PKAL-AAC&U Senior Fellow; Robert Webber, Senior Science Policy Analyst, and Daniel J. (Joe) Mook, Program Manager – both of the Office of International Science and Engineering  (OD/OISE), National Science Foundation; Timothy L. Downing, Graduate Student, University of California  Berkeley

Engaged Early Career Faculty in the Global Campus and the Global City:  Redefining Diversity and Changing Humanities Education
A hybrid research/discussion session offers diverse perspectives from locally and globally engaged faculty members, center directors, and college and consortium leaders in the humanities. They will respond to findings from a recent Imagining America survey of Publicly Engaged Scholars at early career stages. The initiative will then shift to the audience, inviting participants to consider how globally engaged early career faculty can best contribute to both student engagement and the institution's public mission.
Julie Ellison, Founding Director Emerita, Imagining America; Professor of American Culture, English, and Art and Design, University of Michigan; Timothy Eatman, Research Director, Imagining America; Sabine Smith, Associate Professor of German, Kennesaw State University; Macarena Gomez Barris, Associate Professor of Sociology and American Studies and Ethnicity, and George Sanchez, Director of Center for Diversity and Democracy – both of University of Southern California

Skills Up! Value Up!
Explore the converging types of skills which are most needed to both innovate and rapidly adapt to new opportunities in the 21st Century. Evidenced by the strong correlation of world wide GDP and top-500 rated universities, as well as the rise of two complementary skill types - deep problem solving and broad complex communications of so called, T-shaped people – key research findings will be integrated within a discussion of an initial executable program blueprint of fundamental recommendations for universities who desire to start discussing the benefits of (SSME) Service Science, Management, and Engineering courses, IBM’s Smarter Planet initiatives and greater involvement in the SRII research community.
Jay McCormack, Visiting Professor of Economics and Finance, Schreiner University; James Spohrer, Director, IBM University Programs World-Wide, IBM

ACAD Session:
Middle Manager or Academic Leader?  Thriving in the Associate Deanship
Associate Deans exercise academic leadership from a position of middle management.  They face several challenges: being “in-between,” managing transitions, and working across the institution.  Participants will use case studies to develop strategies for thriving as Associate Deans.  This is a networking and development opportunity for new and veteran Associate Deans.
James M. Sloat, Associate Dean for Assessment and New Initiatives, Washington and Jefferson College; Kathleen E. Harring, Associate Dean of Institutional Assessment, Muhlenberg College; Benjamin Slote, Associate Dean of the College, Allegheny College

Friday, January 28, 4:15-5:30 pm
Concurrent Sessions

Global Positioning: Developing a Strategic Vision for U.S. Higher Education
AAC&U is pleased to welcome Assistant Secretary Eduardo Ochoa, head of the Office of Postsecondary Education at the Department of Education, which formulates federal postsecondary education policy and administers programs that address critical national needs in support of the Department’s mission to increase access to quality postsecondary education. Prior to his appointment, Eduardo Ochoa served as Provost and Vice President for Academic Affairs at Sonoma State University. As a member of the California State University Academic Council, he played a significant role in system wide strategic planning and academic technology initiatives. He has also served as Dean of the College of Business Administration at California State Polytechnic University-Pomona and Professor of Economics at California State University-Los Angeles.
Eduardo M. Ochoa, Assistant Secretary for Postsecondary Education, Department of Education

Academically Adrift: Limited Learning on College Campuses
Academically Adrift – by authors Richard Arum (New York University) and Josipa Roksa (University of Virginia) – questions whether students are acquiring the skills necessary for graduates to compete in the global marketplace. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45% of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, the authors argue that, for many faculty and administrators, they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.
Richard Arum, Professor of Sociology and Education, New York University; Josipa Roksa, Assistant Professor of Sociology, University of Virginia, and Fellow, National Forum on the Future of Liberal Education

(Re)Define, (Re)Align, (Re)Assess: Global Education in the 21st Century
As higher education institutions seek to enhance student learning, they must rethink traditional definitions, structures, and assessment methods in the context of curricular change. This session will focus on two institutions’ efforts to use their global education agenda as a means of transforming their undergraduate curriculum.  Panelists will discuss efforts to develop and define global, 21st-Century learning outcomes, foster new partnerships in support of these outcomes, and use these outcomes to guide student learning assessment. They will also provide examples of programs that have resulted from their efforts and discuss themes that have emerged from their collaboration.
James Lucas, Coordinator of Internationalizing the Student Experience, and Laurie Thorp, Coordinator for the Residential Initiative on the Study of the Environment – both of Michigan State University; Gretchen Neisler, Associate Provost for Strategic Planning, Dianne Guenin-Lelle, Professor of Modern Languages and Culture, and Dimeji Tongunde, Chair & John S. Ludington Professor of Social Science – all of Albion College

