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2013 Institute on Integrative Learning and the Departments Faculty Leadership for the 21st Century
Schedule at a Glance
Wednesday, July 10 12:00 – 7:00 pm Residence Hall Check‐In (Broadway Residence Hall)12:00 – 6:00 pm Institute Check‐In (Smith Memorial Student Union, Ballroom Foyer, Third Floor) 4:45 – 6:00 pm Preparing Critical Faculty for the Future (PCFF) Team Leader Meeting6:30 – 8:00 pm Welcome, Introduction of the Faculty and Opening Plenary 8:00 – 9:00 pm Opening Reception and Poster SessionThursday, July 11 7:00 – 8:15 am Breakfast 7:00 – 8:15 am Team Leader Meeting8:30 – 8:45 am Overview of the Day9:00 – 10:15 am Concurrent Sessions I 10:15 – 10:45 am Coffee Break and Technology Stations10:45 am – 11:45 am Cluster Advising Time12:00 – 1:00 pm Lunch 1:15 – 2:15 pm New Faculty Leadership Strategies Plenary2:30 – 3:45 pm Concurrent Sessions II3:45 – 4:00 pm Refreshment Break4:00 pm – 5:45 pm Individual Team Advising Time5:15 pm – 6:15pm PCFF All Teams Meeting 5:45 pm ‐ Dinner on your ownFriday, July 12 7:00 – 8:15 am Breakfast 8:30 – 8:45 am Overview of the Day9:00 – 10:15 am Concurrent Sessions III10:15 – 10:45 am Coffee Break and Technology Stations10:45 am – 12:30 pm Team time 12:30 – 1:30 pm Lunch 1:45 – 3:00 pm Concurrent Sessions IV3:00 – 3:30 pm Refreshment Break and Technology Stations3:30 – 6:30 pm Team Time6:30 pm – Dinner on your ownSaturday, July 13 7:00 – 8:15 am Breakfast 8:30 – 8:45 am Overview of the Day9:00 – 10:15 am Concurrent Sessions V10:15 – 10:45 am Coffee Break and Technology Stations10:45 am – 12:00 pm Cluster Check‐in 12:00 – 1:00 pm Lunch 1:00 – 4:00 pm Team Time4:00 – 4:30 pm Refreshment Break and Technology Stations4:30 – 6:30 pm Action Plan Presentations6:30 – 7:30 pm Reception 7:30 – 9:00 pm Closing DinnerSunday, July 14 7:00 – 9:00 am Breakfast AvailableBy 10:00am Residence Hall Check‐Out
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Institute Tracks
Track 1: Faculty and Administrative Leadership for Integrative Learning This track will focus on developing faculty and administrators’ capacity to advance robust integrative learning goals in and across departments. Sessions will include navigating the waters of educational change; shaping departmental cultures for teaching and learning; supporting and rewarding engaged teaching; leveraging committees and task forces; building partnerships across campus; and using the dean and department chair roles to advance faculty curricular leadership. Track 2: Integrative Learning as a Hallmark of 21st Century Liberal Education This track will explore outcomes and hallmarks of integrative learning; the value and challenges of bridging disciplinary, multi‐disciplinary, and interdisciplinary studies; and strategies for advancing integrative and inquiry‐based learning through the disciplines. Sessions will include integrative learning 101; linking integrative learning to other outcomes such as civic learning and critical thinking; and strategies for advancing student intellectual and cognitive development as exemplified in the DQP. Track 3: Building Capacity for Authentic Assessment While many issues of departmental effectiveness in teaching and learning naturally fall into both the leadership and integrative learning tracks, this part of the Institute curriculum will focus on the connections between assessment and the improvement of learning. Sessions will include designing assignments to assess integrative learning; “closing the loop” by using assessment results to improve practice; and designing milestone and capstone assessments in existing curricular offerings. Track 4: Aligning Practices and Promoting Educational Effectiveness This track will focus on how faculty and administrators can more effectively and intentionally strengthen students’ achievement of ambitious learning outcomes. Sessions will include developing integrative learning through the curriculum and co‐curriculum; connecting general education experiences with advanced work in the major; tailoring effective educational practices to departmental goals in the sciences, arts and humanities, social sciences, and professional and career programs; and fostering high‐impact, highly effective, inquiry‐based and community‐based learning in the disciplines.
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Full Schedule
If you have questions during the Institute, please visit the AAC&U office in the Pacific Rim Room (SMSU 326) on the
3RD floor of the Smith Memorial Student Union (SMSU). If the office is closed and you need to reach a staff member
right away, call Kathryn Angeles at 908‐884‐7150.
WEDNESDAY, JULY 10
12:00 pm – 7:00 pm Broadway Residence Hall Lobby
Residence Hall Check‐In (Portland State University staff)Participants arriving outside of the scheduled check‐in hours can pick up keys in the Summer Housing and Conference Services office in Broadway Suite 210 until 10:00pm. If you plan to check in after 10:00pm, please come to Broadway and contact the Guest Services Assistant on call at 971‐246‐1598.
12:00 pm – 6:00 pm Smith Memorial Student Union, SMSU 355 Ballroom Foyer, 3rd Floor
Institute Check‐In (AAC&U Staff)
4:45 pm – 6:00 pm SMSU 329
PCFF Project Team Leader Meeting This meeting is for team leaders of teams that are a part of the Preparing Critical Faculty for the Future project (PCFF).
6:30 pm – 8:00 pm SMSU 355 Ballroom, Smith Memorial Student Union (See pp. 29‐35 for bios of the Institute faculty.)
Welcome and Introduction of the FacultyTerrel Rhodes, AAC&U Opening Plenary ‐ Making the LEAP: Connecting Liberal Education with 21st Century Challenges Carol Geary Schneider, President, AAC&U and Eduardo Ochoa, President, California State University, Monterey Bay This opening plenary will present 21st century hallmarks for a high quality college education, and will explore their implications both for the work of departments and for the new possibilities of the digital revolution.
8:00 pm – 9:00 pm Vanport Room (SMSU 338) and SMSU 355 Ballroom
Opening Reception and Poster Session
THURSDAY, JULY 11
7:00 am – 8:15 am Victor’s (1st Floor of Ondine Hall; 1912 SW 6th Avenue)
Breakfast You will need your name badge to access your meal without additional payment. Those without badges will be asked to pay upon entry.
7:00 am ‐ 8:15 am SMSU 236
Team Leader Meeting (Breakfast provided)This meeting is for team leaders only of all ILD teams.
8:30 am – 8:45am SMSU 355 Ballroom
Overview of the Day
9:00 am – 10:15 am Concurrent Sessions I
SMSU 333
Track 1: Faculty and Administrative Leadership for Integrative Learning Promoting Integrative Learning Across the Whole Campus L. Dee Fink All of the teams at this Institute are interested in promoting Integrative learning [perhaps
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along with other kinds of learning] throughout their entire educational program. This session will layout a conceptual framework that identifies four levels of tasks that need to be addressed by any institution attempting this kind of learning‐centered change in their educational program. Following a brief introduction to the framework, the action implications involved in each of the four levels will be identified. The third portion of the session will consist of participants either sharing examples or posing questions about how to deal with the tasks at a particular level.
SMSU 298 Track 1: Faculty and Administrative Leadership for Integrative Learning The Degree Qualification Profile Carol Geary Schneider AAC&U is participating in a national “beta test” of proposed “reference points” to frame students’ progression –at the AA, BA and MA level—toward 21st century levels of learning and achievement. AAC&U President Carol Geary Schneider, one of the authors of the “beta draft” of the DQP, will lead a discussion about the proposed framework and its relation to AAC&U’s ongoing work on Liberal Education and America’s Promise (LEAP). Since Lumina intends to begin a revision of the DQP this year, this is an optimal time for AAC&U members to weigh in on needed changes to this 21st century “profile” or outline of essential components in 21st century learning.
SMSU 236 Track 2: Integrative Learning as a Hallmark of 21st‐Century Liberal EducationThe Importance of STEM in the Core Curriculum: Recruiting STEM Majors and Reversing the Education of the 'Unscientific American' Anny Morrobel‐Sosa The national need to increase the number of STEM graduates and in the preparation of STEM teachers has driven much of the recent conversation in higher education, but STEM faculty must not lose focus on the education of non‐STEM majors (the other 70%‐90% of our student population) whose experiences in introductory courses, classrooms and laboratories will shape their life‐view and the voting and policy initiatives that will shape the socio‐economic‐political position of the US for the remainder of the first‐half of the 21st century. This session will explore several administrative and academic strategies that have been used to implement STEM outreach and education initiatives within the core curriculum that help recruit and retain STEM majors and can reverse the education of the “unscientific American.”
SMSU 327 Track 2: Integrative Learning as a Hallmark of 21st‐Century Liberal EducationIntegrative Learning Without Borders: Ideas for Tearing Down Those Walls Jean Mach We know that making connections of all kinds, across disciplinary boundaries and across the boundaries between students’ private lives, extracurricular activities, and the real world they will engage in after college, is key to increasing students’ academic engagement. We also know that we must provide a wide variety of opportunities to foster such integrative learning. This session provides some examples of models for integrative and collaborative course designs that can involve large numbers of students and showcase the excitement that both faculty and students experience when teaching and learning focus, as the LEAP initiative suggests, on “big questions” and “real world challenges.” Participants will share further ideas developed in the workshop.
SMSU 294 Track 3: Building Capacity for Authentic Assessment Using Logic Models to Connect the Dots: Imaging Pathways for Student Success Ashley Finley and Hazel Symonette Good logic models begin with the end in mind: What do you want your students to “look like,” to learn, and to be able to do? Well‐designed logic models make public and explicit one’s educational intentions and the relevant theory of change: notably, the scaffolding undergirding the envisioned transformation. Why are we doing what we do and what can we reasonably expect to happen as a result for whom? In logic model parlance, “outputs” represent what educators design and do—teaching and educational development strategies—while “outcomes” represent expectations for student learning and development—the resulting changes in knowledge, skills, attitudes, orientations, and relationships. Good logic models are a flexible and responsive resource for “Backward
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Design” via systematic, data‐grounded inquiry into the teaching and learning process. They offer generative pathways that demystify and help engage students as collaborative partners in their own learning journeys. Nested logic models allow educators to more mindfully connect initiatives and their intended outcomes at multiple levels: for individual students and for courses, programs, and institutions. Suggested Resources Robert B. Barr and John Tagg, From Teaching to Learning – A New Paradigm for
Undergraduate Educationhttp://ilte.ius.edu/pdf/BarrTagg.pdf Thomas Grayson, 2012, “Program Evaluation in Higher Education,” Chapter 29 (pp. 459‐472), in Handbook on Measurement, Assessment, and Evaluation. Charles Secolsky and Brian Denison (Eds). New York: Routledge. Shared with permission of the author. http://www.aacu.org/meetings/engaging_depts/documents/ProgramEvaluationChapterFin alDraftSubmitted5‐15‐2011.pdf
SMSU 296 Track 4: Aligning Practices and Promoting Educational Effectiveness Reframing Liberal Education, Reconsidering the Point David Paris As the AAC&U approaches its centennial, the centrality of a liberal education rooted in study in the arts and sciences is being challenged on many fronts—declining number of majors in the arts and sciences; questions about the cost, quality, and relevance of a liberal education; enthusiasm for technological alternatives to campus‐based instruction. These challenges also present an opportunity to reconsider what liberal education means in this new and changing environment. The purpose of this session is to reconsider the point of liberal education in preparing students for economic productivity, global citizenship, and personal development and invite participants to help reframe and remap liberal education both conceptually and programmatically, including development of basic principles, consideration of alternative curricular designs, and application of principles and practices across sectors and settings.
