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General Education and Assessment 2017: Pre-Conference Workshops
Separate registration and fee required ($125 members; $195 non-members); seating will be limited, so register early.
Thursday, February 23, 9:00 am - 12:00 pm
WK 1: They Said It Couldn’t Be Done: Redesigning General Education in One Academic Year
When Carlow University’s team attended the AAC&U Institute on General Education, they went looking for a model they could bring back to their institution. They found, however, that there was no such thing as a one-size-fits-all model. Instead, they learned that they would need to engage their campus community in a truly integrative, inclusive process that made sense within their context. Participants will explore and apply transferable strategies for engaging in an inclusive, transparent general education design process, and identify opportunities, challenges, and options for leveraging these strategies to achieve an optimal general education program.
Deanne D'Emilio, Provost and Vice President for Academic Affairs, and August Delbert, Director of Assessment—both of Carlow University
WK 2: Learning Assessment Techniques: An Integrative Approach to Promoting and Assessing Deep Learning
Today's college teachers are under increased pressure to teach effectively and to provide evidence of both what and how well students are learning. Learning Assessment Techniques (LATs) reflect a new vision of teacher-led classroom assessment designed to promote and document learning. Participants will learn how LATs integrate three key elements of effective teaching—identifying significant learning goals, implementing engaging instructional activities, and analyzing/reporting findings to multiple stakeholders—as they work with the LAT cycle, paying particular attention to the kind of design thinking for student learning encouraged by this conference.
Claire Howell Major, Professor of Higher Education Administration, University of Alabama
WK 3: Designing Program Pathways throughout General Education
Participants will use the principles of integrative program design to develop individualized plans of study within general education. These design principles begin with the learner and the learning goals of a liberal education and encourage participants to use existing (or redesigned) general education offerings in new ways to create curricular structures within general education. Creating coherent plans of study offers the opportunity to consider student learning beyond single courses, with a programmatic approach that encompasses interdisciplinary methods and stronger connections between general education and the major.
Kim Filer, Associate Director of Strategic Initiatives, Center for Instructional Development and Educational Research, Virginia Tech
WK 4: Engaging Teaching Centers and Connecting Learning Outcomes Assessment with Faculty Development
The interdependence of student learning assessment and faculty development should be mutually beneficial, as each informs the other. Participants will examine micro and macro approaches to supporting assessment, consider the ways in which assessment data may inform faculty development priorities, and discuss collaborations between teaching centers and campus resources. This workshop—designed for faculty developers and those interested in supporting faculty involvement in meaningful assessment—will provide opportunities to share resources and generate new ideas.
Caroline Hilk, Director and Faculty Development Coordinator, Center for Teaching and Learning, Hamline
WK 5: Bringing the “Big Ideas” of Gen Ed Reform to Life with Faculty and Students
How might we transform the broad, conceptual goals of our general education initiatives into concrete classroom practices? The workshop will approach this difficult question from a starting point recommended by the experienced facilitators at Public Agenda: “Begin where people are, not where you want them to be.” Participants will discuss how faculty view their teaching in general education; explore core problems in and solutions to creating coherent general education programs; and examine the ever-widening role of faculty in courses, curricula, programs, and institutional missions.
Daniel J. McInerney, Professor and Associate History Department Head, Utah State University
WK 6: From Protest to Problem-Solving: Fostering Difficult Dialogues that Transcend Conflict
As student and community activism heightens, how can faculty and university professionals facilitate critical conversations—within the classroom, on campus, and beyond—that promote understanding and generate solutions? Participants will gain insights into practices that are engaging students and campus educators in constructive dialogues and fostering new understandings to bridge previously held misunderstandings and differences. They will consider implications for faculty development, curricula redesign, and assessment of diversity and student learning.
Byron White, Vice President for University Engagement, Cleveland State University; and Mark Chupp, Assistant Professor, Mandel School of Applied Social Sciences and Chair of the Concentration in Community Practice for Social Change, Case Western Reserve University
WK 7: Getting Started: First-Year Experience as Gateway to Success in General Education
With increasing attention paid to student persistence and completion, campuses are redesigning their work with first-year students. Yet, because each institution has its own unique cultural context in which to do this work, there is no one answer on how to do it. Participants will learn how to design and implement changes to first-year programs to improve student success. Through case studies, short presentations, and discussions, participants will develop their own action plans for getting students off to a good start in their college careers.
Pareena Lawrence, Provost and Dean of the College, and Kristin Douglas, Associate Dean of Student Success—both of Augustana College; and Bonnie Irwin, Provost and Vice President for Academic Affairs and Kris Roney, Associate Vice President for Academic Programs and Dean of Undergraduate and Graduate Studies—both of California State University, Monterey Bay
Sponsored by the American Conference of Academic Deans