New England Campus Compact Regional Conference

To see the Detailed Description and Facilitators of the workshop, click on the 'details' button at the end of the workshop title. Click 'details' again to hide it.

Institutional Assessment of Student Engagement and Success flyer
Participants will engage in an exploration of tools, concepts and strategies for how to use student engagement data and other assessment results to inform improvement efforts in undergraduate education. details

Preparing Public Problem Solvers in STEM (Science, Technology, Engineering and Mathematics) flyer
This institute will present SENCER’s (Science Education for New Civic Engagements and Responsibilities) approaches to infusing civic engagement into STEM courses and programs. Participants will be engaged in course design, reflection, and assessment related to their own curricula and programs. details

Detailed Description: As local and global communities face increasingly critical social, economic, environmental, and moral issues, the STEM disciplines (Science, Technology, Engineering and Mathematics) are vital to the education and preparation of future problem-solvers. A growing number of STEM faculty are tying their curriculum and student learning objectives to critical civic questions with a focus on real world problems. This approach often leads to a deeper understanding of issues and their complexity, while giving students the opportunity to begin tackling problems that are both relevant and significant. Faculty and students report that using engaged pedagogies in the STEM disciplines makes science more real, accessible, "useful" and civically important.
This institute will introduce participants to SENCER (Science Education for New Civic Engagements and Responsibilities) and their approaches used to infuse civic engagement into courses and programs. The session will focus on course design, reflection and assessment and provide opportunities for participants to exchange ideas and learn from colleagues. Participants will leave with new ideas and steps for integrating civic engagement practices into their curricula and programs. This institute is appropriate for experienced faculty, as well as faculty new to using engaged pedagogies.

SENCER (Science Education for New Civic Engagements and Responsibilities) seeks to:

get more students interested and engaged in learning in science, technology, engineering and mathematics (STEM) courses,

help students connect STEM learning to their other studies,

strengthen students' understanding of science and their capacity for responsible work and citizenship.

SENCER aims to improve science education by developing faculty expertise in teaching "to" basic, canonical science and mathematics "through" complex, capacious, often unsolved problems of civic consequence.

Facilitators: DonnaJean Fredeen, SENCER Leadership Fellow, Dean, School of Arts and Sciences, Southern Connecticut State University; Robert Sanford, Professor of Environmental Science & Policy and Chair of the Department of Environmental Science, University of Southern Maine; Vincent Breslin, Associate Professor, Department of Science Education and Environmental Studies, Southern Connecticut State University; James Tait, Associate Professor of Marine and Environmental Studies, Department of Science Education and Environmental Studies, Southern Connecticut State University. Mandar M. Dewoolkar, Assistant Professor Civil & Environmental Engineering, the University of Vermont.

Sponsored by SENCER.

Also attend the New England SENCER Regional Meeting on the morning of April 13, 2010 at UVM and additional related sessions on the day of the Conference, April 14

Think Tank: Pushing the Boundaries of Higher Education flyer
This 4 hour think tank will engage participants as innovative thinkers in a World Café Conversation to explore the changes higher education must undergo to educate students as 21st century changemakers. details

Detailed Description: How might we reframe higher education for public problem solving and action? What new models will enable our colleges and universities to fully prepare students as changemakers? In this ever-changing global and institutional climate, what strategies and innovations are pushing the boundaries of educational and institutional practice and helping shape higher education institutions of the future?
What do students need to become public problem-solvers and innovators and how do we know? What can we realistically provide?

How can faculty and staff develop students' critical problem-solving and civic leadership capacities?

How should academic programs, majors, or disciplines be redefined to address current public challenges or considerations of the future?

How do institutions develop intentional, comprehensive planning towards educating students as global problem-solvers and engaged citizens? What seismic structural changes are necessary? What types of campus-wide conversations must take place? What roles must be redefined? And what do administrators and faculty need to give up in order to transform our institutions?

How can institutions surpass tinkering and fully embrace their vision to prepare global citizens and difference makers?

How can innovative pedagogies and practices contribute to broader campus goals (increased student learning outcomes, higher graduation rates, institutional retention efforts, student academic engagement, career preparation, etc.)?

