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2018 Institute on General Education and Assessment University of Utah, Salt Lake City, UT

June 5th – June 8th, 2018

Welcome to the AAC&U Institute on General Education and Assessment, 2018! We are delighted to host a group of teams who truly reflect the evolving contexts that higher education professionals encounter. Your collaboration with our faculty experts will reveal a wide range of transdisciplinary knowledge on general education and assessment; program and curricular redesign; as well as high-impact practices that nurture student self-agency, inclusion, and equity.

By using your Team Poster as a starting point, we encourage you to speak with other teams and

faculty members during Team Time and Consulting to refine your goals. Team time and consulting is scheduled throughout the Institute but is free from room assignments – we encourage you to find common areas to have engaging discussions about shared challenges, opportunities, and ideas!

All teams will meet collectively during the Initial Cluster, then each team will meet with a faculty advisor during Individual Team Advising – room and 30 min time-slot assignments can be found in:

Individual Team Advising Sheet. Additionally, a copy of the Action Plan Template and Action Plan

Presentation room assignments can be found in: Action Plan Presentation Sheet.

Please note: if sessions meet max-capacity, we recommend attending your second choice. Not to worry – all session materials will be made available on the AAC&U website and Guidebook app!

Table of Contents: Schedule at a Glance…………………………………………………………………………….... pg. 2

Institute Faculty and AAC&U Staff Contact List…………………………………………………. pg. 3-4 Individual Team Advising Sheet……………………………………………………………………pg. 5

Concurrent Seminar and Workshop Descriptions………………………………………………. pg. 6-21

Action Plan Template and Presentation Sheet………………………………………………….. pg. 22-24

Institute Themes and GEMs Design Principles…………………………………………………. pg. 25-26 WIFI Information……………………………………………………………………………………. pg. 27 Map of Session Locations…………………………………………………………………………. pg. 28

Websites – https://www.visitsaltlake.co

m/aacu2018/

https://www.aacu.org/summerinstitutes/igea/2018

AAC&U Staff Help – Guest House & Conference

Center; (301) 642-2010

University of Utah Staff

Help – Guest House & Conference Center;

(801) 587-0458

Guidebook App – Search “AAC&U 2018 Institute on General Education and Assessment”

Twitter - #IGEA18

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2018 Institute on General Education and Assessment University of Utah, Salt Lake City, UT

Schedule at a Glance

Tuesday, June 5 – Day 1

10:00 am – 2:00 pm Check-In for Teams: Douglas Ballroom Entryway

12:00 pm – 1:00 pm Team Leader Meeting: Douglas Ballroom West

12:00 pm – 1:15 pm Lunch on your own (if not Team Leader)

1:30 pm – 2:00 pm Initial Cluster Advising: Douglas Ballroom

2:00 pm – 4:00 pm Individual Team Advising with Mentors and Team Time: see separate

sheet for room assignments

4:00 pm – 5:30 pm Welcome and Opening Plenary: Douglas Ballroom

5:30 pm – 7:00 pm Opening Reception and Poster Gallery Walk: Douglas Ballroom

Wednesday, June 6 – Day 2

7:30 am – 8:30 am Breakfast: Chase Peterson Heritage Center Dining Hall

8:45 am – 10:00 am Seminars

10:00 am – 10:30 am Coffee Break: Douglas Ballroom Entryway

10:30 am – 12:00 pm “101” Sessions; Team Time

12:15 pm – 1:30 pm Lunch: Chase Peterson Heritage Center Dining Hall

1:45 pm – 3:00 pm Seminars

3:00 pm – 3:30 pm Refreshment Break: Douglas Ballroom Entryway

3:30 pm – 4:15 pm “101” Sessions; Team Time and Consulting

4:15 pm – 6:00 pm Team Time and Consulting

6:00 pm Dinner on your own

Thursday, June 7 – Day 3

7:30 am – 8:30 am Breakfast: Chase Peterson Heritage Center Dining Hall

8:45 am –10:45 am Workshops

10:45 am – 11:15 am Coffee Break: Douglas Ballroom Entryway

11:15 am – 12:15 pm Team Time and Consulting

12:15 pm – 1:30 pm Lunch: Chase Peterson Heritage Center Dining Hall

1:45 pm – 3:45 pm Workshops

3:45 pm – 4:00 pm Team Poster Board Pickup: Douglas Ballroom

3:45 pm – 4:15 pm Refreshment Break: Douglas Ballroom Entryway

4:15 pm – 6:00 pm Team Time and Consulting

6:00 pm Dinner on your own

Friday, June 8 – Day 4

7:30 am – 8:30 am Breakfast: Chase Peterson Heritage Center Dining Hall

8:30 am – 9:00 am Team Time and Final Preparation for Action Plan Presentation

8:30 am – 9:00 am Coffee Break: Douglas Ballroom Entryway

9:15 am – 11:15 am Action Plan Presentations: see separate sheet for room assignments

11:30 am – 12:45 pm Closing Luncheon: Douglas Ballroom

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2018 AAC&U Institute on General Education and Assessment University of Utah, Salt Lake City, UT

Institute Faculty and AAC&U Staff List

Sybril Brown

Professor of Journalism, Belmont University

sybril.brown@belmont.edu

Helen L. Chen

Senior Researcher & Director for ePortfolio Initiatives, Stanford University

hlchen@stanford.edu

Peter Doolittle

Director for School of Education & Professor of Educational Psychology, Virginia Tech

pdoo@vt.edu

Kate D. McConnell

Senior Director of Research and Assessment, AAC&U

mcconnell@aacu.org

Bret Eynon

Associate Provost & Assistant Vice President for Academic Affairs; Director of Center for

