THE WIT, THE WILL ... AND THE WALLET
Supporting Educational Innovation, Shaping our Global Futures

January 20-23, 2010
Washington, DC

THURSDAY, JANUARY 21

8:45-10:15 a.m.

Opening Plenary
Achieving Ambitious Goals for College Completion AND for the Quality of Learning

Martha J. Kanter is the Under Secretary for the U.S. Department of Education and former Chancellor of Foothill-De Anza Community College District, one of the largest community college districts in the nation. Dr. Kanter is the first community college leader to serve in the under secretary position.

Jamie P. Merisotis is president and CEO of the Lumina Foundation for Education. Under his leadership, Lumina has embraced an ambitious and specific goal: to ensure that, by 2025, 60 percent of Americans have high quality two-year or four-year degrees—up from the current level of 39 percent.

Ronald A. Crutcher is the president of Wheaton College, where he has engaged the entire Wheaton community in envisioning the components necessary for continued leadership in the liberal arts for the 21st century. President Crutcher is also Co-Chair of the LEAP National Leadership Council.

Chair of Session: Eduardo J. Padrón, President, Miami Dade College

Thursday, January 21, 10:30-11:45 am

FEATURED AND CONCURRENT SESSIONS

Liberal Education Outcomes and Economic Success: Exploring the Connections
Many American leaders in government, business, and philanthropy argue that our nation’s economic future depends on increasing the numbers of Americans with college degrees. This session moves beyond this important “access and completion” goal to explore not only the numbers, but the actual connections between what college graduates need to learn, what today’s workplace and economy demands, and the goal of maintaining our nation’s democratic and economic vitality. Presenters will discuss new data from AAC&U’s LEAP initiative on what skills and abilities employers are now seeking in college graduates and the historic and continuing connections between educational attainment, economic growth, and democratic vitality.
Richard M. Freeland, Commissioner, Massachusetts Department of Higher Education and President Emeritus, Northeastern University; Jane Oates, U.S. Assistant Secretary of Labor for Employment and Training; Debra Humphreys, Vice President for Communications and Public Affairs, AAC&U
Humphreys PowerPoint (PDF)

Faculty of the Future:  Voices from the Next Generation
Since 1996, K. Patricia Cross, a distinguished scholar in American higher education, has sponsored the K. Patricia Cross Future Leader Awards. Graduate students are selected for this honor for their outstanding work in undergraduate teaching, their excellence in research, their active engagement in civic and university programs, and their commitment to a career in higher education. Recipients of the 2010 Cross Award will explore with the audience topics such as teaching and learning at the undergraduate level, the role of their disciplines, their views of today’s college students, and their views of the changing American academy. Welcome:  K. Patricia Cross, David Gardner Professor of Higher Education, Emerita, University of California, Berkeley; Moderator:  L. Lee Knefelkamp, Professor of Psychology and Education, Teachers College, Columbia University
The 2010 Cross Scholars:

• Netta Avineri, Applied Linguistics, University of California, Los Angeles  
• Shauna Carlisle, Social Welfare, University of Washington
• Judith Flores Carmona, Sociology of Education, University of Utah
• Elizabeth Hoover, Anthropology, Brown University
• Ilana Kramer, Clinical Psychology, Long Island University Brooklyn Campus
• Jonathan Rossing, Rhetoric and Public Culture, Indiana University
• Jentery Sayers, English, University of Washington
• Wendy Wagner, College Student Personnel Administration, University of Maryland
• Holly West, Higher and Postsecondary Education, New York University

What Are We Learning About Student-Centered Higher Education from the Bologna Process?
In 1999, Europe began a significant higher education transformation effort that focuses on student learning outcomes and awarding degrees based on what students know, understand and are able to do. Paul Gaston, author of The Challenge of Bologna, will encourage the participants to learn from the Bologna Process, and, taking those lessons, improve American higher education. Both Tim Birtwistle and Sybille Reichert are experts on European higher education and policy and will share their perspectives on what has and has not worked in Europe and encourage American higher education leaders to improve upon the Bologna methodologies and approaches. The session will involve active participation of the audience.
Tim Birtwistle, Visiting Fellow, Oxford Centre for Higher Education Policy Studies and Emeritus Professor of the Law and Policy of Higher Education, Leeds Law School; Sybille Reichert, Higher Education Policy Consultant, Zurich, Switzerland; and Paul L. Gaston, Trustees Professor of English, Kent State University and author of The Challenge of Bologna: What United States Higher Education Has to Learn from Europe, and Why It Matters that We Learn It (Stylus Publishing, 2010)

Leadership in Uncertain Times:
What We Want and Need From Campus Leaders
A panel of presidents from four master’s comprehensive universities will discuss the particular challenges to leadership they face during uncertain economic times and their strategies for managing those challenges.  The panelists will discuss what specific roles campus leaders – both administrators and faculty – can play in helping the institution ensure its vitality during uncertain times; what particular needs and expectations presidents have for themselves and their senior leadership teams; and the qualities, behaviors, and skill sets they look for.
Bobby Fong, President, Butler University; Leo M. Lambert, President, Elon University; Richard Guarasci, President, Wagner College; Linda Hanson, President, Hamline University; and David Maxwell, President, Drake University
This session is sponsored by the New American Colleges and Universities

Making Liberal Education a Bridge to the Globe
What is the new mission of liberal education? The new mission is to help our students acquire a globally-oriented foundation of understanding that serves as the basis of knowledge and skill. While this economic crisis severely limits our financial resources, it highlights the urgency to expand our commitment to a wider global focus because global cooperation offers the best possible solution to the current crisis. This panel discusses educational innovations to make global engagement a signature of liberal education.
Li Li, Professor of History and Asian Studies Coordinator,and; Marc Glasser, Dean of Graduate School – both of Salem State College; Peter Stearns, Provost, George Mason University; James Donaldson, Dean of College of Arts and Sciences, Howard University
Donaldson PowerPoint (PDF)
Donaldson Notes (PDF)

From Grades to Ideas: Assessing Academic Achievement and Engagement in the First Three Years of College
Drawing on interviews with students participating in a panel study at seven liberal arts colleges, this presentation focuses on four patterns of academic achievement and engagement through the junior year: 1) academically-engaged students who remain academically-engaged through the junior year; 2) academically achievement-oriented students who become academically engaged; 3) students who vacillate between periods of achievement and engagement and periods of unengagement; and 4) students who demonstrate few signs of either academic achievement or engagement in the first three years of college.  Because our interview protocols invite students to consider and reflect on their academic development and goals, we believe that our methods can deepen student learning at the same time that they provide meaningful, actionable data to our institutions about students’ experiences. Lee Cuba, Professor of Sociology, Wellesley College; Nancy Jennings, Associate Professor of Education, Bowdoin College; Suzanne Lovett, Associate Professor of Psychology, Bowdoin College; Heather Lindkvist, Lecturer in Anthropology, Bates College
PowerPoint Presentation Available Here (PDF)
Article on this session in Inside Higher Ed (website)

Liberal Learning and Business Education
Undergraduate education with a pre-professional focus has become ever more prominent in American higher education. Yet, adequate preparation for professional, civic, and personal roles requires a strong liberal education as well as profession-specific training. This interactive session will engage with the findings and recommendations of a national study of undergraduate business education conducted by The Carnegie Foundation for the Advancement of Teaching as an example of how to integrate liberal and professional education toward the improvement of both.
Anne Colby, Senior Scholar, and William Sullivan, Senior  Scholar – both of The Carnegie Foundation for the Advancement of Teaching
The Carnegie Foundation for the Advancement of Teaching's BELL Project

Campus-Community Engagement: Financial Implications, Campus Perspectives and Intentional Strategies
This interactive session with representatives from four diverse institutions describe financial challenges facing their own institutions in relation to civic engagement and community based partnerships.  Each addresses: (1) strategies for maintaining commitment to the mission, while upholding sound budgetary decision making in the face of competing institutional needs (2) how different administrative responsibilities informs perspectives on this compelling issue.  Attendants share strategies from their campuses in relation to personal and social responsibility and community partnerships.
Devorah Lieberman, Provost and Vice President for Academic Affairs, Wagner College; Sherril Gelmon, Chair, Division of Public Administration, Portland State University; Judith Ramaley, President, Winona State University; Susan Agre-Kippenhan, Dean, College of Arts and Architecture, Montana State University

Creating a Successful  K-16 Partnership:  Building the “Bridge to Improve Student Success”
Prompted by a university system board resolution to reduce students’ need for remedial work at the college level, our university began what has become an extremely fruitful collaboration with our two largest feeder high schools to align our curricula and share our expectations for student work in mathematics, writing and the sciences.  This session will focus on the challenges we faced through the years and how we were able to meet them successfully.
Linda Vaden-Goad, Dean, School of Arts and Sciences, Linda Rinker, Provost and Vice President for Academic Affairs, and  Abbey Zink, Assistant Dean, School of Arts and Sciences and Associate Professor of Writing – all of Western Connecticut State University; William Glass, Deputy Superintendent, Danbury Public Schools
Challenges Encountered PowerPoint (PDF)

Conscious Cognitive Connections
The “connected and infused curriculum” instituted at Wheaton College in 2003 has received a modicum of national attention for its conscious interdisciplinary focus. This panel will share ways that our institutional culture promotes the value of collaboration across disciplines. We implemented a program of sponsored summer conversations for faculty to uncover best collaborative practices. This model is part of a systematic plan to foster the creation of a resource base available to faculty from all types of Connections.
Linda Eisenmann, Provost, Claire Buck, Professor of English, John Partridge, Associate Professor of Philosophy, Elita Pastra-Landis, Professor of Chemistry and Associate Provost – all of Wheaton College

Pathways to STEM Bachelor and Graduate Degrees for Latino Students: The Role of Community Colleges
Presenters discuss findings of a NSF-funded study on the role of community colleges in providing access to bachelor’s and graduate degrees in STEM fields for Latinos. The presenters will discuss practical ways of creating a transfer pathway to increase Latino access to and success in STEM fields.
Elsa Macias, Director of Professional Development, University of Southern California; Brianne Davila, Research Assistant, Center for Urban Education

Teaching Democratic Thinking
Many colleges and universities have renewed their focus on helping students to develop the habits, skills, and knowledge to participate fully and effectively as citizens. This session will discuss the preliminary results of a seminar, co-sponsored by AAC&U and Elon University, on the intellectual foundations of these efforts at civic development and engagement. Seminar participants will engage the audience in dialogue about the complexities of teaching, assessing, and enacting democratic thinking in higher education today.
Stephen Bloch-Schulman, Assistant Professor of Philosophy, Elon University; Elizabeth Minnich, Senior Scholar, AAC&U; Robert Drake, Assistant Professor of University Studies, North Carolina Agricultural and Technical State University; and Mark Cubberley, Assistant Professor of Chemistry, Wright State University Lake Campus
Teaching Democratic Thinking Handout (PDF)

ACAD Session:
Liberal Education and the World That Does Not Yet Exist
Liberal education is about the future. Liberally educated persons must be ready for an unknown world that does not yet exist. Success in this world will require capacities for adaptability, imagination and innovation.  Panel participants will discuss these capacities, the challenges they create for us, and ideas for their development.
David Burrows, Provost and Dean of the Faculty, Lawrence University; Lawrence Breitborde, Vice President for Academic Affairs and Dean of the College, Knox College; Marc Roy, Provost, Goucher College
ACAD PowerPoint Presentation (PDF)

Thursday, January 21, 1:30-2:30 pm

FEATURED AND CONCURRENT SESSIONS

Tuning the Disciplines
As AAC&U president Carol Schneider noted in her foreword to Paul Gaston’s The Challenge of Bologna, “The long-term goal, both for Bologna and the U.S., is to give both students and the public a reliable guide to the learning that matters most from higher education, whether for work, citizenship or a fulfilling life.” Participants in the following two sessions are invited to explore and discuss how the lessons of the Bologna Process might be translated into strategies to tune disciplines in the United States. Presenters will describe their own efforts to focus their disciplines’ attention on intended student learning outcomes to develop higher levels of intellectual and practical competencies.

Note: While these next two sessions can stand alone, they will build upon the previous session, “What Are We Learning About Student-Centered Higher Education from the Bologna Process?,” Thursday, January 21, 10:30-11:45 am

Tuning the Disciplines: The Humanities
Norman Jones, Professor and Chair, Department of History, and Daniel McInerney, Professor of History, Interim Department Head – both of Utah State University; Marianne Wokeck, Professor of History, Associate Dean of Academic Affairs, Indiana University-Purdue University Indianapolis
Tuning the Disciplines PowerPoint (PDF)
Tuning at Utah State Handout (PDF)

Tuning the Disciplines: STEM
David M Bressoud, DeWitt Wallace Professor of Mathematics, Macalester College and President, Mathematical Association of America; Gordon E. Uno, David Ross Boyd Professor of Botany and Chair Department of Botany and Microbiology, University of Oklahoma
Bressoud-Bologna (PDF)

The Last Professors: The Corporate University and the Fate of the Humanities
Author Frank Donoghue will discuss his book, The Last Professors: The Corporate University and the Fate of the Humanities, in which he shows how the growing corporate culture of higher education threatens its most fundamental values by erasing one of its defining features: the tenured professor. The fate of the professor, Donoghue shows, has always been tied to that of the liberal arts—with the humanities at its core. The rise to prominence of the American university has been defined by the strength of the humanities and by the central role of the autonomous, tenured professor who can be both scholar and teacher. Yet in today’s market-driven, rank- and ratings-obsessed world of higher education, corporate logic prevails. Donoghue sheds light on the structural changes in higher education—the rise of community colleges and for-profit universities, the frenzied pursuit of prestige everywhere, the brutally competitive realities facing new Ph.D.s —that threaten the survival of professors as we’ve known them.
Frank J. Donoghue, Associate Professor of English, The Ohio State University and author, The Last Professors: The Corporate University and the Fate of the Humanities (Fordham University Press, 2008).