What are the cutting edge ideas and answers to these and other questions, from students as well as higher education leaders and thinkers? What possibilities and implications emerge?

The Think Tank: Pushing the Boundaries will use a World Café approach.
The World Café is a simple yet creative and powerful conversational process for thinking together, evoking collective intelligence, and creating actionable results around questions that matter. These conversations link and build on each other as people move between groups, cross-pollinate ideas, and discover new insights into the questions or issues. As a process, the World Café intentionally harnesses the power of conversation for business and social value, thus increasing people's capacity for effective action in pursuit of common aims. The Think Tank will be facilitated by Jonathan Isham, Department of Economics and Program in Environmental Studies, Middlebury College.

In addition to current students from our institutions, distinguished contributors include: Elizabeth Coleman, President of Bennington College, George Mehaffy, Vice President for Academic Leadership and Change for the Association of State Colleges & Universities; and Nancy Thomas, Director, The Democracy Imperative and Senior Associate, Everyday Democracy.

Student Speakers include: Emily Climer, Bennington College, Janet Rodriguez, Middlebury College, Eric Larkin, Saint Michael's College, Kofi Mensah, University of Vermont, Dana Gulley, University of Vermont

Related Sessions on the Day of the Conference, April 14, Include:
-Achieving Institutional Vision: Are We There Yet?
-Students as Colleagues

Campus-Community Partnerships for Higher Education Access & Success: Listening to the Voices of All Stakeholders flyer
Members of a Faculty Leaders for Access and Success initiative sponsored by MA and RI Campus Compact will share best practices related to connecting campus civic engagement efforts to issues of access and success, especially as they relate to disadvantaged, urban and low-income youth. Participants will spend time developing and/or improving their own access/success programs, as well as developing strategies for creating support for such programs on their campuses. details

Detailed Description:The realities of a changing and uncertain world require our colleges and universities to pay greater attention to issues of access to and success in higher education, especially for disadvantaged and urban and low-income youth. In this institute, members of a Faculty Leaders for Access and Success initiative sponsored by MA and RI Campus Compact will share best practices when it comes to connecting campus civic engagement efforts to issues of access and success. What do we know about K-16 outreach programs that do and don't work? What are different approaches to creating service-learning/civic engagement curricula that integrate K-16 partnerships aimed at access and success? How do we develop college student voice and leadership within our programs? What do middle and high school partners think about these questions? Through an interactive approach, institute participants will learn the answers to these questions, and will be able to spend time developing and/or improving their own access/success programs, as well as how to create support for such programs on their campuses.

Facilitators: Rick Battistoni, Professor and Chair of Political Science, Providence College; John Reiff, Director, Office of Community Service Learning, UMass Amherst, Ryan Wells, Assistant Professor of Higher Education, UMass Amherst; Shuli Arieh Archer, Doctoral Student in Higher Education, UMass Amherst; Joseph Cammarono, Assistant Professor of Political Science and Public and Community Service, Providence College; Leda Cooks, Professor, Department of Communication, UMass Amherst

Sponsored by Rhode Island Campus Compact and Learn and Serve America Higher Education.

Related Sessions on the Day of the Conference, April 14, Include:
-Cross-Campus Strategies for Diversity and Student Success
-Universal Design for Learning: An Inclusive Environment for the Future
-Keynote Speaker Silvia Hurtado’s Session on Access and Success

Research for the Public Good: Tools and Strategies for Implementing and Advancing Community-Based Participatory Action Research flyer
This institute will engage participants in discussions about the theory and practice of CPAR, as well as provide tools and strategies for enhancing research activities and the practice of CPAR at their home institution. details


