Sharing Responsibility for Essential Learning Outcomes:
New Partnerships across Departments, Academic Affairs, and Student Affairs
Conference Description, Program, and Resources
Nearly 300 educators gathered in Savannah, Georgia November 1-3, 2007 for a conference on essential learning outcomes. Special attention was focused on cross campus partnerships and collaborations that develop and benefit from shared responsibility.
Sessions topics included teaching for and assessing essential learning outcomes, structures for cross campus collaborations, and effective pedagogies and practices for seamless learning environments.
The American Conference of Academic Deans, ACPA - College Student Educators International, and NASPA - Student Affairs Administrators in Higher Education supported the conference as Academic Partners.
Thursday, November 1
2:00 – 5:00 p.m.
Pre-conference workshops
Workshop 1: Gen X Faculty and Students: Promising Alliances (pdf)
Many new faculty members feel stress in trying to excel in research, teaching, and service; maintain their health and happiness at home; and achieve tenure. Some perceive the dominant academic culture as antithetical to the values that drive their work, and they struggle with reward systems that seem designed by and for faculty from a bygone era. At the same time, many students find themselves adrift in new and diverse learning environments. They seek faculty to guide them toward engagement with and application of their college experiences. There is a promising alliance between young faculty and students in their desires to solve complex problems in the real world through collaboration and crossing of disciplinary boundaries. In this workshop we will highlight the values of Gen X faculty, expose tensions with traditional models of academic success, and explore steps campuses can take to overcome the apparent oppositions between what we say we value and what we actually reward.
Cathy Trower, Research Associate—Harvard University, and Susan Walzer, Associate Professor of Sociology—Skidmore College
Workshop 2: Enhancing Student Success: Cross-Boundary Collaboration
Whether one works in academic affairs, student life, advising, administration, or information literacy, student success is the center of it all. No one group can help students achieve the advanced habits of mind and practice the skills needed to succeed in a global twenty-first century. To ensure student achievement among a growing and unevenly prepared student population, higher education institutions must be able to attract and retain those who understand the connections between cognitive and affective learning and who are willing to work across traditional boundaries. Participants will examine approaches to promoting and facilitating student success through high levels of collaboration that transcend departments, academic affairs, and student life.
Alma R. Clayton-Pedersen, Vice President for Education and Institutional Renewal—Association of American Colleges and Universities
Workshop 3: Teaching and Assessing Integrative Learning (ppt)
The term, “integrative,” has been used as a catch-all term to describe anything from general studies to area studies to individualized major programs. But what exactly is an integrative learning experience, and how does it differ from traditional, discipline-based courses and learning experiences in terms of design, pedagogy and assessment? This workshop will offer definitions of key terms relating to integrative learning, briefly lay out the challenges and benefits of integrative teaching, provide best practices for integrative course or co-curricular program design, and offer participants a hands-on opportunity to design an integrative learning experience. Participants will explore the primary traits of and challenges with assigning integrative work and generate models for assessing it.
Resources (pdf)
Carolyn Haynes, Director, Honors and Scholars Program—Miami University
LEAP Campus Action Network Exemplar
Workshop 4: Advancing Learning Experiences in Residential Life (pdf)
This workshop will help participants develop advanced learning experiences in residential life with particular attention on sustaining features of “living learning floors.” Topics will include the importance of having a living-learning steering group to maximize the collaboration between Academic Affairs and Student Affairs, the selection and role of a “Scholar-in-Residence,” and the reasons these living-learning communities succeed or fail. Participants will develop a living learning floor plan; chart faculty support and involvement; and create a job description for the Scholar in Residence. At the conclusion of the workshop, attendees will have strategies for advancing learning experiences in residential life, models of how these floors and the activities differ by disciplinary area, and a mechanism for sustainability. Data on a national Study on Living Learning will be provided.
Pearl Bartelt, Provost and Vice President from Academic Affairs, Jerry Kiel, Vice President for Student Affairs and Student Success, Eric Randall, Dean of the School of Science/Management/Technology, Kim Kennedy, Director of Student Transitions, Kerri L. Watson, Assistant to the Dean of Science, Management, and Technology—all of Edinboro University
Sponsored by the American Conference of Academic Deans
7:30 – 8:30 p.m.
Keynote
“Integrated” Learning in an Era of School Resegregation
Today’s college students are likely to graduate from public schools that are more segregated than the ones their parents attended. By contrast, colleges and universities are now more diverse than they were a generation ago. In that context, it is not surprising that many students are unprepared for the diversity that exists in many institutions of higher education. Will they be prepared for the increasingly “flat world” they will enter upon graduation? How do we create a seamless learning environment, engaging students in and out of the classroom, to ensure that our students—the next generation of leaders—will be prepared to engage effectively with others in a pluralistic society? Regardless of the type of institution, educators must develop strategies for truly “integrated” education.
Beverly Daniel Tatum, President—Spelman College
Friday, November 2, 2007
8:00 – 9:00 a.m.
Continental Breakfast and Poster Sessions
Poster 1: First-Year Film Festival: Students Define and Document Their First-Year Experiences
This poster session will detail the development of unCUT, a film festival designed to bolster out-of-classroom experiences for first-year students. The festival is designed as part of the University of Toledo’s first-year experience program to help meet its in- and out-of-classroom learning objectives and to foster a memorable and successful first year. An evaluation of the festival has shown increases in first-year engagement and motivation and fosters students’ intellectual and social development.
Jennifer Rockwood, Director First Year Experience—University of Toledo
Poster 2: It Takes a Village: Educating the Whole Student through Collaboration
At Rollins College, collaboration between academic affairs and student affairs leads to the development of programs that enhance student engagement in a seamless way. This poster will highlight four examples of such programs at Rollins: (1) first-year seminars that are incorporated into living-learning units and that have “fourth hours” planned jointly by faculty, staff, and students; (2) service learning and community engagement within classes and within the co-curriculum and supported by a team of faculty fellows; (3) annual “Summits on Transforming Learning” planned and executed jointly by both divisions; and (4) “Common Vision,” a program run by faculty and student affairs that provides a forum for faculty of color with the aim of retaining a diverse faculty.
