George Kuh, Ph.D. - Keynote

George Kuh is Adjunct Professor at the University of Illinois and Chancellor's Professor Emeritus of Higher Education at Indiana University Bloomington. George founded the National Survey of Student Engagement (NSSE) and related instruments for law students, beginning college students, and faculty. He directs two major projects, the National Institute for Learning Outcomes Assessment (with Stan Ikenberry at the University of Illinois) and the Strategic National Arts Alumni Project (SNAAP), the first-ever in-depth look at the factors that help or hinder the careers of graduates of arts-intensive training high schools and postsecondary institutions. At Indiana University, he served as chairperson of the Department of Educational Leadership and Policy Studies (1982-84), Associate Dean for Academic Affairs in the School of Education (1985-88), and Associate Dean of the Faculties for the Bloomington campus (1997-2000).

George has more than 300 publications and made several hundred presentations on topics related to institutional improvement, college student engagement, assessment strategies, and campus cultures. In addition to High Impact Practices (2008) produced as part of the AAC&U LEAP initiative, his two most recent books are Student Success in College: Creating Conditions That Matter (2005, 2010) and Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations (2007). In addition, he has been a consultant to more than 350 institutions of higher education and educational agencies in the United States and abroad. His contributions have been recognized with awards from the American College Personnel Association, American Educational Research Association, Association for Institutional Research, Association for the Study of Higher Education (ASHE), Council for Adult and Experiential Learning, Council of Independent Colleges, National Association of Student Personnel Administrators (NASPA), and National Center on Public Policy in Higher Education. In 2011, NASPA named its award for Outstanding Contribution to Literature and Research after him. In addition, he received the Distinguished Alumni Award and Educational Leadership Award for Teaching from St. Cloud State University, several Teaching Excellence Recognition Awards from Indiana University, the Dean's Award for outstanding contributions by a faculty member to the quality of undergraduate life at IUB, and the prestigious Tracy Sonneborn Award from Indiana University for a distinguished record of scholarship and teaching. A past-president of ASHE, George holds six honorary degrees and serves on the Board of Regents at Luther College and the National Leadership Council for the Association of American College and Universities "Liberal Education and America's Promise" initiative.

George received the B.A. from Luther College, M.S. from St. Cloud State University, and Ph.D. from the University of Iowa.

Jayne Brownell, Ph.D. – Special Topics Session

Jayne Brownell, Assistant Vice President for Student Affairs at Hofstra University, has worked in a broad range of areas across student affairs, from student activities to academic advising. She currently oversees University Advisement, Services for Students with Disabilities, and Parent and Family Programs at Hofstra, and is responsible for coordinating strategic planning and assessment for all departments in Student Affairs. Jayne Brownell and Lynn Swaner are co-authors of The Impact of Engaged Educational Practices: What Research Shows about Learning Outcomes, Completion, and Quality, published by the Association of American Colleges and Universities (AAC&U) in fall 2010. Jayne completed her Ed.D., Ed.M. and M.A. degrees in higher education/ student personnel administration at Teachers College, Columbia University.

Patti H. Clayton, Ph.D. – Special Topics Session

Patti is an Independent Consultant and Scholar who has worked with over 75 schools, universities, and higher education organizations. She has over ten years of experience as a practitioner-scholar in community-engaged teaching and learning and in experiential education more generally. She has led inter-institutional scholarship agendas, institutionalization efforts, a variety of scholarly learning communities, and a range of engaged graduate and undergraduate education initiatives.

Patti co-developed with students and faculty a leading critical reflection and assessment model (the DEAL Model), models for student leadership in service-learning, and a variety of faculty development and curriculum development processes. She and her colleagues produced student and instructor versions of a tutorial on Learning through Critical Reflection and are working on a primer for service-learning (forthcoming Fall 2011). She is currently editing Research on Service Learning: Conceptual Frameworks and Assessment (with Bob Bringle and Julie Hatcher, forthcoming in 2012 from Stylus Publishing). Patti’s current research interests include the relationships between student, faculty, and community member learning and the the dynamics of “with-ness” in democratic partnerships that position all partners as co-educators, co-learners, and co-generators of knowledge.