Creating Interdisciplinary Campus Cultures: A Model for Strength and Sustainability
With increased support from professional associations, educational organizations, and funding agencies, "interdisciplinarity" has become a keyword in discussions of institutional change. The author of Creating Interdisciplinary Campus Cultures will provide an overview of the challenges and practical strategies for interdisciplinary change. Published by Jossey Bass and co-sponsored by AAC&U, this unique resource is the only book focused on creating and sustaining institutional support for interdisciplinary work. The book gives administrators and faculty the tools they need to craft persuasive arguments, make informed decisions anchored in the literature, and devise changes in policy and procedures that will foster successful and sustainable interdisciplinary research and education.
Julie Thompson Klein, Professor of Humanities, Wayne State University and author of Creating Interdisciplinary Campus Cultures: A Model for Strength and Sustainability (available in January 2010 from Jossey-Bass)
Klein PowerPoint (PDF)
KleinHandout (PDF)

Federal Funding for the Campus and the Curriculum: Current Perspectives from the Grant-Making Agencies
The competition for federal support of campus initiatives in increasing, as is the need for external federal funding. Representatives from federal agencies that offer grants for higher education will discuss current trends and grant opportunities.
William Craig Rice, Director, NEH Division of Education Programs; Ralph Hines, Acting Director, Fund for the Improvement of Postsecondary Education, U.S. Department of Education; Susan H. Hixson, Program Director, Division of Undergraduate Education, National Science Foundation
FIPSE Information

"What Works" in Enrolling and Graduating Under-Represented Students
Which schools or programs have a proven record of success in enrolling and graduating under-represented students?  Better yet, are their efforts scalable?   This session willengage leaders and organizationsthat havetheir hand on the pulse of successful programs. Don't miss this opportunity to learn about important data that can yield replicable "Diversity Best Practices" for you and your campus.
William E. Cox, Jr., Vice President, Diverse Issues In Higher Edudcation
This session is sponsored by Diverse: Issues In Higher Education

Critical Pedagogy and Community: Engaging the School of Social Life
In partnership with Campus Compact, AAC&U welcomes Thomas Dutton,Professor of Architecture and Interior Design and Director of the Center for Community Engagement at Miami University, recipient of the 2009 Thomas Ehrlich Civically Engaged Faculty Award. Each year, Campus Compact recognizes and honors one faculty member for enhancing higher education’s contributions to the public good through scholarship that advances students’ civic learning while meeting community needs.  Professor Dutton’s research focuses on the connections between critical pedagogy, architectural education, and urban theory and social practice.  Through the Center for Community Engagement, Professor Dutton and his students design and rehabilitate housing for low- and moderate-income people in inner-city Cincinnati.  The award is named in honor of Thomas Ehrlich, former Chair of the Campus Compact board of directors and President Emeritus of Indiana University.
Thomas Dutton, Professor of Architecture and Interior Design and Director of the Center for Community Engagement, Miami University
This session is sponsored by Campus Compact

Putting Student Ratings to Work
Saint Francis University has used the IDEA Student Ratings of Instruction system since 1981, most recently moving to complete online administration. This session will present the framework in which IDEA is administered at the institution, changes in institutional procedures and processes that have resulted from IDEA use, and specific ways in which IDEA data is used for program assessment and ongoing faculty development.
Peter Skoner, Associate Provost, and Theresa Wilson, Instructional Technology Specialist – both of Saint Francis University
This session is sponsored by The IDEA Center
Putting Student Ratings to Work PowerPoint (PDF)

Can We Deliver Quality at a Lower Cost?
The cost of higher education has drawn increased national attention. High costs deny access to higher education to many and create severe financial hardships for others. Taken together, these results have profound social consequences. Conventional academic wisdom says that colleges and universities cannot reduce the cost of delivering their programs without reducing their educational quality. So each year, institutional leaders struggle with the dilemma of wanting additional resources to increase the quality of their programs, while trying to keep tuition affordable. This session will suggest that the assumptions behind the claim that instructional costs and quality are linked need to be reexamined. In addition, it will describe some new instructional delivery systems that can substantially reduce costs while increasing student learning.
Michael S. Bassis, President, Aric Krause, Director of the Division of New Learning, and Tana Monaco, Associate Professor of Management – all of Westminster College, Salt Lake City
Cost and Quality PowerPoint (PDF)
Online Article on "Reining in College Costs"

High-Impact Practices for Civic and Global Engagement:  Houghton College, Gordon College, and the American Studies Program
After a brief introduction which includes why liberal education is foundational to CCCU institutions and how student learning theory informs practice, Houghton College’s Refugee Tutoring Program, located in Buffalo, NY, Gordon College’s Gordon in Lynn, located in Lynn, MA, and CCCU’s American Studies Program, located in Washington, DC, will be presented. Participants and attendees will be encouraged to interact in lively discourse.
Mimi Barnard, Vice President for Professional Development and Research, Council for Christian Colleges & Universities, DC; Shirley Mullen, President, Houghton College; Charles Massey, Professor of Education and Coordinator of the Office for Urban Connections, Houghton College; Val Buchanan, Program Director, Gordon In Lynn, Gordon College; Peter Baker, Director, American Studies Program, Council for Christian Colleges & Universities

20/20 Session on Faculty Development and Institutional Change

Creating A More Vibrant Learning Environment Through Faculty And Staff Development
This presentation will focus on nurturing curricular vitality using a Teagle-funded project at Kalamazoo College as a case study.  The project aims to transform the institution into a more vibrant learning environment through a mini-grant program, a community of practice, and a campus Symposium on Teaching and Learning. By discussing the roles of faculty/staff development and of structured reflection in improving teaching and learning, participants will gain ideas for implementing a similar program.
Anne Dueweke, Director of Faculty Grants and Institutional Research, Kalamazoo College; Paul Sotherland, Professor of Biology, Kalamazoo College
Kalamazoo Handout 1 (PDF)
Kalamazoo Handout 2 (PDF)
Kalamazoo Handout 3 (PDF)

Supporting Our Faculty: Lessons in Catalyzing Institutional Change
We address the challenge of motivating and sustaining institutional change through our 2007 Transformation of Undergraduate Education, a restructuring designed to enhance student-faculty engagement, prioritize high impact practices, and improve teaching and learning.  We’ve learned lessons about strategically leveraging wit, adapting to the existing culture’s will, and thinking more creatively about the “wallet” (e.g. redefining rewards in terms of engagement). We identify the kinds of initiatives that inspire change at different moments of institutional growth.
Justine Levine, Director, Aresty Research Center for Undergraduates, and Michelle Brazier, Executive Assistant to the Vice President for Undergraduate Education – both of Rutgers, The State University of New Jersey
PowerPoint - Supporting Our Faculty (PDF)

20/20 Session on Teaching, Learning, and Creativity

Can we teach creativity and inventive problem-solving in science?
Instructional strategies that promote innovative problem solving in science are known, but have not been widely tested or used. This presentation will review evidence that students' creativity can be enhanced by teaching mental skills such as cognitive flexibility and inhibitory control.
Robert DeHaan, Professor Emeritus of Cell Biology, Emory University
Can we Teach Creativity Handout (PDF)
Can we Teach Creativity PowerPoint (PDF)

Cultivating and Sustaining Creativity in Teaching and Learning
It is people who can think conceptually, synthetically, and innovatively, that is, creative people, who will provide the needed leadership in the developing post-information era.  So, how do we develop creative people?   This session will give you a taste of learning through design, share with you how the University of Florida’s work on creativity has developed into plans for the university’s physical and virtual space, teaching methodologies, and university policies, and give you an opportunity to discuss how UF’s work might be applied elsewhere.
Edward Schaefer, Associate Dean of the College of Fine Arts, Professor of Music, University of Florida
Creativity in Teaching Learning-for web (PDF)

ACAD Session:
Reframing as a Tool for Moving Colleges Forward
Bolman and Deal have developed the management tool of reframing organizations.  This tool enables academic leaders to analyze organizational problems by reframing the situation into 4 perspectives: Structural Frame, Human Resource Frame, Political Frame and Symbolic Frame.  Reframing enables entrenched problems to be understood in depth and solutions constructed. 
Joan Laura Foster, Dean of the School of Letters and Sandra D. Haynes, Dean of the School of Professional Studies – both of Metropolitan State College of Denver
Reframing as a Tool PowerPoint (PDF)

Thursday, January 21, 2:45-4:00 pm

FEATURED AND CONCURRENT SESSIONS

Using Student Learning Outcomes for Accountability And Improvement: Lessons from the Field
How can student learning outcomes data be used for accountability and improvement?Presenters will draw on their work with the National Institute for Learning Outcomes Assessment (NILOA) and the Delta Cost Project to engage the audience in a discussion about how to advance the national dialogue and encourage colleges and universities to use outcomes assessment dada productively to improve student and institutional performance.
George D. Kuh, Chancellor's Professor and Director, Center for Postsecondary Research, Indiana University Bloomington; Peter Ewell, Vice President, National Center for Higher Education Management Systems; Jillian Kinzie, Associate Director, Center for Postsecondary Research, Indiana University Bloomington; Jane Wellman, Executive Director, Delta Project on Postsecondary Education Costs, Productivity, and Accountability
PowerPoint Presentation NILOA (PDF)

Liberal Education and Essential Competencies for Future Physicians
What kinds of competencies should undergraduate students demonstrate to be accepted into medical school? What kinds of tests can measure those competencies? The Association of American Medical Colleges is in the second year of a multi-year review of the Medical College Admission Test (MCAT). A 21-member committee is conducting the review and considering recent calls for new information about applicants' mastery of natural science content; behavioral and social sciences and humanities content; and professional competencies like cultural competence, communication skills, and professionalism. A new test will be introduced no earlier than 2013. Members of the committee will describe the review goals, seek input from AAC&U members, and explore how efforts to re-imagine traditional pre-medical requirements by creating more flexible, interdisciplinary courses that meet broad sets of competencies may change undergraduate curricula as well as the MCAT exam.
Richard Riegelman, MD, Professor of Epidemiology, Biostatistics, Medicine, and Health Policy, The George Washington University School of Medicine; Saundra Herndon Oyewole, Chair of the Biology Program, Trinity Washington University; Scott Oppler, Director of MCAT Development and Research, Association of American Medical Colleges
This session is sponsored by AAC&U’s Initiative, The Educated Citizen and Public Health
MCAT PowerPoint Presentation (PDF)

Liberal Education and Preparation for a Life of Work
In this interactive session, representatives from a Teagle Foundation-funded consortium will discuss lessons learned about modern liberal education and how it prepares students for a life of work at a very diverse set of institutions.  These lessons involve the influence of student demographics and aspirations, faculty and institutional cultures, and pedagogical strategies.  The audience will be asked to join the debate regarding if and how a liberal education provides preparation for a life of work.
Richard Vaz, Dean of Interdisciplinary and Global Studies, Worcester Polytechnic Institute; Ian Robertson, Dean of Work, Warren Wilson College; Steven Weisler, Dean of Enrollment and Assessment, Hampshire College; Gail Wolford, Vice President for Labor and Student Life, Berea College

Taking the Lead: The Role of Private Foundations in Supporting Liberal Education
America’s private foundations do much more than simply pump money into the academy. They leverage their capacities as funders to encourage colleges and universities to adopt agendas and develop programs that move higher education in new directions and for new purposes. Leaders of national funding organizations will discuss their agendas for American undergraduate education while also examining their roles as agents of change in the academy.
Barbara Gombach, Project Manager, National Program, Carnegie Corporation of New York; Donna Heiland, Vice President, Teagle Foundation; Holiday Hart McKiernan, Senior Vice President, General Counsel and Secretary, Lumina Foundation for Education

Update in German Higher Education
There are many important shifts in German higher education that impact the work of international education professionals, not just in terms of Germany, but with Europe as a whole. Topics will include the “Excellence Initiative,” the Bologna Process, tuition fees, graduate education, and increasing competition between German universities for the best students at home and abroad.
Peter Kerrigan, Deputy Director, German Academic Exchange Service (DAAD); Andrea Adam Moore, Executive Director, German University Alliance; Megan Brenn-White, Executive Director, Hessen Universities Consortium
GermanHigherEdAACU (PDF)

Reassuring External Stakeholders of the Value of their Investment: Evidence of students’ attainment of the Essential Learning Outcomes
This session will provide an example of how individual faculty can innovate, integrate, and demonstrate achievement of students’ attainment of essential liberal learning outcomes. Technology assisted reflective thinking/journaling, a process designed to teach essential learning outcomes can be used as an assessment methodology. Evidence that demonstrates to a variety of external stakeholders will be shared from an ongoing process that captures assessment data for program effectiveness using this methodology.
Cecilia McInnis-Bowers, Professor of International Business, Rollins College; E. Byron Chew, Monaghan Professor of Management, Birmingham-Southern College
Evidence of Essential Learning Outcomes (PDF)

Sustaining and Championing Faculty Development – In Good Times or Bad
Making sure our work is recognized and valued is not a new challenge for faculty developers, but budget cuts drive home how important it is for us to demonstrate the value of what we contribute to our institutions.  Mentors in the field can help us imagine how offices can strategically and proactively position themselves as invaluable assets and dependable resources.  In this interactive forum, participants will dialogue with experienced faculty developers—many of whom have served as POD president—about leading in uncertainty, prioritizing in lean times, and becoming one's own champion on campus – skills for thriving in any climate.
Margaret Cohen, Associate Provost for Professional Development and Director of the Center for Teaching and Learning, University of Missouri - St. Louis; Peter Felten, Director, Center for the Advancement of Teaching and Learning, Elon University; James Groccia, Director, Biggio Center for the Enhancement of Teaching and Learning, Auburn University; Virginia Lee, Principal & Senior Consultant, Virginia S. Lee & Associates, LLC; Deandra Little, Assistant Director, Teaching Resource Center, University of Virginia; Michael Reder, Director, Center for Teaching and Learning, Connecticut College
This session is sponsored by the POD Network