10:15 am – 10:45 am SMSU 355 Ballroom
Coffee Break and Technology StationsExplore social media technologies for learning.
10:45 am – 11:45 am (Advisor assignments and faculty rooms are listed on pp. 15‐17).
Cluster Advising TimeEach team is assigned an advisor from among the Institute faculty. The advisor’s role is to be a point person with whom to share updates on progress, discuss challenges that arise, and obtain suggestions for faculty consultations. Teams should plan to check in with their advisors as needed, informally over meals or during team time. During this session, teams will meet as a cluster with their advisor in the faculty’s assigned room.
12:00 pm – 1:00 pm Victor’s (1st Floor of Ondine Hall; 1912 SW 6th Avenue)
Lunch You will need your name badge to access your meal without additional payment. Those without badges will be asked to pay upon entry.
12:00 pm – 1:00 pm SMSU 328
PCFF Time Management Workshop and LunchThis session is only for the 20 PCFF project participants. Buffet lunch will be served in the room.
1:15 pm – 2:15 pm SMSU 355 Ballroom
New Faculty Leadership Strategies: Development, Collaboration, and Integration PlenaryCampuses are confronting important shifts in faculty and faculty roles. Faculty are stepping up in a variety of ways to assert their leadership. This plenary will explore issues and examples confronting faculty in a variety of contexts: new faculty, female faculty of color in STEM disciplines and faculty at liberal arts institutions. Each perspective will provide insight into the ways to address important challenges and opportunities for leadership on various
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campuses.
2:30 pm – 3:45 pm Concurrent Sessions II
SMSU 296 Track 1: Faculty and Administrative Leadership for Integrative Learning Strategies to Strengthen and Extend Integrative Learning Opportunities Ann Ferren Increasing faculty interest in integrative learning opportunities, for example, new interdisciplinary curricular designs, connections between the classroom and community, and collaborative research, inevitably raises questions about how to initiate, develop, implement, and sustain these opportunities. This session addresses: the importance of creating a common campus‐wide conversation about integrative learning, the role of both formal and informal processes for cross ‐campus change, and how to use a campus audit to identify infrastructure needs.
SMSU 327 Track 1: Faculty and Administrative Leadership for Integrative Learning Implementing Integrative Learning from Bench to Bedside Jann Adams An examination of best practices in implementing integrative learning experiences will be completed through the review of three models for implementation. The case studies will include examination of a transdisciplinary “Bench to Bedside” course, implementation of Peer Led Team Learning (PLTL), and development of a Psychology Department capstone course. The transdisciplinary “Bench to Bedside” course provides an integrated, transdisciplinary examination of a real world problem. The course utilizes an interdisciplinary approach to the examination of biomedical research. PLTL is a facilitated learning approach implemented in introductory courses in all science disciplines at Morehouse College and focuses on enhancing quantitative literacy and critical thinking that can be applied across the curriculum. A capstone course under development in the Psychology Department at Morehouse College requires the inclusion of all faculty in developing and implementing learning activities that address departmental learning outcomes for majors. This session will provide a rubric for developing, implementing and evaluating various integrative learning models.
SMSU 294 Track 2: Integrative Learning as a Hallmark of 21st‐Century Liberal EducationAligning Leadership Efforts to Facilitate Interdisciplinary Learning: From Innovation to Institutionalization Susan Elrod More and more campuses are talking about interdisciplinary learning. And, rightly so, as these kinds of environments foster the cross disciplinary skills our students need to be better prepared to grapple with the real world controversies and challenges facing us all in the 21st century. However, it is easier to start these programs than it is to maintain them. In this interactive session, participants will engage in a discussion of a new leadership guide for planning, implementing and institutionalizing interdisciplinary programs from Project Kaleidoscope's Facilitating Interdisciplinary Learning project. The Guide is designed in a process flow, from planning to institutionalization, framed with key questions that campus leaders should ask during each phase of their program process. In particular, the Guide provides an organizational framework within which campus leaders can anticipate and address the infrastructural issues that typically stymie long‐term interdisciplinary program sustainability. Suggested Resources Leadership for Interdisciplinary Learning: A Practical Guide to Mobilizing, Implementing, and Sustaining Campus Efforts: http://secure2.aacu.org/store/detail.aspx?id=PKALLEADS Facilitating Interdisciplinary Learning: Lessons from Project Kaleidoscope:
http://www.changemag.org/Archives/Back%20Issues/2012/January‐
February%202012/Facilitating‐learning‐full.html
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What Works in Facilitating Interdisciplinary Learning in Science and Mathematics: http://secure2.aacu.org/store/detail.aspx?id=PKALWORKS
SMSU 236 Track 3: Building Capacity for Authentic Assessment Actionable Assessment in Academic Programs: Principles and Practices for Usable Results Jo Beld This session introduces a utilization‐focused, backward‐design model of assessment in departments and programs. Participants will consider several examples of this model in practice in a variety of academic programs, and think about prospective uses of assessment evidence in their own departments. They will then review a wide array of specific instruments and approaches that can generate actionable evidence, including rubrics, nationally‐ and locally‐developed questionnaires, course‐embedded approaches, and
adaptation of institutional‐level instruments. SMSU 298 Track 3: Building Capacity for Authentic Assessment
The VALUE Rubrics and Valuable Assignments: Using Rubrics to Assess Student Work, Engage Faculty, and Deepen Learning on Campus Ashley Finley and Terry Rhodes In this session we will discuss how the VALUE rubrics can be applied and adapted on campuses through the lens of assignment construction. Participants will be asked to consider and share assignments currently being used in courses that target a particular learning outcome. We will use these assignments as a basis for considering how rubrics can be applied to assess student learning at the department and institutional levels. The goal for the session is to provide participants with working knowledge of how the VALUE rubrics were constructed and how they can be practically applied to advance campus work and student learning. By using assignments as a foundation for the discussion, participants will consider the importance of not only the assessment instrument (i.e. the rubric) but also the need to be intentional about helping students to demonstrate their best work with regard to learning outcomes. Examples of how campuses are using the rubrics, including examples of student work through e‐portfolios, will also be shared.
SMSU 333 Track 4: Aligning Practices and Promoting Educational Effectiveness Using ePortfolios to Overcome the Academic Disconnect J. Elizabeth Clark Too often, students encounter their educations as a series of disconnected courses informed by silo thinking. How do we engage students in making meaningful connections between core courses and their academic majors, particularly when faculty members work in separate departments? How can the ePortfolio serve as an integrative tool for also connecting co‐curricular life and experiences outside of the academy? This "ePortfolio 101" session will focus on ways to use ePortfolio as a sequential, social pedagogy in an integrative curriculum rather than as a stand alone tool for advising, credentialing, or showcasing of completed work. This session will present an overview of ePortfolio as social pedagogy as well as case studies from a range of institutions to demonstrate the integrative potential of ePortfolios.
3:45 pm – 4:00 pm SMSU 355 Ballroom
Refreshment Break
4:00 pm – 5:45 pm (See pp. 15‐17 for faculty room assignments and time slot).
Individual Team Advising Time
Each individual team will meet with its faculty advisor for 30 minutes during this session. Each team’s time slot is listed on pp. 16‐17.
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All PCFF teams will meet as a group at 5:15pm so advising times for these teams should be in the first hour.
5:15pm – 6:15 pm SMSU 333
PCFF All Teams Meeting All members of the 10 PCFF teams will meet to discuss the Preparing Critical Faculty for the Future (PCFF) project.
5:45 pm ‐ Dinner on your own (optional evening team time or meetings with other teams)
FRIDAY, JULY 12
7:00 am – 8:15 am Victor’s (1st Floor of Ondine Hall; 1912 SW 6th Avenue)
Breakfast You will need your name badge to access your meal without additional payment. Those without badges will be asked to pay upon entry.
8:30 am – 8:45 am SMSU 355 Ballroom
Overview of the Day
9:00 am – 10:15 am Concurrent Sessions III
SMSU 296
Track 1: Faculty and Administrative Leadership for Integrative Learning Scientific Thinking and Integrative Reasoning Skills (STIRS) Kevin Hovland To become engaged and productive citizens prepared to address the critical challenges of the 21st century, college graduates in all fields of study need to be able to:
Use scientific reasoning to gather and evaluate evidence
Understand how scientific and social science studies are designed and executed and recognize the implications of design choices
Use statistical reasoning to evaluate data and use data to communicate effectively
Base decisions on analysis of evidence, logic, and ethics SMSU 333 Track 1: Faculty and Administrative Leadership for Integrative Learning
Developing Faculty Capabilities to Support Integrative Learning L. Dee Fink If a college or university wants to support better student learning, it will be necessary to encourage and support better faculty teaching. This does not mean a one‐time, major improvement in teaching; it means a continuous, regular, and substantial faculty investment of time learning about and learning how to use new and more powerful ideas about teaching and learning – every year, every year. What might institutional leaders do, to encourage and support such a level of faculty investment in their own development as professional educators? In this session, we will explore some of the organizational and policy actions this might involve, for example: work load issues [Do they have time for faculty development?], establishing or strengthening a campus‐based teaching/learning center, incorporating “professional development” into the annual evaluation of faculty work or the evaluation of teaching, encouraging faculty engagement in SoTL, et cetera.
SMSU 327 Track 2: Integrative Learning as a Hallmark of 21st‐Century Liberal EducationAssignments That Count: Strategies for Integrating Writing, Critical Thinking, Civic Learning, and Quantitative Literacy Across the Disciplines Jean Mach These Essential Learning Outcomes should not be mapped to just a single course, discipline, or major; all faculty share responsibility for creating assignments that demand extensive practice of such fundamental skills. This session offers ideas, strategies, and examples for creating integrative course assignments that challenge and engage students. Such assignments also can lead to student work that is useful for institutional or general education levels of outcomes assessment. The VALUE Rubrics provide guidance for creating such assignments as well as for assessing them.
SMSU 236 Track 3: Building Capacity for Authentic Assessment
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The VALUE Rubrics Calibration Session: How to Start Working with Rubrics to Assess Student Learning Ashley Finley and Terry Rhodes Participants will use one of the VALUE rubrics and engage in an abbreviated calibration session on how to apply a rubric to an example of student work. We will discuss the steps needed to run a successful calibration session and then move on to the process for scoring a student artifact. Participants will hear examples of how campuses have used rubric data to improve student learning and to enhance faculty development. This session is a stand‐alone session that does not require attendance at the VALUE 411 session.