She currently serves as a Scholar Senior Scholar with the Center for Service and Learning at Indiana University – Purdue University Indianapolis (IUPUI), a Visiting Fellow with the New England Resource Center for Higher Education (NERCHE), and a Visiting Scholar at the University of North Carolina at Greensboro.

Michele Cuomo – Special Topics Session

Michele was appointed Associate Dean for Academic Affairs in 2010, after a two-year appointment as Assistant Dean following a year spent in the Office of Academic Affairs as a Faculty Fellow. She became a member of the Queensborough Community College faculty in the Fall of 2003, and was promoted to the rank of associate professor in the department of Speech Communication and Theatre Arts five years later.

Previous positions included of Head of Acting at The University of Mississippi and Interim Head of Acting at The University of Georgia, where she was also a member of the select Graduate Faculty.
Michele Cuomo earned the B.A. degree in English at the College of New Rochelle, and the M.F.A. degree in Acting at The Ohio State University. She attended the Harvard Institute for Higher Education's Management Development Program in 2008. She is an Associate Teacher of Fitzmaurice Voicework, a Certified Actor Combatant with the Society of American Fight Directors and an Experienced Yoga Teacher with the Yoga Alliance. She is a board member of the Voice and Speech Trainer's Association after year of service as an officer. She received one of the first Emerging Leaders Awards from the American Association of University Administrators and an award for Teaching and Technology at the Hispanic Educational Telecommunications Best Practices Conference, both in 2010.

Michele has served as the Principal Investigator for the MDRC Learning Communities Study, as well as the project director for the Queensborough NEA Big Read grant. Leading the operations of the Freshman Academies has focused her inquiry into high impact practices for student success, and she participates as a faculty member in the Student Interdisciplinary Wiki Project, which incorporates global and diversity learning in a virtual learning community using an Epsilen platform. She continues to pursue creative research as a theatrical director and playwright, with most recent performances of her work at the Joyce Soho Theatre and the Theatre for the New City.

Tia Brown McNair, Ed.D. – Special Topics Session

Tia Brown McNair is the Senior Director for Student Success in the Office of Engagement, Inclusion, and Success at AAC&U. She collaborates with all AAC&U program offices and takes a leading role in advancing AAC&U projects and meetings on student success. She joins the work within the Liberal Education and America's Promise (LEAP) initiative, including current sponsored projects with states and state systems. She directs AAC&U's project Developing a Community College Student Roadmap. She is a co-PI on a newly funded LEAP project titled A Mixed Method Analysis of High-Impact Practices on Student Learning for Historically Underrepresented Students. McNair is part of the leadership team for Making Excellence Inclusive and the LEAP States Initiative. Her research agenda focuses on equity in student learning outcomes for underserved students, student and institutional engagement, quality and assessment of high-impact practices, equity-minded data analysis for institutional change, and the alignment and quality of learning from school through two-year and four-year undergraduate education.

Prior to joining AAC&U, McNair served as the Assistant Director of the National College Access Network (NCAN) in Washington, DC where she directed and secured funding for national projects on student access and success, especially for underrepresented students. One of her projects, in partnership with the Center for Urban Education (CUE) at the University of Southern California, Exploring the Alignment between Student Academic Achievement Outcomes and College Access Intervention Programs Using Participatory Action Research was featured in Diverse Issues in Higher Education. She is also featured on CUE's website under "People Making a Difference."

McNair's previous experience includes serving as a Social Scientist/Assistant Program Director in the Directorate for Education and Human Resources at the National Science Foundation (NSF), Director of University Relations at the University of Charleston in Charleston, West Virginia; the Statewide Coordinator for the Educational Talent Search Project at the West Virginia Higher Education Policy Commission; and the Interim Associate Director of Admissions and Recruitment Services at West Virginia State University. She has research and teaching experience at George Washington University, West Virginia State University, Concord University, and Radford University. She was selected as a 2009 & 2010 Fellow to participate in the Association for the Study of Higher Education's Institutes on Equity & Critical Policy Analysis. She has held leadership positions within the regional and statewide TRIO associations as a board member and state president. McNair currently serves as a senior advisor for the EnvironMentors Program at the National Council for Science and the Environment. McNair earned her bachelor's degree in political science and English at James Madison University and holds an M.A. in English from Radford University and an Ed.D.in higher education administration from George Washington University.