Engaging Students in the Classroom and the Community: Cost-Effective Strategies for Bridging Theory and Practice
Today’s economic stresses affect both colleges and community organizations. This panel will discuss Project Pericles’ recent Civic Engagement Course (CEC) program to sponsor the development, implementation, and evaluation of courses that incorporated civic engagement into the curriculum across a wide range of institutions and disciplines.  The majority of these courses included a community partnership that provided benefits for students and organizations at minimal cost.  This session will share best practices, challenges, and solutions.
Jan Liss, Executive Director, Project Pericles; Nancy Blank, Assistant Professor of Criminal Justice, Widener University; Myrna Breitbart, Professor of Geography and Urban Studies, Hampshire College; Ella Turenne, Project Pericles Program Director, Director of Special Projects, The New School
This session is sponsored by Project Pericles
Project Pericles handout 1
Project Pericles Handout 2

Understanding the Incoming Freshman: Results from the 2009 CIRP Freshman Survey
The CIRP Freshman Survey examines the traits and experiences of incoming first-year students across the United States.  The survey looks at academic preparation for college, diversity, civic engagement, and what factors influence college choice, especially economic factors.   A new question on the survey allows us to examine the characteristics and expectations of veterans coming into college.  Results from the 2009 administration will be released for the first time at this always popular session.
John Pryor, Director, Cooperative Institutional Research Program, University of California-Los Angeles; Sylvia Hurtado, Director and Professor, Higher Education Research Institute, UCLA

Assessing Information Literacy by Using the Research Practices Survey in a Consortium
The Research Practices Survey is an on-line instrument that measures the information literacy knowledge, skills, beliefs, and experiences of undergraduates.  In use since 2005, it is now managed by the Higher Education Data Sharing Consortium. This session will report on the survey and our findings to date, the benchmarking information generated within the consortium, and how participating institutions have been using the results to improve students’ abilities and experiences.
Carol Trosset, Director of Institutional Research, Hampshire College; Jo Beld, Director of Evaluation and Assessment and Professor of Political Science, St. Olaf College; Susan Canon, Director of Institutional Research, St. Olaf College
Assessing Information Literacy - Handouts (PDF)
Assessing Information Literacy - PowerPoint (PDF)

ACAD Session: 
Four-Year and Two-Year College Collaboration: Why, When, and How

University partnerships with community colleges are essential for addressing the changing needs of students, demands on liberal education, and challenges to the U.S. in the global economy. A panel representing several collaborations, including successful proposals for external funding, will share experiences and lessons learned from the perspectives of faculty and administrators.
Larry Medsker, Professor of Physics and Computer Science, Siena College and The George Washington University; Alfredo Medina, Jr., Assistant Vice President for Academic Affairs, Office of Government and Foundation Relations, Siena College; Nawal Benmouna, Professor of Physics, and Kathleen Wessman, Interim Vice-President for Planning and Institutional Effectiveness, both of Montgomery College

Thursday, January 21, 4:15-5:30 pm

FEATURED AND CONCURRENT SESSIONS

What Do We Know about Education for Personal and Social Responsibility? Findings from a National Research Collaborative
As part of its initiative, Core Commitments: Educating Students for Personal and Social Responsibility, AAC&U convened directors of major national higher education studies to discern what it is we know—across the research landscape—about these important outcomes of college. This Personal and Social Responsibility Research Collaborative was charged with conducting a “cross-walk” among the national surveys and studies of students and faculty that explore issues of personal and social responsibility. In this session, several members of the collaborative will discuss the preliminary findings, including convergences and gaps across the existing data, recommendations for future research, and implications for campus practice.
Alexander Astin, Allan M. Cartter Professor of Higher Education Emeritus at the University of California, Los Angeles and Founding Director of the Higher Education Research Institute; Charles Blaich, Director of Inquiries, Center of Inquiry in the Liberal Arts, Wabash College; Alexander McCormick, Director of National Survey of Student Engagement, Indiana University Bloomington; L. Lee Knefelkamp, Professor of Psychology and Education, Teachers College, Columbia University
This session is sponsored by AAC&U’s initiative, Core Commitments:  Educating Students for Personal and Social Responsibility
Astin PowerPoint (PDF)
Wabash National Study (PDF)
Findings of Research Collaborative (PDF)

A Vision of Education for Health 2020
AAC&U is very pleased to welcome Assistant Secretary for Health, Dr. Howard Koh, who will help us explore the intersections between higher education, public health, and civic engagement. Assistant Secretary Koh is on leave from Harvard University where he served as Professor of the Practice of Public Health and as Director of the Harvard School of Public Health Center for Public Health Preparedness, which promotes education about bioterrorism, pandemic influenza, and other emerging health threats. This session is sponsored by AAC&U’s initiative, The Educated Citizen and Public Health—designed to help colleges and universities integrate public health perspectives within a comprehensive liberal education framework, based on the understanding that knowledge of public health issues is a critical component of good citizenship and a prerequisite for taking responsibility for building healthy societies.
Moderator: Richard Riegelman, MD, Professor of Epidemiology, Biostatistics, Medicine, and Health Policy, The George Washington University School of Medicine
Howard Koh, Assistant Secretary for Health, US Department of Health and Human Services
This session is sponsored by AAC&U’s Initiative, The Educated Citizen and Public Health

Affirming Educational Priorities at Public Liberal Arts Colleges in an Era of Fiscal Uncertainty
Current economic challenges have obliged all sectors of the higher education community to adopt campus-wide efficiencies while keeping the focus on enhancing student learning. As small to medium-sized public institutions, COPLAC colleges and universities have responded to the current situation with innovative approaches to many aspects of campus life. This session will highlight some effective responses to fiscal uncertainty at four public liberal arts colleges.
Moderator: Carol Long, Provost, State University of New York, College at Geneseo
Presenters: Dorothy Leland, President, Georgia College & State University; Suzanne Shipley, President, Shepherd University; Peter Mercer, President, Ramapo College of New Jersey
This session is sponsored by the Council of Public Liberal Arts Colleges
Shipley PowerPoint (PDF)
Shepherd University Strategic Plan (PDF)

Liberal Education and Higher Education in India
Our presentation focuses on a description of our experiences in the 2009 U.S. – India Education Foundation’s Higher Education Administrators Seminar.  We will describe the potentials and challenges facing India’s higher education system and the opportunities for future collaborations, partnerships, and faculty and student exchanges.  We will also discuss the prospects and benefits of adding a fourth year of study to the Indian baccalaureate degree and the potential for integration of liberal arts into the curriculum.
Beth Cunningham, Provost and Dean of Faculty, Illinois Wesleyan University, IL; Olufunke Fontenot, Professor of Criminal Justice and Associate Dean, Georgia College and State University; Anna Wasescha, Provost, Minnesota State Community and Technical College; K. Rao, Professor and Head of Educational Policy, National University of Educational Planning and Administration; M. Maze, Dean of Academic and Student Services, Oakland Community College
Higher Education in India PowerPoint (PDF)

Transformational Transfer Templates
Drawing on a longitudinal transcript study of thousands of community college transfers to the state’s four-year institutions, this session will examine trends in general education, developmental education, persistence patterns, and time-to-degree among students transferring from two-year to four year colleges.  In addition, panelists will share the results of a comprehensive policy audit examining state and institutional policies that facilitate transfer and articulation with an emphasis on findings that may be applicable to different states.
Nancy Shapiro, Associate Vice Chancellor for Academic Affairs, Jennifer Frank, P-20 Partnership Project Evaluator, and Ben Passmore, Director of Policy Research and Analysis – all of the University System of Maryland; Sue Blanshan, Director of Academic Affairs, Maryland Higher Education Commission; Clay Whitlow, Executive Director, Maryland Association of Community Colleges

Collaborative Session: 
High Impact Practices, Signature Programs, and Support from the Top

Augie Choice: An Entrepreneurial Approach to Supporting High Impact Pedagogies
With its new Augie Choice program, Augustana College (IL) has developed an entrepreneurial approach to the development and support of three key high-impact practices: undergraduate research/capstone projects, global learning and internships. The panel will discuss Augie Choice, a new program that creates a sustainable model for supporting those high impact practices that are most important to student learning and growth.
Steven Bahls, President, and Jeff Abernathy, Vice President and Dean of the College – both of Augustana College

The Student Engagement Model as a High Impact Practice
As with many small tuition-driven colleges, Anna Maria faces the challenge posed by limited resources while attempting to identify high-impact practices that will support the student success. Buoyed by a strategic plan that includes a commitment to the Student Engagement Model and collaboration between Academic Affairs and Student Affairs, the college has maximized resources and the impact on the student body.  Discussion will include our own strategies but will focus on how these programs and methods of collaboration can be effective on any campus.
Jack Calareso, President, Andrew Klein, Dean of Student Affairs and Retention, and Stephen Neun, Dean of Academic Affairs – all of Anna Maria College
Anna Maria College Handout (PDF)

Supporting Student Retention and Success through Comprehensive Mentoring
Mercy College has created an innovative and comprehensive mentoring program, the Personalized Achievement Contract (PACT), to address a critical national challenge —lower retention and graduation rates among first generation students and those coming from less economically advantaged backgrounds.   This presentation will address the conceptual foundation, lessons learned from the first semester cohort, metrics being applied, and areas for development.  It should provide important information and dialogue for anyone interested in developing effective institutional responses.
Kimberly Cline, President, and Michael Sperling, Provost and Vice President for Academic Affairs – both of Mercy College

Systematic Improvement of Teaching and Learning Through Experimentation and Assessment
This research session presents three projects of the collaborative initiative, funded by the Teagle and Spencer Foundations, to foster a culture of experimentation and evidence to improve undergraduate education at research universities. Each project aims to improve writing and critical thinking skills and uses assessment to promote as well as appraise student learning. The University of Kansas is evaluating a cognitive apprenticeship model in social sciences; Indiana University is evaluating a “Decoding the Disciplines” approach in History; and Duke University is evaluating the Thesis Assessment Protocol (TAP) in economics.  
Robert Thompson, Jr., Professor of Psychology, Duke University; Dan Bernstein, Professor of Psychology and Director of the Center for Teaching Excellence, University of Kansas; Andrea Greenhoot, Associate Professor of Psychology, University of Kansas; David Pace, Professor of History, Indiana University Bloomington; Leah Shopkow, Associate Professor of History, Indiana University Bloomington
Additional Information Available Here (website)
University of Kansas Handout (PDF)
History Learning Project Handout (PDF)
Link to Blog - History SoTL
Indiana University Freshmen Learning Project (Website)

Broadening Participation in Undergraduate Research: Practical Strategies for Building Sustainable Programs
Engaging those not traditionally involved in expanding the frontiers of knowledge requires commitment, planning, and leadership.  Faculty and administrators at institutions ranging from community colleges to research universities can employ strategies from the Council on Undergraduate Research book, “Broadening Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact.”  Assess the status of undergraduate research, scholarship, and creative activity on your campus, align efforts with design principles, and map out steps for moving forward.
Mary Boyd, Dean, College of Arts and Sciences, University of San Diego; Jodi Wesemann, Assistant Director for Higher Education, American Chemical Society
Broadening Participation Handout (PDF)
Boyd_Wesemann_Broadening Participation PowerPoint (PDF)

The Rivers Institute at the University of Dayton: Cultivating Stewards of Our Communities
The Rivers Institute at the University of Dayton began as an initiative of students, faculty, staff and community partners challenged to engage the University with the Great Miami River.  As a best practice in the areas of civic engagement, community building and co-curricular learning, the Rivers Institute demonstrates the tasks of building mutually-beneficial partnerships outside the university, finding innovative ways to engage students in learning and promoting student leadership as a basis for successful program development.
Leslie King, Coordinator of the Rivers Institute; Susan Byrnes, Director of ArtStreet; Don Pair, Associate Dean for Integrated Learning and Curriculum; Maggie Varga, Senior River Steward, Graduate Assistant; Dick Ferguson, Executive Director of the Fitz Center for Leadership in Community, Emily Klein, Fitz Center Graduate Assistant, Sarah Peterson, Junior River Steward, Student Intern – all of the University of Dayton
Rivers Institute History (PDF)

Engineering and Liberal Education
Engineering education has increasingly recognized the importance of the liberal arts, as reflected in the Accreditation Board for Engineering and Technology (ABET) learning outcomes criteria.  Given the dominant role of technology in the modern world, what should liberally educated citizens know, and how can we improve communication between engineers and non-engineers?  Participate in a discussion of how engineering and liberal arts can be integrated in the undergraduate curriculum.
J Klein, Dean of Interdisciplinary Studies and Special Programs and Professor of Economics, Union College; John Krupczak, CASEE Senior Fellow, National Academy of Engineering, and Professor of Engineering, Hope College; Ian Baker, Sherman Fairchild Professor of Engineering and Senior Associate Dean for Academic Affairs, Dartmouth College; Jenn Rossmann, Assistant Professor of Mechanical Engineering, Lafayette College; Andrew Guswa, Associate Professor, Picker Engineering Program and Advisor to the President, Center for the Environment, Smith College
Information and Resources Available Here

ACAD Session:
Surviving and Thriving—Developing Academic Leadership in the Associate Deanship
The Associate Deanship is a proving ground for academic leadership.  Associate Deans usually enter their position with an established record of successful academic leadership within a specified sector of the institution (department, center, etc.).  The leadership skills developed in these previous roles are essential for success in the broader arena of academic affairs.  Continuing success, though, depends on an extension of these leadership skills—and the ability to apply them to problems that are increasingly multi-dimensional and complex. In this session, participants will share their experiences and develop strategies for cultivating academic leadership in the broader setting that the position provides. 
James M. Sloat, Associate Dean for Assessment and New Initiatives, Charles Hannon, Associate Dean of the Faculty, both of Washington & Jefferson College; Kathleen Harring, Associate Dean of Institutional Assessment, Muhlenberg College; Gretchen McKay, Assistant to the President for Special Projects, McDaniel College
ACAD Summary of Discussion (PDF)

Thursday, January 21, 5:45-6:45 p.m.

