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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
Helen L. Chen
Senior Researcher & Director for ePortfolio Initiatives, Stanford University
Peter Doolittle
Director for School of Education & Professor of Educational Psychology, Virginia Tech
Kate D. McConnell
Senior Director of Research and Assessment, AAC&U
Bret Eynon
Associate Provost & Assistant Vice President for Academic Affairs; Director of Center for
Teaching and Learning, LaGuardia Community College
Kimberly Filer
Assistant Provost of Teaching and Learning; Director of Instructional Development &
Educational Research, Virginia Tech
Ashley Finley
Associate Vice President of Academic Affairs & Dean for the Dominican Experience,
Dominican University of California
Paul Hanstedt
Professor of English & Director of Pedagogical Innovation, Roanoke College
David Hubert
Associate Provost of Learning Advancement, Salt Lake Community College
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Cindy Koebke
Events Registration & Database Manager, AAC&U
Yves Labissière
Associate Professor of Community Health for Urban & Public Affairs, Portland State University
Na’ilah Metwally
Program Assistant & Assistant to the Vice President for the Office of Quality, Curriculum, and
Assessment, AAC&U
José Moreno
Associate Professor of Latino Education & Policy Studies; Chair of Chicano & Latino Studies
Department, California State University – Long Beach
Terry Rhodes
Vice President for the Office of Quality, Curriculum, and Assessment; Executive Director of
VALUE Initiative, AAC&U
C. Eddie Watson
Associate Vice President for Quality, Advocacy, and LEAP Initiatives, AAC&U
Bethany Zimmerman
Research Associate for the Office of Quality, Curriculum, and Assessment, AAC&U
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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 ([email protected]).
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