Maruxa Murphy, Director of Multicultural Affairs, Hoyt Edge, Professor of Philosophy—both of Rollins College
Poster 3: Positioned for Partnership: Collaborating with Academic Librarians
Collaboration between librarians, teaching faculty, and student support personnel strengthens campus support for students by allowing everyone to contribute to the success of the whole population. This poster describes initiatives developed by University of Northern Colorado librarians to reach incoming student populations facing particular barriers, such as English as a second language, beginning reading levels, low technical skills, and underdeveloped critical thinking skills. These initiatives include a research course designed specifically for integration into the curricula of different campus programs.
Lyda F. Ellis, Instruction Librarian and Assistant Professor of University Libraries, Annie Epperson, Instruction Librarian and Assistant Professor of University Libraries—both of University of Northern Colorado
Poster 4: Framing an Interdisciplinary Ethical Leadership Model Built on African American Moral Traditions (pdf)
This poster session presents an ethical leadership development model based on the habits and practices of outstanding leaders from African American moral traditions. The model draws on theoretical models from the humanities, social sciences, sciences, mathematics, and business, with a goal of building character, civility, and community. Developed by Dr. Walter Fluker at Morehouse College, this model has functioned best through a set of collaborative educational practices developed among departments, academic affairs units, and student affairs units, all geared toward outcomes related to ethical decision-making. The poster will also feature results of a 2006 study that demonstrates the model’s utility in establishing and sustaining educational practices related to four learning outcomes: cultural awareness, individual and collective responsibility, critical and creative thinking, and inclusive learning.
Abstract (pdf)
Melvinia Turner King, Assistant Professor of Leadership Studiesand Coordinator of Leadership Studies Minor, Leadership Center—Morehouse College; Patricia Mitchell, Associate Professor Organization and Leadership Program-Leadership Studies—University of San Francisco
Poster 5: Micro and Macro Approaches for Assessing Learning Communities
The Roanoke College faculty/staff learning community program includes several key components: (1) the utilization of faculty, academic affairs staff, and student affairs staff as project leaders; (2) the inclusion of a student associate to work with each leader; (3) periodic get-togethers of project leaders and student associates that include conversation about common readings; (4) the deliberate connecting of learning communities to college initiatives; and (5) assessment. This poster will depict the learning goals and objectives of the program, present a variety of methods used to assess individual projects and the program as a whole, and highlight program changes that have occurred as a result of assessment findings.
Kristi L. Hoffman, Associate Professor of Sociology and Director of Faculty/Staff Learning Community Program, (contributor, not attending) Gregory L. Weiss, Professor of Sociology—both of Roanoke College
Poster 6: Articulating Academic Excellence through Learning Goals: Cross-Campus Faculty Collaborations (ppt)
This poster will demonstrate Widener University’s efforts to create consensus on institutional learning objectives and general education learning goals. Lessons learned include the importance of interdisciplinary collaboration, inclusion of student services, and support by and participation of administration in creating a student centered learning experience. Faculty ownership of, and accountability for, the learning goals were essential. Utilizing the faculty governance process during the goals development proved to be crucial, as did maintaining transparency about the process and including constituents’ feedback throughout. The poster will include information on the make-up and charges of various task forces, a summary of task force activities, a timeline of goal development and approval, and the institutional learning objectives and general education learning goals.
Penelope S. Greenberg, Associate Professor of Business, (contributors, not attending) Anne M. Krouse, Associate Professor of Nursing, Cynthia Saltzman, Professor of Business—all of Widener University
8:00 – 9:00 a.m.
Liberal Education and America’s Promise
Liberal Education and America’s Promise (LEAP) is AAC&U’s new campus action and public advocacy initiative, designed to engage campus colleagues and the larger public in meaningful conversations about what really matters in college. This session will introduce participants to LEAP’s goals and activities. The facilitator will provide an overview of LEAP resources, principles, and practices guiding the campus action component of the campaign, with special attention paid to sharing responsibility for essential learning outcomes. Participants will then discuss how their institutions can use the campaign and the emerging national consensus around important liberal education outcomes to guide educational planning and practice.
Debra Humphreys, Vice President for Communications and Public Affairs—AAC&U
9:15 – 10:15 a.m.
Plenary
Intellectual Community/Diverse Academy
Colleges and universities face the opportunities and challenges of increased levels of social diversity among students, faculty, and staff; competing institutional priorities; and increasing demands for transparency and accountability. Although most individuals who represent the institution pursue the common goals of learning, teaching, research, and service, global perspectives add greater complexity to these goals. Guided by compelling vision, we can engage our constituencies in experiences that generate an intellectual commons within the diverse academy. The idea of all students achieving essential learning outcomes can serve as a unifying force within and across institutions. Shaped by principles of continual growth and purposeful change, this plenary will identify ways to work across traditional boundaries to achieve essential learning outcomes that all students need in order to succeed in our contemporary, global society. The discussion will build on four decades of the facilitator’s leadership in higher education and draw on the conference’s southern location to explore its theme.
J. Herman Blake, Scholar in Residence; Director, Sea Islands Institute—University of South Carolina
10:45 a.m. – 12:00 p.m.
Featured Session
Giving Priority to Teaching—Four Institutions’ Progress
Over the last decade, most undergraduate programs have tried to increase the priority assigned to teaching as an element of faculty work. This session will present the approaches and experiences of four institutions, with distinctively different missions in support of that work. The presenters will discuss the increasing support for the scholarship of teaching and learning, revised criteria for promotion and tenure, the support for pedagogical and curriculum development, and the development of assessment.
Stephen Bowen, Dean of Oxford College, Christine Levenduski, Senior Associate Dean, Emory College—both of Emory University; Elizabeth J. Ciner, Associate Dean of the College—Carleton College; Bill Hill, Director, Center for Excellence in Teaching and Learning—Kennesaw State University
Concurrent Sessions
CS 1: Achieving and Sustaining Excellence for Underrepresented Minority and First-Generation College Students (ppt)
Many efforts to improve the college experience for underrepresented minority and first-generation college students respond directly to calls to improve student retention—either at the college or university level or within a program or major. Retention, although an important issue, does not necessarily motivate faculty members whose primary interest is improving student learning. In this session, participants will examine issues faced by faculty and administrators as they developed a supplemental support scholars program for underrepresented minority and first generation students in the sciences at Agnes Scott College. Facilitators will present perspectives that emerged at various stages in the process, including program genesis, development, funding, and assessment. Participants will explore (a) the restructuring of early college experiences to focus on attaining excellence as a foundation for the rest of students’ time in college and (b) the impact this restructuring has on the articulation of program goals, on student outcomes, on who the decision-makers are, and on the openness of the process.