Barmak Nassirian – Special Topics Session

Barmak Nassirian has served as Associate Executive Director of the American Association of Collegiate Registrars & Admissions Officers (AACRAO) since 1998. Barmak has been active in higher education policy for over 20 years, focusing on a broad range of issues including access, accountability, privacy, and financing.

Jayne Brownell
Quality Matters: Designing High-Impact Practices to Maximize Positive Outcomes for Students

In 2008, Kuh found that “high-impact” practices lead to a range of personal development and learning outcomes, when the practices are done well. How can we ensure that our practices will be done well? One of the authors of AAC&U’s Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality (Brownell and Swaner, 2010) will review the known outcomes of four practices: first-year seminars, learning communities, service-learning, and undergraduate research, and will discuss how to design and implement high quality practices that are more likely to lead to positive outcomes for students.

Tia Brown McNair
AAC&U's Institute on High-Impact Practices and Student Success – An Overview and Discussion

The Institute on High-Impact Practices and Student Success is designed to help campuses examine and enhance high-impact practices, activities, and strategies that are engaging to students and effective at improving both persistence and achievement of essential learning outcomes. The curriculum reflects the latest research on practices that help all students, especially those traditionally underserved, to complete their degrees—connecting high-impact learning intentionally to student success. Participants in this workshop will receive an overview the Institute curriculum, review examples of campus action plans from selected institutions, and engage in a case study analysis from the Institute.

Michele Cuomo
Integrating High Impact Practices into the first year at a Community College

This session will describe the Freshman Academies initiative at Queensborough Community College, which has become the vehicle for providing high impact practices to students who can most benefit from them. Queensborough Community College launched its Freshman Academies initiative to provide an academic environment that strengthens students’ commitment and makes it possible for them to graduate or complete their goals in a timely manner. In the fall of 2009, after 8 years of preparation, Queensborough launched the Freshman Academies. Now, every first-time, full-time student is enrolled in one of six Freshman Academies based upon his/her chosen field of study, and receives at least 2 high impact practices within the first 30 credits of study. This has only been possible by the partnership that has been created in Academic Affairs and Student Affairs. Student Affairs hired 10 ‘freshman coordinators’ who lead enhanced advisement sessions and schedule high impact practices for students. This session will also discuss the Student Wik Interdisciplinary Group model, which has enabled Queensborough to provide a high impact experience that does not require additional advisement, providing another model for colleges that may not be able to make a large-scale commitment to student affairs reform.

Barmak Nassirian
Politics and Higher Education Policy

With its growing dependence on financing from Washington and the states, American higher education is increasingly dominated by political mandates issued from afar in the name of accountability. While administrative micromanagement has long been a hallmark of public funding, it is reaching absurd levels of intricacy and complexity in both federal and state legislation. Even more ominously, in a striking departure from the historical American tradition of non-interference with institutional autonomy, politicians are openly experimenting with legislating academic policy. The risks associated with politicizing higher education policy are fairly obvious. The putative benefits that motivate elected officials to venture into the effort, however, have been elusive thus far. The solution may well be a combination of a greater willingness by institutions to more effectively address concerns about escalating costs and ambiguous outcomes, along with a greater effort by politicians to control their tendency to micromanage.

Patti Clayton
Service-Learning Part I
Introduction to Service-Learning and Critical Reflection

Part I will engage participants in reflective examination of a conceptual framework for service-learning and a corollary model for critical reflection (the DEAL Model). In this context, we will explore possibilities for (1) establishing in our classrooms a shared understanding of service-learning and of critical reflection as counter-normative pedagogy, (2) designing well-integrated critical reflection strategies and mechanisms, and (3) defining and cultivating civic learning in service-learning. Participants will leave the session with sample critical reflection activities and tools to support their work as instructional designers and their students as service-learners.