SMSU 298 Track 4: Aligning Practices and Promoting Educational Effectiveness Make Assessment Work for You and Your Student Success Vision: It Works If You Work It! Hazel Symonette Assessment/evaluation works if we mindfully work it! Assessment resources are especially crucial given the complexity of many expected educational outcomes vis‐à‐vis significant heterogeneity within and across student populations. Assessment and evaluation have important contributions to make at all phases of the teaching/learning process. Unleashing the power of these resources can help educators enact appropriate success visions and outcome promises in addition to documenting the usual outcomes‐attainment profiles. Doing so, however, calls for mindful uses of assessment AS and FOR learning and not simply post‐mortems OF learning. This workshop will magnify the intrinsic benefits of responsive assessment and evaluation by spotlighting two “inform‐and‐improve” drivers: relevant knowledge creation and continuous development towards inclusive excellence. Fully embracing these drivers provides generative complements to the ever‐present “accountability‐compliance‐prove” driver that initially spurs many institutions into doing assessment. We will especially focus on the WHO domains—Human Systems Dynamics—as opposed to more conventional WHAT domains: notably, engaging teaching and “helpful help” via contextually‐responsive challenge and support strategies. Suggested Resources Maurianne Adams et al, “A Multidimensional Approach to Faculty Development: Understanding the Teaching‐Learning Process”, http://diversityweb.org/Digest/W99/multidimensional.html Teacher‐centered vs. Learner‐centered paradigms http://assessment.uconn.edu/docs/TeacherCenteredVsLearnerCenteredParadigms.pdf Robert B. Barr and John Tagg, From Teaching to Learning – A New Paradigm for Undergraduate Education http://ilte.ius.edu/pdf/BarrTagg.pdf Lorna Earl, “Assessment of Learning, for Learning and as Learning” https://mywebspace.wisc.edu/xythoswfs/webui/_xy‐50388189_1‐t_yJVHReqL
SMSU 294 Track 4: Aligning Practices and Promoting Educational Effectiveness Leading from the Margins Kelly Mack The use of case studies in problem based learning has been a traditional educational approach in the health sciences. This educational tool is widely believed to deepen student learning and enhance outcomes. Specifically, case studies allow students opportunities to participate as practitioners in their own learning, gain skills necessary in determining the criticality of information, and allow for consideration of such critical information within cross‐disciplinary contexts. In this session, participants will be introduced to this pedagogy through real‐time involvement in a case study designed exclusively for the Institute. Relevant information on the fundamental characteristics of problem based learning and the advantages of using case studies will be discussed.
10:15 am – 10:45 am SMSU 355 Ballroom
Coffee Break and Technology StationsExplore social media technologies for learning.
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10:45 am – 12:30 pm Team Time
12:30 pm – 1:30 pm Victor’s (1st Floor of Ondine Hall; 1912 SW 6th Avenue)
Lunch You will need your name badge to access your meal without additional payment. Those without badges will be asked to pay upon entry.
12:30 pm – 1:30 pm SMSU 328
PCFF Social Media Workshop and LunchThis session is only for the 20 PCFF project participants. Buffet lunch will be served in the room.
1:45 pm – 3:00 pm Concurrent Sessions IV
SMSU 296
Track 1: Faculty and Administrative Leadership for Integrative Learning
Working Together: Complementary Leadership Roles for Faculty and Administrators Ann Ferren Significant institutional change calls for shared responsibility, extensive collaboration, and sustained energy. Faculty are comfortable taking responsibility for typical curricular matters, for example, introducing new courses, providing oversight for general education, and participating in program review. Yet, when identified by their colleagues or administrators as campus leaders, they are less comfortable. Indeed, they are often unaware of the abilities they use to get things done. This session will focus on the capacities both administrators and faculty need to work together to successfully implement integrative learning projects, including generating trust, encouraging creativity, involving colleagues, negotiating differences, and building teamwork.
SMSU 294 Track 2: Integrative Learning as a Hallmark of 21st‐Century Liberal EducationLook, it’s math, it’s statistics, it’s history and psychology! It’s Quantitative Reasoning! Susan Elrod Quantitative reasoning (QR) isn’t just math. It is a way of looking at the world “through mathematical eyes” and “thinking quantitatively about commonplace issues, and to approach complex problems with confidence in the value of careful reasoning.” (MAA, 2013). This sounds simple enough; however, many colleges and universities struggle with how to define this as a learning outcome, how to assess it and how to incorporate it into the curriculum (in GE? If so, in what courses? In the major? As a capstone requirement?). There are implications for student learning, program implementation and faculty development. Faculty development is an important consideration because if this requirement is to be met primarily in GE courses across the disciplines (i.e., not just in a math course), faculty members teaching those courses will need help with assignments and assessments that properly measure the QR learning. In this session, participants will discuss quantitative reasoning as a learning outcomes, learn more about how to assess it using examples from existing resources, and create a plan for implementation in their curriculum, including attention to faculty development issues. Suggested Resources Achieving a Quantitatively Liberate Citizenry: Resources and Community to Support National
Change: http://www.aacu.org/liberaleducation/le‐sp12/grawe.cfm
Twenty‐First‐Century Quantitative Education: Beyond Content: http://www.aacu.org/peerreview/pr‐su11/DingmanMadison.cfm
SMSU 236 Track 3: Building Capacity for Authentic Assessment We’ve Got Our Assessment Results – Now What?! Jo Beld As challenging as it is to gather credible evidence of student learning, doing so is only part of the story. Actually using the evidence to sustain and improve learning is just as challenging, if not more so. What does it mean to “use” assessment for improvement? Why is that hard to do? How can academic and assessment leaders set the stage for evidence‐informed discussions and decision‐making? This hands‐on workshop will help participants answer
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these questions and develop strategies for assessment use suited to their campus organization and culture.
SMSU 327 Track 3: Building Capacity for Authentic Assessment Shared Futures, Civic Engagement, and the Global Learning Rubric Kevin Hovland Participants in AAC&U’s Shared Futures initiative have developed a global learning rubric to be published this summer. The rubric reflects deep commitment to civic engagement and questions of personal and social responsibility. Session participants will explore how this rubric might be used to:
define global learning vis‐à‐vis integrative curricular designs,
align global learning outcomes across the curriculum, and
develop high impact assignments that provide opportunities for students to demonstrate personal and social responsibility in global contexts.
SMSU 298 Track 4: Aligning Practices and Promoting Educational Effectiveness Academic Teamwork Kenny Morrell The LEAP project of the AAC&U identified "collaborative assignments and projects" as one of ten high‐impact practices of particular benefit for undergraduates. Integrating teamwork into the curriculum is easier for some disciplines (the sciences, for example) than for others (the humanities). Drawing on the experiences from Sunoikisis (www.sunoikisis.org), an inter‐institutional initiative among faculty members in classics to expand curricular options for students and research opportunities for faculty members, and other projects sponsored by the Center for Hellenic Studies (www.chs.harvard.edu), this session will examine several models of collaboration and explore the challenges and benefits of each. Participants will have the chance to share their own experiences and perspectives and discuss barriers to teamwork as well as practical ideas to overcome them.
SMSU 333 Track 4: Aligning Practices and Promoting Educational Effectiveness Technology as the Great Connector and the Great Disruptor J. Elizabeth Clark Banned laptops in the classroom? Blocked Facebook or Google Plus in computer labs? Sick of the social media trend? Instead of thinking about technology as a disruption to education, this session will explore ways in which various contemporary social media serve as a way to provide meaningful, sustained connections through the curriculum. How does social media integrate with campus course management platforms? What is the role of social media and new technologies in the curriculum and course outcomes? What is the role of on‐line learning? Hybrid Learning? Technology in the classroom? More importantly, this session will examine case studies of several colleges and universities taking a sustained and scaffolded approach to technology across the curriculum. Rather than an add on or an isolated course experiment, how can technology serve as a pedagogical tool to uniquely serve the interests of integrative learning?
3:00 pm – 3:30 pm SMSU 355 Ballroom
Refreshment Break and Technology StationsExplore social media technologies for learning.
3:30 pm – 6:30 pm Team Time
6:30 pm – Dinner on your own (optional team time or meetings with other teams).
SATURDAY, JULY 13
7:00 am – 8:15 am Victor’s (1st Floor of Ondine Hall; 1912 SW 6th Avenue)
Breakfast You will need your name badge to access your meal without additional payment. Those without badges will be asked to pay upon entry.
8:30 am – 8:45 am SMSU 355 Ballroom
Overview of the Day
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9:00 am – 10:15 am Concurrent Sessions V
SMSU 327
Track 1: Faculty and Administrative Leadership for Integrative Learning Navigating Integrative Learning – Even Faculty and Administrators Can Do It Jann Adams Integrative learning is characterized by opportunities to develop competencies that students can apply to lifelong learning and problem solving. There are numerous challenges facing administrators and faculty interested in providing integrative learning experiences at the undergraduate level. Faculty and administrators have used numerous models to provide integrated learning experiences. Administrators are challenged to incentivize faculty to engage in integrative learning, provide training and support for faculty implementers, acquire the necessary resources for implementation, build institutional support and infrastructure for these efforts, develop comprehensive evaluations of implementations, assist in the management of challenges associated with implementation, and address issues related to dissemination of findings. Faculty are charged with learning how to effectively implement innovative approaches, build collaborations with faculty outside of their disciplines and areas of expertise, serve as ambassadors to other faculty and administrators, and conduct evaluations that assess the effectiveness of the implementation and provide insight on the practices that are essential to effective implementation and replication. This session will highlight approaches to navigate the challenges to administrators and faculty interested in implementing integrative learning models and provide a rubric for program implementation that can assist in developing and assessing program effectiveness.
SMSU 236 Track 2: Integrative Learning as a Hallmark of 21st‐Century Liberal EducationLiberal Education and the Mobile 21st Century Student: Transfer Once, Transfer Twice, or Not At All? Anny Morrobel‐Sosa Nearly half of all undergraduate students in the United States begin their post‐secondary education at community colleges. While many of them do so with the aspiration of transferring to a 4‐year institution after obtaining an associates degree, many others transfer without completing the associates degree. Reverse transfer is a process by which academic credits for course work completed by a student at a 4‐year institution are transferred back to their originating community college for completion of the requirements toward the associate degree, thus combining academic credits from both institutions. This session will showcase existing (University of Texas at El Paso and El Paso Community College), and developing (Lehman College, Bronx Community College, Hostos Community College and Westchester Community College) examples of the policies, programs and procedures that facilitate timely student achievement through reverse transfer, and articulations of integrative learning and general education in the process.