Laura Palucki Blake, Director of Assessment, John F. Pilger, William R. Kenan Jr. Professor of Biology, Jennifer W. Cannady, Assistant Dean of the College and Director of Academic Advising—all of Agnes Scott College
CS 2: Re-engaging the Campus in Discussing, Delivering, and Assessing Learning Outcomes (ppt)
Faculty, staff, and administrators involved with Grand Valley State University’s general education program embarked on a multi-pronged process to increase student engagement in the 280 courses that comprise the program, which represent twenty percent of the university’s courses. In this session, facilitators will describe the collaborative approach that was taken and specific activities that resulted, including (a) conducting campus-wide forums to clarify learning outcomes and align them with appropriate learning outcomes from College Learning for the New Global Century and Learning Reconsidered, (b) articulating existing learning outcomes more effectively to students and others through the redesigning of materials, (c) communicating expectations more effectively to faculty teaching courses in the program, (d) promoting co-curricular activities in general education courses, (e) assessing student and faculty perceptions about how well learning outcomes were being met in these courses, and (f) assessing student performance in relation to existing learning outcomes using course-embedded and direct and indirect measures.
Carol Griffin, Director of General Education, Wendy Wenner, Dean, College of Interdisciplinary Studies—both of Grand Valley State University
LEAP Campus Action Network Exemplar
CS 3: Clarifying Essential Learning Outcomes through the Graduation Rate Outcomes Study (ppt)
In this session, presenters will share the lessons learned from the American Association of State Colleges and Universities (AASCU) Graduation Rate Outcomes (GRO) Study visit to Southern Illinois University Edwardsville (SIUE). A visit team of seven members applied the frameworks developed in the GRO Study to the processes, programs, and policies at SIUE and provided actionable feedback that has assisted SIUE in improving student success. The GRO Study found that institutions with high rates of student success had cultures that supported the belief that all students can succeed with high standards for performance. Those institutional cultures also projected a sense of inclusiveness involving all parts of the campus community and a strong sense of institutional mission and distinctiveness. The GRO Study visit assisted SIUE in strengthening the senior assignment, the new freshman seminar, advisement, and general education reform. Participants will apply the lessons learned from the GRO Study visit to improving key learning outcomes at their own institutions.
Reflective Exercise (pdf)
David J. Sill, Associate Provost for Academic Affairs—Southern Illinois University Edwardsville, Thomas L. Bowling, Vice President for Student and Educational Services—Frostburg State University
LEAP Campus Action Network Exemplar
CS 4: Student Learning Pathways and e-Portfolio Projects
Faculty and staff at the University of Michigan (UM) used developmental, engagement, and self-authorship theories to create joint academic and co-curricular pathways for student learning. These pathways are designed to lead to intentional, reflective, and integrative learning for citizenship and for building a more just society post-college. They are assessed using an open source e-Portfolio tool. In this session, participants will take part in exercises that UM academic and student affairs units experienced in order to leave with practical information about developing pathways for student learning at their own institutions. Facilitators will then demonstrate the open source e-Portfolio tool, and participants will have the opportunity to navigate within the tool to have a hands-on experience with how it can help students reflect on, integrate, and demonstrate their learning.
A.T. Miller, Multicultural Coordinator, Center for Research on Learning and Teaching, and Director, Global Intercultural Experience for Undergraduates, Katrina Wade, Research Associate, Office of Academic and Multicultural Initiatives, Roger Fisher, Assistant Director, Program on Intergroup Relations, Greg Merritt, Director of Residence Education—all of University of Michigan
LEAP Campus Action Network Exemplar
1:45 – 3:00 p.m.
Concurrent Sessions
CS 5: Using Collaborative Inquiry to Improve Educational Practice and Enhance Student Learning
In this session, participants will explore collaborative inquiry as a method to foster (a) a coherent and developmental curriculum, (b) better teaching and assessment of learning outcomes, (c) structures and processes that support student learning, and (d) connections with colleagues across higher education around these issues. The facilitators will highlight lessons learned from an established collaborative inquiry process used by Alverno College faculty and staff, both within the college and across institutions. Participants will also review samples of student work in order to consider the types of faculty–staff collaboration that enhance students’ learning of identified outcomes.
Kathy Lake, Associate Vice President for Academic Affairs, Chris Young, Assistant Professor of Biology—Alverno College
LEAP Campus Action Network Exemplar
CS 6: Blurring Lines and Building Bridges: Promoting Collaboration for General Education
Collaboration for general education requires more than lip service from institutional leaders. Indeed, it requires intentional strategies for involving faculty, administrators, student affairs professionals, and others in efforts to foster shared learning outcomes for all students. Such involvement can include participation in campus planning, faculty development, engaged advising, the use of powerful pedagogies, the scholarship of teaching and learning, assessment, and a rewards and recognition process that supports these activities. Using a case study from IUPUI’s ten-year journey in implementing its shared framework for general education—the principles of undergraduate learning, session facilitators will ask participants to consider what mix of strategies would be useful in advancing general education on their own campuses. Participants will contribute their own experiences and leave with an enhanced understanding of the challenges, opportunities, resources, and pitfalls-to-avoid in developing and implementing strategies for stakeholder involvement and collaboration in general education.
Stephen P. Hundley, Associate Professor of Organizational Leadership—Indiana University-Purdue University Indianapolis
CS 7: Faculty/Librarian Partnerships for Enhancing Student Learning
This session will highlight two universities that have developed programs to strengthen undergraduate research skills and information literacy through faculty–librarian collaborations. Miami University’s faculty learning community for improving student research fluency fosters the development of students as scholars through a faculty–librarian collaboration that spans assignment design to research instruction. At Emory University, faculty–librarian partnerships have played a vital role in creating more opportunities for undergraduate research and inquiry-driven undergraduate education. Participants will learn about the kinds of pedagogically important projects that can emerge through such collaborations and discuss institutional structures that hinder or support their success.
Sheila Cavanagh, Professor of English, Nancy Reinhold, Library Research and Instructional Services Leader—both of Emory University; Michael Robert Howser, Information Literacy/GIS Librarian, Andrew Revelle, Information Services Librarian, and Eric Resnis, Engineering Librarian—all of Miami University
CS 8: Giving Students a Compass: First-year Orientations to Liberal Learning
This session will be framed within the emerging national conversation about the need for institutions to foster 21st century liberal education outcomes. Facilitators will highlight the power and efficacy of using the first-year composition classroom as a space of intellectual orientation to the values of liberal education. Each instructor, in different ways, intentionally foregrounds and makes transparent the role of liberal education within the broad structure of university life—and at the same time meets the composition program’s stated objectives for student writing and rhetorical practice. Participants will then discuss additional ways to provide students with an orientation to liberal education that will help them to clarify essential learning outcomes for their entire university experience and to develop what Paulo Freire calls “a consciousness of consciousness” about their own educational journey.