Service-Learning Part II
Integrating Critical Reflection and Assessment to Enhance Learning

Building on the discussion in Part I, this session will guide participants through a process of (1) articulating (academic and/or personal growth) learning goals and objectives, (2) designing critical reflection accordingly, and (3) integrating critical reflection with formative and summative assessment of learning. We will use tools grounded in Bloom’s Taxonomy and in Paul & Elder’s Standards of Critical Thinking that have been refined through several years of inter-institutional research. Participants will apply rubrics to and provide feedback on sample critical reflection products and will leave the session with sample rubrics, tools to support integrated course design, and with ideas for their own scholarship of teaching and learning.

Thursday

202-03
Hunt Brown – Wright State University
Interdisciplinary Service Learning in the Sciences

This presentation discusses how service learning has been successfully incorporated into three undergraduate science courses at Wright State University, including a general education course and two different University Honors Program courses, all dealing with environmental/sustainability issues. Service learning venues ranged from local to regional to national. One course was team taught twice while the other two were taught solo. Similarities and differences as well as benefits and challenges of these course variations will be discussed.

302
Sandor LSG Marai – Sinclair Community College
Higher Education & the Integration of Practical Ethics Across the Curriculum in a Difficult & Troubled Economy

Higher Education’s role in the integration of practical ethics across the curriculum is a crucial pre-requisite for its own health, a stable society and long-term solutions for 21st Century economic woes. Issues addressed: How did ethics become exiled from economic and social thought? Where did the ethicists go? How can ethics in the economy and social life be restored through higher education? How does higher education benefit?

303
Dick Kinsley – Ohio Campus Compact
Barbara Wallace –University of Cincinnati Clermont College
Kirsten Fox – Ohio Campus Compact
The Philanthropist in the Front Row: Advancing Learning Outcomes Through Philanthropy Education and Service Learning

The Pay it Forward initiative is developing a new generation of philanthropists through an innovative course-based service-learning program that engages college students in hands-on philanthropy, grant-making, and volunteer service while providing community nonprofits with much needed assistance during the economic downturn. Since 2010, Pay it Forward has engaged over 2,200 college students in 108 courses across 33 campuses, dedicated more than 41,000 total volunteer hours, and invested $486,000 to 300 community-based nonprofit organizations.

304
Patricia Sharpnack, Janet Baker – Ursuline College
High Impact Learning: Turning Mirrors into Windows

This session examines the use of Web 2.0 classroom tools designed to collaboratively engage and better prepare students for the critical thinking required for safe clinical practice. Faculty facilitated opportunities for students to advance theoretical knowledge and demonstrate application of key concepts through the use of technology. Students used this technology in the development of a capstone quality healthcare project. Student self-rated outcomes were high for satisfaction and ability to realize learning outcomes using technology.

307-08
Anna Lyon, Jack McKnight – Wright State University
Initiatives in Urban and Rural Education

“Initiatives in Rural and Urban Education” exposes Wright State University teacher candidates to the impact of poverty on schools and the community. The goal is to establish partnership centers for education in urban and rural schools focusing on the needs of PK-12 students while creating a field experience laboratory for WSU teacher candidates. Schools participating: The Dayton Boys Preparatory Academy, Thurgood Marshall High School, Ripley Union Lewis Huntington Elementary and Miami Trace Elementary.

310-11
Russell Alan Thomas – University of Dayton
Academic Research and Writing Technologies: Conceptual Clarity and Practical Use

Advances in research and publication technologies have given contemporary scholars the ability to improve the effectiveness and efficiency of their writing in ways unthought-of until today. However, these capabilities cannot be used to their full potential without a clear understanding of technology and its relationship to the academic writing process. After addressing the issue of conceptual clarity, this presentation introduces a broad range of technologies designed to meet the needs of today’s academic scholar.

202-02
Jeff Guernsey, Ann Rich, Sue Terkelsen – Cedarville University
Learning by Doing: Improving an Introductory Business Course

Many within academia acknowledge the importance of getting new students to understand the curriculum and career choices within a particular field as well as makimg connections with fellow students and faculty. This presentation describes the problems that Cedarville University was having within its Business program and presents the solution of an introductory business course for new Business students.

204
Kirsten Freeman Fox – Ohio Campus Compact
Navigating the Real World: The Importance of High-Impact Practices on the Transition from College to Post-College Life.