Engaging Liberal Education at a Distance
The dramatic progress in the last decade made by technology to connect individuals in rich, real-time settings holds out the possibility of strong personal engagement across distance. This session will discuss projects exploring how high-speed digital networks and high-definition video can enable institutions committed to liberal education to share academic expertise through classes taught across multiple institutions and through other academic activities involving multiple sites, such as academic advising with students abroad.
Rebecca Davis, Program Officer for the Humanities, National Institute for Technology in Liberal Education (NITLE); Gret Antilla, CIEL; Paul Burkhardt, Prescott College; Kebokile Dengu-Zvobgo, Associate Dean of International Programs, Pitzer College
This session is sponsored by the National Institute for Technology in Liberal Education

Bringing Theory to Practice; the Role of Experiential Learning for Student Success in a Global Society
This interactive session will include panelist from two institutions selected as demonstration sites for the Engelhard Foundation supported project Bringing Theory to Practice. Panelists from Otterbein University and Wagner College will discuss how their campuses designed the projects and are collecting data about the relationships among high impact pedagogy, civic engagement/experiential learning, and student psycho-social well being. Attendants will have ample opportunity to share best practices from their campuses.
Amy Jessen-Marshall, Associate Vice President for Academic Affairs, Dean of University Programs, and Melissa Kessler-Gilbert, Director of Center for Community Engagement – both of Otterbein University; Devorah Lieberman, Provost, Vice President for Academic Affairs, and Anne Love, Associate Provost, Dean of Academic and Career Development – both of Wagner College

Engaging Students in Research and Scholarship: Four Approaches
The Council on Undergraduate Research helps faculty throughout the US and other countries create, implement, and assess research, scholarly, and creative activities (RSCA) for undergraduates in all academic disciplines.  In this panel presentation, CUR members present four models of undergraduate research programs.  Each one engages undergraduates in original scholarship, helps them develop independent learning and critical thinking skills, and stretches their wings.
Lori Bettison-Varga, President, Scripps College; William Campbell, Director (emeritus), Grants and Research, University of Wisconsin-River Falls; Naomi Yavneh, Associate Dean, University of South Florida; Mary Morgan, Professor and Chair of Women and Gender Studies, Mercer University; Michael McDonough, Dean of Liberal Arts, Monroe Community College
This session is sponsored by the Council on Undergraduate Research

Parsing the First Year of College: Findings from a Comprehensive Study
This session will provide institutional leaders and faculty members with a systemic way of thinking about the first-year experience and how organizational features, programs, and policies might be revised to promote educational effectiveness. The session draws on studies of 5,906 first-year students, 5,667 faculty members, and the chief academic and student affairs officers from a national sample of 33 four-year institutions.
Patrick Terenzini, Distinguished Professor and Senior Scientist, Emeritus, Robert Reason, Associate Professor and Senior Research Associate, Bradley Cox, Assistant Professor of Higher Education, and Kadian McIntosh, Graduate Research Assistant – all of Pennsylvania State University

Positioning Library &  IT Services for Student Success
Information and technology are strategic elements of any global institution’s infrastructure.  Increasingly, undergraduates take online resources for granted and consider support services to be less and less valuable.  When positioning for student success while grappling with budget constraints, institutions need evidence to support their decisions. This presentation will analyze data collected by the MISO Survey from 18,000 undergraduates at 38 institutions between 2005 and 2010.
Kevin Creamer, Director, The Center for Teaching, Learning, and Technology, University of Richmond; David Consiglio, Head of Research Support and Educational Technology, Bryn Mawr College; Neal Baker, Humanities and Languages Librarian, Earlham College; Josh Wilson, Director for Integrated Services,  Library & Technology Services, Brandeis University