Teaching and Learning, LaGuardia Community College

beynon@lagcc.cuny.edu

Kimberly Filer

Assistant Provost of Teaching and Learning; Director of Instructional Development &

Educational Research, Virginia Tech

kfiler@vt.edu

Ashley Finley

Associate Vice President of Academic Affairs & Dean for the Dominican Experience,

Dominican University of California

ashley.finley@dominican.edu

Paul Hanstedt

Professor of English & Director of Pedagogical Innovation, Roanoke College

hanstedt@roanoke.edu

David Hubert

Associate Provost of Learning Advancement, Salt Lake Community College

david.hubert@slcc.edu

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Cindy Koebke

Events Registration & Database Manager, AAC&U

koebke@aacu.org

Yves Labissière

Associate Professor of Community Health for Urban & Public Affairs, Portland State University

labissy@pdx.edu

Na’ilah Metwally

Program Assistant & Assistant to the Vice President for the Office of Quality, Curriculum, and

Assessment, AAC&U

metwally@aacu.org

José Moreno

Associate Professor of Latino Education & Policy Studies; Chair of Chicano & Latino Studies

Department, California State University – Long Beach

jose.moreno@csulb.edu

Terry Rhodes

Vice President for the Office of Quality, Curriculum, and Assessment; Executive Director of

VALUE Initiative, AAC&U

rhodes@aacu.org

C. Eddie Watson

Associate Vice President for Quality, Advocacy, and LEAP Initiatives, AAC&U

watson@aacu.org

Bethany Zimmerman

Research Associate for the Office of Quality, Curriculum, and Assessment, AAC&U

zimmerman@aacu.org

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2018 AAC&U Institute on General Education and Assessment University of Utah, Salt Lake City, UT

Tuesday, June 5th – Individual Team Advising Sheet

Teams will meet in the following rooms for initial advising with their assigned Faculty member.

University Guest House & Conference Center

Advising

Time

Alpine

Room Bret Eynon

Bonneville

Room David Hubert

City Creek

Room José Moreno

Ensign

Boardroom Sybril Brown

Foothills

Boardroom Kate

McConnell

Douglas

Ballroom

East (A) Ashley Finley

Douglas

Ballroom

East (B) Kimberly

Filer

2:00 pm –

2:30 pm

Salt Lake City

Community College

CUNY Hostos

Community College

Adams State University

Whitman College

Saint Mary’s College of California

National University

D’Youville College

2:30 pm –

3:00 pm

Metropolitan State

University of Denver

College of the Canyons

Valparaiso University

University of Wisconsin-Milwaukee

University of New Orleans

Texas Southmost

College

Piedmont College

3:00 pm –

3:30 pm

Bloomsburg University of Pennsylvania

Laramie County

Community College

Western Carolina

University

Indiana University-

Purdue Indianapolis

San Jose State

University

University of Utah

University of Oregon

3:30 pm –

4:00 pm

Centre College

Skyline College

Saint Louis University

Hiroshima University

College of Southern

Idaho

Officer’s Club

Advising

Time

East Room Yves

Labissière

West Room Paul Hanstedt

North Room

(A) Terry Rhodes

North Room

(B) Eddie Watson

South Room

(A) Helen Chen

South Room

(B) Peter Doolittle

2:00 pm –

2:30 pm

Misericordia University

Fulbright University Vietnam

College of St. Benedict/St.

John’s University

Montana State University

Columbia University

The Lincoln University

2:30 pm –

3:00 pm

Clemson University

Rhodes College

Nevada State College

Delaware State

University

University of Arizona

University of Alabama

3:00 pm –

3:30 pm

University of Wisconsin-Platteville

Capilano University

Sonoma State University

Cornell College

Kent State University

Pasadena City College

3:30 pm –

4:00 pm

Clark Atlanta University

Our Lady of the Lake University

University of South Florida

King Faisal University

Hiram College

United States Merchant Marine

Academy

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2018 AAC&U Institute on General Education and Assessment University of Utah, Salt Lake City, UT

Full Schedule

Tuesday, June 5th

10:00 am - 2:00 pm

Teams Check-In to the Institute (bring your team poster)

Douglas Ballroom Entryway – University Guest House & Conference Center

12:00 pm - 1:00 pm

Team Leader Meeting Douglas Ballroom West – University Guest House & Conference Center

Note: This meeting is designated for Team Leaders only, boxed lunch is provided

1:30 pm - 2:00 pm

Initial Cluster Advising for All Teams Douglas Ballroom – University Guest House & Conference Center

2:00 pm - 4:00 pm

Individual Team Advising with Faculty Mentors (30 minutes each) and Team Time (see Individual Team Advising Sheet for your team’s mentoring time-slot and room)

Note: When not meeting with your Faculty mentor, work within your team on initial action plan brainstorming in a common area of your choosing.

4:00 pm - 5:30 pm

Welcome and Opening Plenary: Modeling the Learning for Your Students at IGEA

and On Campus Douglas Ballroom – University Guest House & Conference Center

5:30 pm – 7:00 pm

Opening Reception and Poster Gallery Walk Douglas Ballroom – University Guest House & Conference Center

Hors d'oeuvres will be served!

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Wednesday, June 6th

7:30 am - 8:30 am

Breakfast and Announcements Chase Peterson Heritage Center – Dining Hall

Note: Any announcements will be posted on the Guidebook App: “AAC&U 2018 Institute on

General Education and Assessment”. Please download onto one device, only (cellphone or laptop).

8:45 am - 10:00 am

Concurrent Seminars

Faculty Learning, Student Learning, and Institutional Change Douglas Ballroom West – University Guest House & Conference Center

Faculty: Bret Eynon How does faculty development for liberal education advance institutional change as it strengthens pedagogy and builds student success? A scaffolded process of inquiry and reflection can engage faculty and shift the focus to student learning. Deepening the process with assessment and the scholarship of teaching and learning helps to link classroom change to broader shifts in institutional structure and culture. Discussion of integrative approaches to faculty development with the founder of an award-winning Center for Teaching and Learning.