SMSU 298 Track 2: Integrative Learning as a Hallmark of 21st‐Century Liberal Education"I See Opportunities": Digital Skills needed Virtually Everywhere Sybril Bennett So many digital tools, so many ways to use them. What are the future trends online and how can educators and students capitalize on them? What are the most pressing ethical, legal and privacy issues surrounding the latest technology? Dr. Syb Bennett, Professor of Journalism at Belmont University will present an engaging, entertaining and interactive look at ways you can teach in more interactive ways, create collaborative projects and leverage the foundations of education in the virtual arena. It's a FREE for all moment online. Many argue "we can't afford it." In today's world, "we can't afford" not to embrace change. Come and get overwhelmed and leave with options and optimism. Twitter: @drsyb
SMSU 333 Track 3: Building Capacity for Authentic Assessment Educators As Boundary‐Spanning Excellence Facilitators: Engaging Students As Active Agents, Architects and Partners in Their Learning Journey Hazel Symonette Developmental Evaluation is a capacity‐building resource that helps enable both the educator and the learner as well as the teaching/learning intervention. It facilitates and supports dynamic assessment and judgment‐making processes that have utility at all phases of the student learning/development life cycle. For individual learners, it is most congruent
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with Assessment AS Learning and its groundings in metacognition. In becoming active, engaged self‐assessors, students consciously monitor and regulate what they are learning vis a vis specified outcome promises and expectations. They use internal and external feedback to make adjustments and adaptations as well as changes in what they understand, or not. They make sense of data/information through relating it to prior knowledge and using it for new and/or reconfigured learnings. We will explore a holistic *Self‐in‐Context* assessment resource that helps learners—educators as well as students—activate critical self‐analyses, reflection and reflexive praxis. We will explore a contextually‐responsive Developmental Evaluation framework for unpacking and activating the WHO? Heart of WHAT? Agendas: notably, working through who educators are perceived as being vis a vis their students and their curricular/cocurricular content. Suggested Resources Lorna Earl, “Assessment of Learning, for Learning and as Learning” https://mywebspace.wisc.edu/xythoswfs/webui/_xy‐50388189_1‐t_yJVHReqL Hazel Symonette, “Cultivating Self As Responsive Instrument for Inclusive Excellence and Success for All” {Excerpt}, https://mywebspace.wisc.edu/xythoswfs/webui/_xy‐47462470_1‐t_FCyQLFnr Hazel Symonette, “Making Assessment Work In A Cross‐Campus Incubator for Holistic Student Success” https://mywebspace.wisc.edu/xythoswfs/webui/_xy‐49814593_1‐t_AZxxUDFq
SMSU 294 Track 4: Aligning Practices and Promoting Educational Effectiveness Teaching to the Wrong Answer Kelly Mack The use of case studies in problem based learning has been a traditional educational approach in the health sciences. This educational tool is widely believed to deepen student learning and enhance outcomes. Specifically, case studies allow students opportunities to participate as practitioners in their own learning, gain skills necessary in determining the criticality of information, and allow for consideration of such critical information within cross‐disciplinary contexts. In this session, participants will be introduced to this pedagogy through real‐time involvement in a case study designed exclusively for the Institute. Relevant information on the fundamental characteristics of problem based learning and the advantages of using case studies will be discussed.
SMSU 296 Track 4: Aligning Practices and Promoting Educational Effectiveness Articulating and Linking Departmental and Institutional‐level Educational Outcomes: Helping Students Get More from their Major Programs of Study Kenny Morrell Our examination of the relationship between the major program of study and the broader agenda of liberal education will begin with the results from a study conducted by the Center for Hellenic Studies on the design and features of the major in classics at 84 institutions in the United States (“The Classics Major and Liberal Education,” Liberal Education 95(2009): 14‐21). This session will look at generalizable findings and then focus on steps departments can take to (1) communicate with students more effectively about what their majors offer and how they differ from others, (2) help students (and their parents) understand the role a major plays within an overall undergraduate experience, and (3) create more supportive and productive academic environments for majors in their departments.
10:15 am – 10:45 am SMSU 355 Ballroom
Coffee Break and Technology StationsExplore social media technologies for learning.
10:45 am – 12:00 pm (See pp. 15‐17 for clusters, faculty advisors and room locations.)
Cluster Check‐inDuring this time, discuss outstanding issues, challenges and new ideas with your cluster.
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12:00 pm – 1:00 pm Victor’s (1st Floor of Ondine Hall; 1912 SW 6th Avenue)
Lunch You will need your name badge to access your meal without additional payment. Those without badges will be asked to pay upon entry.
1:00 pm – 4:00 pm Team Time
4:00 pm – 4:30 pm SMSU 355 Ballroom
Refreshment Break and Technology StationsExplore social media technologies for learning.
4:30 pm – 6:30 pm (See pp. 18‐20 for team groupings, room locations and the action plan template.)
Action Plan PresentationsEach team will present its action plan for continuing its work back on campus to two Institute faculty members and other teams. Teams will have 10 minutes to present their plans and 10 minutes for feedback. Please designate one team member to present the plan.
6:30 pm – 7:30 pm SMSU 238 Browsing and Student Lounge (2nd floor)
Reception
7:30 pm – 9:00 pm SMSU 355 Ballroom
Closing Dinner
Sunday, July 14
7:00 – 9:00 am Victor’s (1st Floor of Ondine Hall; 1912 SW 6th Avenue)
Breakfast You will need your name badge to access your meal without additional payment. Those without badges will be asked to pay upon entry.
By 10:00am Broadway Residence Hall Lobby
Residence Hall Check‐out Keys MUST be returned to Broadway Suite 210. Keys cannot be left in the rooms. Guests who do not return their keys will be charged $80. If you are departing before 5:00am, there is a dropbox outside of Broadway Suite 210 where you can leave your keys.
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Faculty Rooms and Advising Assignments
Each faculty advisor is assigned to a room in the Smith Memorial Student Union. This space will be used for consulting time. If your team would like to set up a time to meet with a faculty advisor, please coordinate this with
the faculty advisor.
Faculty Advisor Faculty Room Advising Teams/Clusters
Jann Adams and Ashley Finley
SMSU 296 Lincoln University of the Commonwealth of Pennsylvania, Mount Holyoke College, Park University
Jo Beld SMSU 355 Bard College, Vancouver Island University, Woodbury University
J. Elizabeth Clark SMSU 355 Alcorn State University, College of Southern Maryland, Queensborough Community College‐City University of New York
Susan Elrod SMSU 355 Jackson State University, Southern University at New Orleans, University of Colorado Denver
Ann Ferren and Carol Geary Schneider
SMSU 238 Browsing Nebraska Wesleylan University, Saint Michael’s College, The American University of Paris
L. Dee Fink SMSU 355 Duke University, Howard University, Montana State University
Kevin Hovland SMSU 238 Browsing Hampton University, Northern Illinois University, Pacific University
Jean Mach SMSU 327 Dallas County Community College District Office, Lane College, North Seattle Community College
Kelly Mack SMSU 236 Colgate University, Tougaloo College, Wellesley College
Kenny Morrell SMSU 236 Clark University, St. Lawrence University, Wheaton College
Anny Morrobel‐Sosa SMSU 294 Skidmore College, The Richard Stockton College of New Jersey, Xavier University of Louisiana
David Paris SMSU 298 Appalachian State University, Southern Oregon University, State University of New York at Geneseo
Terrel Rhodes SMSU 333 University of Central Oklahoma, Wagner College
Hazel Symonette SMSU 328 Bowie State University, Marquette University, George Mason University
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Faculty Advisor Assignments by Team
Team Team Leader Team Leader Email Advisor Initial Advising Time on July 11 (4:00‐5:45pm)
Alcorn State University Donzell Lee [email protected] J. Elizabeth Clark 4pm – 4:30pm
Appalachian State University
Paulette Marty [email protected] David Paris 4pm‐4:30pm
Bard College Susan Merriam [email protected] Jo Beld 4pm‐4:30pm
Bowie State University Lethia Jackson [email protected] Hazel Symonette 4pm‐4:30pm
Clark University Nancy Budwig [email protected] Kenny Morrell 4pm‐4:30pm
Colgate University Lesleigh
Cushing/Nicole Simpson
[email protected] / [email protected]
Kelly Mack 4:35pm‐5:05pm
College of Southern Maryland
Sue Subocz [email protected] J. Elizabeth Clark 4:35pm‐5:05pm
Dallas County Community College District Office
Matt Hinckley [email protected] Jean Mach 4:35pm‐5:05pm
Duke University David Malone [email protected] L. Dee Fink 4:35pm‐5:05pm
George Mason University Kristin Scott [email protected] Hazel Symonette 5:10pm‐5:40pm
Hampton University Michelle Claville [email protected] Kevin Hovland 4pm‐4:30pm
Howard University Sonya Smith [email protected] L. Dee Fink 4pm‐4:30pm
Jackson State University Jana Talley [email protected] Susan Elrod 4pm‐4:30pm
Lane College Melanie Van Stry [email protected] Jean Mach 4pm‐4:30pm
Lincoln University of the Commonwealth of Pennsylvania
Karen Baskerville [email protected] Jann Adams and Ashley Finley
4pm‐4:30pm
Marquette University John Su [email protected] Hazel Symonette 4:35pm‐5:05pm
Montana State University Nancy Cornwell [email protected] L. Dee Fink 5:10pm‐5:40pm
Mount Holyoke College Eleanor Townsley [email protected] Jann Adams and Ashley Finley
4:35pm‐5:05pm
Nebraska Wesleyan University
Judy Muyskens [email protected] Ann Ferren and Carol Geary Schneider
4pm‐4:30pm
North Seattle Community College
Jane Harradine [email protected] Jean Mach 5:10pm‐5:40pm
Northern Illinois Anne Birberick [email protected] Kevin Hovland 4:35pm‐5:05pm
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University
Pacific University Lisa Carstens [email protected] Kevin Hovland 5:10pm‐5:40pm
Park University Adam Potthast [email protected] Jann Adams and Ashley Finley
5:10pm‐5:40pm
Queensborough Community College, City University of New York
David Humphries [email protected] J. Elizabeth Clark 5:10pm‐5:40pm
Saint Michael’s College Karen Talentino [email protected] Ann Ferren and Carol Geary Schneider
4:35pm‐5:05pm
Skidmore College Patricia Rubio [email protected] Anny Morrobel‐
Sosa 5:10pm‐5:40pm
Southern Oregon University
Karen Stone [email protected] David Paris 4:35pm‐5:05pm
Southern University at New Orleans
Yolander Youngblood
[email protected] Susan Elrod 4:35pm‐5:05pm
St. Lawrence University Karl Schonberg [email protected] Kenny Morrell 4:35pm‐5:05pm
State University of New York at Geneseo
Savi Iyer [email protected] David Paris 5:10pm‐5:40pm
The American University of Paris
Robert Payne [email protected] Ann Ferren and Carol Geary Schneider
5:10pm‐5:40pm
The Richard Stockton College of New Jersey
Sonia Gonsalves [email protected] Anny Morrobel‐
Sosa 4:35pm‐5:05pm
Tougaloo College Bianca Garner [email protected] Kelly Mack 4pm‐4:30pm
University of Central Oklahoma
Cia Verschelden [email protected] Terrel Rhodes 4pm‐4:30pm
University of Colorado Denver
J. Jeffrey Franklin [email protected] Susan Elrod 5:10pm‐5:40pm
Vancouver Island University
Steve Lane [email protected] Jo Beld 4:35pm‐5:05pm
Wagner College Patricia Tooker [email protected] Terrel Rhodes 4:35pm‐5:05pm
Wellesley College Robbin Chapman [email protected] Kelly Mack 5:10pm‐5:40pm
Wheaton College Jonathan
Brumberg‐Kraus [email protected] Kenny Morrell
5:10pm‐5:40pm
Woodbury University Barret Havens [email protected] Jo Beld 5:10pm‐5:40pm
Xavier University of Louisiana
Florastina Payton‐Stewart
[email protected] Anny Morrobel‐
Sosa 4pm‐4:30pm
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Campus Action Plan, Presentation, and Template Campus Action Plan Each team will submit ONE COPY of a 2‐3 page action plan at the end of the Institute. The action plan is designed to: (a) help focus the Institute teams on concrete “next steps” for their projects, (b) draw out questions/problems that can be discussed with the Institute faculty and other teams during the Institute, (c) help the team expand the circle of individuals and groups aware of, and possibly engaged in, the project, and (d) enable AAC&U staff to gauge team progress. The action plan should address two questions:
1. Once back on campus, what are the team’s specific plans for advancing the project worked on at the Institute?
2. In particular, how does the team plan to share the knowledge, insights, and expertise gained during the Institute with other campus constituents?