Based on a recent dissertation study that researched the college to post-college transition process and experience for recent college graduates, this session will provide an understanding of the post-college transition, the experiences that are most salient during the transition, and how recent graduates make meaning of post-college life. More so, it will discuss implications for practice and illustrate the importance of high-impact practices on preparing today’s college students for success after college.

302
Sarah Twill, Erin Flanagan – Wright State University
More Bang for Your Book: Using Interdisciplinary Teaching to Promote Critical Thinking Civic Engagement

This workshop will describe using interdisciplinary teaching (Social Work, English, and Women’s Studies) to promote critical thinking and civic engagement. Lessons learned from a Mental Health and Contemporary Fiction course will be discussed. Participants will have an opportunity to brainstorm course ideas for their programs.

303
Tawna Cooksey-James – Wright State University
Teaching Effectively Using Learner-Centered Teaching and Interactive Video Distance Learning (IVDL) with Registered Nurses in a Baccalaureate Program

Devising a reliable tool that measured course outcomes determined effective teaching in a health policy and politics class taught to 35 RN-BSN students. Learner-centered assignments included completion of a political inventory during the first and last weeks of class. Using the inventory in a pre-test-posttest quantitative design, the pre- and posttest scores and the difference between the scores was analyzed using descriptive statistics to indicate the teaching effectiveness of the health policy class.

304
Interactive Roundtable
Kelly Bohrer – University of Dayton
Tapping into existing university resources to build service learning courses

This session will encourage dialogue and information sharing regarding using campus resources for service learning courses, including how to promote service learning to students, how to work with students’ attitudes regarding service, how to find the best project to match learning objectives, and how to reflect with students. Dialogue will begin with exploring common misconceptions, variations in defining service learning, expectations of faculty and students, and its role in encouraging civic engagement.

307-308
Interactive Roundtable
Manuel Pomales – Bowling Green State University
UNIV 1200: Learning-Behavior Assessments at BGSU verses Student Development Courses for Student Retention

Traditionally, student development instructors have taught freshman orientation, career exploration, and personal growth issues to enhance student retention. But, most have not taught a course with a direct focus on changing students’ overall information learning-behavior. This interactive round table will discuss the purpose of teaching students that they are responsible for their approach to learning the assigned information within their classes. We will compare the student development courses with the UNIV 1200: Learning-Behavior Assessments course.

310-311
Interactive Roundtable
Elizabeth Delaney – Ohio University Southern Campus
Using PREZI Technology to Engage Diverse Students in Distance Learning

This session inspires dialogue regarding the numerous ways PREZI technology engages students in distance learning. Those invested in the pedagogy of engagement, student centered learning, and using technology to improve critical thinking in distance learning will contribute to this roundtable discussion. This session includes the access information and introductory skills for teachers to explore and design a professional PREZI, and the skills to implement the use of PREZIs for student assignments or capstones.

Friday

302
Art Jipson – University of Dayton
Creating a Worthwhile Capstone Experience

This session will examine the process of creating and implementing a career-based research intensive capstone experience. Advice on how to organize, manage, and assess intensive capstone experiences will be discussed with the goal of sharing experience from a Criminal Justice Studies Capstone currently taught at the University of Dayton.

303
Leslie Spivey – Edison Community College
Building Bridges to Java Through the Looking Glass

This session addresses introducing students to programming using Alice 2.2/3.0 to encourage recruitment and retention. Students gain problem-solving confidence with Alice 2.2 and transition these techniques using Alice 3.0 and NetBeans to bridge Alice concepts to writing code in Java.

304
Kathleen Kinney – Central Ohio Technical Ohio
Service Learning: A Success Story

The Digital Media Design Program at Central Ohio Technical College has forged a successful and mutually beneficial alliance with the community by providing free, quality design services for non-profit organizations. The non-profits receive professional quality design services for free and the students gain real-world experiences, excellent portfolio materials, and networking opportunities for future employment. The college also benefits by fulfilling its mission while adding societal value.