Reading:

• Angelo, T. (2000). Doing faculty development as if we valued learning most: Transformative guidelines from research and practice. DePaul University School for New Learning Paper. Retrieved from http://citeseerx.ist.psu.edu/viewdoc/summary?doi=10.1.1.112.8114

• Tagg, J. (2007, August). Double loop learning in higher education. Change: The Magazine of Higher Learning, 39 (4), 36-41. https://www-jstor-org.proxy-remote.galib.uga.edu/stable/40178055?seq=1#page_scan_tab_contents

• Bass, R. (2012, March 21). Disrupting ourselves: The problem of learning in higher education. EduCause Review. Retrieved from https://er.educause.edu/articles/2012/3/disrupting-ourselves-the-problem-of-learning-in-higher-education

Using ePortfolios to Assess General Education Learning Outcomes South Conference Room – Officer’s Club

Faculty: David Hubert This session will draw on 7 years of experience using student ePortfolios to assess learning outcomes in general education at Salt Lake Community College, which has resulted in a commendation from the Northwest Commission of Colleges and

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Universities. It will center on aligning learning outcomes, signature assignments tied to those learning outcomes, the kinds of data that result from ePortfolio assessment, practice assessing student work, and closing the assessment loop.

The LEAP Challenge: What It Is and Where It Goes Next Level 1, Room 1B – Chase Peterson Heritage Center

Faculty: Eddie Watson

Launched in 2005, Liberal Education and America’s Promise (LEAP) is a national public advocacy and campus action initiative that champions the importance of a liberal education—for individual students and for a nation dependent on economic creativity and democratic vitality. As the foundation upon which AAC&U has launched many of its initiatives over the past decade, LEAP provides practical guidance for institutions and states seeking to make far-reaching educational changes to help all of their students—whatever their chosen field of study—acquire the broad knowledge, higher order capacities, and real-world experience they need to thrive both in the economy and in a globally engaged democracy. This session will provide attendees with rich discussion regarding the key components of LEAP, including essential learning outcomes, high impact practices, and authentic assessments, review notions of signature work and integrative learning, and peer into the future to see how LEAP continues to evolve to meet the challenges of quality, equity, and learning that are central to higher education today and in the future.

Using Design Thinking to Promote Innovation in General Education North & West Conference Rooms – Officer’s Club

Faculty: Helen Chen and Kate McConnell Whether you are conceiving of assignments that promote student agency or signature work projects that integrate a breadth of learning outcomes, a design thinking orientation can offer a framework for curricular redesign and how we change how students think, act and feel when engaging in “high impact” experiences or grappling with unscripted problems. Drawing from strategies developed at Stanford University's d.school (http://dschool.stanford.edu/), we will collaboratively explore how the design thinking process and the adoption of “designerly” mindsets can foster and support innovation and experimentation in how institutions (as well as students) capture, assess, represent, and communicate their learning in general education.

Current Trends in Liberal Education Curricular Design: A Primer Douglas Ballroom East – University Guest House & Conference Center

Faculty: Paul Hanstedt

Interested in the concept of integrated liberal education, but not sure how the heck you’re going to explain it—much less justify it—to your faculty back home? Or, still just trying to get a grip on the options available? This seminar provides a quick but comprehensive look at current trends in liberal education curricular design—and the causes for these trends. Attendees will leave with a clear sense of effective language

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for articulating to their campuses the need for and benefits of general education reform. This seminar applies to GEMs Principle 3.

Digital Pedagogy: Tools, Trends and Technology Alpine Room – University Guest House & Conference Center

Faculty: Sybril Brown

Whether teaching or leading a strategic planning session formerly known as a meeting,

it is critical to intentionally leverage technology. Based on the book, The Signals are

Talking: Why Today’s Fringe is Tomorrow’s Mainstream, Dr. Sybril Brown will share

trends, tools and techniques to: update syllabi, improve internal and external

communication and maximize engagement. In Originals: How Nonconformists Move

the World, Adam Grant said, “The greatest shapers don’t stop at introducing originality

into the world. They create cultures that unleash originality in others.” With the world

becoming a classroom, it is imperative educators better understand the virtual world.

Participants will leave with tools, sample syllabi and concrete ways to connect with

multiple audiences. Most importantly, they will definitely have a unique vantage point

from which to perceive and participate in the academic life on and offline.

10:00 am – 10:30 am

Coffee Break

Douglas Ballroom Entryway – University Guest House & Conference Center

10:30 am – 12:00 pm

Team Time and 101 Sessions

Note: This combined time is designated for teams to work on Action Plans in available spaces not reserved for 101 Sessions; space is limited in the 101 Sessions.