AAC&U Members' Meeting: LEAP at the 5-Year Mark
All those attending from AAC&U member institutions are warmly invited to the annual Members’ Meeting. The primary focus of the meeting, after a brief business agenda, will be roundtable dialogues with senior AAC&U leaders about priorities for the next 5 years of the LEAP initiative.  We are eager to hear from our campus colleagues about the ways in which you feel the LEAP vision forliberal education can best be transformed into action agendas—with students, departments, staff and constituents-- at your own institutions.

Thursday, January 21, 7:30-9:00 p.m.

SPECIAL EVENT

The Council of Christian Colleges and Universities has graciously opened its meeting to all interested AAC&U Annual Meeting participants:

Engaging Students with Big Questions for Deeper Student Learning through Scholarly Partnerships:
CCCU Institutions Build on a Heritage of a Collaborative Curriculum

What’s the relationship between science and religion? If God created the universe, where did God come from? How does the evil and suffering in the world align with the idea of a loving God? If we’re called to love mercy and act justly, what does that mean for college students? What is the role of the Christian academy in the broader higher education conversation? These questions will be featured in this open discussion with leaders engaged nationally, but with links to students locally. Though the participants are unique in their scholarship and national presence, they share the ability to use networking, curricular, and extra-curricular experiences to aid students in deeper learning and self authorship.

The Council of Christian Colleges and Universities is an international association of 181 institutions steeped in a long tradition of learning that educators have termed "holistic," "experiential," and "service," among other labels. We invite all who are interested in developing collaborative learning environments that foster student engagement, seeking answers to the big questions and partnerships beyond campus that bring meaning to our efforts.

Moderator: Mimi Barnard, Vice President, Council of Christian Colleges and Universities

Panelists:
Karl Giberson, Co-President of BioLogos and author of The Oracles of Science and Saving Darwin

Wayne Barnard, Director of Student Programs, International Justice Mission and former Associate Provost for Student Development and Dean of Campus Life, Abilene Christian University

Jerry Pattengale, Assistant Provost, Indiana Wesleyan University and author of The Purpose-Guided Student and Why I Teach

FRIDAY, JANUARY 22

8:45-10:15 am

FEATURED AND CONCURRENT SESSIONS

Greater Expectations and New Investments: Community Colleges and America’s Promise
In July 2009, President Obama set the expectation that by 2020, the United States will once again have the highest proportion of college graduates in the world. In announcing the American Graduation Initiative, he called for support to “reform and strengthen community colleges from coast to coast so that they get the resources students and schools need – and the results workers and businesses demand.” In this session, a distinguished panel will weigh the odds for this bet for the future.
Gail O. Mellow, President, City University of New York La Guardia Community College; Mary Spilde, President, Lane Community College; and Jane Wellman, Executive Director, Delta Project on Postsecondary Costs– all members of AAC&U’s Board of Directors
Wellman PowerPoint (PDF)

A Kaleidoscope of Perspectives on Student Learning Goals – STEM & Beyond
This session will examine contemporary goals for assessing student learning in STEM disciplines using a variety of tools, from analysis of NSSE data to AAC&U’s VALUE Project rubrics. The focus of this session will be on assessing interdisciplinary and integrative learning in STEM disciplines from a variety of perspectives. There is a remarkable coherence in the kaleidoscope of perspectives on what students should know and be able to do as a result of their experiences in the undergraduate learning environment. Cognitive science research validates the intuition that learning is deepest when students have the opportunity to engage with peers in the collaborative process of constructing their own knowledge, when that engagement models the authentic activity of the practitioner in the field, and when that engagement is designed strategically to move student toward assuming the identity of practitioner—citizen, K-12 teacher, professionals in all possible vocations. PKAL’s vision of what works reflects that theory in ways that suggest how to use student learning goals as the foundation for shaping and reshaping the undergraduate STEM learning environment. Recognizing that assessment of student learning is distinct from program evaluation, the panel will outline the key issues, setting the stage for an at-the-table discussion that further explores the kaleidoscopic perspectives presented for setting student learning goals in STEM fields and designing, implementing and assessing programs that serve those learning goals.

Facilitator: Susan Elrod, Director of Project Kaleidoscope

Presenters: Jillian Kinzie, Associate Director, Center for Postsecondary Research, Indiana University Bloomington; James E. Swartz, Dack Professor of Chemistry, Director Center for Science and the Liberal Arts, Grinnell College; Charles Blaich, Director of Inquiries, Center of Inquiry in the Liberal Arts, Wabash College; Ashley Finley, Director of Assessment for Learning, AAC&U
Kinzie PowerPoint (PDF)
Blaich PowerPoint (PDF)
Finley PowerPoint (PDF)
Swartz PowerPoint (PDF)

Open Forum:
How Best to Ensure a Good Liberal Education for the Increasing Numbers of Pre-Professional and Vocational Majors
An increasing proportion of undergraduates are selecting pre-professional and vocational majors such as business. These students should also have a strong liberal education for all the reasons stressed in the various reports published by AAC&U from both its Greater Expectations and more recent LEAP initiatives. We invite participants to join a discussion of how best to promote the integration of liberal learning with vocational preparation in ways that strengthen an academic culture of connection among disciplines. We will also consider key challenges to achieving that integration and how they are best addressed.
Discussion Leaders:
E. Byron Chew, Monaghan Professor of Management, Birmingham-Southern College; Cecilia McInnis-Bowers, Professor of International Business, Rollins College; Anne Colby, Senior Scholar, and William Sullivan, Senior  Scholar – both of The Carnegie Foundation for the Advancement of Teaching

Insights into Service-Learning
We invite you to join a discussion with finalists for the 2009 Ehrlich Civically Engaged Faculty Award.The panelists will discuss their experiences creating service-learning courses, considering their distinctive institutional, disciplinary, and community contexts and desired learning outcomes. They will also address strategies for developing students' civic skills, knowledge, and commitments over time, facilitating open inquiry and active engagement across differences, and integrating the professional and democratic purposes of higher education.
Facilitator:  Julie Elkins, Director of Academic Initiatives, National Campus Compact
Finalists:  Peter C. Brown, Senior Vice Provost, Mercer University; Doug Brugge, Professor of Public Health and Community Medicine, Tufts University; and Carol McMichael Reese, Christovich Associate Professor of Architecture, Tulane University
This session is sponsored by Campus Compact
Brugge PowerPoint (PDF)

Developing Global Citizenship: Best Practices, Pitfalls and the Art of the Rubric
A necessary outcome for graduates in the 21st Century is the ability to be a competent global citizen, yet what characterizes a student who has demonstrated the ability to engage effectively in the complexities of a global society?  In this presentation the Consortium for Innovative Environments in Learning (CIEL) will frame a definition of global citizenship, as well as share how we teach and evaluate that outcome. In addition, this presentation will reference comparable rubrics developed by the AAC&U VALUE initiative with approaches we use to assess aspects of a competent global citizen. Three elements of competence will be addressed, to include: global perspective, civic engagement and environmental perspective. Participants can expect to hear discussion of best practices, as well as the strategies used to develop effective rubrics.  Samples of student work will be shared.
Paul Burkhardt, Chief Academic Officer, Dean Adult Degree and Graduate Programs, Prescott College; Edwin Clausen, Vice President for Academic Affairs and Dean of the College, Daemen College; Sirkka Kauffman, Assistant Dean for Academic Affairs, Marlboro College; Al Fuertes, Assistant Professor of Integrative Studies, and Andrew Wingfield, Associate Professor, New Century College and Co-Director, Sustainability Studies Minor – both of George Mason University
Art of the Rubric PowerPoint (PDF)
CIEL Global Environmental Literacy Rubric (PDF)
Fuertes PowerPoint (PDF)

What Makes A Great College to Work For: Lessons Learned for Recruiting and Retaining Faculty Members
At a time when colleges nationwide are intensifying their recruiting efforts to prepare for the coming wave of baby-boomer retirements, learn more about what faculty members value about their particular workplace through results from The Chronicle's annual Great Colleges to Work For survey.
Jeffrey Selingo, Editor, The Chronicle of Higher Education; Richard Boyer, Principal and Managing Partner, ModernThink LLC
Great Colleges PowerPoint (PDF)

LEAP in Oregon: High Impact Practices
As a LEAP state, Oregon is interested in institutional change related to high impact learning practices. In this session, all three Oregon campuses participating in the AACU Compass project will examine high impact practices that particularly impact students at risk, as well as how rigorous assessment can support institutional change in this area. How can colleges implement these programs in a cost-constrained environment?
Shawn Smallman, Vice Provost of Instruction and Dean of Undergraduate Studies, and Chris Carey, Assistant Professor of University Studies – both of Portland State University; Amy Belcastro, Assistant Professor of Education, Southern Oregon University; Nancy Knowles, Associate Professor of English and Writing, and Colleen Dunne-Cascio, Director of Student Relations – both of Eastern Oregon University

Low-Cost Strategies for Promoting Undergraduate Research at Research Universities
This interactive session will explore economical and effective ways in which universities can promote undergraduate research experiences.  Nationally, there is a growing trend for universities to establish a central, campus-wide office that coordinates opportunities for research-related activities in all academic disciplines.  Three panelists who lead undergraduate research offices at large research universities will discuss lessons learned about cost-saving efficiencies and coping with recent budget declines while maintaining access to quality research experiences for students.
Allison Snow, Director, Undergraduate Research Office, and Professor of Biology, and Helene Cweren, Program Manager, Undergraduate Research Office – both of The Ohio State University; Janice De Cosmo, Director, Undergraduate Research Program; Associate Dean of Undergraduate Academic Affairs, University of Washington; Said Shokair, Director, Undergraduate Research Opportunities Program, University of California at Irvine
Shokair Presentation (PDF)
Snow et al Presentation (PDF)
Low Cost Strategies Handout (PDF)

Learning Outcomes In A Reconfigured Global Economy:  New Liberal Education Solutions To A Very Old Problem
The success of a college’s graduates impacts matriculation, retention, alumni engagement and philanthropy. Yet the responsibility for connecting education to the work world is usually delegated to an under-resourced and under-performing careers office. This session will engage participants in imagining a new model for professional preparation that embraces a liberal arts education and learning outcomes, while ensuring that graduates are well positioned to serve and lead in a new global economy.
Richard Berman, Director of the Career Center, Carleton College; Sheila Curran, President/Chief Consultant, Curran Career Consulting
Curran PowerPoint (PDF)
Center of Inquiry at Wabash College - Website for Additional Information

Creating General Education Outcomes that Cross Cultures: The China Link
One of AAC&U's Principles of Excellence calls for educators to foster intercultural learning. One potentially profitable way to  expand student awareness of global issues is to encourage more international students to enroll in U.S. colleges and universities. Last year the highest increase in the number of foreign students came from China (20%). This session asks if we are sufficiently prepared to include international students in our general education programs, using the relationship between the University of Nebraska-Lincoln and  two universities in China as a focal point.
Nancy Mitchell, Director of  General Education, Rita Kean, Dean of Undergraduate Studies, University of Nebraska-Lincoln and David Wilson, Associate Vice Chancellor – all of the University of Nebraska-Lincoln
China Link PowerPoint (PDF)

Friday, January 22, 10:30-11:45 am

FEATURED AND CONCURRENT SESSIONS

A Kaleidoscope of Perspectives on Institutional Transformation, STEM & Beyond
Questions that drove the thinking and planning and dreaming of the first cadre of PKAL leaders centered around getting students to share the passion of STEM practitioners (their faculty), to understand the power and potential, connectedness and relevance of the STEM disciplines “…from the very first day.” Twenty years ago, the documented dismalness of the lower level STEM courses was a major catalyst for mobilizing pioneering efforts to reinvent what students experienced ‘from the very first day.’ It is time to refocus on the lower level STEM courses, recognizing although that much has been accomplished, much still needs to be done if all students are to become engaged STEM learners. It is time to consider lessons learned on campuses where systemic and sustainable transformation is visible and to translate their experiences into a broader agenda for action—at the local level and within the PKAL/AAC&U partnership. A new generation of PKAL leaders will describe their experiences in shaping a communal sense of how lower level STEM courses serve the institutional mission; motivate all students to consider careers in related fields—from K-12 science/math teacher to an engineer working on global environment issues; and prepare all students for leadership in these challenging times.
Facilitator: Jeanne Narum, Founding Director of Project Kaleidoscope
Presenters: Robin Bingham, Professor of Biology, Western State College of Colorado; Katayoun Chamany, Associate Professor, Science, Technology and Society Program, Eugene Lang College, The New School for Liberal Arts; Kelly McConnaughay, Associate Dean of Liberal Arts and Sciences, Bradley University; Alison Morrison-Shetlar, Vice Provost and Dean of Undergraduate Studies, University of Central Florida; Kyle Seifert, Assistant Professor of Biology, James Madison University; Scott Van Bramer, Professor of Chemistry & Department Chair, Widener University
PKAL Session - Worksheet Questions to Address (PDF)
PKAL Session F21 Information (PDF)
PKAL Session Planning Process (PDF)
PKAL Session References (PDF)
PKAL Session Worksheet (PDF)

Nurturing Curricular Vitality in the History Major at Public Liberal Arts Colleges
Presenters will share best practices and discuss innovations in the history major, including the role of faculty in student-centered learning and co-curricular life; undergraduate research in the history major; and the development of quality online courses in the history major.
Jennifer Stollman, Assistant Professor of History , Fort Lewis College, Colorado; Nabil al Tikriti, Assistant Professor of History, University of Mary Washington; and Cecilia Cornell, Associate Professor of History, University of Illinois at Springfield
This session is sponsored by the Council of Public Liberal Arts Colleges
History Major Talk AACU 10 (PDF)

Engaging Faculty to Engage Students
Engaging Faculty to Engage Students examines various data about faculty and institutional proclivities regarding student engagement.  It then identifies mechanisms at the state, institutional, and individual faculty member level that could encourage, enhance, and expand such engagement.
Gary Rhoades, General Secretary, and John Curtis, Director of Research and Public Policy – both of the  American Association of University Professors
AAUP Handout (PDF)
More Information Available Here (Website)