302
Anu Venkateswaran, D.R. Buffinger – Wilberforce University
From Raw Data to Pedagogical/Curriculum Improvements

Although assessment has been around for decades, there is still confusion on how to successfully implement assessment activities within a course. Often faculty equates grading with assessment. In this session, practical methods for closing the loop on assessment will be covered with a detailed focus on progressive levels of assessment analysis that can lead to effective reforms to pedagogy and/or the curriculum

303
Nestor Hilvano, Karen Mathis – University of Cincinnati Clermont College
Collaborative Learning Utilizing Case-based Problems

Engaging students in discussion and creating high impact teaching and learning practices is a challenging aspect in every classroom. Small group discussion and poster presentations were used to solve case-based problems to highlight issues for the learner and to allow each student to demonstrate understanding and application of theory to real life examples through open-ended, focused questions. This method improves the learning outcomes and attitudes of students, as well as generates active discussion.

302
Christa Preston Agiro, Ashlary Randolf – Wright State University
Engaging Collective Wisdom through Democratic Discussion

This presentation will introduce democratic discussion-based learning as an effective form of Critical Pedagogy (Arnowitz & Giroux, 1991; Freire, 1968/1970). Presenters will examine benefits and challenges of democratic discussion-based learning and emphasize methods (establishing rules, application of collective wisdom (Galton, 1907; Suroweicki, 2004), and illusion perception) for helping students value others’ voices, recognize that individual experiences often defy stereotypes, and practice the act of hearing other opinions with genuine and unconditional positive regard (Rogers, 1967).

304
Patty Brewer – Union Institute & University
When Our Students are Adult Learners: High Impact Learning in a Time of Chang(ing) Clientele

High Impact Practices have been successful for undergraduate learners, many of whom come to college campuses as traditional-aged students. Today’s colleges and universities serve increasing numbers of adult students, a population that is changing the landscape of higher education. This session will discuss adult students’ participation in today’s colleges and unviersities and will explore tools that can be used to achieve best practices in adult leraning, thereby improving the educational experience for this particular population group.

302
Ann Biswas - University of Dayton
Building Community and Teaching Academic Integrity through Collaborative, Research-Based Writing

The Internet and digital technologies are changing students’ views of originality, and this may be impacting how they incorporate sources in their research-based writing. This presentation describes these changes, including how students access, repurpose, and share information, as well as how this may be leading to plagiarism across the curriculum. Discussion will focus on using collaborative writing to provide a context for understanding the value of academic community and respect for individual scholarship.

304
Don Pair, Christine Schramm, Justin Keen
A Learning Living Community Model and Its Impact on Engagement and Retention

This session will present the model for Integrated Learning Living Communities at University of Dayton where first-year students live and take two or more classes together based around an academic theme. Results of a recent assessment of the program will be shared. The assessment focused on evaluating goals and outcomes using engagement data from the National Survey of Student Engagement and other institutional data including retention and academic performance.

• One-Day Member* Fee: $125.00
• One-Day Non-Member Fee: $175.00
• One-Day General Student Fee: $25.00
• Two-Days Member* Fee: $200.00
• Two-Days Non-Member Fee: $250.00
• Two-Days General Student Fee: $35.00

Links to nearby hotels: http://www.daytonconventioncenter.com/dcc/hotels.htm

The Crowne Plaza Hotel is connected to the Dayton Convention Center. Additionally, the Doubletree Dayton is within walking distance.

A group rate has been negotiated with the Crowne Plaza Hotel: 
Room rate per night with group code: $94.00 plus tax

Making Your Reservation
Call the Crowne Plaza reservation department at (888) 233-9527. To receive the group rate, you must identify yourself and request the group rate for Southwest Ohio Council for Higher Education (SOCHE). This will ensure that you receive the correct rate and that the correct guest room block is credited with the room. Reservations must be made by October 5, 2011 to receive the group rate.

Directions

Click here for Google Map

Building Map (PDF Download)

Parking

Parking is available in the Transportation Center garage, which is one block East of the Dayton Convention Center on Fifth Street at Jefferson Street. The Transportation Center garage offers a covered skywalk on Level 1 that will bring you to the 3rd floor at the Dayton Convention Center facility.

Parking Garage Entrance Ramps:

E. FIFTH STREET & JEFFERSON STREET
(1 block East of the Dayton Convention Center across from Greyhound Bus Station)

E. FIFTH STREET
(Behind the Neon Movie Theatre)

E. SIXTH STREET

Free parking is only available in the Transportation Center garage. A parking pass will be given to you at registration both days.