A template to assist teams in framing their Action Plans follows on page 20. Teams should submit their action
plans before leaving the Institute. They may bring the file to the Institute office on a USB (thumb) drive, submit a
hard copy to the office, or email the file to [email protected]. The Institute office is located in the in the Pacific
Rim Room (SMSU 326) on the 3RD floor of the Smith Memorial Student Union (SMSU).
Action Plan Presentations
On Saturday, each team will present its action plan for continuing its work back on campus with two Institute faculty members and three other teams. Each team will have 10 minutes to present its plan and 10 minutes for feedback; please designate a representative from the team to present the plan. Note: PowerPoint capabilities may not be available during presentations.
Saturday afternoon, 4:30pm – 6:30pm: Action Plan Presentations with Cluster Advising Groups
Team Clusters Faculty Room Assignment
Mount Holyoke College, Lincoln University, Park
University, Bard College, Vancouver Island
University, Woodbury University
Ashley Finley and Jann
Adams SMSU 327
Colgate University, Tougaloo College, Wellesley
College, Clark University, St. Lawrence University,
Wheaton College
Kelly Mack and Kenny
Morrell SMSU 328
Appalachian State University, Southern Oregon
University, State University of New York at
Geneseo, Dallas County Community College District
Office, Lane College, North Seattle Community
College
David Paris and Jean
Mach SMSU 236
Duke University, Howard University, Montana State
University, Hampton University, Pacific University,
Northern Illinois University
Dee Fink and Kevin
Hovland SMSU 294
University of Central Oklahoma, Wagner College,
Skidmore College, The Richard Stockton College of
New Jersey, Xavier University of Louisiana
Terrel Rhodes and Anny
Morrobel‐Sosa SMSU 296
Alcorn State University, College of Southern
Maryland, Queensborough Community College,
CUNY, Jackson State University, Southern
University at New Orleans, University of Colorado
J. Elizabeth Clark and
Susan Elrod SMSU 298
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Denver
Nebraska Wesleyan University, Saint Michael’s
College, The American University of Paris, Bowie
State University, George Mason University,
Marquette University
Ann Ferren and Hazel
Symonette SMSU 333
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Action Plan Template
This template is offered to help teams frame their campus action plans. It is not meant to be prescriptive and
should be adapted to each team’s specific project goals and institutional context.
BACKGROUND
PROJECT DESCRIPTION AND GOALS
Content goals (the “what” of your project)
Process goals (the “how” and “who” of your project)
BARRIERS TO ACCOMPLISHMENT
OPPORTUNITIES FOR SUPPORT
COMMUNICATION STRATEGY
TEAM ACTIONS AND TIMELINE
Action Who Purpose/Details When
EVIDENCE OF SUCCESS (How will we know we’re making progress?)
RESOURCES AND SUPPORTING MATERIALS
APPENDICES (e.g., sample statement of purpose, measures of success)
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Participant List
Alcorn State University
Sandra Barnes Associate Professor [email protected]
Yolanda Jones Associate Professor [email protected]
Donzell Lee* Vice Provost for Academic Affairs and Graduate Studies [email protected]
April Owens Rankin Associate Professor [email protected]
Martha Ravola Associate Professor [email protected]
Appalachian State University
Garner Dewey QEP Director [email protected]
Michael Krenn Faculty Coordinator for First Year Seminar [email protected]
Paulette J.W. Marty* Director of General Education [email protected]
William Pelto Dean, Hayes School of Music [email protected]
Kathleen Schroeder Professor and Chair [email protected]
Bard College
Maria Cecire Assistant Professor of Literature [email protected]
Susan Merriam* Associate Professor of Art History, Associate Dean of
Academic Affairs [email protected]
Eruc Trudel Associate Professor of French; Chair of the Division of
Languages and Literature [email protected]
Bowie State University
George Acquaah Dean [email protected]
Quincy Brown Assistant Professor [email protected]
Monika Gross Director – Honors Program [email protected]
Lethia Jackson* Chair/Associate Professor [email protected]
Velma Latson Lecturer [email protected]
Clark University
Nancy Budwig* Associate Provost/Dean of Research [email protected]
Sarah Michaels Professor of Education [email protected]
Colgate University
Lesleigh Cushing* Associate Professor, Religion and Jewish Studies [email protected]
Douglas Hicks Provost & Dean of Faculty [email protected]
Nicole Simpson Associate Professor of Economics [email protected]
College of Southern Maryland
Robert Farinelli STEM Director/Mathematics Professor [email protected]
Ronda Jacobs Director, Student Success Center [email protected]
Michelle Simpson Director, Integrative Learning Center [email protected]
Jody Simpson Executive Director of Student Services [email protected]
Sue Subocz* Vice President of Academic Affairs [email protected]
Dallas County Community College District Office
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Matt Hinckley* Faculty Co‐Chair, Core Curriculum Steering Team [email protected]
Sharon Manna Professor [email protected]
Yolanda Manzano Faculty [email protected]
Karen Mongo Assessment Chair [email protected]
Jennie Pollard Executive Dean, Cedar Valley College [email protected]
Kendra Vaglienti Executive Dean [email protected]
Jonathon York Professor of Government [email protected]
Duke University
Amy Anderson Faculty Consultant, Service‐Learning and Instructor, Program
in Education [email protected]
Elizabeth Ann Fox Associate Dean [email protected]
Elaine Madison Associate Director, DukeEngage [email protected]
David Malone* Associate Professor of the Practice [email protected]
Matt Serra Director of Assessment [email protected]
George Mason University
Al Fuertes Assistant Professor [email protected]
Lesley Mary Smith Associate Professor [email protected]
Julie Owen Assistant Professor, Leadership & Integrative Studies [email protected]
John O’Connor Professor [email protected]
Kristin Scott* Term Assistant Professor [email protected]
Wendy Wagner Director, Center for Leadership and Community Engagement [email protected]
Hampton University
Michelle Claville* Assistant Dean/Associate Professor [email protected]
du
Carolyn Morgan Professor [email protected]
du
Jean Muhammad Chair jeana.muhammad@hamptonu
.edu
Michelle Penn‐
Marshall Chair, Biological Sciences
michelle.penn‐
Howard University
Wayne A. I. Frederick Provost and Chief Academic Officer [email protected]
Courtney Robinson Assistant Professor [email protected]
du
Sonya Smith* Professor & Department Chair [email protected]
Talitha Washington Associate Professor [email protected]
du
Cynthia Winston Associate Professor, Psychology [email protected]
Jackson State University
Evelyn Leggette Dean and Professor [email protected]
Loretta Moore Assoc VP for Research, VP for Research & Fed Relations [email protected]
Kaye Sly Associate Professor [email protected]
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Jana Talley* Assistant Professor of Mathematics [email protected]
April Tanner Assistant Professor [email protected]
Lane College
Sydneria Griffin Instructor of Mathematics [email protected]
Melanie Van Stry* Assistant Professor [email protected]
Larry Thompson Chair, Division of Natural and Physical Sciences [email protected]
Lincoln University of the Commonwealth of Pennsylvania
Karen Baskerville* Associate Professor and Chair of Biology [email protected]
John Chikwem Dean, School of Natural Sciences and Mathematics [email protected]
Anna Hull Associate Professor [email protected]
Shelley Johnson Director of Nursing [email protected]
Helen Major Associate Professor [email protected]
Marquette University
Sarah Feldner Associate Professor [email protected]
Kerry Goepfert Associate Dean – Nursing [email protected]
C. Shaun Longstreet Director, Center for Teaching and Learning shaun.longstreet@marquette.
edu
John Su* Director of the University Core of Common Studies [email protected]
Kristina Ropella Executive Associate Dean and Professor [email protected]
Montana State University
Sheila Bonnand Assistant Professor/Reference Librarian [email protected]
Nancy Cornwell* Dean, College of Arts and Architecture [email protected]
u
Marvin Lansverk Professor – English [email protected]
a.edu
Marilyn Lockhart Director of Center for Faculty Excellence [email protected]
Sara Waller Associate Professor [email protected]
Mount Holyoke College
Eva Paus Professor [email protected]
Eleanor Townsley* Professor [email protected]
Nebraska Wesleyan University
Mary Beth Ahlum Professor of Psychology [email protected]
Patrick Hayden‐Roy Professor [email protected]
Jeffrey Isaacson Associate Professor and Assistant Provost [email protected]
Lisa Lockman Professor of Art [email protected]
Judy Muyskens* Provost [email protected]
North Seattle Community College
Aryana Bates Reference Librarian aryana.bates@seattlecolleges.
edu
Jane Harradine* Humanities Instructor jane.harradine@seattlecollege
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s.edu
Diana Ma Faculty [email protected]
Laura McCracken English Instructor laura.mccracken@seattlecolle
ges.edu
Brian Palmer Instructor brian.palmer@seattlecolleges.