Jennifer Shaddock, Director, Graduate English, Scott Oates, Professor of English and University Assessment Director, David Jones, Professor of African American Literature and Cultural Studies—all of University of Wisconsin-Eau Claire
LEAP Campus Action Network Exemplar
CS 9: Integrating Student Learning Outcomes across Academic and Student Affairs: Perspectives from Four Diverse Institutions
Recent trends in higher education emphasize the role played by different constituent groups in the achievement of a liberal education. This seminar will focus on the efforts of four diverse institutions—one large, research-intensive institution, two medium-sized, regional comprehensive institutions, and one small, mid-western liberal arts institution—to integrate the efforts of student affairs and academic affairs professionals to achieve common student learning outcomes. First, the presenters will describe the status of cross-divisional collaboration at each institution, including challenges that have been encountered and strategies that have been considered to address those challenges. Next, the presenters will facilitate break-out discussions in which participants will examine more deeply strategies for fostering integration of student learning across academic and student affairs. These discussions will then be summarized and shared with the full group.
Claudia J. Stanny, Director, Center for University Teaching, Learning, and Assessment, James R. Hurd, Associate Vice President for Student Affairs—both of University of West Florida; Eulalia Grace Frenzel, University Psychologist/Consultant to Student Affairs—University of Rhode Island; Kate Zanger, Vice President for Student Life and Enrollment Management—Clarke College; James M. Osteen, Assistant Vice President for Student Affairs—University of Maryland
3:15 – 4:15 p.m.
Concurrent Sessions
CS 10: Service-Learning as a Catalyst for Advancing Mission-Focused, Integrative Learning
During this interactive session, participants will learn how embracing service-learning pedagogy helped faculty and staff at California Lutheran University coordinate efforts of different units to promote mission-focused, integrative learning for students. Facilitators will focus on four elements—institutional structures, promising practices, current research, and Webfolio assessment—that help foster integration and strengthen students’ commitment to become active, global citizens. Aligning curricular and co-curricular efforts around service-learning helped eliminate some existing institutional barriers and boundaries and enabled campus constituents to better understand and support each other’s distinct roles and responsibilities related to advancing students’ achievement of essential learning outcomes. Participants will be invited to share their own insights about powerful pedagogical practices that also have the benefit of creating deep collaboration across units and offices.
Silva S. Karayan, Professor of Education; Director, Special Education Program; and Director, Center for Academic Service-Learning—California Lutheran University
CS 11: Beginning with the End in Mind: Developing Assignments that Help Students Integrate Learning across Disciplines
This session will address the use of assessment findings to inform the development of assignments that intentionally help students integrate, and demonstrate integration of multiple disciplinary perspectives. First, facilitators will present selected findings from qualitative assessment of student work in multidisciplinary learning communities, which was conducted using Boix-Mansilla’s Collaborative Assessment Protocol for Student Work. Then, they will guide participants in the use of the protocol to examine student work and in an exercise to develop assignments that intentionally integrate multiple disciplines. The session will conclude with discussion during which participants can explore the implications of the findings and how they might be used to help students achieve essential learning outcomes. Handouts and Web links that include a version of the protocol and the assignment development exercise will be provided.
Ruth A. Goldfine, Assistant Professor of English, Nancy Prochaska, Associate Professor of Management, and (contributors, not attending) Charlotte Lowry Collins, Core Coordinator and Associate Professor of Visual Arts, Keisha Hoerrner, Interim Chair of First Year Programs, Amy Buddie, Assistant Professor of Psychology, Emily Holler, Instructor of Communication, Brian Wooten, Director of Center for Student Leadership and Instructor for University Studies—all of Kennesaw State University
CS 12: Cross-Polination to Plant the Seeds of Success: A Partnership between Academic and Student Affairs (ppt)
How does a large, urban community college meet the educational goals and needs of a rapidly growing and unevenly prepared student population? At Mt. San Antonio College, constituents made a purposeful decision to bring down the two “silos”—student and academic affairs—so that the two groups might cross-pollinate, learn from each other, join forces, and plant seeds of hope and innovation that would ultimately lead to student success. This led, over time, to the creation of a learning community model (e.g., summer bridge, freshmen experience, and pre-nursing/health bridge), that involves a number of different academic departments and student affairs units and that boasts high enrollments and better success rates among participants compared to other groups of students. This presentation will review the specific steps that were used to create this cross-pollination and the relevant data that supports the use of this model. Additionally, participants will be engaged in conducting a quick campus inventory, sharing their own relevant approaches, and developing an initial implementation plan.
Audrey Yamagata-Noji, Vice President, Student Services, John Nixon, Vice President, Instruction, Patricia Maestro, Counselor/Coordinator, Learning Communities—all of Mt. San Antonio College
CS 13: An Active Citizenship Program for First-Year Residence Halls: Collaborating to Integrate Civic Learning Outcomes into Student Life
The Tisch College of Citizenship and Public Service and the Office of Residential Life and Learning at Tufts University have partnered to pilot a living–learning community focused on civic engagement and a new student leadership position. The goal of this collaboration is to foster both internal and external community connections and develop a vibrant, residential environment that supports student learning, dialogue, respect, and civility. The living–learning community utilizes a civic learning outcomes model, addresses an increased student demand for active citizenship opportunities, and builds participation for programs already in existence, both on and off campus. In this session, facilitators will offer a window into the planning process, describe initial stages of the project implementation, and distribute materials for replication.
