Presentations and Handouts
Improving Lives, Growing our Economy, and Strengthening Our Democracy
We are living in challenging times, but also times of great promise. As never before, we have the opportunity to make a difference in the lives of millions of students from very diverse backgrounds in socio-economic class, academic preparation, interests, and abilities. We are finding new ways to more effectively serve our increasingly diverse population. In doing so, we are not only improving their lives and earning capacity, we are also building our communities and increasing our economic competitiveness. Just as importantly, we are developing engaged citizens who will chart the path for the future of our nation – from how we value one another, to the importance of education, to our responsibility in ensuring world peace and planet sustainability. As academic leaders, we could not have a more important role. Now is the time for us to press forward with renewed energy and more determination than ever before!
Teaching Big and Small: Creating Transformational Learning for Our Students
Improving teaching at the college and university level requires both a vision for the future and practical strategies for implementation. If we pay close attention to new research from the learning sciences, it can help us both articulate long-range objectives and identify the pathways forward. Creating deep, transformational learning experiences for our students requires creative thinking about the role of the university in the community and new visions of the roles that students play in our courses.
Making Assessment Matter to Faculty and Students: Supporting the Design and Use of Effective Assignments
National surveys of campus work on the assessment of student learning outcomes point to the need for greater faculty engagement. This challenge comes with high stakes since assessment is unlikely to make a difference for students if faculty members are not engaged. Accordingly, the National Institute for Learning Outcomes Assessment (NILOA) has been working with campuses to develop and use more intentionally designed assignments as a way to make assessment a more powerful engine for improvement.
- Pat Hutchings, National Institute for Learning Outcomes Assessment
- Natasha Jankowski, National Institute for Learning Outcomes Assessment
The Dilemma of Defining Academic Quality
Academic quality is part of virtually every university strategic plan as well as the central focus of accreditation standards. In the past, this has often been defined by a series of input measures such as the percentage of faculty with terminal degree. Today, the call is to identify output measures – but which ones? This session will discuss how institutions and systems can define and be held accountable for academic quality in a sea of uncertainty with multiple constituents, and the role of the provost in meeting that challenge.
The Call for Race, Equity and Inclusion
In 2016 campuses saw a call, and in some cases demands, for greater accountability for culturally relevant pedagogy, equitable classroom climate, culturally specific resources and greater faculty diversity. How do we as provosts ensure that we are attuned to implicit biases, curricular reform and hiring and retention practices?
- Debra Daniels, University of Utah
- Luz María Gordillo, Washington State University Vancouver
Diversifying the STEM Pipeline: A Look at Successful Approaches
What does the minority student pipeline look like in the future for the West’s higher education institutions? What are some successful approaches to broaden participation in the STEM fields at the baccalaureate level by historically-underrepresented students (e.g. African Americans, Hispanics/Latinos, Native Americans, and Pacific Islanders)? What are some effective ways to help support and transition these undergraduates to graduate STEM programs and the workforce? Our panelists will provide answers to these and other questions about ensuring minority readiness to succeed in STEM fields.
- Alison Gammie, National Institutes of Health
- A. James Hicks, National Science Foundation
- Demarée Michelau, WICHE
High Quality Learning Experience: Adaptive Learning Platforms and Collaborative Learning Spaces
Find out how an adaptive and personalized learning technology platform is making a real difference in student learning at more than 500 institutions worldwide. Then learn about The University of Arizona’s nine new Collaborative Learning Spaces, ranging in size from 24 to 264 students, which have propelled a cultural change at that institution. These spaces were created as part of its UA STEM Project – one of eight projects funded two years ago by the Association of American Universities to improve undergraduate STEM education.
Crystallizing Quality: Reflections
We’ve heard about so many different ways that quality is being addressed in various facets of higher education. Are there some common themes we see across these efforts? What are some of the new challenges that have bubbled to the surface? What will we do differently when we leave here today?