edu
Northern Illinois University
Anne Birberick* Vice Provost [email protected]
Brianno Coller Professor [email protected]
Michaela Holtz Assistant to Director [email protected]
Ed Klonoski Associate Professor of Music [email protected]
Chris Parker Associate Vice Provost of Academic Outcomes Assessment [email protected]
Pacific University
Paige Baugher Associate Professor [email protected]
Lisa Carstens* Dean, College of Arts & Sciences [email protected]
David DeMoss Associate Dean and Director of the School of Art and
Humanities [email protected]
Kevin Johnson Director School of Natural Sciences [email protected]
Ellen Margolis Professor of Theatre [email protected]
Sarah Phillips Director, School of Social Sciences [email protected]
Park University
Chad Ackerman Tech. Director [email protected]
Kenneth Christopher Associate Dean, College of Liberal Arts and Sciences [email protected]
u
Lora Cohn Chair, Assessment Committee [email protected]
Scott Hageman Assistant Dean, School for Nat. & App. Sciences [email protected]
Megan Holder Data & Program Specialist [email protected]
Adam Potthast* Assistant Professor of Philosophy [email protected]
Queensborough Community College, City University of New York
Jodie Childers Assistant Professor [email protected]
Jean Darcy Associate Professor [email protected]
Laurel Elise Harris Assistant Professor [email protected]
David Humphries* Associate Professor [email protected]
John Duncan Talbird Associate Professor [email protected]
Saint Michael's College
Jeffrey Ayres Professor [email protected]
Bret Findley Associate Professor [email protected]
Nathaniel Lewis Professor of English [email protected]
Laura Stroup Asst. Prof. of Environmental Studies [email protected]
Karen Talentino* Vice President for Academic Affairs [email protected]
Skidmore College
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Ruben Graciani Associate Professor – Dance [email protected]
Patricia Rubio* Associate Dean of the Faculty [email protected]
Peter von Allmen Professor – Economics [email protected]
Southern Oregon University
Alissa Arp Dean, College of Arts and Sciences [email protected]
Lee Ayers Associate Professor of Criminology and Criminal Justice,
Director of University Studies [email protected]
Warren Hedges Assistant Professor of Emerging Media and Digital Arts [email protected]
Kristin Nagy Catz Director of Academic Assessment [email protected]
Michael Parker Professor of Biology [email protected]
Karen Stone* Associate Dean, College of Arts and Sciences [email protected]
Vince Smith Assistant Professor of Environmental Studies and Sociology [email protected]
Marjorie Trueblood‐
Gamble Associate Director of Diversity and Inclusion [email protected]
Southern University at New Orleans
Evelyn Harrell Assoc. Professor [email protected]
Lisa Mims‐Devezin Professor Biology/Assoc. Dean [email protected]
Michael Ralph Director for Institutional Research, Effectiveness and Strategic
Planning [email protected]
Yolander Youngblood* Asst. Professor [email protected]
St. Lawrence University
John Collins Professor and Chair of Global Studies [email protected]
Traci Fordham Dept. Chair, Associate Professor, Performance and
Communication Arts [email protected]
Richard Jenseth Coordinator Mellon Humanities Grant [email protected]
Marina Llorente Professor of Spanish, Chair of the Department of Modern
Languages and Literatures [email protected]
Devon Murphy Stein Director, Corporate & Foundation Relations [email protected]
Karl Schonberg* Associate Dean for International and Intercultural Studies [email protected]
Mary Jane Smith History Department [email protected]
State University of New York at Geneseo
Jim Aimers Associate Professor of Anthropology [email protected]
Gregg Hartvigsen Professor [email protected]
Savi Iyer* Dean of Curriculum and Academic Services [email protected]
Kenneth Kallio Associate Professor of Psychology [email protected]
Alice Rutkowski Associate Professor of English [email protected]
The American University of Paris
Kerstin Bree Carlson Assistant Professor [email protected]
Alice Craven Associate Professor [email protected]
Madeleine Czigler Associate Professor, Communications [email protected]
Robert Earhart Assistant Professor [email protected]
Robert Payne* Assistant Professor [email protected]
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Charles Talcott Associate Professor of Global Communications [email protected]
The Richard Stockton College of New Jersey
Peter Baratta Executive Assistant to the Provost [email protected]
Susan Cydis Assistant Professor [email protected]
Sonia Gonsalves* Professor of Psychology [email protected]
Carra Hood Associate Professor of Writing [email protected]
Dee McNeely‐Greene Associate Vice President for Student Affairs dee.mcneely‐
William Reynolds Asst. Professor of Social Work [email protected]
u
Tougaloo College
Bianca Garner* Associate Professor/Chair [email protected]
Demetria White Instructional Technologist [email protected]
University of Central Oklahoma
Mary Carver Assistant Professor [email protected]
Darla Fent Assoc. Prof. in Kinesiology & Health Studies [email protected]
Charles Hughes Associate Vice President [email protected]
Jeff King Executive Director, Center for Excellence in Transformative
Teaching & Learning [email protected]
Lalit Manral Assistant Professor [email protected]
William McCormick Director, FYE Programs [email protected]
Rachel Parks Winters Assistant Director, Volunteer & Service Learning Center [email protected]
Cia Verschelden* Executive Director, Institutional Assessment [email protected]
Charleen Weidell Chair, Department of Art [email protected]
University of Colorado Denver
Cecilio Alvarez Academic Advisor [email protected]
Tod Duncan Senior Instructor [email protected]
J. Jeffrey Franklin* Professor, Associate Dean in CLAS [email protected]
Marjorie Levine‐Clark Associate Professor marjorie.levine‐
Paul Stretesky Professor and Chair University Curriculum Committee [email protected]
Christine Stroup‐
Benham
Assistant Vice Chancellor, Institutional Research and
Effectiveness
christine.stroup‐
Vancouver Island University
Gregory Arkos Professor [email protected]
Mark Blackell Professor
Terri Doughty Chair, English Department [email protected]
Chris Jaeger Professor [email protected]
Steve Lane* Associate Vice‐President: Academic Planning and Aboriginal
Initiatives [email protected]
Marni Stanley [email protected]
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Wagner College
Anne Goodsell Love Associate Provost for Assessment [email protected]
Nick Richardson Associate Professor [email protected]
Patricia Tooker* Dean [email protected]
Wellesley College
Elena Bernal Associate Provost for Institutional Planning and Assessment [email protected]
Tracey Cameron Assistant Dean of Intercultural Education [email protected]
Robbin Chapman* Associate Provost and Academic Director of Diversity and
Inclusion [email protected]
Wheaton College
Jonathan Brumberg‐
Kraus* Professor of Religion [email protected]
Lisa Gavigan Director, Career Services gavigan_lisa@wheatoncollege.
edu
Kathleen Morgan Associate Professor of Psychology morgan_kathleen@wheatonc
ollege.edu
Woodbury University
Paul Decker Executive Director, Institute for Excellence in Teaching &
Learning [email protected]
Barret Havens* Asst. Prof. [email protected]
Svetlana Holt Associate Professor, Management [email protected]
Jason Keller Acting Chair of INDS [email protected]
Randy Stauffer Associate Dean [email protected]
Xavier University of Louisiana
Tiera Coston Educational Improvement Specialist ‐ STEM [email protected]
Florastina Payton‐
Stewart* Assistant Professor [email protected]
Gloria Thomas Assistant Professor [email protected]
Kim Marie Vaz Associate Dean, College of Arts & Sciences and Professor of
Education [email protected]
* Team leader
Cross Leadership Institute Participants
Elizabeth Hoover Assistant Professor of American Studies and Ethnic Studies, Brown University
Elizabeth_M_Hoover@brown.
edu
Molly Kerby Assistant Professor, Gender and Women's Program [email protected]
Stephanie Milling Assistant Dean of College of Visual and Performing Arts, Winthrop University
Julie Owen Assistant Professor, Leadership & Integrative Studies, George
Mason University [email protected]
Victor Raymond Adjunct Instructor, Madison College (MATC) [email protected]
du
Wendy Wagner Director, Center for Leadership and Community Engagement, [email protected]
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George Mason University
Holly West Associate Dean for Strategy, Policy and Assessment, United
States Military Academy [email protected]
AAC&U Staff, Institute Faculty, and Presenters
Jann Adams Associate Professor, Department of Psychology, Morehouse
College [email protected]
Kathryn Angeles Program Associate, AAC&U [email protected]
Janet Barber Program Assistant, Preparing Critical Faculty for the Future
(PCFF) Project [email protected]
Jo Beld Director of Evaluation and Assessment and Professor of
Political Science, St. Olaf College [email protected]
Sybril Bennett Professor, Journalism, Belmont College [email protected]
J. Elizabeth (Liz) Clark Professor of English, LaGuardia Community College/CUNY [email protected]
Alma Clayton‐Pedersen
Chief Executive Officer, Emeritus Consulting Group; Senior
Scholar, AAC&U and Project Director of Preparing Critical
Faculty for the Future (PCFF) Project
Elizabeth Dickens Program Associate and Assistant to the Vice President, AAC&U [email protected]
Susan Elrod Dean of the College of Science and Mathematics, California
State University‐Fresno and Senior Scholar, AAC&U [email protected]
Ann Ferren Senior Fellow, AAC&U [email protected]
L. Dee (Dee) Fink International Consultant in Higher Education, Dee Fink &
Associates [email protected]
Ashley Finley Senior Director of Assessment and Research, AAC&U [email protected]
Kevin Hovland Senior Director, Global Learning and Curricular Change [email protected]
Alexis Krivian Program Associate, AAC&U [email protected]
Patricia Lowrie
Director of Women's Resource Center and Assistant to the
Dean of the College of Veterinary Medicine, Michigan State
University and Preparing Critical Faculty for the Future (PCFF)
Advisory Board Member
Jean Mach Professor of English, College of San Mateo [email protected]
Kelly Mack Executive Director, Project Kaleidoscope at AAC&U [email protected]
Kenny Morrell Associate Professor and Chair, Greek and Roman Studies,
Rhodes College [email protected]
Anny Morrobel‐Sosa Provost and Senior Vice President for Academic Affairs,
Lehman College, City University of New York
morrobel‐
David Paris Vice President for Integrative Liberal Learning and the Global
Commons [email protected]
Terrel Rhodes Vice President for Quality, Curriculum, and Assessment,
AAC&U [email protected]
Carol Geary Schneider President, AAC&U [email protected]
Hazel Symonette Program Development and Assessment Specialist, University
of Wisconsin‐Madison
edu
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Faculty and Presenter Bios
Jann H. Adams is an associate professor of psychology at Morehouse College in Atlanta, Georgia. She received her B.A. in Psychology from Oberlin College in 1983 and Ph.D. in Clinical Psychology from Indiana University in 1989. As Associate Dean in the Division of Science and Mathematics from 2008‐2012, Adams led efforts to enhance the productivity and promotion of women faculty, led a Division‐wide leadership initiative, Division‐wide implementation of Peer Led Team Learning, developed a Division evaluation assessing the academic success and graduate school entrance of Morehouse science majors, as well as an evaluation of the impact of Division programs, research training and international experiences. Adams serves as the Director of the MBRS RISE and MARC‐USTAR Programs at Morehouse College. These National Institutes of Health funded programs target underrepresented minorities to increase the production of Ph.D.’s in the biomedical sciences. As director of these programs, Adams has worked to build collaborations within the Morehouse community and with other Atlanta University Center institutions to enhance research training at the College. Early in her career Adams published in the areas of stress reactivity and John Henryism, a behavioral coping style common in African Americans that predisposes them to hypertension. She also has published chapters on feminist views of child sexual abuse and historical views of the sexual harassment and abuse of African American women. More recently, Adams’ research efforts have focused on enhancing knowledge of variables associated with increased production of African American Ph.D.’s in science, technology, engineering and mathematics (STEM) and on pedagogical interventions to enhance academic outcomes of students in the sciences. In 2012, she co‐authored a case study, “Implementation of Peer Led Team Learning, the Leadership Initiative and Establishment of a New Faculty Track as Examples of Institutional Change”, and a chapter “Promising Programs in Science: A Cross‐National Exploration of What Works to Attract and Sustain Women in preparation” published by the National Academies Press. Jo Beld is a Professor of Political Science and Director of Evaluation and Assessment at St. Olaf College in Northfield, Minnesota. She is in her ninth year leading St. Olaf’s program of “mission‐driven, meaningful, and manageable” assessment. Since her appointment to this position, and through active partnerships with a wide array of faculty and staff, Jo has sought to foster a culture of “inquiry in support of student learning” throughout the college and within departments and programs. She has led several inter‐institutional projects developing assessment instruments and using assessment to strengthen student learning. Jo has facilitated workshops and made presentations on assessing student learning in higher education at a wide array of regional and national conferences. She is a regular presenter at AAC&U meetings and a contributor to AAC&U’s Valid Assessment of Learning in Undergraduate Education (VALUE) initiative. In her twenty‐plus years at St. Olaf, in addition to teaching courses in public policy, American politics, research methods, and ethics, Jo has directed programs in general education, faculty development, tenure and promotion policy revision, and the protection of human subjects. Under Jo’s leadership, the St. Olaf assessment program received a 2010 Award for Outstanding Institutional Practice in Student Learning Outcomes from the Council for Higher Education Accreditation (CHEA). Jo received her undergraduate degree from Bethel University and completed her Ph.D. at Yale University. Sybril Bennett, affectionately known as “Dr. Syb” is a Vanderbilt educated, Harvard trained, two‐time Emmy award winning multimedia journalist. She is a tenured Professor of Journalism at Belmont University in Nashville, Tennessee where she helped to establish the New Century Journalism Program in 2003. With more than 20 years of experience in television news, she’s worked behind the scenes at ABC in Milwaukee and at CBS in Chicago. Her last television gig was at CBS in Nashville where she was a general assignment reporter, fill‐in anchor and fill‐in talk show host. She has been commissioned by the American Association of Colleges and Universities to participate in the Bridge to Theory and Practice monograph project. Her focus is civic engagement and social media. Her book (in press), "Innovate: Lessons from the Underground Railroad" examines the UGRR and the Internet as among America's most effective, innovative and disruptive networks. You can watch her discuss this topic on You Tube as part of Tedx Nashville, 2013. With degrees from Marquette, Loyola University of Chicago and Vanderbilt, Dr. Syb is a disruptive facilitator, mentor and speaker spreading the word about and through social media. Twitter: @drsyb. J. Elizabeth Clark, Professor of English at LaGuardia Community College/City University of New York, teaches composition, literature, creative writing, and the capstone course in the Liberal Arts. Her scholarly interests include 20th century American poetry, the poetry of HIV/AIDS, children’s literature, teaching with technology, ePortfolio and digital rhetoric. She is a graduate of Lycoming College (B.A.) and Binghamton University (M.A. and Ph.D.).