Using LEAP Essential Learning Outcomes to “Invent” Assessments that Deepen Higher Learning: Gathering Useful Data from Concrete Practices
The focus of this interactive session will be the use of the LEAP Learning Outcomes to develop data collection instruments to provide evidence to support innovative practices which prepare students to thrive in turbulent times. One institutions best effort to translate education vision into a concrete practice will be presented.  The audience will have the opportunity to engage in one aspect of data analysis.
Jo Ann Burkhardt, Head of Teacher Education, McMaster Fellow, and Mary Ann Studer, Associate Dean, McMaster School for Advancing Humanity – both of Defiance College; Catharine O'Connell, Vice President for Academic Affairs, Dean of the College, Mary Baldwin College

Liberal Arts in Europe – Curriculum Innovation within Bologna
As the AAC&U conference discusses the question of how a “Bologna-like process” might influence American liberal arts institutions’ definition of the educational outcomes we desire, representatives of several European liberal arts institutions will briefly discuss their educational vision, curricula, and how they are facing the challenge of redefining higher education outcomes under pressure of globalization, regulation, rapid increases in student numbers, and intensifying financial pressures.
Louis Boon, Dean, University College Maastricht, Maastricht University; Philip Fedchin, Acting Dean, Smolny College; Susan Gillespie, Vice President, Director, Institute for International Liberal Education, Bard College; Samuel Abrahám, Rector, Bratislava Institute for Liberal Arts (BISLA)

Academic Leadership for Assessing Student Learning: Moving Your Campus Forward
This interactive workshop brings together administrative leaders who have successfully led assessment initiatives.  Topics include: strategically framing assessment issues to garner faculty support; securing faculty leadership for assessment; partnering with entities on your campus to improve student learning; and utilizing comparison data from similar institutions to advance your assessment efforts.  Participants will leave with specific strategies for leading campus assessment efforts and an initial action plan for moving forward such initiatives on their own campuses.
Michael Reder, Director of the Joy Shechtman Mankoff Faculty Center for Teaching & Learning, Connecticut College; Catherine Andersen, Associate Provost, Gallaudet University; Marianne Begemann, Associate Professor of Chemistry and Associate Dean of the Faculty, Vassar College; James Boelkins, Provost, Hope College; Scott Brophy, Professor and Chair, Philosophy Department, Hobart and William Smith Colleges; Mark Halsey, Associate Professor of Mathematics and Associate Dean of the College, Bard College; Neil Stillings, Dean of Cognitive Science, Hampshire College
Halsey Handout (PDF)

How Writing Contributes to Learning and How Institutions Can Increase That Contribution: Lessons from the National Survey of Student Engagement and Faculty Survey of Student Engagement (NSSE & FSSE)
As evidenced by their steadily growing investment in writing-across-the-curriculum programs, institutions recognize writing’s ability to increase student engagement and learning. This session presents findings from a collaboration between the Council of Writing Program Administrators and the National Survey of Student Engagement which suggest that institutions can increase student success by helping faculty create more effective writing assignments and by educating faculty on writing’s potential to increase student learning in many areas that faculty value.
Robert Gonyea, Associate Director, Center for Postsecondary Research,and Thomas Nelson Laird, Assistant Professor – both of Indiana University Bloomington; Paul Anderson, Director, Roger and Joyce L. Howe Center for Writing Excellence, Miami University
PowerPoint available on NSSE Website

Fiscal Responsibility and Institutional Inertia
In 2006, the University System of Maryland implemented the National Center for Academic Transformation’s course redesign model across 10 public colleges and universities.  This session will feature evidence demonstrating how the redesign of three STEM disciplines’ (psychology, chemistry, mathematics) high impact general education courses can better meet the needs of the 21st century student and their learning needs while reducing costs to the institution.  Presenters will highlight the integration of technology and cost-savvy course delivery mechanisms as well as challenges encountered.
Jennifer Hearne, Assistant Professor of Biochemistry, University of Maryland Eastern Shore; Nancy Shapiro, Associate Vice Chancellor, University System of Maryland; Raouf Boules, Professor and Chairperson, Department of Mathematics, Towson University; Megan Bradley, Associate Professor of Psychology, Frostburg State University
AACU 2010 Fiscal Responsibility PowerPoint (PDF)

Entrepreneurship and Civic Engagement:  Expanding Outreach to Build Capacity
In times characterized by fiscal constraints, many deans and academic departments confront the imperative to cultivate new programs in support of their academic units.  The presenters provide attendees with a framework for understanding academic entrepreneurship based both on their combined experiences and on authors who focus on higher education and the market economy.  They also emphasize how entrepreneurship and civic engagement are often complementary practices.
Christopher Dougherty, Associate Dean, Faculty of Arts and Sciences, Rutgers University-Campus at Camden; Scott Evenbeck, Dean, University College, Indiana University-Purdue University Indianapolis
Entrepreneurship and Civic Engagement PowerPoint (PDF)

Unlocking the Reward System:  Faculty for the Engaged Campus
Community-engaged scholarship is gaining legitimacy in higher education as a key element in promoting the civic engagement mission of universities and colleges.  “Faculty for the Engaged Campus” is a national program that aims to strategically promote engagement to create infrastructure for reward systems through development of new resources including competency-based faculty development and an online clearinghouse for peer review and dissemination of CES products.   This session will illustrate the use and adoption of these strategies.
Sherril Gelmon, Professor of Public Health and Chair, Division of Public Administration, Portland State University; Catherine Jordan, Associate Professor, University of Minnesota; Lynn Blanchard, Carolina Center for Public Service, University of North Carolina at Chapel Hill

ACAD Session:
Knowledge Creators, Knowledge Designers: Building a New Paradigm for Faculty Work at Small Liberal Arts Colleges
Connecticut College and Stonehill College seek to build a new paradigm for faculty work that supports and rewards faculty who remain active, inquisitive learners and knowledge creators throughout their careers and who think rigorously and creatively about how to design and build experiences that engage students in the learning process. 
Joseph Favazza, Associate Vice President for Academic Affairs and Dean of the Faculty and Katie Conboy, Provost and Vice President for Academic Affairs, both of Stonehill College; Roger Brooks, Dean of the Faculty and Julie Rivkin, Associate Dean of the Faculty, both of Connecticut College

Friday, January 22, 11:45 a.m.
ACAD Luncheon

Andrew Delbanco

Business as Usual?: Higher Education After the Meltdown
In the wake of the nation’s financial crisis the challenges facing our colleges and universities are many.  Maintaining accessibility for low-income students, striking a healthy balance between research and teaching, supporting new fields of advanced inquiry while providing genuine liberal education for undergraduates—just to name a few.  Dr. Andrew Delbanco will speak to these issues at the ACAD sponsored luncheon with a brief question and answer period to follow. 

Dr. Delbanco holds the Julian Clarence Levi Professor Chair in the Humanities at Columbia University, where he is currently Director of American Studies.  He is the author of many books, including Melville: His World and Work, published in the United States in 2005 by Alfred A. Knopf and in Britain under the Picador imprint.  He also writes frequently on issues in higher education for  The New York Review of Books, The New Republic, The New York Times Magazine, and other journals.  In 2001, he was elected a Fellow of the American Academy of Arts and Sciences and named by Time Magazine as “America’s Best Social Critic.” Dr. Delbanco has received fellowships from the Guggenheim Foundation, the American Council of Learned Societies, and the National Endowment for the Humanities, and was a member of the inaugural class of fellows at the New York Public Library Center for Scholars and Writers.  His new book, College: What it Was, Is, and Should Be, is scheduled for publication by Princeton University Press in 2010.

Friday, January 22, 1:30-2:30 pm

FEATURED AND CONCURRENT SESSIONS

Low Impact Practices (Formally Known as “the Curriculum”)
If the high impact practices are largely located in the extra-curriculum, then where are the low impact practices: the curriculum? The presenters will draw on their local and national experience with faculty development and pedagogical innovation to first explore questions about the apparent diminishing importance of the formal curriculum in the student educational experience and then possible responses, including integrative curricular approaches and student engagement in course design.
Randall Bass, Randy Bass is Associate Professor of English; Executive Director and Assistant Provost for Teaching and Learning Initiatives for the Center for New Designs in Learning & Scholarship; and Director of the Visible Knowledge Project at Georgetown University; Peter Felten, Director, Center for the Advancement of Teaching and Learning, Elon University
Felton PowerPoint

The Climate We Are In: Views from the Media
Given the past year’s turbulence, what does the public think about higher education and what are the dominant and emerging issues that colleges and universities will be coping with in the coming year. This moderated panel discussion will engage leading education reporters and editors with the most pressing issues in higher education today. They will reflect with each other and with the audience about the changing landscape of higher education especially in light of the economic downturn. They also will present their own scan of the higher education landscape--what stories they wrote or developed that seemed to garner the most attention or feedback, and how they think the public is currently viewing higher education and issues of importance to AAC&U members, including such things as general education, curricular change, teaching and learning, diversity, civic engagement, and assessment and accountability.
Moderator: Debra Humphreys, Vice President for Communications and Public Affairs
Participants:  David Glenn, Reporter, The Chronicle of Higher Education; David Lederman, Editor, Inside Higher Ed; Mary Beth Marklein, Reporter, USA Today

From Vision to Practice:  IUPUI’s Electronic Portfolio Journey
It’s one thing to develop and articulate a campus vision for using electronic portfolios to assess and improve student learning and engagement.  It’s quite another to implement this vision in practice.  At our campus, moving from vision to practice included strategically engaging faculty at the department/program level and providing both incentives and resources.  This session will describe IUPUI’s sometimes painful ePortfolio experiences and the lessons we have learned about effective implementation.
Susan Kahn, Director of Institutional Effectiveness and Director of IUPUI ePortfolio, Indiana University-Purdue University Indianapolis

A Model for Civic Engagement in Undergraduate Biology Education Utilizing Global and National Public Health Issues and Service Learning
A model for civic engagement in undergraduate biology courses is presented which includes active learning and service learning projects on global and national public health issues.  Campus wide events and service learning programs have been designed for meaningful student community service on public health issues.  This discussion session provides an interactive “How To” session for the audience to adapt and expand this model to their biology curricula.
Barbara Davis, Associate Professor of Biology, and Mary Flannery, Assistant Professor of Biology – both of Bergen Community College

Computational Thinking: Weaving Computational Thinking into General Education
Today, everyone in the workplace is presented with new challenges that draw heavily upon skills centered on and driven by a new information-based society. An array of skills known as Computational Thinking is needed to engage in the modern information based workplace, data driven interdisciplinary research, and the discipline of inquiry needed to be an informed citizen. This panel will talk about how Computational Thinking should be and can be woven into general education.
Joan Peckham, Program Director & Professor, and Harriet Taylor, Program Director – both of the National Science Foundation; Charles Dierbach, Associate Professor, Towson University; Susanne Hambrusch, Professor, Purdue University
Computational Thinking PowerPoint (PDF)

Using Assessment Results: Are We Making A Difference?
The panelists, who are authors of a new book published by Jossey-Bass, Designing Effective Assessment, will discuss how colleges and universities are using assessment results to strengthen their general education. This discussion includes first year experience courses that reinforce key learning outcomes and selected examples of certain majors that reinforce general education outcomes.  Specific examples from a variety of colleges and universities of real practice will be highlighted.
Elizabeth Jones, Professor of Leadership Studies, West Virginia University; Trudy Banta, Senior Advisor to the Chancellor for Academic Planning and Evaluation and Professor of Higher Education, IUPUI

20/20 Session: Institutional Mission, Campus Ministry, and Social Action

Integrating Academics, Civic Engagement and Social Responsibility: The Vincentian Institute for Social Action (VISA)
The creation of the Vincentian Institute for Social Action (VISA) reflects an institutional commitment to integrate civic engagement and social responsibility into the fabric of academic and co-curricular activities. VISA provides an academic environment for infusing a service perspective throughout the curriculum, particularly in community-based research and teaching which emphasizes measurable outcomes and service program sustainability.  This presentation will highlight the benefits and challenges of this integrated interdisciplinary approach to service engagement and share the lessons learned in creating a new interdependent Institute.
James Pellow, Executive Vice President & Chief Operating Officer, St. John's University

How General Education and Co-Curriculum Can Make the Mission REAL
Ten medium-size Catholic colleges and universities have just completed a 2009 project that studied ways that general education can serve to make institutional Mission a real vital factor on campus.  One of the main findings was that academics needs student life and campus ministry to make it happen.
John Nichols, Vice President for Academic Affairs and NEH Distinguished Teaching Professor, Saint Joseph's College
Project on General Education and Mission (PDF of Booklet)

20/20 Session on Giving Students a Compass

Give Students A Compass and Improve Learning Success: Lessons Learned
A campus participant in the Give Students a Compass project, representatives from the University of Wisconsin Oshkosh will share processes and assessments used to foster dialogue about inclusive excellence and student participation in high impact practices. This presentation will focus on a faculty inquiry model used to assess student success in  three selected high impact practices at the campus level. A special emphasis on transfer student participation and underrepresented students will be highlighted.
Carleen Vande Zande, Assistant Vice Chancellor, and Perry Rettig, Associate Vice Chancellor – both of University of Wisconsin Oshkosh

Give Transfer Students a Compass
San José State University and Evergreen Valley College are developing a partnership based on shared responsibility to help transfer students achieve the LEAP Essential Learning Outcomes through a “transfer year experience.” The project focuses on liberal education themes and high impact practices. Key components include a GE English composition course, service-learning, peer mentoring, advising, learning communities, and co-curricular activities. It is part of AAC&U’s “Give Students a Compass” Initiative.
Debra David, Associate Dean, Undergraduate Studies, San Jose State University; Ken O'Donnell, Associate Dean, Academic Program Planning, California State University Chancellor's Office
PowerPoint Presentation (PDF)