AAC&U Lingo 101 Douglas Ballroom West – University Guest House & Conference Center

Faculty: Eddie Watson Being asked to LEAP into GEMs but don't know HIPs from ELOs? We won't judge you! This brief session is for anyone new to AAC&U: how we are organized, the kinds of work we do, and the meaning of some of our many acronyms. Join us to learn the basics, or – if you are an AAC&U veteran – a quick refresher. Session capacity is 105

Communication Strategies 101: When your Audience is Virtually Everywhere Douglas Ballroom East – University Guest House & Conference Center

Faculty: Sybril Brown With six generations co-existing for the first time in world history, communication strategies aren't an option, they are a necessity. When a message is sent and marked

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unread, what can we do? In a world of scanning, swiping and speaking, what are the most effective ways to share information? Different audiences require different modes of communication on- and offline. Belmont University Professor, Dr. Syb Brown will provide a concrete blueprint to leverage the best ways to create community, encourage dialogue and develop lasting relationships with your constituencies. Whether you're communicating face-to-face, on FaceTime or via Facebook, Dr. Syb will show you how to use various tools to maximize collaboration, conversation and creativity. Session capacity is 75

12:15 pm - 1:30pm

Lunch Chase Peterson Heritage Center – Dining Hall

1:45 pm - 3:00 pm

Concurrent Seminars

Something to Talk About: Leveraging Diversity for Transformative General

Education Alpine Room – University Guest House & Conference Center

Faculty: Yves Labissière I am not a racist! I don’t see color! Why do we always focus on race? My race is “Human.” Can't we all get along? Isn’t this reverse racism? Sexism is in the past, men and women are now equal. Why don’t we look to the future? These statements and others like them reflect the repertoire of beliefs, perceptions and questions faculty and students share when discussing issues of difference. Often, when raised on our campuses conversations deteriorate leaving some participants feeling frustrated, others righteous and still others silenced. This session will focus on understanding the nature of these statements and on strategies for moving us past diversity as rhetoric to diversity that transforms learning and communities.

Leveraging Student Development, Well-Being, and GE to Build Meaningful

Connections Across Silos Level 1, Room 1B – Chase Peterson Heritage Center

Faculty: Ashley Finley Though general education contributes in significant ways to changes in students’ cognitive development, what is often underappreciated are the ways in which these learning experiences also contribute to their well-being (e.g. sense of purpose, flourishing, resilience). By connecting learning and well-being, campus conversations about “whole student development” can move beyond the boundaries of student affairs and into the innovative territory between the curriculum and co-curriculum. In this space, the value of students working through challenging problems, persevering to complete projects, and the resilience to overcome failure are seen as valued parts of the learning process, not just fringe benefits. Such considerations also provide a valuable layer for understanding underserved student success. This session will explore how aspects of

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student development and well-being can be intentionally articulated and assessed alongside other essential learning outcomes as core components of learning experiences. Participants will consider campus-based models that explicitly connect students’ learning with their intrapersonal development, as well as the inclusion of student affairs professionals as collaborators and co-educators for student success. We will also address the opportunities and challenges of leveraging whole student development within general education as a bridge between the curriculum and co-curriculum.

Telling Your General Education Story: Understanding and Communicating to

Your General Education Stakeholders North & West Conference Rooms – Officer’s Club

Faculty: Helen Chen and Paul Hanstedt Stories are innately human and the best stories resonate not only on an intellectual level but also personally and emotionally. Increasingly, storytelling is recognized as a critical communication tool in business to engage, persuade, and inspire. As we (re)design our general education programs, a critical first step is to identify and understand the needs of our stakeholders (e.g., students, faculty, administrators, and even prospective employers and alumni) and how each of these constituent groups can both contribute to and benefit from general education. In this session, participants will experiment with storytelling techniques to draft a compelling general education story for their return to campus.

General Education and Making Excellence Inclusive: Has Your Campus Seized

the Demographic Moment? Douglas Ballroom West – University Guest House & Conference Center

Faculty: José Moreno While the value of diversity is often understood as self-evident in higher education, we often struggle to sustain clarity of action amid the tremendous challenges facing educators including ongoing retrenchment in budgets and in policies that seek to affirm diversity. This session will explore the theoretical and applied tenets of Making Excellence Inclusive within the context of demographic changes in the U.S. and Higher Education. Through the use of national, regional and state level data, participants will engage in interactive, reflective and critical discussions by pursuing the question: How do you know your campus has seized the demographic moment? In pursuing this question, participants will develop a critical and affirming clarity of the practical urgency in reaffirming values of access, success and equity in higher education. Participants will engage in interactive, reflective and critical discussions that seek to inform the development of an analytic plan for engaging campus constituencies.

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Cultivating Faculty Friends: Turning Curricular Reform (and Assessment!) into an

Engaging & Transformative Faculty Development Opportunity South Conference Room – Officer’s Club

Faculty: Kate McConnell

The success of any major curricular reform—and its attendant approach to assessment—hinges upon faculty participation and buy-in. This workshop will help participants create a faculty development toolkit. This “nuts and bolts” session will help participants create approaches to authentic faculty development that are designed to not only address faculty concerns but to stimulate active and engaged participation as change agents. The workshop will address structural, organizational, pedagogical, and epistemological challenges and opportunities faced during curricular reform, with special attention to the sticky issues assessment presents.

Student Transfer to Promote Learning as Key Focus: Innovations in General

Education

Douglas Ballroom East – University Guest House & Conference Center

Faculty: Terry Rhodes

General education has often been described as an obstacle that gets in the way of student progress, impeding efficiency and jeopardizing retention and graduation. This session will examine some of the ways in which institutions have begun to approach transfer with a greater emphasis on learning expectations as foundation for transfer success rather than course name and number. Results and details and resources for successful collaboration between 2- and 4-year institutions to facilitate transfer will be presented. Attendees will be asked to discuss efforts they have tried that have been successful in their situation.