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She has been part of LaGuardia’s dynamic ePortfolio team since 2002 serving on the original research team, participating in the pilot, and serving as the Interim ePortfolio Director in 2006. She is currently active on the college’s assessment committee, the college’s technology committee, the learning communities program, and the writing program, serving as its co‐director from 2004‐2010. She works closely with the Center for Teaching and Learning at LaGuardia, leading year‐long professional development seminars, most recently on effective capstone courses. Her most recent Peer Review article, co‐authored with Bret Eynon examines ePortfolios and assessment practices in higher education. A passionate advocate for teaching with technology, her article “The Digital Imperative: Making the Case for a 21st Century Pedagogy” in Computers & Composition outlines her position on the critical moment of reforming writing curriculum to include technology. She is currently on sabbatical from LaGuardia (February 2012‐February 2013) to study the ways in which writing programs are intentionally reshaping their curriculums to include technology‐specific learning objectives. Her critical and creative work has appeared in journals such as: Peer Review, Women’s Studies Quarterly, The Minnesota Review, The Comstock Review, The Journal of Basic Writing, and A & U: America's AIDS Magazine. She is co‐chair of the Council on Basic Writing and is on the editorial boards of College Composition and Communication and Basic Writing eJournal (BWe); she also serves as a reviewer for the International Journal of ePortfolio. This is her fourth year at the AAC&U Institute and she is excited to meet the teams and to work with them! Her areas of expertise include: e‐portfolios, integrative learning, assessment, learning communities, capstone courses, writing programs/writing across the curriculum, and faculty development. Susan Elrod is the Dean of the College of Science and Mathematics at California State University‐Fresno and a Senior Scholar at the Association of American Colleges and Universities (AAC&U). She holds a Ph.D. in Genetics from the University of California‐Davis and a B.S. in Biological Sciences from California State University‐Chico. She is an experienced college biology professor, college administrator, and national leader in science education. Her most recent position was as the Executive Director of Project Kaleidoscope at AAC&U. In this position, she launched new national initiatives focused on improving undergraduate STEM education, expanded PKAL’s existing regional networks, and enhanced PKAL’s Summer Leadership Institute program. She has led a wide array of STEM education initiatives on a range of topics in higher education, such as PKAL’s national initiatives on interdisciplinary program development, STEM transfer student success, sustainability in the undergraduate curriculum, and leadership development. At Cal Poly, San Luis Obispo, where she has been a professor since 1997, Elrod has taught extensively, conducted scientific and educational research, and served as associate dean in the College of Science and Mathematics and as the director of the Center for Excellence in Science and Mathematics Education (CESaME) from 2007‐2009. Her specific areas of expertise are in science education curriculum, assessment and program development (single department/program and multi‐campus coordination); program review; accreditation; science education research and project management; STEM faculty leadership development; interdisciplinary/integrative science program design; and, strategic planning. In addition, she has 10+ years of experience leading faculty development programs and workshops that result in generative outcomes for STEM departments and organizations. In 2006‐07, she was an American Council on Education (ACE) Fellowship at the Colorado College and is a PKAL F21 faculty member, class of 2001.For more, see: http://www.aacu.org/press_room/experts/elrod.cfm. Ann S. Ferren is currently a Senior Fellow at AAC&U in the Office of Quality, Curriculum and Assessment. She has over 30 years of experience as an academic administrator in a variety of roles including Director of General Education, Dean of Faculty, and Interim Provost at American University, Washington D.C.; Vice President for Academic Affairs at Radford University; and most recently as Provost at the American University in Bulgaria for five years. She has served on the AAC&U Board and participated in many institutes and publications of AAC&U. She received her A.B. in Economics from Radcliffe College, M.A.T. from Harvard Graduate School of Education, and Ed.D. from Boston University. As a consultant to campuses both in the US and abroad, her particular interest is the way in which curricular and pedagogical reform serve as stimuli for faculty and institutional development. Her publications focus on improving teaching and learning, strengthening undergraduate curricula, strategically realigning resources, developing collaborative academic leadership, and using institutional research data to inform decisions. She has offered workshops and presentations at national meetings focused on the process of revising general education programs,
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alternative models for general education programs, and the challenge of change when there are financial constraints. Her work on academic quality, assessment, and reallocation of resources to support learning and curricular improvement is particularly relevant in the new economic environment of higher education. L. Dee Fink is a nationally‐recognized expert on college teaching and faculty development, and currently works as a national consultant in higher education. He founded the Instructional Development Program at the University of Oklahoma in 1979 and served as its director until he retired from there in 2005. Fink has also served as president of the Professional and Organizational Development [POD] Network in Higher Education, the largest national organization for faculty development in the United States. He received his Ph.D. from the University of Chicago in 1976, and then accepted an academic appointment in the departments of Geography and Higher Education at Oklahoma. Fink is author of Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses (2003) and co‐editor of Team‐Based Learning: A Transformative Use of Small Groups in College Teaching (2004). Ashley Finley is Senior Director of Assessment and Research at the Association of American Colleges and Universities (AAC&U) and the national evaluator for the Bringing Theory to Practice (BTtoP) Project; an independently funded project that is devoted to helping campuses foster and assess students’ engaged learning, civic development, and psychosocial well‐being. Through her work with both AAC&U and BTtoP, Dr. Finley helps colleges and universities to develop, implement, and communicate meaningful assessment strategies that facilitate depth of learning at the student, faculty, and institutional levels. Before joining AAC&U, she was an Assistant Professor of Sociology at Dickinson College. She received a B.A. degree from the University of Nebraska‐Lincoln and an M.A. and Ph.D, both in sociology, from the University of Iowa. Kevin Hovland is Senior Director of Global Learning and Curricular Change at AAC&U, working in the office of Diversity, Equity, and Global Initiatives. He is responsible for the Shared Futures initiative and directs its current project, General Education for a Global Century (funded by the Henry Luce Foundation). Thirty‐two colleges and universities are working through that project to define and use global learning outcomes as an organizing principle for coherent and comprehensive general education curricular designs. Hovland is the author of the AAC&U monograph, Shared Futures: Global Learning and Liberal Education as well as several articles further articulating global learning as an essential outcome of liberal education. He is also program director for AAC&U’s annual meeting, project director for The Educated Citizen and Public Health, and executive editor of Diversity & Democracy: Civic Learning for Shared Futures, an AAC&U periodical designed to provide campus practitioners with readily available information about successful diversity initiatives around the country and to support academic leaders and educators as they design and reshape their diversity programs, civic engagement initiatives, and global learning opportunities to better prepare students for principled action in today's complex world. Hovland earned a BA in Russian Regional Studies from Columbia University and is ABD in History at Georgetown University. Jean Mach, a Senior Fellow at AAC&U in the Office of Diversity, Equity, and Student Success, is Professor of English at College of San Mateo (CSM) and Lead Advisor for the college’s Phi Theta Kappa Honor Society. She finds great intellectual thrill in involvement with high‐impact practices in community colleges. She has worked with the California Bay Area’s Regional Learning Communities Consortium, the Integrative Learning Project (sponsored by the Carnegie Foundation for the Advancement of Teaching and AAC&U), the CASTL Institutional Leadership Program, California’s Digital Teaching and Learning Consortium, and AAC&U’s VALUE project. She is currently a member of the Advisory Board for AAC&U’s Roadmap Project, a member of the Consulting Board for College Teaching, and a member of the Review Board for IJeP: The International Journal of ePortfolio. In past years, as Coordinator of CSM’s Learning Communities, Writing Across the Curriculum, and Scholar programs, she introduced the use of ePortfolios for assessment. She has seen, through all these endeavors, that integrative learning (i.e., fostering connections of all kinds in students’ experiences) helps students find purpose in their education and in their lives. She earned her M.A. in English literature and creative writing from the University of California, Berkeley; her M.A.T. in English and Single Subject Teaching Credential from the College of Notre Dame; and her B.A. in English from the University of Washington. A published writer and poet, she is the recipient of the
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first Inside English Article of the Year Award and the Jack London Writing Conference Poetry Award. Kelly Mack is the Executive Director of Project Kaleidoscope, a non‐profit organization focusing on undergraduate STEM education reform, at the Association of American Colleges and Universities (AAC&U). Prior to joining AAC&U, Dr. Mack was the Senior Program Director for the National Science Foundation (NSF) ADVANCE Program while on loan from the University of Maryland Eastern Shore (UMES) where, as a Professor of Biology, she taught courses in Physiology and Endocrinology for 17 years. During her tenure at NSF, Dr. Mack managed an annual budget of approximately $17 million, facilitated the inclusion of issues targeting women of color into the national discourse on gender equity in the STEM disciplines and significantly increased the participation of predominantly undergraduate institutions, community colleges and minority serving institutions in the ADVANCE portfolio. At UMES, Dr. Mack served in many capacities including Biology Program Director where she was responsible for providing leadership and strategic vision for the intellectual, educational, and professional development of biology majors and for the coordination of faculty in providing quality instruction, research, and development activities. She also served as Principal Investigator, Director or Co‐Director for externally funded projects that totaled over $12 million dollars, including the UMES ADVANCE Program, which focused on issues related to African American women faculty in the STEM disciplines and led to the initiation of several institution‐wide practices to promote the professional development of all faculty. Dr. Mack earned the BS degree in Biology from UMES and, later, the PhD degree from Howard University in Physiology. She has had extensive training and experience in the area of cancer research with her research efforts focusing primarily on the use of novel antitumor agents in breast tumor cells. Most recently, her research focus has involved the use of bioflavonoids in the regulation of estrogen receptor positive (ER+) and estrogen receptor negative (ER‐) breast tumor cell proliferation. Dr. Mack has served as a member of the Board of Governors for the National Council on Undergraduate Research and is a current member of the National Institutes of Health Review Subcommittee for Training, Workforce Development and Diversity. She also recently completed a brief stint as Executive Secretary for the NSF Committee on Equal Opportunities in Science and Engineering, which is the Congressionally mandated advisory body that focuses on efforts to broaden the participation of underrepresented groups in the STEM disciplines. Kenny Morrell is an associate professor of Greek and Roman Studies at Rhodes College in Memphis, Tennessee. Since in 1995, he has been involved in Sunoikisis (www.sunoikisis.org), an initiative among liberal arts colleges to supplement the curricula in classics through inter‐institutional courses and collaborative research projects. From 2001 to 2004, he was one of the faculty consultants for the Frye Leadership Institute and now serves as director of fellowships and curricular development at the Center for Hellenic Studies in Washington, D.C. (www.chs.harvard.edu). He is currently participating in a project funded by the Teagle Foundation that seeks to identify measurable differences in the learning outcomes of students who major in classics. His other interests include the use of information technology in the humanities and the study of language acquisition. He received B.A. degrees in German Studies and Classics from Stanford University and his M.A. and Ph.D. in Classical Philology from Harvard University. Anny Morrobel‐Sosa is Provost and Senior Vice President for Academic Affairs at Lehman College. Prior to this position, Morrobel‐Sosa was Dean of the College of Science at The University of Texas at El Paso (UTEP). As dean at UTEP, Dr. Morrobel‐Sosa oversaw nine departments and programs, three centers and institutes and more than 160 faculty and staff. She managed a budget of over $11 million and externally funded research expenditures that topped $13 million. During her tenure, the College offered over 30 Bachelor of Science programs, 13 graduate programs and eight doctoral degrees. UTEP serves almost 23,000 undergraduate and graduate students.