NECC: Regional Conference: Pre-Conference Institutes
2010 Regional Conference Registration Schedule General Information Brochure Featured Speakers Pre-Conference Institutes Workshops Roundtables Poster Session Call for Proposals Presenter Information Presenter Biographies Award Recognition and Reception Accommodations Transportation & Directions Sponsors	Pre-Conference Institutes - April 13, 2010 Institutes will be held in the Davis Center at the University of Vermont in Burlington. All Institutes run from 12:30 - 4:30 p.m. Check in and lunch begin at 11:45 a.m. See registration for information on signing up for an institute. Driving and Parking Directions To see the Detailed Description and Facilitators of the workshop, click on the 'details' button at the end of the workshop title. Click 'details' again to hide it. Institutional Assessment of Student Engagement and Success flyer Participants will engage in an exploration of tools, concepts and strategies for how to use student engagement data and other assessment results to inform improvement efforts in undergraduate education. details Detailed Description: In an era of increasing accountability and focus on student success, higher education is becoming more intentional about assessing the impact of programs and practices on student indicators. Some may want to measure the effectiveness of engagement practices on student learning outcomes and graduation rates, for example. Capturing and applying what information is most useful for program and institutional planning and improvements requires a strategic approach. Campus teams must also think through how student data should be used to inform institutional discussions, advocate for resources, and report to stakeholders. This institute will engage participants in an exploration of tools, concepts and strategies for how to use student engagement data and other assessment results to inform improvement efforts in undergraduate education. Campus teams are encouraged to attend this institute in order to work on concrete action steps for designing assessment strategies for their campus. Facilitator: Jillian Kinzie, Associate Director, Indiana University Center for Postsecondary Research and the NSSE (National Survey of Student Engagement) Institute for Effective Educational Practice. Sponsored by Connecticut Campus Compact. *Related Sessions on the Day of the Conference, April 14, Include:* -Roundtable on Service-Learning and Retention Study: Implications and Discussion -Carnegie Elective Classification Process 2010 -Everyday Ethnography: How to Bring an Ethnographic Sensibility to Assessment in Service Learning Preparing Public Problem Solvers in STEM (Science, Technology, Engineering and Mathematics) flyer This institute will present SENCER’s (Science Education for New Civic Engagements and Responsibilities) approaches to infusing civic engagement into STEM courses and programs. Participants will be engaged in course design, reflection, and assessment related to their own curricula and programs. details Detailed Description: As local and global communities face increasingly critical social, economic, environmental, and moral issues, the STEM disciplines (Science, Technology, Engineering and Mathematics) are vital to the education and preparation of future problem-solvers. A growing number of STEM faculty are tying their curriculum and student learning objectives to critical civic questions with a focus on real world problems. This approach often leads to a deeper understanding of issues and their complexity, while giving students the opportunity to begin tackling problems that are both relevant and significant. Faculty and students report that using engaged pedagogies in the STEM disciplines makes science more real, accessible, "useful" and civically important. This institute will introduce participants to SENCER (Science Education for New Civic Engagements and Responsibilities) and their approaches used to infuse civic engagement into courses and programs. The session will focus on course design, reflection and assessment and provide opportunities for participants to exchange ideas and learn from colleagues. Participants will leave with new ideas and steps for integrating civic engagement practices into their curricula and programs. This institute is appropriate for experienced faculty, as well as faculty new to using engaged pedagogies. SENCER (Science Education for New Civic Engagements and Responsibilities) seeks to: get more students interested and engaged in learning in science, technology, engineering and mathematics (STEM) courses, help students connect STEM learning to their other studies, strengthen students' understanding of science and their capacity for responsible work and citizenship. SENCER aims to improve science education by developing faculty expertise in teaching "to" basic, canonical science and mathematics "through" complex, capacious, often unsolved problems of civic consequence. Facilitators: DonnaJean Fredeen, SENCER Leadership Fellow, Dean, School of Arts and Sciences, Southern Connecticut State University; Robert Sanford, Professor of Environmental Science & Policy and Chair of the Department of Environmental Science, University of Southern Maine; Vincent Breslin, Associate Professor, Department of Science Education and Environmental Studies, Southern Connecticut State University; James Tait, Associate Professor of Marine and Environmental Studies, Department of Science Education and Environmental Studies, Southern Connecticut State University. Mandar M. Dewoolkar, Assistant Professor