 20/20 Session on Active and Reflective Learning

Artful Adaptations: How To Adopt A Studio Arts Approach To Interdisciplinary Learning
Learn the secrets of active learning that studio art instructors have known for centuries. Adopt this approach to foster critical thinking, inquiry and experimentation. Participate in one-on-one interactions and real-time assessments that cultivate introspection and aid in revisions. See how critique sessions modeled on the artistic paradigm help students engage in group learning, and problem-solving activities that replicate real-world environs in every discipline.
Amy Stevens, Associate Professor of General Studies, Leslie Rach, Professor of General Studies, and Kathleen Wood, Professor of English – all of Gallaudet University

Critical Reflection and Online Threaded Discussions
Online threaded discussions offer a means of enhancing students’ critical thinking and writing skills by providing an instant electronic environment of shared ideas and research, vigorous dialogue, and continuous feedback from peers and from the instructor. The tool is an ideal pedagogical strategy for facilitating higher-level, reflective learning across disciplines. Undergraduate students will share perspectives and achievements, addressing benefits and challenges and showcasing their own work in discussion and handouts.
John Zubizarreta, President-Elect, National Collegiate Honors Council, Keelan Fagan, Student, Mary Figueroa, Student, Sarah Martin, Student, and Sametta Taylor, Student – all of Columbia College    

20/20 Session on Global Learning and Civic Engagement

The Citizenship Imperative: Making Civic and Global Engagement a Signature Component
Pursuant to Lynn's mission of preparing students to be responsible, informed, and ethical citizens, locally and globally,our core curriculum, the Dialogues of Learning, requires civic and global learning across all four years, in both general education and the major field. In both the Dialogues of Justice and Civic Life and in the new Certificate in International Perspectives and Global Citizenship,students are engaged in an integrative and innovative approach to civic and global engagement.
Cynthia Patterson, Vice President for Academic Affairs, and  Katrina Carter-Tellison, Chair, Dialogues of Learning – both of Lynn University
The Citizenship Imperative (PDF)

Crossing Borders: Establishing New Partnerships and Innovative Approaches to Optimize Global Learning and Civic Engagement for All Students
This session discusses two examples of successful partnerships between disciplines, regional institutions, and global connections.  In the first, a university-wide course on “Privilege, Responsibility and Community”, faculty give lectures on theme topics and a student affairs team takes over the organization and post-lecture reflective discussions and essays and grading. In the second, collaboration among local universities to pool faculty expertise along with student affairs staff partners enables a set of weekend short courses introduce emerging economies (India, China, Brazil).
Indira Nair, Vice Provost for Education, Professor of Engineering and Public Policy, Renee Camerlengo, Director of Special Projects, Student Affairs, and Joanna Dickert, Coordinator of Student Development – all of Carnegie Mellon University
Crossing Borders PowerPoint (PDF)

20/20 Session on Creating Campus Cultures for Excellence at International Universities

Asian University for Women:  Working at the Frontier of Collaborative Pedagogy
This presentation will focus on collaborative curriculum development for aligned teaching and learning at the Asian Women University (AUW), the first liberal arts university in South Asia.  We will address issues dealing with the process of developing effective learning outcomes, explicitly connecting  the curriculum to service learning, and the on going efforts for finding commonalities among humanities, science, social science and quantitative reasoning- the core areas of study at AUW.
Faheem Hussain, Assistant Professor of Quantitative Reasoning, and Michelle Zjhra, Dean of Undergraduate Studies – both of the Asian University for Women

Building Campus Cultures of Academic Excellence in International Universities
This comparative presentation about how a focus on academic excellence can be a catalyst for changing campus cultures.  Two cases are compared:  that of the American University of Sharjah, which has moved from a start-up culture to a culture of high academic standards, and that of the Faculty of Arts and Sciences of the Aga Khan University, still in the planning stage, which is having an impact on the existing schools of medicine and nursing.
Marcia Grant, Planning Head, Faculty of Arts and Sciences, The Aga Khan University; Jeanine Romano, Director of Institutional Research, American University of Sharjah

Information Session:
The Faculty Fellows Internship Program
The Faculty Fellows Internship Program enables faculty to broaden their professional, disciplinary, and personal horizons, reinvigorating their own work as scholars, teachers and educational leaders.  Through professional internship experiences, Faculty Fellows return to campus with new insights about how the aims of liberal education can be enhanced by high quality experiential learning programs.  The Faculty Fellows Internship Program is offered in cooperation with AAC&U and the Washington Internship Institute.
Mary Ryan, President, Washington Internship Institute

ACAD Session:
Teaching Higher Education
A first-year seminar and a senior capstone were developed to alert students to, respectively, controversies surrounding the purposes of higher education and financial pressures on the integrity of both public and private higher education.  Attendees will discuss courses on higher education needed on their own campuses and mechanisms for introducing them.
Eugenia P. Gerdes, Dean Emerita of the College of Arts and Sciences, Professor of Psychology, Bucknell University

Friday, January 22, 2:45-4:00 pm

FEATURED AND CONCURRENT SESSIONS

Give Students a Compass, Year Two: Orienteering for Systemic Change
The affiliation of public universities in statewide systems is both blessing and curse. Curriculum redesign efforts may be stymied by the additional approval layer of a central bureaucracy. Conversely, state systems may be able to link institutions into “networks of change,” encouraging local experimentation, facilitating the exchange of ideas, and promoting statewide adoption of best practices. In the second year of our work with three state systems—campuses, systems, and AAC&U working together—we are ready to share what we have learned. The Compass Project is pleased to report and discuss our work to remap general education and promote high-impact teaching, learning, and assessment as we make excellence deeply inclusive.
Susan Albertine, Senior Director for LEAP State Initiatives, and Alma Clayton-Pedersen, Vice President for Education and Institutional Renewal—both of AAC&U; Ken O’Donnell, Associate Dean, Academic Program Planning, California State University Office of the Chancellor;  Rebecca Karoff, Senior Academic Planner, Office of Academic Affairs, University of Wisconsin System;  and Shawn Smallman, Vice Provost for Instruction and Dean of Undergraduate Studies, Portland State University and Compass Project Liaison to the Oregon University System

The Provost—CFO Partnership: Reflections on Effective Teamwork
The need for open communication between those responsible for guiding institutional investments – in bricks and mortar, academic and co-curricular programming, and personnel – has never been more important than it is today. The capacity of chief financial officers and provosts to create and sustain effective, collaborative partnerships in furthering the institution’s mission, is particularly critical when the forces of fiscal constraint and enrollment uncertainty coincide with pressures to enhance academic quality and reputation. Three experienced teams of CFO's and Provosts will reflect, often with humor, on how they have worked together to move their institutions forward. They will discuss specific challenges and obstacles, as well as successes, and suggest strategies for how these key relationships can be built and nurtured over time. All three institutions are at a point of transition, as these three seasoned provosts, who together have been in their academic leadership roles for more than half a century, retired in June.
Roy Austensen, Professor of History, and former Provost and Vice President for Academic Affairs and Charley Gillispie, Vice President for Finance and Administration – both of Valparaiso University; Gerald Francis, Executive Vice President and former Provost, and Gerald Whittington, Vice President for Business, Finance and Technology – both of Elon University; and Ronald Troyer, Senior Counselor for International Initiatives and former Provost, and Victoria Payseur, Vice President for Business & Finance – both of Drake University
This session is sponsored by the New American Colleges and Universities

Developing Comprehensive Institutional Plans for Success in More Inclusive STEM Undergraduate Education
Across the United States, traditionally white colleges and universities continue to under-perform in attracting and retaining women and students of color as undergraduates majoring in science, technology, engineering, and mathematics (STEM). Science faculty and staff from nine national liberal arts colleges, supported by a Faculty Career Enhancement grant from the Andrew W. Mellon Foundation, are using their collective programmatic successes and failures to create generic guidelines for establishing and sustaining comprehensive undergraduate STEM diversity programs.  Panelists will describe successful comprehensive program elements and will discuss, with the audience, common departmental and institutional barriers to change and strategies for overcoming those barriers. 
Jim Swartz, Dack Professor of Chemistry, Director Center for Science and the Liberal Arts, Grinnell College; Wendy Raymond, Associate Professor of Biology & Associate Dean for Institutional Diversity, Williams College; Trish Ferrett, Professor of Chemistry, Carleton College; Kate Queeney, Associate Professor of Chemistry, Smith College; Jeff Tecosky-Feldman, Senior Lecturer in Mathematics, Haverford College
Broadening Access to the Sciences - Website for Additional Information

Undergraduate Research as an Integrated Four-Year Academic Experience
Panelists from two different institutions, one private and the other public, will discuss ways in which undergraduate research is built into students’ academic experiences throughout the four years and across disciplines.  These mentored research activities are very well integrated into the curriculum, as well as being in alignment with the LEAP project goals and effective educational practices.
Shila Garg, Interim Provost and William F. Harn Professor of Physics, and Heather Fitz Gibbon, Dean for Faculty Development & Professor of Sociology, -- both of The College of Wooster; Chris Hughes, Associate Professor of Physics, and Barry Falk, Professor of Economics – both of James Madison University
Undergraduate Research PowerPoint (PDF)

Capping Off the College Experience: Participation and Effects of Capstone Courses
High-impact practices, such as learning communities and study abroad, are worthwhile investments to advance student learning and success. One such practice, the culminating experience, or senior capstone, provides seniors opportunities to synthesize, integrate, and apply their knowledge.  In this session, we will summarize findings from items added to the National Survey of Student Engagement (NSSE) that measure the effects of participating in senior capstone on other college experiences and self-reported outcomes and discuss the challenges and successes associated with designing and sustaining capstones.
Jillian Kinzie, Associate Director, Center for Postsecondary Research, Alexander McCormick, Director, National Survey of Student Engagement, and Thomas Nelson Laird, Assistant Professor – all of  Indiana University Bloomington
PowerPoint Available on NSSE Website

Deep Impact: Integrative Approaches to Sustainability
This panel discussion will describe multiple interdisciplinary curricular, co-curricular, and community-based projects that engage students in the theory and practice of sustainability. Each panel discussant will describe a different initiative at GVSU, all of which engage students in active learning, and many of which were driven by student interest.
Judy Whipps, Associate Professor of Liberal Studies and Philosophy, Melissa Baker-Boosamra, Faculty Practicum Director, Liberal Studies, Kirsten Bartels, Visiting Professor, Liberal Studies, Michael Medonis, Student, and  Bart Bartels, Sustainability Community Development Initiative – all of Grand Valley State University
GVSU power point 1 (PDF)
GVSU powerpoint 2 (PDF)

Strategic Planning For A 21st Century Education:  Capturing The Power Of The Process
A successful strategic plan—which can be an effective catalyst for institutional change—should be one means among many to achieve essential learning outcomes for students in the 21st century. This session will provide an overview of lessons learned from strategic planning experience with more than 20 schools.  We'll use a case study, coupled with an interactive presentation style, to help participants identify ways to adapt successful approaches and techniques to use at other institutions.
Rachel O'Brien, Associate Professor of Geology, and Shane Downing, Student – both of Allegheny College; and John Lawlor, President & Founder, The Lawlor Group, Inc
LInk to Trends and Observations
Excerpt from Good to Great and the Social Sectors
Link to Blog on Strategic Planning
Strategic Plan PowerPoint (PDF)

Persistence, Promise and Possibilities: Service-Learning in an Uncertain Time
The need for campus and community educators to prepare students for the great challenges that face our local and global communities is stronger at this time than ever before. In the face of economic and community crisis, colleges and universities that give students the experience and tools to apply critical thinking, reason, and personal and social responsibility will lead the way in liberal learning and America’s Promise for 21st Century education.
Micki Meyer, Director of Community Engagement, Rollins College; Barbara Jacoby, Senior Scholar, Adele H. Stamp Student Union, University of Maryland; Jean Strait, Associate Professor of Education, Hamline University; Patrick Green, Director of Center for Experiential Learning, Loyola University Chicago; Elizabeth Carmichael Strong, Associate Director, Citizenship and Service-Learning and Interim Director, Study Away , Missouri State University

Virtually Anywhere: Sharing Effective Practices for Innovation in Liberal Education
The creative innovation of faculty members to encourage active learning and other high-impact practices all too often remains hidden within individual classrooms.  The National Institute for Technology in Liberal Education (NITLE) implemented highly-interactive, limited-enrollment video conferences to address this need.  This session will engage the audience in a discussion of these and other potentially useful practices for high-impact faculty development to sustain and promote innovation in an era of ever more restricted schedules and budgets.
Nancy Millichap, Director of Professional Development Programs, and Rebecca Davis, Associate Director, NITLE Programs – both of the National Institute for Technology in Liberal Education
PowerPoint Presentation

Community-Based Research (CBR): A Vital Curriculum for Faculty, Students and Communities
As a collaborative enterprise between academic researchers (faculty and students) and community partners, CBR nurtures the vitality of student learning, faculty research, and community development. CBR can be for all levels of students, and all disciplines. This session reviews the theoretical models and best practices of CBR and presents CBR projects at three institutions. Come and learn how CBR can be a critical component to liberal education at your institution.
Jennifer Pigza, Associate Director of the Catholic Institute for Lasallian Social Action, Saint Mary's College of California, CA; Mary Beckman, Associate Director, Academic Affairs and Research, Center for Social Concerns; Concurrent Associate Professor, Economics and Policy Studies, University of Notre Dame
Community Based Research (PDF of PowerPoint)

Engaging Pre-Tenure Faculty in Undergraduate Research: Trends, Barriers and Ideas to Promote Success
After a brief consideration of the trends and institutional barriers to engaging pre-tenure faculty in undergraduate research, panelists – two from liberal arts colleges and two from research universities – will present vignettes of how they are responding to pre-tenure scholars’ interest in engaging undergraduates in research and increased demand for such programs. They will highlight what they know, what they do, and what it costs and then field questions from the audience.
Cathy Trower, Research Director, Harvard University; Betsy Brown, Vice Provost for Faculty Affairs, North Carolina State University; Sheila Pedigo, SOURCE Director, Case Western Reserve University; Gary Phillips, Dean of the College and Professor of Religion, Wabash College; Ric Sheffield, Associate Provost, Kenyon College
Collaborative on Academic Careers in Higher Education (COACHE)
Engaging Pre-Tenure Faculty Handout (PDF)