3:00 pm - 3:30 pm

Refreshment Break

Douglas Ballroom Entryway – University Guest House & Conference Center

3:30 pm – 4:15 pm

Team Time and 101 Sessions

Note: This combined time is designated for teams to work on Action Plans in available spaces not reserved for 101 Sessions; space is limited in the 101 Session.

ePortfolios 101 Douglas Ballroom West – University Guest House & Conference Center

Faculty: Helen Chen ePortfolios are more than just a technology: they imply a process of planning, keeping track of, making sense of, and sharing evidence of learning and performance. Using ePortfolios well requires embracing a set of practices and an understanding of learning

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called Folio Thinking. This session will introduce a framework for exploring and designing an ePortfolio approach to meet your general education objectives and highlight the practical considerations of how to implement, scale, and sustain an ePortfolio initiative. Questions are encouraged and specific references to case studies, research, and resources will be provided. Session capacity is 105

VALUE Rubrics 101 Douglas Ballroom East – University Guest House & Conference Center

Faculty: Kate McConnell The VALUE rubrics were developed to provide a collaborative, faculty-devised approach to assessing the quality of student learning for outcomes educators and employers said were essential for student success. The rubrics provide information that faculty and students can use to improve student learning and teaching effectiveness. Participants will explore the practical considerations of how to implement and sustain a VALUE initiative to meet the goals of their general education programs. Session capacity is 75

4:15 pm – 6:00 pm

Team Time and Consulting

Note: Faculty are available on an as-needed basis – session rooms are open for teams to use and work on Action Plans.

6:00 pm

Dinner on your own

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Thursday, June 7th

7:30 am - 8:30 am

Breakfast and Announcements Chase Peterson Heritage Center – Dining Hall

Note: Any announcements will be posted on Guidebook App: “AAC&U 2018 Institute on

General Education and Assessment.” Please download onto one device, only (cellphone or laptop).

8:45 am - 10:45 am

Concurrent Workshops

ePortfolio and Student Success? Making the Connection Douglas Ballroom East – University Guest House & Conference Center

Faculty: Bret Eynon

How can we help students learn more deeply and progress toward completion? In the

current climate, these can sometimes seem like competing agendas. But ePortfolio has

emerged as a High Impact Practice that builds student learning AND success.

Connecting ePortfolio with integrative learning pedagogy, a constellation of diverse

campuses such as LaGuardia Community College (CUNY), San Francisco State,

IUPUI, Rutgers, and Tunxis Community College have found that ePortfolio usage

correlates with higher pass rates, increased retention, and accelerated progress to

graduation. At the same time, these campuses use ePortfolio to help students think

more deeply about course content, make connections between ideas, and build

purposeful new identities as learners. Led by LaGuardia, a coalition of campuses has

jointly created a national resource website -- Catalyst for Learning: ePortfolio Resources

and Research. This session explores Catalyst findings and strategies for building high

impact ePortfolio practice.

This session assumes a familiarity with ePortfolio pedagogy and practice. For those

new to ePortfolio, it is recommended to have attended Helen Chen’s ePortfolio 101

session.

Reading:

• Eynon, B. & Gambino, Laura. (2017). ePortfolio: A high-impact practice. In B. Eynon & L. Gambino. High-impact ePortfolio practice: A catalyst for student, faculty, and institutional learning.

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Signature Assignments and Reflection in General Education Alpine Room – University Guest House & Conference Center

Faculty: David Hubert This is a hands-on workshop that situates reflective pedagogy and signature assignments in general education, and then guides participants through work that will help them understand how to build engaging signature assignments and accompany them with reflection. Participants will take away concrete professional development activities they can use at their institutions.

Teaching Naked Techniques: A Practical Workshop to Designing Better Classes Douglas Ballroom West – University Guest House & Conference Center

Faculty: Eddie Watson In recent years, there has been an acceleration in the number of research findings regarding human learning and cognition, but these findings often are not easily translated into classroom practice. Evoking the plethora of research-based best practices detailed in Teaching Naked Techniques: A Practical Guide to Designing Better Classes (Jossey-Bass, 2017), this hands-on workshop will provide new insights into how we learn as well as practical advice regarding how this information can be applied in the college classroom. New twists on well-established course design models will be provided. From this foundation, participants will explore a range of instructional strategies that will result in greater student achievement of articulated learning outcomes. Many of the strategies explored in this workshop ultimately support best practice in flipped classrooms; however, cognitive wrappers, homework logs, just in time teaching, feedback strategies, sequence and failure, inventive recall approaches, emerging learning technologies, and true integrative learning are among the topics that will be additionally explored. Participants are encouraged to bring syllabi and other course related materials with which to work during this workshop.

General Education and Equity-Mindedness: Making Excellence Inclusive West Conference Room – Officer’s Club

Faculty: José Moreno Pathways to effective institutional change vis-à-vis General Education and Student

Success are best understood in multiple and simultaneous spaces which include the

micro (department) and meso (college or school level). This session will explore the

practical politics of Making Excellence Inclusive and how they can be shaped to further

the goals of authentic and sustainable change within the principles of Equity-

mindedness. In particular we will explore processes that can be shaped using data to

critically examine general education reform and development in the context of student

success and inclusive excellence. Through role simulations, case studies and data

guided analyses, participants will further their understanding and skill of how multiple

forms of data mixed with a discourse of equity can either hinder, limit or expand the

possibilities for authentic and sustainable General Education work and reform that

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works for all students. Participants will engage in interactive, reflective and critical

discussions that seek to inform the development of an analytic plan for engaging

campus constituencies.

Creating Wicked Students: Designing Courses that Improve Student Authority Bonneville Room – University Guest House & Conference Center

Faculty: Paul Hanstedt This workshop begins by questioning the stale metaphor of the “whole student” as consisting of disparate parts that can be educated with a check-list curriculum. It seeks to redefine “wholeness” in qualitative, dispositional terms—more specifically, as a graduate’s sense of “authority,” that is, their ability to engage in meaningful change in the world. Having made this turn, the workshop asks participants to explore day-to-day pedagogies and assignments (including signature projects, papers, exams, etc.) that help to develop this kind of thoughtful agency in their students—all of their students, not just those at the top-tier. Participants will leave this workshop with a renewed sense of the greater mission of education and some ideas about how to better engage faculty—and themselves—in that mission. This workshop applies to GEMs principles 2 & 4.