Mindy Nierenberg, Student Programs Manager, Matthew Alander, Student, (contributor, not attending) Yolanda King, Director of Residential Life and Learning—all of Tufts University
CS 14: Student Success Programs and Experiential Learning Workgroups (ppt)
Interdisciplinary programs and centers have been a hallmark of the University of Alabama at Birmingham (UAB). Recent leadership at UAB has proactively extended this approach to deliberate, structured partnerships across departments, academic affairs, and student affairs. Six workgroups have been established, each co-chaired by an academic affairs representative and a student affairs representative. The Experiential Learning Workgroup and the Student Success Programs Workgroupwill be highlighted asmodels of this collaborative educational practice. Cross-campus dialogue within structured frameworks with clear mandates for each workgroup has produced multiple benefits including increased clarification of student needs,more widespread understanding and promotion of available programs, and more effective use of limited resources.Students are the primary beneficiaries whenexperiences outside of the classroomreinforce course objectives and when faculty recognize the extent to which academic success is dependent upon the traditional province of student affairs--the emotional, psychological, and physical well-being of students.
Worksheet (pdf)
Marilyn Kurata, Director of Core Curriculum Enhancement, Matt Fifolt, Assistant Director for Experiential Education—both of University of Alabama at Birmingham
CS 15: Institutionalizing Undergraduate Research: Strategies, Partnerships and Assessment
This session will highlight University of St. Thomas’ efforts to institutionalize a faculty-led program that supports student research and scholarship. The session will focus on the means to establish and garner support across various constituencies. What started out as localized initiatives in three academic departments has now evolved into university-wide support for undergraduate research, and a celebration of student achievement at an annual symposium. This effort is now coordinated through a partnership between academic departments, student affairs, institutional advancement, and the office of the president. The facilitators will trace the evolution of the program over a period of fifteen years to highlight major milestones. They will identify key challenges and benchmarks, including issues of outcomes assessment. Participants will have the opportunity to discuss the relevance of the model to other institutions, ranging from community colleges to large public institutions.
Michael Colvin, Chair, Undergraduate Research Committee, Joanne G. Romagni, Cullen-Smith Chair in Biology, Ravi N. Srinivas, Director, Master in Liberal Arts Program—al of University of St. Thomas
4:30 – 5:30 p.m.
Concurrent Sessions
CS 16: Graduating Information-Literate Students in a World of Dot-Coms, Dot-Orgs, and Dot-Edus
In 1995, the California State University system began a substantial initiative to promote information literacy skills. This twelve-year investment in the teaching-and-learning infrastructure has involved faculty and librarians engaging in numerous projects to assess students’ information skills. The projects have included multiple-choice tests, self-assessments, scenario responses, a qualitative study, and the ETS iSkills assessment (formerly the ICT Literacy Assessment). Currently the CSU is using iSkills on thirteen campuses in fields as varied as business, nursing, astronomy, and hospitality and tourism. Additionally, iSkills has been administered to a cohort of students on all twenty-three CSU campuses, and ETS has collected data nationally from 15,000 test-takers enrolled in universities, colleges, community colleges, and high schools. The results of these assessments will be shared with the group. This session will highlight the impetus behind this twelve-year commitment and the projects undertaken across the system, and participants will also delve into the findings from these various iSkills assessment experiences.
Lorie Roth, Assistant Vice Chancellor—California State University System Office; Irvin R. Katz, Senior Research Scientist—Educational Testing Service
CS 17: Assessment Skills and Knowledge (ASK) Standards for Higher Education Professionals (ppt)
Over the course of the past two decades, the public, legislative bodies, parents, and students have shown increased interest in both fiscal and learning accountability in higher education. The ASK standards, developed by ACPA’s commission for assessment for student development, articulate thirteen areas of content knowledge, skills, and dispositions that student affairs professionals need in order to assess the degree to which students are mastering critical learning and developmental outcomes. While the original audience for these standards has been student affairs professionals, they are transferable to any group of professionals in education. In this session, participants will learn more about the ASK standards and consider their use in framing professional and faculty development opportunities.
ASK Standards Needs Assessment (pdf)
Gavin W. Henning, Director of Student Affairs Planning, Evaluation, and Research—Dartmouth College
CS 18: Building an Inclusive Change Process
This session will highlight the experience of reaching whole-campus consensus on overarching goals for student learning. From the beginning of the process, constituents charged with leading this effort at Manchester Community College committed to building an inclusive process. The presenters will first describe the process, which was supported by the administration in important ways but intentionally placed two faculty and one staff member “out front” as the primary and most visible facilitators. These facilitators convened a series of conversations, inviting colleagues from every area of the college to take part. Because “business as usual” has meant that most initiatives on campus have been addressed by a limited number of people, the facilitators found themselves needing to work through resistance to the whole-campus approach. Participants will talk through such challenges and walk away with concrete strategies for leading a change process that is broadly inclusive.
Sandra Rimetz, Associate Professor of Computer Technology, Ken Klucznik, Professor of English, Florence Sheils, Director of the Center for Student Development—all of Manchester Community College
CS 19: Common Learning Outcomes: A New Partnership between Academic Affairs and Student Affairs (pdf)
North Georgia College & State University recently adopted a set of five learning outcomes, which are integrated and assessed throughout the core curriculum, the major curriculum, and the co-curriculum. This model is based on AAC&U initiatives and has broad application to other institutions. In this session, participants will: (a) be challenged to think in terms of an integrated, holistic undergraduate education; (b) be introduced to a process for developing learning outcomes—distinct from satisfaction and participation outcomes—that bridge the artificial separation between academic and student affairs; and (c) learn about methods for assessing learning outcomes in general education, the major, and co-curriculum. Hands-on activities will include the development of a matrix by participants to identify potential points of collaboration and shared learning outcomes between academic and student affairs units on their campuses.
Denise Y. Young, Executive Director of Institutional Effectiveness, Laura D. Whitaker-Lea, Associate Dean of Students, Michael S. Bodri, Dean, School of Natural and Health Sciences—all of North Georgia College & State University
CS 20: Embedding State-Mandated Content Standards across the Curriculum
Due to state-mandated standards for teacher certification, education chairs and department chairs across all disciplines increasingly must work together to ensure that students preparing to be teachers have mastered the “content standards” demanded for teacher licensure by state departments of education. Generally, education chairs have labored intensely to collaborate with other department chairs, at times resorting to cajoling, pleading, and/or insisting that these content standards be included in courses outside education. While well-intentioned and collegial most of the time, some department chairs and faculty external to education see this embedding of standards into their courses as intrusive and look upon teacher training as the “tail wagging the dog.” This interactive session will share the results of a recent survey of department chairs outside of education at Minnesota’s colleges and universities. The survey, conducted by the Minnesota state department of education, asked these chairs about their implementation processes for embedding content standards, challenges they faced in doing so, and overall effectiveness. Participants will be asked to share their own experiences and how they have productively dealt with issues pertaining to embedding content standards across the curriculum on their own campuses.