The Power of One: A Collaborative Approach to Mobilizing Faculty and Change
The facilitators will describe successful initiatives that reflect LEAP essential learning outcomes, principles of excellence, and VALUE practices implemented on a limited wallet.  The session will highlight the cunning and wit of the Committee On Beautiful Ideas, General Education Committee, and Inquiry Groups, which operate using a strong communication network.  Committee outcomes include: mobilized faculty, strengthened SoTL campus culture, and evolving curriculum.  Session participants will share tools for trouble-shooting institutional challenges to initiative implementation.
Sarah Brennan, Assistant Director, Center for Teaching and Learning, Amanda Bernal-Carlo, Acting Associate Dean, Faculty Development and Curriculum, Gina Cicco, Assistant Professor, Education Department, and America Trinidad, Lecturer, Education Department – all of City University of New York Hostos Community College
PowerPoint Presentation (PDF)

ACAD Session:
Understanding and Embracing Student Resistance: Opportunities for Faculty Development
In a time of rapid change, one constant remains:  the cognitive development of traditional-aged undergraduates.  Why, then, are faculty surprised by the degree to which many students resist best practices?  Using student development theory, this session will model a faculty development workshop designed to identify predictable patterns of student response in the classroom and suggest strategies to capitalize on those patterns.
Elizabeth Beaulieu, Dean, Core Division, Champlain College and Lee Burdette Williams, Vice President and Dean of Students, Wheaton College
Student Resistance Handout (PDF)

Friday, January 22, 4:15-5:30 pm

FEATURED AND CONCURRENT SESSIONS

Valid Assessment of Student Learning
AAC&U’s new initiative – VALUE: Valid Assessment of Learning in Undergraduate Education – is a research and campus-based initiative designed to make the essential learning outcomes central to the educational experience. It will generate leadership, recommendations, examples of best practices and curricular designs, and an assessment framework. This session will introduce participants to this project, focusing on the development of rubrics for the essential learning outcomes and how they are being used to assess student learning through the work students do through the curriculum and co-curriculum. Examples of campus student e-portfolios, rubrics, and their use will be shared and demonstrated.
Terrel Rhodes, Vice President for Quality, Curriculum, and Assessment ; Wende Morgaine, VALUE Initiative Manager – both of AAC&U’s Office of Quality, Curriculum, and Assessment

Questioning The Future Of Liberal Education
What significant questions are not being asked (let alone answered) in higher education today?  This session invites participants to discuss overlooked but essential questions about purposes, priorities and possibilities.  The session emerges from an August gathering of creative people from diverse institutions who occupy an array of roles in academic affairs, information technology, and student life. Together we aim to question and imagine the future of high-impact, sustainable liberal education in a dramatically changing world.
Leo Lambert, President, and Peter Felten, Director, Center for the Advancement of Teaching and Learning—both of Elon University; Amy Jessen-Marshall, Associate Vice President for Academic Affairs, Otterbein College; Ashley Finley, Director for Assessment of Learning, AAC&U; John Ottenhoff, Vice President, Associated Colleges of the Midwest; Juliette Lamphair, Dean of Westhampton College, University of Richmond; Michael Reder, Director, Center for Teaching and Learning, Connecticut College; Chad Berry, Director of the Appalachian Center, Berea College; ; Therese Huston, Director, Center for Excellence in Teaching and Learning, Seattle University; Bryan Alexander, Director of Research, National Institute for Technology in Liberal Education
Felton PowerPoint

Educating Students To Live Locally As Global Citizens
Panel members, representing a diversity of institutional affiliations and points of view, will address the question:  How can higher education most effectively educate students to live locally as global citizens?  A definition of global citizen will be introduced first to frame the issue. The panel members will present their recommendations on effective strategies that most effectively foster holistic global student development. 
Larry Braskamp, Distinguished Alumni Professor, Central College; Ross Lewin, Director of Study Abroad, University of Connecticut; Mary Dwyer, President, IES Abroad: The Institute for the International Education of Students; Neal Sobania, Executive Director of Wang Center for Global Education, Pacific Lutheran University; Alzeda Tipton, Vice President for Academic Affairs, Elmhurst College

Employer Priorities for College Learning: New Polling Data from LEAP
This session will feature new findings from a national survey of employers commissioned by AAC&U to examine changing workplace demands in light of current economic challenges. Building on earlier public opinion research, this session will discuss this new data from a national survey conducted by Hart Research Associates in November 2009 in light of AAC&U’s LEAP initiative. The session will provide an overview and analysis of new polling data on such issues as employers’ plans for hiring in the coming years; how the workplace is changing and what college students need to do to prepare for success; and what learning outcomes are most important to today’s employers. Session will also introduce participants to strategies used in LEAP states to advance productive dialogues among college educators, employers, legislators, and civic leaders.
Debra Humphreys, Vice President for Communications and Public Affairs, AAC&U

A Process Approach to GE Reform:  Creating Substantive and Sustainable GE Curricula
This presentation examines process centered general education reform based on the premise that institutional change must include serious consideration of institutional culture.  Process-centered GE reform suggests that meaningful institutional change should consider the following seven variables within the context of each campus’ culture:  leadership, faculty governance, data/student outcomes assessments, time frames, communication, constituent engagement, and institutional politics. Panelists introduce the seven variables, focusing on three critical variables to initiate the reform process: leadership, governance, and assessment.
Susan Gano-Phillips, Associate Professor of Psychology, and Robert Barnett, Associate Dean, College of Arts and Sciences, Professor of Rhetoric – both of University of Michigan - Flint; Nancy Mitchell, Director for General Education, Professor of Advertising, University of Nebraska - Lincoln; and Joan Hawthorne, Assistant Provost for Assessment of Student Learning, and Anne Kelsch, Director of Instructional Development – both of the University of North Dakota
Process Approach PowerPoint (PDF)

Funding High-Impact Practices Through A Performance-Based Tuition-Revenue Model
Description of a performance-based funding model implemented that directly links unit contributions towards institutional priorities to financial resources resulting from increased tuition revenue.  In 2008-09, over $1 million was distributed to departments and colleges in support of their efforts to advance institutional priorities, including continued recruitment, retention and graduation of students, internationalization, regional stewardship and development of community partnerships, service learning and civic/political engagement, and cultivation of a social responsibility ethos among our students.
Doug McElroy, Assistant Vice President for Academic Affairs, Barbara Burch, Provost and Vice President for Academic Affairs, Mike Dale, Assistant Vice President for Academic Affairs, and Robert Cobb, Director, Office of Institutional Research – all of Western Kentucky University
Funding High Impact Practices PowerPoint (PDF)
performanceworksheet (PDF)

Situating Quantitative Literacy (QL) in the Context of Argument: A Strategy for Rapid Establishment of QL Across the Curriculum
Participants will learn how situating quantitative literacy (QL) in the context of argument fosters rapid implementation of QL across the curriculum by leveraging institutional knowledge contained in writing programs.  After discussing a rhetorical conception of QL, participants will evaluate QR in samples of student work and hear such assessment has guided professional development programming.  The presentation will also include assessment evidence on QL teaching opportunities in the general education curriculum and implications for graduation requirements.
Nathan Grawe, Associate Dean of the College, Director of the Quantitative Inquiry, Reasoning, and Knowledge Initiative, and Elizabeth Ciner, Associate Dean of the College – both of Carleton College
Quantitative Literacy PowerPoint (PDF)

Investing in Undergraduate Research:  A High Impact Practice that Fosters Student Success
This session will explore undergraduate research as a high impact educational practice.  The panelists are members of the Council of Undergraduate Research, a national organization that supports institutions and faculty in building undergraduate research programs.  Session objectives include: 1) sharing evidence on learning outcomes achieved through undergraduate research participation, 2) describing strategies for fostering undergraduate research programs, and 3) discussing economic challenges to undergraduate research and possible ways to overcome them.
Andrea Chapdelaine, Provost and Vice President for Academic Affairs, Albright College; Sandra Gregerman, Director, Undergraduate Research Opportunity Program, University of Michigan, Ann Arbor; Jeffrey Osborn, Dean, School of Science, The College of New Jersey
Investing in Undergraduate Research PowerPoint (PDF)

Diversity Hiring in an Age of Cost-Cutting
In spite of the economy, diversity hiring still remains a top priority at most colleges. In this discussion session, participants will learn the most efficient and effective ways to increase the diversity of their applicant pools without a large budget.  Session leaders will walk the group through the steps of a systematic search process and indicate how the search committee can use resources already available to them at little or reduced cost.
Lauren Vicker, Professor, Communication/Journalism, St. John Fisher College; Harriette Royer, Director of Consulting and Education, Career Management Center, Simon Graduate School of Business
Vicker Royer Diversity Hiring_AACU_2010 (PDF)

ACAD Session:
Open-Mic Discussion
The "open mic" session provides a forum within which academic officers (deans, associate deans, provosts, etc.) can bring their own dilemmas and receive counsel from a panel of AOs as well as other audience members.  The panel includes experienced administrators from different types of schools who will respond to questions from and encourage discussion among the attendees. This session provides an open environment for sharing solutions and best practices.

SATURDAY, JANUARY 23

8:30-9:30 am

LEAP ROUNDTABLE DISCUSSIONS

Core Curriculum Reform:  Leadership by Faculty to Maximize Results
Implementing a university-wide core curriculum taught exclusively by full-time faculty requires a faculty development model that will prepare instructors from across the disciplines.   This interdisciplinary panel will showcase the methods used to recruit faculty, the particulars of the model, and materials developed that resulted in a cultural shift at the university.  This session will also engage participants in a discussion of ways to replicate the existing models on their campuses.
Roseanne Mirabella, Associate Professor of Political Science, Mary Balkun, Professor of English, Anthony Sciglitano, Associate Professor of Religious Studies, John Ranieri, Associate Professor of Philosophy, and Marian Glenn, Professor of Biology – all of Seton Hall University

Liberal Education and Effective Practice at Clark University
How can colleges and universities combine a developmentally-base liberal education with the cultivation of the skills of effective practice?   Participants in this session will have the opportunity to reflect on how liberal education and capabilities of practice can be combined in a unified, developmentally-based curriculum. Examples include: The Foster/Baker Lab, The HERO program and Difficult Dialogues.
Walter Wright, Associate Provost and Dean of the College, Clark University
Clark University LEAP Initiative

Engaging The Essential Learning Outcomes: Challenges And Responses
What contemporary college students need to know and do as they take their place in a 21st century, global world has been outlined by the LEAP National Leadership Council's essential learning outcomes. Sacred Heart University has developed a Common Core, THE HUMAN JOURNEY, which embodies these essential learning outcomes: Knowledge of Human Cultures and Science focused by the BIG Questions; Intellectual and Practical Skills: Personal and Social Responsibility: and Integrative Learning. This Common Core, THE HUMAN JOURNEY, has required curricular and faculty re-envisioning and has led to a paradigm shift and revitalization at our University.
Michelle Loris, Associate Dean of the College of Arts and Sciences, and Kathryn LaFontana, Chairperson of Department of Psychology – both of Sacred Heart University

Big-Impact Seminar Experience for Small-College Transfer Students
In the AAC&U’s College Learning for the New Global Century, first-year seminars are at the top of the list of effective educational practices, yet seminars designed specifically for transfer students are lacking. Institutions often assume that these students don’t need a seminar experience as freshmen do.  In fact, many transfer students need it more, particularly those transferring to small colleges.  Because of their range of backgrounds and needs, transfer students find it harder to connect to the traditional, residential community typically found at small colleges.
Carolyn Perry, Vice President for Academic Affairs and Dean of Faculty, Westminster College
Big Impact Seminar Experience Handout (PDF)

Integrating Liberal Education Outcomes into First Year Seminars
UW-Green Bay has implemented first year seminars and a common theme as a way to integrate liberal education goals into its curricular and co-curricular activities. These programs have been successful by many measures, but have raised a number of issues as well. We'll discuss honestly both.
Scott Furlong, Dean, College of Liberal Arts and Sciences, Donna Ritch, Associate Dean, College of Liberal Arts and Sciences, Brenda Amenson-Hill, Assistant Dean for Campus Life, Regan Gurung, Professor, Human Development – all of the University of Wisconsin-Green Bay
PowerPoint Presentation (PDF)

Integrating The Classroom With The Community
Learn how Philadelphia University, in just one year, developed and offered SERVE-101, a course-based introduction to civic engagement that coaches students in the development of their own individualized semester-long service learning projects.  Attendees will gain a new model for incorporating civic engagement experiences into their already-crowded curricula and will see how the concept of “civic professionalism” can make service learning a component in the liberal education of students in professional programs.
Tom Schrand, Associate Dean, School of Liberal Arts, and Aurelio Valente, Assistant Dean for Student Development – both of Philadelphia University
Handout - Integrating Classroom with Community
Handout - Serving and Learning

Mobilizing Faculty for Change: Taking Learning Outcome Seriously in Every Corner of Campus
Does changing your curriculum make your faculty nervous?  Can the cost be justified in this economy? Emory & Henry College is embracing a new core curriculum and priorities for student outcomes.  The cost is not only in dollars; the real cost is to faculty who must make the change happen.  Perhaps you’d like to change curricula but hesitate because of resistance.  We’ll listen to concerns, brainstorm solutions, and tell you what has worked—and what hasn’t—for us.
Linda Dobkins, Director of Core Curriculum and Associate Professor of Economics, Emory & Henry College