Top Down (program) and Bottom Up (course): Fully Integrating Learning and

Assessment Practices South Conference Room – Officer’s Club

Faculty: Peter Doolittle

Often we teach, then we assess, then we evaluate, as if the processes were separate

and distinct. As we begin to think about designing programs and courses where

learning, assessment, and evaluation are fully embedded, how do we integrate top

down and bottom up? In this session, we will design (for immediate use!) instructional

experiences -- both in-class strategies as well as assignments -- created to foster

student learning, but that also yield assessable artifacts. In addition, we will extend this

"assessment for free" approach to link course-embedded learning and assessment to

program review and evaluation, ending with how this approach can be used across

disciplines and campus domains to provide synergies to better understand and support

students' academic achievements.

Integrative Learning for Transfer: Designing General Education for Long-Term

Application of Skills North Conference Room – Officer’s Club

Faculty: Kimberly Filer Too often students view general education as a set of requirements to be checked off of a list. This mindset leads to a compartmentalization of knowledge and skills making the recall and application of general education learning difficult to impossible. In this workshop, participants will engage with pedagogical and design tools to facilitate

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connections among ideas and learning opportunities. Participants will design courses and curricula with a focus on student use of the knowledge and skills gained in general education throughout their undergraduate experience and beyond.

10:45 am - 11:15 am

Coffee Break

Douglas Ballroom Entryway – University Guest House & Conference Center

11:15 am - 12:15 pm

Team Time and Consulting

Note: Faculty are available on an as-needed basis – session rooms are open for teams to use and work on Action Plans.

12:15 pm - 1:30 pm

Lunch Chase Peterson Heritage Center – Dining Hall

1:45 pm - 3:45 pm

Concurrent Workshops

Introduction to VALUE Rubric Calibration Alpine Room – University Guest House & Conference Center

Faculty: Terrel Rhodes Using the VALUE rubric for problem-solving, participants will engage in a calibration training session intended to help faculty (and staff) understand how to apply rubrics to samples of student work in order to develop institutional level data from the direct assessment of student learning. Calibration sessions are an excellent faculty development activity designed to foster interdisciplinary dialogue, interaction, and reflection regarding broad learning outcomes. The workshop will also address how campuses have used rubric data to improve pedagogy and student learning.

Integrative Assessment, Guided Pathways and Student Success Douglas Ballroom West – University Guesthouse & Conference Center

Faculty: Bret Eynon Working with 2- and 4-year campuses nationwide, LaGuardia Community College has developed an integrative Gen Ed assessment framework that informs coherent Guided Pathways and helps build student, faculty and institutional learning. LaGuardia's framework, and others like it, helps shift faculty and staff focus from "my work" to "our work," mobilizing the campus to rethink curriculum and connect everyday classroom practice with a broader, campus-wide learning vision. Using NILOA's "charrette" model, faculty and staff design activities and assignments that link course, program and institutional outcomes. Guided by the VALUE Rubrics, faculty and staff think across

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institutional layers, deepening learning for themselves, students, and the broader institution.

Reading:

• Bailey, T. R. (2017). Guided pathways at community colleges: From theory to practice. Diversity & Democracy, 20 (4). Retrieved from: https://www.aacu.org/diversitydemocracy/2017/fall/bailey [aacu.org]

• Bailey, T.R., et al. (2015, March). What we know about guided pathways. New York, NY: Columbia University, Teachers College, Community College Research Center. Retrieved from: https://ccrc.tc.columbia.edu/media/k2/attachments/What-We-Know-Guided-Pathways.pdf [ccrc.tc.columbia.edu]

• Rose, M. (2016, June 23). Essay on challenges facing the guided-pathways model for restructuring two-year colleges. Inside higher ed. Retrieved from: https://www.insidehighered.com/views/2016/06/23/essay-challenges-facing-guided-pathways-model-restructuring-two-year-colleges [insidehighered.com]

Integrated Deep & Flexible Learning for the Gen Ed Student Douglas Ballroom East – University Guest House & Conference Center

Faculty: Peter Doolittle The concept of the “flipped” classroom approach to instruction is amazingly simple; yet,

the implementation takes significant forethought and planning – the better the planning,

the better the learning. Unfortunately, flipping has become a buzzword, hyperbolized

and caricaturized to the point that people are simply videotaping lectures and having

students watch them outside of class. Appropriate flipping involves leveraging faculty

and student time and effort effectively in the pursuit of meaningful student learning. This

workshop will focus on (a) the cognitive, social, and behavioral underpinnings of

effective flipping; (b) the integration of a flipping approach into the design of effective

instruction; (c) the construction of engaging activities outside of class; (d) the

development and implementation of deep learning activities within the class; and (e) the

flipping of assessments. My view is not that flipping is a panacea for all higher

education’s ills, but rather, an effective instructional approach when designed,

developed, and implemented thoughtfully. Please come and learn how to flip

meaningfully!

Getting Organized: How to Map an Effective Vision for Assessment of Learning

and Equity South Conference Room – Officer’s Club

Faculty: Ashley Finley Effective assessment strategies start with the end in mind: What is the long-term vision for student change and transformation? What evidence is needed to progress toward that vision over time? Which high-impact experiences will best facilitate students’ learning toward intended goals? How can assessment strategies be nuanced to better understand the learning experiences of different populations of students? What

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resources are needed for sustained progress? Logic models are practical tools for translating questions like these into visual maps that help to make intended learning goals explicit and connect them with the practices and resources needed for success for all students. By illustrating the pathways required to reach intended goals, logic models provide a collaborative, flexible, and generative resource for guiding systematic inquiry at the course level, through general education, and up to institutional level outcomes.