Setting Our Sights on Global Ready Graduates
Higher Education is being called upon to prepare students to live, work, and thrive in a world of increasing interdependence. At the nexus of this linkage to the world is the need be able to work effectively across cultural differences. This panel presentation is designed to  explicate the research on intercultural competence; offer two distinct tools for assessing intercultural competence; and provide opportunity for both discussion and practice employing these tools.
Janet Bennett, Executive Director, Intercultural Communication Institute; Joyce Osland, Lucas Endowed Professor of Global Leadership & Executive Director, Global Leadership Advancement Center, San Jose State University; Chris Cartwright, Doctoral Candidate in Educational Leadership, Portland State University, & Director of Intercultural Assessment, Intercultural Communication Institute

Integral Learning/Integral Pedagogy:  Expanding Our Role as Teachers
In this session, we will explore how we can offer depth and breadth in content while cultivating presence, awareness, and adaptability in ourselves and our students. We will consider approaches to deep learning that require multiple levels of engagement by both students and teachers. We will discuss how to access, communicate, and integrate the wisdom of body, mind, heart, and spirit. In doing so, we will discover that authentic learning not only supports the expansion of knowledge, but it also optimizes the developmental process of the student.
Judie Wexler, Academic Vice President, Alzak Amlani, Professor of Integral Psychology, and Barbara Morrill, Professor of Integral Psychology – all of California Institute of Integral Studies; Theresa Silow, Professor of Somatic Psychology, John F. Kennedy University

Electronic Portfolios and Student Success: A Framework for Effective Implementation
Electronic portfolios (ePortfolios) have become a popular and powerful way to document, demonstrate, and reflect upon what students know and can do. But what is the best way to implement them effectively to promote student success?  This interactive session will provide participants with an overview of a framework for implementing ePortfolios to capitalize on the pedagogical, technological and strategic abilities of new technologies.
Helen Chen, Research Scientist, Stanford University; Tracy Penny-Light, Assistant Professor, Sexuality, Marriage, and Family Studies/History, St. Jerome's University; Kevin Kelly, Assistant Director, Center for the Enhancement of Teaching, San Francisco State University

ACAD Session:  Open-Mic Session

Saturday, January 29, 8:30-9:30 am
Concurrent Sessions

Metro Academies Initiative: redesign of first two years of college to accelerate deep learning and increase persistence
Metro Academies Initiative aims to increase equity in college completion. They are designed to accelerate academic development and increase graduation rates, particularly for diverse, low-income and first-generation students.  Both students and faculty spend two years working together to enhance instruction and improve learning. Each semester two or more courses are linked and comprehensive support service integrated using a foundation general education course such as writing or math, with another course in the student’s intended major.
Mary Beth Love, Department Chair and Co-Director of SFSU/CCSF Metro Academies Initiative, Savita Malik, Faculty Learning Community and Curricular Director Metro Academies of Health, and Rama Kasad, Metro Recruitment and Support Director, SFSU/CCSF – all of San Francisco State University; Vicki Legion, Co Director Metro Academies Initiative, and Michelle Evans, Student Metro Academies City College – both of City College San Francisco;

Positioning Students for Global Learning: Essential Principles for Successful Intercultural Programs
A world class, global education embraces knowledge of diversity practice that includes an understanding of intercultural education, involves creative dialogic pedagogy and challenges students to understand one another in the context of global power structures.  This session will describe seven principles that are essential for building successful global initiatives that emphasize diversity learning.  We will also describe three innovative programs at the University of Michigan that address these core principles in slightly different, yet important ways: The Program on Intergroup Relations, the Center for Global and Intercultural Study, and the Global Scholars Program.
Kelly Maxwell, Co-Director and Lecturer, The Program on Intergroup Relations, A.T. Miller, Director, Center for Global and Intercultural Study, and Jennifer Yim, Director, The Global Scholars Program – all of University of Michigan

Developing Global Leaders:  The GLLab Assessment Center
The Global Leadership Laboratory at SJSU is a unique assessment center that prepares students for global work and researches educational methodology at the same time. The session is aimed at people designing/teaching global programs/courses. A diverse panel will present the empirical research underlying our curriculum and discuss the challenges and lessons learned about teaching global skills.
Joyce Osland, Executive Director, Global Leadership Advancement Center, Marlene Turner, Associate Dean, Dennis Jaehne, Associate Vice President, Undergraduate Studies, and Anu Sairaj, GLLab Associate – all of San Jose State University

