Featured Speakers

Keynote Address

Arthur Levine

President, Woodrow Wilson Foundation

Arthur Levine (levine@woodrow.org) is the sixth president of the Woodrow Wilson Foundation. Before his appointment at Woodrow Wilson in 2006, he was president and professor of education at Teachers College, Columbia University. He also previously served as chair of the higher education program, chair of the Institute for Educational Management, and senior lecturer at the Harvard Graduate School of Education.  Dr. Levine is the author or co-author of ten books and dozens of articles and reviews, including a series of reports for the Education Schools Project on the preparation of school leaders, teachers, and education researchers. Dr. Levine’s numerous commentaries appear in such publications as The New York Times; The Los Angeles Times; The Wall Street Journal; The Washington Post; Education Week; and The Chronicle of Higher Education. His most recent book is Generation on a Tightrope: A Portrait of Today’s College Student (with Diane Dean, 2012).

“Generation on a Tightrope: A Portrait of Today’s College Student”

Who are today’s college students, really? What do they think? What do they want? How do they behave? When do they sleep? The answers are likely different than someone of an older generation might think. Join Arthur Levine, co-author of Generation on a Tightrope, A Portrait of Today’s College Student to better understand the students on your campuses and in your classrooms, how they perceive the world around them, and how well-equipped they are to thrive. Based on a multi-year, multi-method, national study, the new insights into today’s students have profound implications for the work of college faculty and administrators.

Plenary Address

Ken Bain

President, Best Teachers Institute

Ken Bain (@kenbain1), President of the Best Teachers Institute, spent much of his academic career at Vanderbilt, Northwestern, and NYU, before becoming Provost and Vice President for Academic Affairs, and Professor of History and Urban Education at the University of the District of Columbia, a post he left in July 2013. He was also the founding director of four major teaching and learning centers: the Center for Teaching Excellence at New York University, the Searle Center for Teaching Excellence at Northwestern University, the Center for Teaching at Vanderbilt University, and the Research Academy for University Learning at Montclair University. Dr. Bain is internationally recognized for his insights into teaching and learning and for a fifteen-year study of what the best educators do. His now classic book, What the Best College Teachers Do, won the 2004 Virginia and Warren Stone Prize for an outstanding book on education and society, and has been one of the top selling books on higher education. The sequel, What the Best College Students Do, won the Virginia and Warren Stone Prize in 2012 and has become an international best seller. Dr. Bain is currently working on three additional books in the “Best” Series, including: What the Best College Administrators Do, What the Best Online Teachers Do, and What the Best K-12 Teachers Do.

“Fostering Deep Learning and Adaptive Expertise”

Research suggests that many students will never intend to understand, apply, or think about the implications or possibilities of what they are studying. Instead, they will predominantly intend to make a good grade or simply to survive the course, neither of which is the intention to learn deeply. Unfortunately, such results often stem from well-meaning but misguided educational practices that often produce surface or strategic learning at best. But that need not be the case.

A rich body of research points to a much different and far more satisfying result. In this highly interactive session we will explore and apply that research and learn how to foster the deepest of intentions and achievements. We will explore the concept of adaptive expertise and how we can foster that kind of expertise in our students, producing graduates who are prepared to address the rapidly changing and complex issues of our times.

Featured Speakers

Terrel Rhodes

Vice President, Office of Quality, Curriculum, and Assessment, AAC&U

Terry Rhodes is Vice President. Office of Quality, Curriculum and Assessment at the Association of American Colleges and Universities (AAC&U) where he focuses on the quality of undergraduate education, access, general education, e-portfolios and assessment of student learning. He was a faculty member for twenty-five years. He leads the faculty-driven assessment project on student learning entitled Valid Assessment of Learning in Undergraduate Education (VALUE). VALUE faculty teams developed rubrics for the full range of Essential Learning Outcomes that can be used with authentic student work to demonstrate quality student learning. Also, he leads the Quality Collaboratives initiative, working in nine states with twenty 2- and 4-year partner campuses testing the usefulness of the Degree Qualifications Profile (DQP) as a transfer framework focused on student learning mastery. Currently, he leads the VALUE/Multi-State Collaborative for Learning Outcomes Assessment, engaging nine states and 85 colleges and universities testing the VALUE approach to student assessment and reporting. For the past six years, he has lead AAC&U’s e-portfolio initiatives to enhance student learning, including the annual E-Portfolio Forum. Rhodes received his B.A. from Indiana University at Bloomington and his M.A. and Ph.D. in Political Science from the University of North Carolina at Chapel Hill. He was a faculty member and administrator for 30 years before joining AAC&U.