Assessment on a Shoestring: Making the Most of Authentic, Embedded

Assignments for Course and Program Enhancement North Conference Room – Officer’s Club

Faculty: Kimberly Filer Assessment doesn’t have to break the bank. Assessment doesn’t have to be a new investment of resources to purchase tests. Assessment has been going on for years in the classroom, and with alignment and design strategies, those classroom assessments can be used to provide information about student learning at the program level. In this workshop, participants will learn strategies to design courses and course assignments aligned to program-level outcomes. With proper alignment, information about student learning can be communicated between levels allowing for continuous, authentic, and meaningful assessment conversations leading to intentional, well-informed improvements.

Integrating Gen Ed Competencies throughout the Undergraduate Curriculum West Conference Room – Officer’s Club

Faculty: Yves Labissière

Colleges and universities are recognizing anew the essential need for all students to possess general education competencies. The most effective ways to achieve this incorporate integrative learning, high impact practices, cumulative intentionality from the freshman year to senior capstones, and deliberate connections between course curriculum and post-graduation life in a global context. We will explore how general education competencies can be successfully integrated throughout the undergraduate curriculum and within disciplinary majors. By the end of this workshop, participants will have walked through the process of developing campus buy‐in for curriculum redesign at their individual institutions, scaffolding assessment practices, building on campus strengths, and assessing results.

3:45 pm - 4:15 pm

Refreshment Break

Douglas Ballroom Entryway – University Guest House & Conference Center

3:45 pm - 4:00 pm

Poster Board Pick Up

Note: Send a team representative to retrieve Poster from Douglas Ballroom by 4:00 pm! If you do not pick up your poster, it will be discarded.

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4:15 pm - 6:00 pm

Team Time and Consulting

Note: Faculty are available on an as-needed basis – session rooms are open for teams to use and work on Action Plans.

6:00 pm

Dinner on your own

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Friday, June 8th

7:30 am - 8:30 am

Breakfast and Check-Out Chase Peterson Heritage Center – Dining Hall Note: Residence Hall check-out by 10:00 am – luggage storage will be available in the

Heritage Center; please leave your luggage in the Heritage Center until after the Luncheon.

8:30 am - 9:00 am

Team Time and Final Preparation for Action Plan Presentation

Note: Faculty are available on an as-needed basis – session rooms are open for teams to use and work on Action Plans.

9:15 am - 11:15 am

Action Plan Presentations

Note: See Action Plan Presentation Sheet for room assignment.

11:30 am - 12:45 pm

Luncheon and Closing Remarks Douglas Ballroom – University Guest House & Conference Center

Depart Institute – Travel Safely!

Note: The post-Institute survey will be emailed via Qualtrics to all participants – we look forward

to receiving your insightful feedback.

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2018 Institute on General Education and Assessment University of Utah, Salt Lake City, UT

Action Plan Template: Outlines the components for successful progression and sustainability of project implementation. These components typically include: a timeline for next steps; relevant stakeholders, audience members, and decision-makers essential for discussion and capacity-building; as well as potential obstacles. Each component has multiple dimensions. For example, “next steps” may pertain to curricular, co-curricular, pedagogical, student support, or administrative processes. Capacity-building may include dissemination strategies for sharing process plans, assessment data, and best practices. Obstacles may include resources, institutional reward structures (i.e. promotion and tenure considerations), and communication strategies.

Directions for Submitting Your Team’s Action Plan:

1) Submit ONE copy of a 2-3 page statement addressing the following two questions: a. What are the team’s specific curricular, pedagogical, and/or process plans once it

returns to campus for advancing the project worked on at the Institute? b. In particular, how does the team plan to share the knowledge, insights and

expertise gained during the Institute with colleagues on campus?

2) Plans are DUE before leaving the Institute on Friday morning, June 8th. Plans can be submitted via electronic copy, email to Na’ilah Metwally (metwally@aacu.org).

Presentation of Action Plans:

Each team will be sharing its action plan with other campus teams on Friday, June 8th.

Presentations are intended to be brief (10-15 minutes, including time for questions

following each presentation). If possible, try to involve all or multiple team members in the presentation.

Questions to Begin the Action Plan Process:

3) Where do you hope the university will be in 5 years?

4) What can you do to help the university meet these goals?

5) What help do you need to support the advancement of these goals over time?

6) How will you know the work has been successful? At the student level? The faculty level? The institutional level?

Advanced Action Plan Questions for On-going Work:

7) Can you succinctly describe the goals of the plan in a few sentences? a. What is the issue? b. What is the objective?

8) Can you briefly describe the process you envision for accomplishing this plan? c. What are the steps needed to accomplish your goals? d. Who do you need to involve in the process to ensure success?

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9) What are the barriers or roadblocks you foresee to accomplishing this work? e. What are your strategies for addressing these barriers? f. Are there steps you can take to avoid these barriers?

10) Who are the campus champions, stakeholders, or decision-makers needed to facilitate this work?

g. Whose support do you need in order to encourage others to join the conversation?

h. Whose support do you need to assure you have the necessary resources to accomplish your plan?

11) What is your communication strategy? i. Who or what groups of people on campus do you need to engage first? Second? j. What methods of communication will you use at each phase of your plan?

12) What are the short-term and long-term measures that will gauge your success? k. What evidence do you need to demonstrate success to your team and to others

on campus? l. How will the information be gathered and disseminated?