Engaging Faculty in Institutional Change that Advances Personal and Social Responsibility
What are the distinctive challenges facing senior academic administrators in substantively engaging faculty in reform related to education for personal and social responsibility? What strategies have proven successful? Participants will explore these questions through case research on four leadership campuses in the AAC&U Core Commitments initiative and from the viewpoint of a senior administrator at one of these schools. Focus will be on translating the themes highlighted in the session to participants’ own institutions.
Chris Glass, Doctoral Associate, Institute for Research on Teaching & Learning, Michigan State University; Thomas Moore, Vice President for Academic Affairs, Winthrop University; Nancy O'Neill, Director of Integrative Programs, AAC&U

Outcomes, Evidence, and Innovation:  Building a Canadian Undergraduate University in a Trans-National Context
By articulating concrete student learning outcomes, applying evidence-based assessment practices (grounded in scholarship of teaching and learning), and scaffolding innovation through institutional support, Mount Royal University is positioning itself to be Canada’s premier undergraduate university with students prepared to thrive in a trans-national (perhaps even global) context.  This panel offers insights into how an institution braids together these commitments, how major players participate in the process, and how all of this functions on the ground.
Richard Gale, Director of the Institute for Scholarship of Teaching and Learning, Jim Zimmer, Dean of the Faculty of Teaching and Learning, and Robin Fisher, Provost and Vice President Academic – all of Mount Royal University

Global Positioning: What Might It Look Like For Your Institution?
What does global positioning look like on your campus? This session will begin with a brief introduction of what it means at San Francisco State University, particularly in light of the current economic climate and potential tensions between domestic and global diversity.  Small-group discussions will focus on global positioning as it relates to different institutional types (e.g. public/private/large/small/comprehensive/liberal arts), and how individual initiatives might be “scaled up” at the institutional level. 
Gail Evans, Dean of Undergraduate Studies, Sue Rosser, Provost, and Linda Buckley, Associate Vice President for Academic Planning and Educational Effectiveness – all of San Francisco State University

New Leadership Alliance for Student Learning and Accountability
The Alliance is a network and coalition of associations, organizations, and individuals that are promoting collective efforts to gather, report on, and use evidence of student learning. This presentation describes the Alliance and two of its initiatives, the Presidents’ Alliance and institutional certification.  The Presidents’ Alliance provides recognition for institutions that can serve as an example to other colleges and universities and inspire them to take similar actions to assess and improve student learning. The Alliance will share and publicly report member institutions’ achievements (individually and collectively) on its website and in a variety of ways.  The Excellent Practice in Student Learning Assessment (EPSLA) institutional certification program will recognize high level institutional performance in assessment and using evidence to improve student learning. Like the Leadership in Energy and Environmental Design (LEED) project run by the U.S. Green Building Council, it is intended to motivate as many institutions as possible to meet high standards. The certification process will help promote good practices in assessing and improving student learning and will encourage institutions to develop processes in a more meaningful, systematic way.
David Paris, Executive Director, New Leadership Alliance for Student Learning and Accountability

Saturday, 8:30-1:45 am

Women’s Inclusive Leadership: A Global Currency, Four Decades and Beyond
Over the past four decades, women’s leadership has been critical to creating institutions of higher education that are more inclusive of people across difference and more attentive to the concerns of a diverse and globally interconnected world. Over time, women in higher education have transformed what is possible when it comes to women’s leadership, and with it, what is possible in higher education. As we look toward the next forty years, the question is: What’s next? This interactive session will draw on AAC&U affiliate Campus Women Lead’s work to reflect on past realities and future possibilities for women’s inclusive leadership in higher education. Using vignettes and analysis, it will consider how women’s leadership has evolved to transform the academy and its impact in the world at large.
Lupe Gallegos-Diaz, Multicultural Student Development, University of California–Berkeley; Carol Hollenshead, Center for the Education of Women, University of Michigan; Patricia Lowrie, Women’s Resource Center, Michigan State University; Donna Maeda, Department of Critical Theory and Social Justice, Occidental College; and Yolanda Moses, Office of the Vice Provosts, University of California–Riverside

Saturday, January 29, 9:45-10:45 am
Concurrent Sessions

Higher Education Media Coverage: Trends, Tips, and Strategies
In this interactive session, participants will discuss and learn about the latest trends in how higher education is covered in the news media—including both specialized and national and local media. Each reflecting on the topic from his or her own perspective—as a professional journalist, a campus academic leader, and a public relations professional—speakers will share insights about trends in media coverage, tips for successful pitching to various media outlets, topics that seem to be “under-covered” or “over-covered,” and how decision-making in various media outlets actually occurs—and affects coverage of our sector. Ample time for audience questions about the topic will be provided.
Debra Humphreys, Vice President for Communications and Public Affairs, AAC&U; Scott Jaschik, Founding Editor, Inside Higher Ed; Devorah Lieberman, Provost and Vice President for Academic Affairs, Wagner College