Dr. Morrobel‐Sosa has taught a wide variety of courses at both the undergraduate and graduate levels including general chemistry, physical chemistry, polymers and polymeric materials, electronic properties of materials, materials engineering, and instrumental analysis. Her areas of research include condensed matter, biomaterials, semiconductors and superconductivity. Dr. Morrobel‐Sosa has supervised the research projects of over thirty‐five undergraduate and graduate students. She has published over twenty‐five refereed papers and given over one hundred and thirty presentations to national and international audiences on a broad range of topics.
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Dr. Morrobel‐Sosa also served as a Senior Fellow in the Office of Diversity, Equity and Global Initiatives at AAC&U. Dr. Morrobel‐Sosa is President and Founder of The Micaela Group, a firm committed to the development of women and minority students and faculty in science and engineering disciplines. Eduardo M. Ochoa began his appointment as interim president of California State University, Monterey Bay in July 2012. Ochoa returned to the CSU after serving in the Obama Administration since 2010 as the U.S. assistant secretary for postsecondary education—the secretary of education's chief advisor on higher education issues. Prior to that role, Ochoa served for seven years as the provost and vice president for academic affairs at Sonoma State University. Ochoa taught at Fresno State as well as at California State University, Los Angeles, where he was a full professor and chair of the economics and statistics department. He also led the university's Bureau of Business and Economic Research, and served as acting dean of its School of Business and Economics. In 1997, Ochoa was hired as the dean of Cal Poly Pomona's College of Business Administration, where he served for six years. A native of Buenos Aires, Ochoa attended bilingual schools in the Argentinian capital until his sophomore year in high school before immigrating with his family to Portland, Oregon. Ochoa earned his bachelor's degree in physics from Reed College, a master's degree in nuclear science and engineering from Columbia University, and a Ph.D. in economics from the New School for Social Research. David C. Paris is vice president, Office of Integrative, Liberal Learning and the Global Commons, at AAC&U. He was one of the primary developers and editors of the statement New Leadership for Student Learning and Accountability: A Statement of Principles, Commitments to Action published in January 2008 by AAC&U and the Council on Higher Education Accreditation, with support from the Teagle Foundation. Before the coming to AAC&U, Paris worked a number of projects as Senior Fellow at AAC&U and Senior Advisor at CIC. He was a campus liaison to several schools in the ACC&U’s "Core Commitments: Educating for Personal and Social Responsibility" initiative that seeks to assess the degree to which issues of personal and social responsibility (honesty, tolerance, civic involvement) are stressed and promoted on campuses and to encourage institutions to act on these issues. At the CIC, he organized a conference on the relationship of business studies and liberal education and developed a monograph about the work of the schools at the conference, Business and the Liberal Arts: Integrating Liberal and Professional Education, published in 2007. Paris has worked in higher education for thirty‐five years in a number of administrative and leadership roles. He served as Vice President for Academic Affairs and Dean of the Faculty at Hamilton College from 1999‐2005. He oversaw a comprehensive curricular reform, a longitudinal assessment project, several faculty development initiatives, and a significant expansion of undergraduate research. Prior to his serving as VPAA/Dean, he also served as Associate Dean of the Faculty (1996‐99) and Chair of the Government Department (1984‐94). In those administrative positions he developed summer research programs across the curriculum, helped create a public policy center and oral communication center, and promoted a new major in international studies. As a teacher and scholar, Paris’s areas of expertise are political theory and public policy, with a particular emphasis on education policy at all levels. He is the author of two books, The Logic of Policy Inquiry (with James Reynolds) (Longman, 1982) and Ideology and Educational Reform: Themes and Theories in Public Education (Westview, 1995). He is also the author of a number of articles and essays, including "Standards and Charters: Horace Mann Meets Tinkerbell" in Educational Policy (1998) and “The Academics’ Lament,”LiberalArtsOnline, (2007). A Phi Beta Kappa graduate of Hamilton College (1971), Paris received his M.A. and PhD from Syracuse University (1975). Terrel Rhodes is Vice President for Quality, Curriculum, and Assessment at the Association of American Colleges and Universities (AAC&U). He received his B.A. at Indiana University in Bloomington, and his M.A. and Ph.D. in Political Science at the University of North Carolina at Chapel Hill. He has held appointments at St. John’s University in Minnesota, the University of North Carolina at Charlotte, and Portland State University. Previously he was Vice Provost for Curriculum and Dean of Undergraduate Studies at Portland State University, and Vice Chancellor for Academic Affairs and Director of Student Academic Services at UNC Charlotte. As such, he, oversaw the curriculum process, served as the institutional liaison for accreditation, oversaw the community college
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relations initiative, alignment of student learning expectations on campus with the Oregon University System Proficiency‐based Admissions Standards System (at PSU), assessment of student learning outcomes, the undergraduate research program, and faculty vitality and course redesign initiatives. He is the author of three books, several articles, book chapters and grant proposals. Having designed and taught interdisciplinary general education and honors courses, Dr. Rhodes can consult on these topics as well as accreditation and assessment of student learning outcomes, uses of e‐portfolios, community college and high school relations, and TRIO programs and student support services. Integrated learning and the connections between general education and departments are also areas of experience for him. Finally, institutional transformation, civic engagement and the integration of student mentors in general education programs are potential areas for mutual dialog. Carol Geary Schneider is president of the Association of American Colleges and Universities. Under her leadership, AAC&U launched Liberal Education and America’s Promise (LEAP), a public advocacy and campus action initiative designed to engage students and the public with what really matters in a college education for the twenty‐first century. The LEAP campaign builds on AAC&U’s major effort, Greater Expectations: The Commitment to Quality as a Nation Goes to College, a multi‐year initiative designed to articulate the aims of a twenty‐first century liberal education and to identify comprehensive, innovative models that improve learning for all undergraduate students. She also is one of the four leaders invited to draft the proposed Lumina Degree Qualifications Profile (DQP) which many campuses will test in the context of quality improvement, curricular and assessment efforts. While a vice president at AAC&U in the 1990’s, Dr. Schneider headed a major initiative at AAC&U on higher education and U.S. pluralism, American Commitments: Diversity, Democracy and Liberal Learning. Dr. Schneider has published extensively on all the major areas of her educational work and has taught at the University of Chicago, DePaul University, Chicago State University and Boston University. She has consulted with hundreds of institutions engaged in curricular change. Dr. Schneider is a graduate of Mount Holyoke College with a bachelor's degree in history (Magna Cum Laude, Phi Beta Kappa). She studied at the University of London's Institute for Historical Research and earned the Ph.D. in history from Harvard University. She also has received eight honorary degrees. Hazel Symonette is Program Development & Assessment Specialist at the University of Wisconsin‐Madison Division of Student Life, Multicultural Student Center. Her work centers on using assessment as a participant‐centered self‐diagnostic resource for continuous improvement, developmental innovation, and strategic image management. She moves this agenda forward through a variety of capacity‐building strategies using multi‐level assessment/evaluation processes to advance a diversity‐grounded personal transformation, organizational development and social justice change agenda. That work undergirds her long‐standing involvement in creating and sustaining authentically inclusive and vibrantly responsive teaching, learning, living, and working environments that are conducive to success for all. Her work draws on social justice and systemic change research to create meaningful and life‐changing interactions among students, faculty, staff and administrators. Symonette has been instrumental in developing four of UW‐Madison’s five year‐long campus workforce learning communities for faculty, staff and administrators. She is the founder and former director of the Excellence through Diversity Institute (2002‐2009)—a year‐long intensive train‐the‐trainers/facilitators campus workforce learning community and organizational change support network organized around culturally‐responsive, multi‐level assessment and evaluation. In 2010, she launched a new community of practice with a similar orientation but now including students partnered with faculty, staff and administrators. The Student Success Institute focused on capacity‐building for enacting student success‐related projects across campus. Until 1998, Hazel served 7 years as the University of Wisconsin System Administration policy & planning specialist responsible for capacity‐building assessment, technical assistance and training supporting implementation of the statewide diversity strategic plan for public higher education (27 institutions). This involved designing and implementing viable management information, evaluation and reporting systems. From November 2005 to June 2007, she returned part time to the UW System Administration as a member of the leadership team spearheading the Equity Scorecard Pilot Initiative with 6 UW institutions and their “campus evidence teams” statewide. Dr. Symonette is very active within the professional evaluation community. She served three years as Co‐Chair of
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the American Evaluation Association (AEA)'s Building Diversity Initiative and as co‐chair of the Multi‐Ethnic Issues in Evaluation Topical Interest Group. She completed a three‐year elected term on the national Board of Directors of the American Evaluation Association in 2004 and started a three‐year appointment in 2008 as AEA’s representative to the Joint Committee on Standards for Educational Evaluation and on the AEA Ethics Committee. In 2013, Hazel was nominated and inducted into the University of Wisconsin Teaching Academy as a University of Wisconsin Teaching Academy Fellow.