Jim Towers, Professor of Education—Saint Mary’s University of Minnesota
CS 21: Singing from the Same Hymnal: Collaborating Across Campus
How can an institution make student learning “everyone’s business”? What steps can individuals, programs, and departments take to foster collaborations for learning? How can structural support be created to sustain efforts? In this session, participants will discuss how to build a shared focus on student learning outcomes involving multiple constituencies (academic programs, student support programs, student affairs, and the library) while also sustaining a culture in which the diversity of campus and curricula is essential to intellectual and social development. Presenters will provide examples to illustrate how this holistic approach to student learning can inform the work of multiple departments.
Alan R. Belcher, Assistant to the Provost, Karen M. Merriman, Assistant to the Provost, Donna J. Lewis, Director of Academic Services—University of Charleston
LEAP Campus Action Network Exemplar
CS: 22: Developing Learning Outcomes for Academic and Student Affairs Units: AModel for Institution-Wide Design and Implementation (ppt)
During the 2006-2007 academic year the University of Maryland underwent an accreditation review by the Middle States Commission on Higher Education. As part of this process, the divisions of academic affairs and student affairs worked in tandem to identify learning outcomes for students involved in both curricular and co-curricular programs. Drawing from Middle States criteria, relevant professional and academic curricular models, and the constructs provided in Learning Reconsidered, more than 400 sets of learning outcomes were identified for degrees granted on campus and other programs, while accompanying assessment plans were designed for each outcome. In this session, facilitators will share models for developing learning outcomes and designing assessment plans as well as results of the first year of institution-wide implementation. While this project is based in a comprehensive research university, the models have applicability across institutional types.
James M. Osteen, Assistant Vice President for Student Affairs, Javaune Adams-Gaston, Executive Director of University Career Center, Katherine C. McAdams, Associate Professor and Associate Dean for Undergraduate Studies—University of Maryland College Park
Saturday, November 3, 2007
8:00 – 9:00 a.m.
Continental Breakfast, Roundtable Discussions, and LEAP Workshop
Roundtable 1: Obtaining and Using Data on the Undergraduate Experience: A Collaborative Effort
Over the past two decades, a number of scholars have publicly criticized large research universities for failing to provide undergraduate students with the skills and abilities necessary to connect knowledge and integrate learning that occurs inside and outside of the classroom. Concerned by this, a number of institutional leaders have begun to examine their curriculum and programs, looking for ways to improve the quality of the undergraduate experience. At UCLA, faculty and administrators within the college of letters and science have called for a formal assessment of the undergraduate program in order to inform future planning and program development. A crucial piece of this process involves including student voices in the process, and so the college has partnered with student affairs and the alumni association to develop a survey for seniors in the college. It asks about their academic experiences, their views on student and campus life, and their post-graduate plans. In this roundtable, the facilitators will share the process of creating, implementing, and administering this and another senior survey, discuss how results are being disseminated and used, and engage participants about their own experiences with gathering and using data related to the quality of the undergraduate experience.
Marc Levis-Fitzgerald, Director, Office of Undergraduate Evaluation and Research, (contributor, not attending) Linda DeAngelo, Graduate Student Researcher, Office of Undergraduate Evaluation and Research—both of University of California-Los Angeles
Roundtable 2: Helping Students “Launch into” Loras College: Collaborations between Academic and Student Affairs
The Loras College first-year orientation program, “Launch into Loras,” involves academic affairs and student development staff sharing responsibility for students’ transition to college and introducing students to the role that curricular and co-curricular activities have in helping them to become active learners, reflective thinkers, ethical decision-makers, and responsible contributors. This roundtable discussion will include a brief overview of the program and explore how to integrate the academic and student affairs content of a first-year orientation, share the challenges/successes of these collaborations, and compare assessment methods.
Kristin M. Anderson-Bricker, Associate Professor of History, Cheryl R. Jacobsen, Provost and Academic Dean, Kimberly A. Walsh, Director of Student Life—Loras College
Roundtable 3: Rethinking Existing Organizational Structures to Support College Learning for the New Global Century
As institutions of higher education begin to make the kinds of transitions described in AAC&U’s LEAP report, College Learning for the New Global Century, they will to rethink existing organizational structures in order to support those changes. While some new structures will doubtless be created during these transitions, it is also critical for campus leaders to identify existing structures that can promote the cross-campus teamwork needed to support robust forms of liberal education. Cornell University’s learning strategies center provides a model for collaboration among faculty, academic affairs professionals, and student affairs advisors. The connectivity and communication the center currently uses to support supplemental instruction also could be used to support the kinds of learning opportunities envisioned in the LEAP report.
Elise J. West, Associate Director of Learning Strategies Center—Cornell University
Roundtable 4: Strategic Planning for Information Literacy across the University Community
For most organizations, developing connections between members of academic and student affairs requires experiences that engage participants in working toward the shared goals of the institution. At Rider University, campus leaders have seized an opportunity to integrate and assess information literacy goals within both disciplinary and university-wide learning goals. This has been accomplished through committee activism on two university-level committees: the assessment committee and the task force on learning objectives and competencies. A librarian and a library administrator each serve on the respective committees, both of which are responding to the university’s strategic plan initiative to further integrate information literacy skills into the curriculum. In this roundtable, participants will be invited to identify opportunities on their own campuses to set goals around information literacy and to actively involve librarians and library administrators in governance.
Dorothy Anne Warner, Professor-Librarian, John E. Buschman, Chairperson, Professor-Librarian—Rider University
Roundtable 5: Fostering Critical Thinking and Mature Valuing Within the First-Year Experience: An Academic Affairs/Student Affairs Collaboration
Both academic and student affairs staff consider the development of students’ critical thinking abilities to be essential in building the kind of intellectual and ethical reasoning students need to thrive in today’s society. Yet we frequently compartmentalize students’ experiences inside and outside of the classroom. At this roundtable, discussion facilitators will present a holistic student development framework that utilizes intellectual and ethical frameworks and also draws on the research around critical thinking. The framework was constructed during the development of a coherent first-year experience that integrates curricular and co-curricular activities. This framework helps students explore how their college experiences prepare them to effectively function in a rational and democratic society. Participants will be encouraged to share their experiences with critical thinking projects and developmental frameworks and to brainstorm ways to promote collaboration in these efforts.