Core Commitments:
Finding One’s Intellectual and Civic Coordinates By Engaging Diverse Viewpoints: What Research Reveals
Defining one’s own perspectives and pausing to explore why others might hold different ones allow students to locate themselves in the world and in relation to others.This session will bring together some of higher education’s leading researchers to explain what the research reveals about how much or how little higher education is fostering perspective taking and just which practices enhance students’ ability to engage constructively across differences. The panelists will share the latest results from AAC&U’s Core Commitments Research and Educational Change Collaborative.
Robert Reason, Director of Research and Assessment, Core Commitments, Penn State University; Sylvia Hurtado, Director of the Higher Education Research Institute, University of California, Los Angeles

Education for Global Engagement: Best Practices and Assessment
In the 21st century, intercultural study is increasingly recognized as indispensable to the development of undergraduate students’ identities.  Not all intercultural experiences contribute equally to learning, however, and assessing the value of these experiences can be daunting.  This panel will bring together a group of faculty and administrators to discuss these challenges and the means to addressing them through innovative strategies, program structures, and assessment practices from different institutions.
Karl Schonberg, Professor of Government and Associate Dean for International and Intercultural Studies,  Eve Stoddard, Charles A. Dana Professor of Global Studies, and Erin McCarthy, Associate Professor of Philosophy – all of  St. Lawrence University; Brian Whalen, Chief Executive Office and President, The Forum on Education Abroad, Dickinson College

The Framework for Success in Postsecondary Writing: Defining Our Terms
In this session, presenters discuss the Framework for Success in Postsecondary Writing, a document developed by and for secondary and postsecondary teachers designed to help them participate in discussions about what “essential learning” and “student success” mean. These terms, which affect everything from daily instruction to year-long curriculum, currently stand at the center of a discussion amidst national efforts like the Common Core State Standards Initiative, and classroom- and research-based efforts like the Framework.
Linda Adler-Kassner, Professor and Director of the Writing Program, University of California-Santa Barbara; Peggy O'Neill, Associate Professor of Writing/Director of Composition, Loyola University Maryland; Cathy Fleischer, Professor of English, Eastern Michigan University

20/20 SESSION:
Approaches to Global Learning

Assurance of Learning to Bridge the World: the Global Agenda of Roger Williams University
This session will provide participants with a comprehensive institutional approach to building a global agenda. For students, there is a road-map with specific global learning outcomes. For faculty members, this approach provides a guide that helps them gain the ultimate global learning results. For student services and other supporting members, this approach provides them with global perspectives that assist them to design and to deliver the best and the most effective services to our students.
Guilan Wang, Assistant Provost for Global Affairs & Director of Spiegel Center for Global and International Programs, and Laura De Abruna, Executive Vice President and Provost for Academic Affairs -- both at Roger Williams University

Teaching Global Citizenship Across Campus
Faculty and staff from Elon University describe a combined domestic and international approach toward teaching global citizenship, which integrates general education, service learning and community engagement, international programs, and religious life. Discussion will focus on how best to address the questions---organizational, financial, professional, philosophical, and pedagogical---posed by such a complex whole-campus enterprise.
Jeffrey Coker, Associate Professor of Biology; Steven House, Provost and Vice President for Academic Affairs; Heidi White, Associate Director of Study Abroad; Darrell Warner, Associate Professor of Human Service Studies and Faculty Fellow for Civic Engagement; and Phillip Smith, Associate University Chaplain and Director of Religious Life – all of Elon University

ACAD Session:  The “Other” at Home: The Impact of Visiting International Students on the Home Campus and New Approaches to Global Mobility
Despite increases in study abroad programs and participation in the past decade, most U.S. students still do not study abroad while in college.  Given that, and given recent institutional trends toward internationalization, how can we help our students become global citizens even if they never leave campus? This session examines the impact of visiting international students on two very different institutions, Barnard College of Columbia University, which has only recently begun hosting “study abroad” students on its New York City campus, and the University of Melbourne, a long-time leader in global mobility for its undergraduate student body.
Hilary L. Link, Associate Provost and Dean for International Programs, Barnard College and Krista Northup, Regional Manager (North America), University of Melbourne

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