"The AAC&U VALUE/MSC Initiative - Beyond the Rubrics to a Multi-State Assessment Initiative"

Eight years ago, teams of faculty and other educational professionals from over 100 higher education institutions began developing a set of 16 rubrics to assess the AAC&U LEAP Essential Learning Outcomes. Today, most institutions have at least heard of the VALUE rubrics, if they’re not using them in some way with their students. Now AAC&U and the State Higher Education Executive Officers are piloting the use of the rubrics to score student work samples from nearly ninety institutions across the country, including 2-year, 4-year, public, and private with the Multi-State Collaborative to Advance Learning Outcomes Assessment. Learn more about this groundbreaking multi-state assessment initiative, how it started and where it is headed. You’ll also have a chance to see the powerful, streamlined new technology from Taskstream that AAC&U is using to enable this work.

Natasha Jankowski

Associate Director, National Institute for Learning Outcomes Assessment

Natasha Jankowski, Associate Director of NILOA and Research Assistant Professor with the Department of Education Policy, Organization and Leadership at the University of Illinois Urbana-Champaign, has presented at numerous national conferences and institutional events, and written various reports for NILOA. Her main research interests include assessment and evaluation, organizational evidence use, and evidence-based storytelling. She holds a PhD in Higher Education from the University of Illinois, an M.A. in Higher Education Administration from Kent State University, and a B.A. in philosophy from Illinois State University.

"Assessing to Improve: Focusing on Students and their Learning"

As the students our institutions serve become increasingly diverse and mobile, how do our assessment processes and practices keep pace? How can we make arguments that our institution advanced student learning? This conversation will focus on lessons learned and institutional examples drawn from the work of the National Institute for Learning Outcomes Assessment (NILOA) to help us consider how to design assessment that focuses on students and their learning, with the ultimate goal of improvement of learning.

Marilee Bresciani Ludvik

Professor of Postsecondary Educational Leadership at San Diego State University

Marilee Bresciani Ludvik, Ph.D. serves as a Professor of Postsecondary Educational Leadership at San Diego State University, where she coordinates the certificate in institutional research, planning, and assessment, and the masters in postsecondary educational leadership. Marilee’s research focuses on outcomes-based assessment program review effectiveness and the role of intuition in evidence-based decision making. Marilee’s most recent research focuses on the use of mindfulness-based training strategies in workshops and the classroom and how participants in these techniques decrease their stress and anxiety and increase their attention, emotion, and cognitive regulation as well as identifying enhanced critical thinking, compassion, and creativity.

“Neuroscience of Learning and Development”

Is higher education preparing our students for a world in which they will have to contend with uncertainty and ambiguity? Are we addressing employers’ concerns that graduates do not possess the creative, critical thinking and communication skills needed in the workplace? This presentation starts from the premise that our current linear, course-based, educational practices are frequently at odds with how our neurological system facilitates learning and personal development. In contrast, Dr. Ludvik will present an alternative model emphasizing a holistic approach to education that integrates mindful inquiry practice, self-authorship and the regulation of emotion as the cornerstones of learning, and will demonstrate how these align with the latest discoveries of brain science.

Linda Suskie

Assessment & Accreditation Consultant

Linda Suskie, former vice president at the Middle States Commission on Higher Education, is an internationally recognized consultant, writer, speaker, and educator on a broad variety of higher education assessment and accreditation topics. She holds a bachelor’s degree in quantitative studies from Johns Hopkins University and a master’s in educational measurement and statistics from the University of Iowa. Her latest book, Five Dimensions of Quality: A Common Sense Guide to Accreditation and Accountability, is being published by Jossey-Bass in October 2014.

“Understanding and Using Assessment Evidence”

It’s one thing to get all your data entered into Taskstream; it’s another to use Taskstream reports to understand and improve student learning. In this interactive session, we’ll work with real Taskstream reports to identify strategies for “closing the loop.”