Julie McNellis, Associate Professor of Communication, Carrie Schade, Assistant Dean of Students and Director of Campus Life—Saint Xavier University
Roundtable 6: Partnerships for Meaningful Assessment
In this discussion, participants will consider a case study describing successful faculty–staff partnerships in the collection and use of assessment data. Faculty and staff at St. Olaf College have worked together to develop learning outcomes for general education; to recruit and retain students in the longitudinal administration of the Collegiate Learning Assessment; to develop and administer a tool for assessing information literacy; and to develop a student learning item catalog, which captures evidence of student learning in surveys the college already administers, such as NSSE, CIRP, CSS, and HEDS questionnaires. The discussion will be co-facilitated by a faculty member with leadership responsibility for assessment and a staff member with leadership responsibility for institutional research. Participants will gain an understanding of the many benefits of faculty–staff assessment partnerships, learn about concrete steps institutions can take to foster these partnerships, and develop preliminary solutions to challenges they may encounter at their own institutions.
Jo M. Beld, Director of Evaluation and Assessment and Professor of Political Science, Susan E. Canon, Director of Institutional Research—St. Olaf College
Roundtable 7: The Politics of Data: Safely Using What We Know
Higher education is immersed in a wave of great change. Demands for accountability have increased, making the ability to demonstrate efficiency and effectiveness paramount to institutional success. One method for gauging success is through assessment: assessment of students, assessment of processes and programs, and assessment of intended outcomes. As institutions collect this information, they are faced with the dilemma of how to share the results in ways that balance the sometimes competing demands for openness, increased efficiency and effectiveness, and control of internal and external information. Regardless of institutional size, type, or status, everyone who conducts research or assessment on college students will face the question, “How do we manage the politics of data?” In this roundtable discussion, participants will explore the issue and begin to identify solutions that can be used on their individual campuses.
Janice Davis Barham, Assistant to the Vice President for Student Affairs, Allan Aycock, Director of Assessment—both of University of Georgia
Roundtable 8: Promoting, Rewarding, and Sustaining Faculty Work on Assessment and the Scholarship of Teaching and Learning
Assessment can be a powerful mechanism for spurring meaningful changes in instruction and the curriculum that improve the quality of student learning. Faculty members who engage in these activities can also reap benefits in the arena of research and scholarship by publishing findings based on their assessment work in scholarly publications. This roundtable discussion will focus on the University of West Florida’s efforts to create and nurture a sustainable pattern of student learning assessment and the strategies used to address challenges that were encountered. Participants will be asked to share their experiences implementing assessment programs at their institutions, with a special focus on those programs that have helped create a sustainable culture of assessment. Participants will also discuss strategies for obtaining the resources necessary to support and sustain new initiatives.
Eman M. El-Sheikh, Fellow, Center for University Teaching, Learning, and Assessment, and Assistant Professor, Computer Science, Claudia J. Stanny, Director, Center for University Teaching, Learning, and Assessment, and Associate Professor, Psychology—both of University of West Florida
Roundtable 9: Organizing and Maintaining Collaborative Educational Practices between Academic Affairs and Student Affairs (ppt)
This roundtable discussion will focus on factors that contribute to ongoing collaborations between academic affairs and student affairs. At Medgar Evers College, these factors include the institution’s organizational structure and academic support programs that are jointly developed, implemented, and monitored. The facilitators will first provide an overview of the College of Freshman Studies, and participants will learn about curricular and co-curricular activities and programs, counseling services, tutoring services, ongoing assessment efforts, and professional development strategies that sustain and strengthen communication and collaboration between academic affairs and student affairs. Participants will then have the opportunity to share relevant information about their own campuses in order to develop joint strategies and activities to promote student success.
Overview (pdf)
Janice G. Zummo, Director of The Search for Education, Elevation, and Knowledge Program (SEEK) and Chair of Special Programs, Vincent Banrey, Vice President Enrollment Management and Student Services—both of The City University of New York, Medgar Evers College
Roundtable 10: Data Based Decision Making (ppt)
This session will present a set of tools and strategies that Kellogg Community College has used to implement data-based decision-making. The discussion will focus on the most critical step—using the data. After a brief overview, facilitators will lead participants through scenarios allowing discussion of questions including: what data is needed, what solution does the data suggest, what impact did the solution have, and what is the next step?
Doris L. Lewis, Director of Institutional Research, Dennis Bona, Vice President of Instruction, Matthew Samra, Professor of English—all of Kellogg Community College
Roundtable 11: Strategic Alliances to Achieve Essential Learning Outcomes
This presentation shares how two departments in a liberal arts college effectively collaborated to achieve student learning objectives in information literacy, electronic information sources, research methodology, and written communication. The collaboration resulted in a course titled “Foundations of Business Thought” that was selected for Birmingham-Southern College’s new First-year Foundations curriculum and serves as the entry learning experience for students interested in the business administration major. This presentation will discuss how this collaborative alliance developed, the pedagogical process, and how the degree of success in effecting student learning via this collaborative effort has been determined.
Cecilia V. McInnis-Bowers, Professor and Chair of International Business, Rollins College; E. Byron Chew, Monaghan Professor of Management, Birmingham-Southern College; (contributor, not attending) Charlotte Ford, Professor of Library Science, San Jose State University
LEAP Campus Action Network Exemplar
8:00 – 9:00 a.m. (Part 1) and 9:15 – 10:15 a.m. (Part 2)
LEAP Communications Workshop
This workshop will draw on the latest public opinion research about attitudes toward higher and liberal education, including research conducted as part of AAC&U’s Liberal Education and America’s Promise (LEAP) campaign. Participants will learn about what students, recent graduates, and business leaders think about higher education and the most important outcomes of college. They will also be introduced to messages and language proven effective in making the case for liberal education, with special attention paid to outcomes related to civic, diversity, and global learning. The facilitator will also introduce participants to a new self-study guide designed to help leaders align institutional practices with the messages campuses convey to different constituent groups through the curriculum, admissions materials, Web sites, and alumni publications.
Debra Humphreys, Vice President for Communications and Public Affairs, Association of American Colleges and Universities
9:15 – 10:15 a.m.