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2018 Institute on General Education and Assessment University of Utah, Salt Lake City, Utah

Friday, June 8th – Action Plan Presentation Sheet

Teams will present their Action Plans in the assigned room from 9:15 am – 11:15 am

University Guest House & Conference Center Officer’s Club

Alpine Room Yves

Labissière and Peter Doolittle

Bonneville Room Paul Hanstedt

and Jose Moreno

City Creek

Room Kimberly Filer

and David Hubert

Misericordia University

Clemson University

University of Wisconsin-Platteville

Clark Atlanta

University

The Lincoln University

University of

Alabama

Pasadena City College

United States

Merchant Marine

Academy

Fulbright University Vietnam

Rhodes College

Capilano University

Our Lady of the Lake University

Adams State

University

Valparaiso University

Western Carolina

University

Saint Louis University

D’Youville College

Piedmont

Collge

University of Oregon

College of

Southern Idaho

CUNY Hostos Community

College

College of the Canyons

Laramie County

Community College

Skyline College

North Room Helen Chen

and Kate McConnell

East Room Bret Eynon and Eddie Watson

South Room Ashley Finley, Sybril Brown

and Terry Rhodes

Columbia University

University of

Arizona

Kent State University

Hiram College

Saint Mary’s College of California

University of New Orleans

San Jose State

University

Salt Lake City Community

College

Metropolitan State

University of Denver

Bloomsburg University of Pennsylvania

Centre College

Montana State

University

Delaware State University

Cornell College

National

University

Texas Southmost

College

University of Utah

Whitman College

University of Wisconsin-Milwaukee

Indiana

University-Purdue

Indianapolis

College of St. Benedict/St.

John’s University

Nevada State

College

Sonoma State University

University of South Florida

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2018 Institute on General Education and Assessment University of Utah, Salt Lake City, Utah

Institute Themes

The rapidly changing composition and circumstances of our students and faculty compels all of

us to expand our cultural understandings, organizational constructs, digital creativity, and

pedagogical approaches in order to create learning environments that meet the needs and

support success for all our students. During the Institute, teams explore intentional, well-defined,

and meaningfully assessed models of general education; processes of redesign; and the

implementation of highly effective practices aligned with the Essential Learning Outcomes.

Drawing on many years of campus work, the Institute is framed around a set of Principles and

Guidelines for redesigning and evaluating general education programs, curricula, and pedagogy

through which students can develop the 21st-century knowledge and skills necessary for work,

life, and responsible citizenship. AAC&U’s LEAP Challenge has direct implications for

revitalizing general education and assessment through its call to make student signature work

central for all students across the curriculum and as a means to expand student identity, agency

and equity.

GEMs Design Principles for General Education

Proficiency – Colleges and universities should provide clear statements of desired learning

outcomes for all students. Similarly, general education, in all institutional and alternative

settings, should provide programs, curricula, and experiences that lead to the development

of demonstrable, portable proficiencies aligned to widely valued areas of twenty-first-century

knowledge and skill. Students should achieve and demonstrate progressively higher levels of

proficiency through problem-centered work on significant issues relevant to their interests and

aims.

Agency and Self-Direction – General education should play a critical role in helping all

students understand, pursue, and develop the proficiencies needed for work, life, and

responsible citizenship. Students should be active participants in creating an educational plan in

which they identify and produce high-quality work on significant questions relevant to their

interests and aims. Undergraduate education should enable students to understand the

intellectual and personal capacities they are developing that will help them achieve their

educational and professional goals, enrich their lives, and act in principled and constructive

ways, both as individuals and in their roles in society.

Integrative Learning and Problem-Based Inquiry – Students should develop and

demonstrate proficiency through a combination and integration of curricular, cocurricular, and

community-based learning, as well as prior learning experiences, including in institutions and in

local, global, and virtual communities and networks. Students should demonstrate proficiencies

through inquiry into unscripted questions and problems that are relevant to their interests and

aims and where a full understanding of the problem requires insights from multiple areas of

study.

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Equity – General education programs should be equity-minded…in design and implementation.

This requires a cognitive shift in the ways faculty and administrators understand and address

inequalities in outcomes among students of color, students with disabilities, low-income and

first-generation students, returning adult students, veterans, and others. General education

programs should advance practices and policies that are aimed at achieving the full spectrum of

learning outcomes for all students regardless of their backgrounds.

Transparency and Assessment – Students, faculty members, and other stakeholders should

understand what proficiencies are being developed in any general education program, course,

or activity, and how these proficiencies can be demonstrated at key milestones in students'

progress toward the degree. Students and institutions should be able to point to students' work,

especially their "Signature Work" in problem- and project-based inquiry, as demonstrations of

proficiency worthy of credit across institutional settings and as a body of work associated with

earning the degree.

Reprinted with permission from “General education maps and markers: Designing meaningful pathways

to student achievement.” Copyright 2015 by the Association of American Colleges and Universities.

Washington, D.C.

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2018 AAC&U Institute on General Education and Assessment University of Utah, Salt Lake City, Utah

WIFI Instructions:

1. Select the wireless network UGuest from the list of available wireless connections.

2. Open your Internet browser and go to onboard.utah.edu.

3. Agree to the “Terms and Conditions” and then click Start.

4. Follow the instructions on your screen.

If you require assistance, please contact the Campus Help Desk at 801-581-4000 or by

dialing 1-4000 from your room phone. Select option 1.

If you are still having trouble, contact the Guest House Front Desk at 7-1015 and we’ll

be happy to assist.

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2018 AAC&U Institute on General Education and Assessment University of Utah, Salt Lake City, Utah

Sessions will take place in the

circled buildings above:

- University Guest House & Conference Center

- Officer’s Club (separate building)

- Chase Peterson Heritage Center (Level 1)

Douglas

Entryway

Douglas Ballroom

West

Douglas

Ballroom East

North

Room

South

Room

West

Room

East

Room

Alpine

Room

Bonneville

Room

City Creek

Room

Room 1B

Ensign

Boardroom

& Conference

Center

& Conference Center