Sharing the Costs while Creating a Learning Community in a Field Based Immersion Semester
Saint Francis University and Juniata College are engaged in an academic immersion experience that places undergraduate students in a non-traditional learning environment.  Located at the Raystown Field Station, situated on 365 acres within more than 30,000 acres of federal land in central Pennsylvania, students collaboratively live and learn together for 15 weeks. This presentation will focus on the cooperative implementation of this unique learning model with suggestions for implementation at other liberal arts schools.
Devonna Morra, Professor of Biology, Director of Immersion Field Semester, Saint Francis University; Dennis Johnson, Assistant Provost for Immersion Semester, Professor of Environmental Science, Juniata College

Stumbling Over the Capstone: The Challenges of Capstone Assessment at a Two Year College
Capstone experiences are usually left for senior year and four-year institutions, but they can also be effective for assessing outcomes at two-year colleges. As an integrated innovative global assessment, Capstone challenges the faculty and administration to apply its Wit and Will to the challenge of the Wallet. Participants will come away with an understanding of the potential of and the challenges facing Capstone in two-year colleges and have applied critical thinking to meet these challenges.
Ruth Abbott, Liberal Arts Instructor, Janet Hess, Chair, Liberal Arts Department, and Donald Hess, Chair, Math and Science Department—all of College of the Marshall Islands

CONCURRENT SESSIONS

Assessment:  The Empowerment of Higher Learning by Students
This presentation discusses how faculty used assessment to become better teachers and help their students become informed learners.  Mastering content in the major builds on liberal arts concepts.  At our campus, assessment of the major led to identification of a fundamental core of skills that is a synthesis of learning in the discipline and the liberal arts.  Actual successes and failures will be shared so that we can enhance our teaching and advance student learning.
Margaret Boorstein, Professor of Geography and Co-chair Campus Outcomes Assessment Committee, and Loretta Knapp, Deputy Vice President for Academic Affairs – both of Long Island University Brooklyn Campus
knappboorstein PowerPoint (PDF)

Creating Programs to Foster Liberal Education Outcomes
The panel presentation will focus primarily on program design and the processes of development, implementation, and assessment, using Lipscomb University’s Service Learning Program as an example.  Audience participants will have opportunities to envision projects that will be natural extensions of their own institutional cultures and missions, and will leave with ideas for processes to help them through development, implementation, and assessment.
Valery Prill, Dean of Arts and Humanities, Randy Bouldin, Associate Provost for Academic Development and Graduate Studies and Associate Professor of Mathematics , Christin Shatzer, Director of Service Learning, and Hazel Arthur, Director of Social Work Program and Chair of Social Work and Sociology – all of Lipscomb University
Lipscomb PowerPoint (PDF)

Retaining a Focus on Academic Excellence in a Challenging Economic Environment
What steps can academic administrators take now to ensure that the focus on curricular development, student learning, and faculty support is not lost in the move to ensure our financial security?  In this interactive session, facilitators will provide background data and will turn to a discussion with attendees regarding strategies for finding opportunities among the challenges.  The session will conclude with a wrap-up of key discussion outcomes and an invitation to continue this dialogue.
Anne Skleder, Dean, College for Women and Professor of Psychology, Chatham University; Charles Perkins, Provost and Professor of Business, Point Park University
PowerPoint Presentation Skleder Perkins (PDF)

Charting Your Journey: A Sophomore Transition Program
A sophomore transition program had a significant effect on the development of students’ self-authorship. In interviews, participants emphasized a new commitment to staying focused on high-priority activities, aligning current activities with future plans, and taking academic and social risks. Their comments reflected a growing ability to actively negotiate conflicts among their responsibilities and passions by constructing their own identity, goals and values through an intentional integration of their own desires and the expectations of others.
Catherine King, Associate Director of the Center for the Advancement of Teaching and Learning, Alexa Darby, Assistant Professor of Psychology, and Smith Jackson, Vice President and Dean of Student Life – all of  Elon University; Christopher Gergen, Director, Entrepreneurial Leadership Initiative, Duke University
Charting your Journey Handout (PDF)

Saturday, January 23, 8:30-10:45 am

Women's Inclusive Leadership: Strategies for Change in Challenging Times
When we are called to do more with less, identifying and leveraging social capital becomes even more critical for women leaders, especially women of color. Women have honed their resilience, flexibility, and political savvy by leading from the margins, and while championing inclusive leadership in a time of scarcity does not necessarily require different skills or values, it does require us to work in new and strategic ways. This practical session will draw on AAC&U affiliate Campus Women Lead’s expertise in mobilizing women’s leadership for inclusive excellence. It will identify current challenges and consider the strengths and assets white women and women of color bring that can empower them to sustain and nurture each other while finding new strategies for institutional change.
Gertrude Fraser, Vice Provost for Faculty Advancement, University of Virginia; and Rusty Barceló, Vice President and Vice Provost for Equity and Diversity, University of Minnesota

Saturday, January 23, 9:45-10:45 am

CONCURRENT SESSIONS

Online Learning and the Promise of Liberal Education
As a small public liberal arts university with fewer than 5,000 students, UIS has used online and blended education to increase course and degree offerings, improve accessibility and affordability for its students, and further its liberal arts and public affairs mission. Presenters will discuss both degree completion programs and general education offered in online and blended formats, and discuss the ways in small classes taught by full-time faculty provide students taking online classes with many of the advantages of a liberal arts education and foster civic engagement.
Karen Moranski, Associate Vice Chancellor for Undergraduate Education, Harry Berman, Provost and Vice Chancellor for Academic Affairs, Pinky Wassenberg, Dean, College of Public Affairs and Administration,and Tena Helton, Assistant Professor of English– all of the University of Illinois at Springfield

Connecting the Dots: Study Abroad…High Impact Learning…Transformational Pedagogy
This panel addresses ways in which the transformative impact of study abroad can be further enhanced and extended to the campus learning community. Through presentations, case studies, and audience discussion, the panel will address how the integration of study abroad with high-impact, integrative learning activities such as undergraduate research, senior capstones, or service-learning can be transformative for both students and institutions.
Rebecca Hovey, Director, World Learning Global Dialogues, SIT/World Learning; Peter Kerrigan, Director, Marketing and Development; Deputy Director, DAAD NY, DAAD German Academic Exchange Service; Mell Bolen, President, BCA; Elizabeth Brewer, Director, International Education, Beloit College
Connecting the Dots AACU (PDF)
Brewer Handout (PDF)

Deepening And Extending Community-Engaged Learning With A Capacity-Building Partnership Approach
Ideally, community-engaged learning experiences at once cultivate in students values of citizenship, knowledge of social dynamics, and skills for effecting social change, while at the same time contribute productively to social welfare and the advancement of society. In this session, we advocate a "capacity-building partnership" approach to developing community-engaged learning experiences that maximizes both of these outcomes.  We will describe the fundamental tenets of such a partnership approach, present some illustrative examples (including an illustration from a community partner who will be one of the presenters), and engage attendees in discussion about how to grow a partnership approach within their existing community-engaged learning efforts.
Patrick Donohue, Director, Bonner Center for Civic and Community Engagement, The College of New Jersey; Elizabeth Paul, Provost and Vice President for Academic Affairs, Stetson University; Greg Grant, Founder and Director, G. Grant 94 Feet Academic Sports Academy

Looking in the Fun House Mirror: What Does an Institution of Liberal Learning Look Like?
Liberal education learning is not just important for students, but is vital for institutions as well. Institutions need to be learning-centered communities that are capable of communicating effectively, thinking critically, reasoning quantitatively using data and legitimate information sources, and valuing diversity both in terms of demographics and perspectives. An institution that’s committed to AAC&U’s LEAP principles for its students must also be committed to the same principles for itself. The “Program to Evaluate and Enhance Quality” at the University of Wisconsin-Eau Claire was the vehicle that engaged all academic and co-curricular units in this guided self-study process.
Andrew Phillips, Academic Dean and Provost, United States Naval Academy; Martin Wood, Interim Dean, College of Arts and Science, and Mary Jane Brukardt, Special Assistant to the Chancellor for Strategic Planning – both of the University of Wisconsin-Eau Claire 
PowerPoint Presentation (PDF)

Engaging Science Continued:  What institutions are doing to advance STEM learning
The panel will discuss institutional leadership, encouragement and empowering faculty to explore and innovate to engage students of diverse backgrounds in STEM learning, continuing the discussions from the AACU’s Engaging Science: Advancing Learning meeting. Visit our blog and complete our survey to participate in the conversation about what you and your institution are doing to improve STEM learning.
Steve Kucera, Associate Professor of Biology, The University of Tampa; Susan Gorman, Dean and Professor of Biology, Stevenson University; Fred Ledley, Professor and Chair, Department of Natural and Applied Sciences, Bentley University
Engaging Science PowerPoint (PDF)

Steering through the Storm. Transformational Change: Prioritization, Integration and The Five Cardinal Experiences
Otterbein College is enacting change at a time when most institutions are reducing initiatives. Steering through vast curricular and organizational change, including semester conversion and general education reform, the administrative leadership is supporting innovative curricula based on new college wide learning outcomes that emphasize global citizenship and “the Five Cardinal Experiences”. There are High Impact Practices that aim to support students in service, research, study abroad, internship and leadership to develop engaged, ethical global citizens.
Amy Jessen-Marshall, Dean of College Programs and Associate Vice President for Academic Affairs,  Kathy Krendl, President, and Abíódún Gòkè-Paríolá, Provost and Vice President for Academic Affairs – all of Otterbein College
Otterbein PowerPoint (PDF)

20/20 Session on First-Year Programs and Community Engagement

The Evolution of Community:  The HERO Honors Program
This session will highlight strategies for creating successful first-year experience (FYE) courses that focus on engaged citizenship, include a sustainable service-learning experience and address students from all disciplines.  The Burnett Honors College at University of Central Florida has implemented a program to help first year students adjust to university life, introduce them to scholarly research and assist them in becoming civically engaged through a unique service-learning symposium.  The facilitator will highlight the design, implementation and assessment of the course and then share practices with respect to cultivating sustainable partnerships with community agencies and public schools.
Kelly Astro, Director of Research and Civic Engagement, University of Central Florida

Leveraging College, Community and Foundation Resources in Difficult Economic Times:  A Model for Integrating Community Engagement in a Liberal Education
This presentation panel discusses a unique curricular model of college/community collaboration, the First-Year Community Engagement Program at SUNY Old Westbury. The program makes course-embedded civic engagement a cornerstone of the first-year curriculum, leveraging  college, community and foundation resources to enrich student learning, while enhancing the capacity of not-for-profits and governmental agencies to serve community needs in difficult economic times. Assessment is integral to the program, which links required courses to community placements serving multicultural populations and fostering social equity.
Laura Anker, Distinguished Professor of American Studies and Director of the First-Year Experience Program, Barbara Hillery, Associate Professor of Chemistry, Hedva Lewittes, Director of Assessment and Professor of Psychology, Tonya Thomas, Director of Community Partnerships, and Julio Gonzalez, Associate Professor of Education – all of the State University of New York College at Old Westbury
Ethics of Engagement (PDF)
Community Engagement Seminar (PDF)
Community Engagement Seminar 2 (PDF)

Inclusive Excellence: High Impact Practices at Highline Community College
Highline Community College’s Honors Scholar Program is a “bootcamp,” a training program for higher education, preparing students to excel in the competitive college and university environments to which they transfer, and helping them last year to earn over $2.5 million of financial aid and scholarships to continue their education.  Come see how it’s done, share HCC’s developing “Honors Tool-Kit,” and plan a program of your own.
Barbara Clinton, Director, Honors Scholar Program, Highline Community College; Meheret Endeshaw, City Year Program and former honors student, Whitman College; Nathan Marotta, George Washington University Law School and former honors student, University of Washington; Joseph Burnett, Student, Tufts University
Highline PowerPoint (PDF)

ACAD Session:
Negotiating Cynically, Ethically and Effectively
As a dean you spend much of your time negotiating with various parties. Taking a cynical view of others’ interests and motives can aid your negotiations enormously.  However, such thinking needs to be situated in an ethical framework, or you can lose your way. Most of the session will employ case studies and small and large group discussions to explore in practical terms the major themes of principled negotiation, applied cynicism, and ethical self-evaluation.
Brandon Claycomb, Dean of the School of Arts and Sciences, Edgewood College
Cynical Negotiation (PDF)

Saturday, January 23, 11:00 am-12:15 pm
FINAL PLENARY

For the Common Wealth: A Vision of Liberal Education for the Future

Edward Ayers
Edward Ayers is President of the University of Richmond. He was previously the Dean of Arts and Sciences at the University of Virginia, where he began teaching in 1980, and was named the National Professor of the Year by The Carnegie Foundation for the Advancement of Teaching in 2003. One of the nation’s leading scholars on the history of the American South, Dr. Ayers has authored or edited ten books. The Promise of the New South: Life After Reconstruction (1992) – a finalist for both the National Book Award and the Pulitzer Prize – was named the best book on the history of American race relations and on the history of the American South.

A pioneer in digital history and a national advocate for exploring the potential of computer technology to enhance scholarship and teaching, President Ayers created The Valley of the Shadow: Two Communities in the American Civil War, a Web site that has attracted millions of users and won major prizes in the teaching of history. It is used in classrooms at all levels throughout the country and makes available thousands of original sources for students and scholars to conduct their own research and draw their own conclusions about history.

2010 Annual Meeting

About the Meeting:
  Overview
  ACAD Program
  PKAL/STEM Sessions
  Sponsors
  Registrant List

Program Information:
  Final Program (pdf)
  Conference Program
  Highlighted Sessions
  Opening Night Forum
  Plenary Speakers
  Presidents' Forum
     -PKAL Forum
  Schedule
  Symposium
  Workshops
  Community Colleges
  Focus on the Economy

Affinity Groups:
  Aspen Institute
  Campus Compact
  CCCU Event
  COPLAC
  NAC
  POD Network

  Call for Proposals

Cross Award:
  2010 Cross Scholars
  About the Award
  Past Awardees

Podcasts:
  2010
  2009
  2008
  2007
  2006
 

Past Annual Meetings:
  2009
  2008
  2007
  2006
  2005
  2004
  2003