Concurrent Sessions
CS 23: Benchmarks for Success: A Comprehensive and Adaptable Assessment Strategy
Through three FIPSE grants, the SEEK (Search for Education, Elevation, and Knowledge) department at Brooklyn College has developed a strategy for outcomes assessment that allows for the measurement of growth in three ways: (a) it helps the student examine his or her own growth and development over a semester, a year, and ultimately a college career; (b) it allows the program to analyze the growth of cohorts of its students along various dimensions; and (c) it allows the department, program or college to assess the success of various aspects of its program. All of these are accomplished with the same instrument, called “SEEK Benchmarks for Success.” This presentation will include a demonstration of the SEEK benchmarks and a discussion of their development. Samples of benchmarks developed on other campuses will also be provided. Participants will have the opportunity to discuss analytical strategies for assessing both individual growth and programmatic needs.
Martha J. Bell, Chair, SEEK Department, Sharona A. Levy, Professor, Robert J. Kelly, Professor Emeritus—all of City University of New York Brooklyn College
CS 24: Forging and Sustaining Campus-Wide Collaborations in Support of Student Learning: The Role of Teaching and Learning Centers
Sorcinelli and colleagues, authors of Creating the Future of Faculty Development (2006), argue that faculty centers for teaching and learning should be brokers of collaborations among diverse campus constituencies in support of student learning. In this interactive session, three center directors from diverse institutions will describe their role in recent campus-wide efforts to support complex student learning outcomes through the forging of collaborations and conversations among academic departments, administrators, and residential and student life. Such programming has included issues of civic engagement, assessment, information fluency, instructional technology, diversity, and general education. After describing their programs, the facilitators will present a framework for collaboration among different campus constituencies. Participants will work individually and then in small groups to apply these ideas to their distinct campus needs and situations, and will leave with a specific plan for starting such collaborations.
Michael Reder, Director, Faculty Center for Teaching & Learning, Connecticut College; Paul Kuerbis, Professor and Director, Crown Faculty Center, Colorado College; Virginia Lee, Senior Consultant, Virginia S. Lee & Associates, LLC, Former Associate Director, Faculty Center for Teaching and Learning, North Carolina State University
CS 25: A Collaborative Approach to Designing an Intentional First-Year Experience (ppt)
This session will highlight Kennesaw State University’s (KSU) efforts to provide a consistent, intentional academic experience for all first-year students. KSU is a large public university with a student population that includes a large number of non-traditional and commuter students in addition to residential students. The first-year experience program had to be extremely flexible. Through a collaborative approach, campus constituents developed a program consisting of learning communities and/or a freshman seminar with common student learning outcomes. Participants will learn about the program’s design, outcomes, and assessment results. They will have the opportunity to identify appropriate learning outcomes for a first-year experience at their own institutions and develop practical strategies to facilitate students’ attainment of those outcomes.
Fulfillment of Learning Outcomes Form (pdf)
Marlene R. Sims, Associate Professor of Mathematics, Amy D. Howton, Instructor of Health, Physical Education, and Sport Science, Kimberly G. Frazier, Instructor, First Year Experience—all of Kennesaw State University
CS 26: All Aboard? Collaboration as a Vehicle for Educational Innovation and Excellence
In the 21st century, faculty can no longer remain effective teachers and researchers if they are isolated in disciplinary or institutional silos. In this session, intended for academic deans, department chairs, and faculty leaders, the facilitators will share findings from a study of more than twenty liberal arts colleges that have implemented creative, cross-disciplinary and inter-institutional mechanisms for enhancing faculty performance. The session leaders will present concrete examples of successful collaborative strategies designed to encourage information exchange, social and intellectual community, network building, and creative approaches to teaching and scholarship across disciplines and institutions. Participants will be encouraged to share strategies from their home institutions and discuss how to align specific collaborative strategies with individual and institutional goals.
Roger G. Baldwin, Professor, Debbie A. Chang, Doctoral Student—both of Michigan State University
LEAP Campus Action Network Exemplar
CS 27: Assessing Interdisciplinary and Integrative Learning: From Classroom Assessment to Program Assessment
Research on the effectiveness of learning communities shows they improve retention, but less has been written on the quality of learning they make possible. This research gap was the motive for launching the national project on assessing learning in learning communities. Research done by Veronica Boix-Mansilla and Howard Gardner at Project Zero on the nature of interdisciplinarity led Boix-Mansilla to develop a collaborative protocol for assessing interdisciplinary work. Twenty-five campuses participating in this national project, led by the Washington Center for Improving Undergraduate Education, are using the protocol to assess students’ learning in rigorous and collaborative ways. Simultaneously, campus teams are developing strategies for supporting the academic achievement of all students. In this session, the facilitators will describe the national project, share some early findings, and introduce participants to the protocol through looking at a sample of student work. Participants will also discuss how campuses can adapt this strategy to complement existing assessment work.
Emily Lardner and Gillies Malnarich, Co-Directors, Washington Center for Improving Undergraduate Education—The Evergreen State College; Phyllis Dawkins, Dean, College of Professional Studies, Johnson C. Smith University
10:30 – 11:15 a.m.
Plenary
Advancing Student Learning through Engagement with “Real-world” Challenges
Students learn best that which they experience with relevance to their own lives, educational goals, and communities. Engaging society’s big questions and connecting knowledge with choices and action in ways that respect the common good are essential learning outcomes for every student. Fr. Manuel will discuss partnerships that are actively engaging students with their communities to better understand their social, cultural, environmental complexities, and to promote their commitment to learning and justice. Dr. Amey will offer innovative approaches and institutional strategies for interdisciplinary and curricular and co-curricular collaboration and discuss implications specific to two and four-year institutions.
Gerdenio (Sonny) Manuel, Rector of the Jesuit Community—Santa Clara University
11:30 a.m. – 12:30 p.m.
Discussion Sessions
Discussion1: Advancing Student Learning with “Real-World” Challenges: Deepening the Conversation
Gerdenio (Sonny) Manuel, Rector of the Jesuit Community—Santa Clara University
Discussion 2: Giving Priority to Teaching
Stephen Bowen, Dean of Oxford College—Emory University
Discussion 3: Creating Collaboration across Departments
Phyllis Dawkins, Dean, College of Professional Studies—Johnson C. Smith; Emily Lardner and Gillies Malnarich, Co-Directors, Washington Center for Improving Undergraduate Education—The Evergreen State College
Discussion 4: Fostering Curricular and Co-curricular Partnerships for Learning
Michael S. Bodri, Dean, School of Natural and Health Sciences, Laura D. Whitaker-Lea, Associate Dean of Students, Denise Y. Young, Executive Director of Institutional Effectiveness—all of North Georgia College & State University
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