Civil & Environmental Engineering, the University of Vermont. Sponsored by SENCER. *Also attend the New England SENCER Regional Meeting on the morning of April 13, 2010 at UVM and additional related sessions on the day of the Conference, April 14* Think Tank: Pushing the Boundaries of Higher Education flyer This 4 hour think tank will engage participants as innovative thinkers in a World Café Conversation to explore the changes higher education must undergo to educate students as 21st century changemakers. details Detailed Description: How might we reframe higher education for public problem solving and action? What new models will enable our colleges and universities to fully prepare students as changemakers? In this ever-changing global and institutional climate, what strategies and innovations are pushing the boundaries of educational and institutional practice and helping shape higher education institutions of the future? What do students need to become public problem-solvers and innovators and how do we know? What can we realistically provide? How can faculty and staff develop students' critical problem-solving and civic leadership capacities? How should academic programs, majors, or disciplines be redefined to address current public challenges or considerations of the future? How do institutions develop intentional, comprehensive planning towards educating students as global problem-solvers and engaged citizens? What seismic structural changes are necessary? What types of campus-wide conversations must take place? What roles must be redefined? And what do administrators and faculty need to give up in order to transform our institutions? How can institutions surpass tinkering and fully embrace their vision to prepare global citizens and difference makers? How can innovative pedagogies and practices contribute to broader campus goals (increased student learning outcomes, higher graduation rates, institutional retention efforts, student academic engagement, career preparation, etc.)? What are the cutting edge ideas and answers to these and other questions, from students as well as higher education leaders and thinkers? What possibilities and implications emerge? The Think Tank: Pushing the Boundaries will use a World Café approach. The World Café is a simple yet creative and powerful conversational process for thinking together, evoking collective intelligence, and creating actionable results around questions that matter. These conversations link and build on each other as people move between groups, cross-pollinate ideas, and discover new insights into the questions or issues. As a process, the World Café intentionally harnesses the power of conversation for business and social value, thus increasing people's capacity for effective action in pursuit of common aims. The Think Tank will be facilitated by Jonathan Isham, Department of Economics and Program in Environmental Studies, Middlebury College. In addition to current students from our institutions, distinguished contributors include: Elizabeth Coleman, President of Bennington College, George Mehaffy, Vice President for Academic Leadership and Change for the Association of State Colleges & Universities; and Nancy Thomas, Director, The Democracy Imperative and Senior Associate, Everyday Democracy. Student Speakers include: Emily Climer, Bennington College, Janet Rodriguez, Middlebury College, Eric Larkin, Saint Michael's College, Kofi Mensah, University of Vermont, Dana Gulley, University of Vermont Related Sessions on the Day of the Conference, April 14, Include: -Achieving Institutional Vision: Are We There Yet? -Students as Colleagues Campus-Community Partnerships for Higher Education Access & Success: Listening to the Voices of All Stakeholders flyer Members of a Faculty Leaders for Access and Success initiative sponsored by MA and RI Campus Compact will share best practices related to connecting campus civic engagement efforts to issues of access and success, especially as they relate to disadvantaged, urban and low-income youth. Participants will spend time developing and/or improving their own access/success programs, as well as developing strategies for creating support for such programs on their campuses. details Detailed Description:The realities of a changing and uncertain world require our colleges and universities to pay greater attention to issues of access to and success in higher education, especially for disadvantaged and urban and low-income youth. In this institute, members of a Faculty Leaders for Access and Success initiative sponsored by MA and RI Campus Compact will share best practices when it comes to connecting campus civic engagement efforts to issues of access and success. What do we know about K-16 outreach programs that do and don't work? What are different approaches to creating service-learning/civic engagement curricula that integrate K-16 partnerships aimed at access and success? How do we develop college student voice and leadership within our programs? What do middle and high school partners think about these questions? Through an interactive approach, institute participants will learn the answers to these questions, and will be able to spend time developing and/or improving their own access/success programs, as well as how to create support for such programs on their campuses. Facilitators: Rick Battistoni, Professor and Chair of Political Science, Providence College; John Reiff, Director, Office of Community Service Learning, UMass Amherst, Ryan Wells, Assistant Professor of Higher Education, UMass Amherst; Shuli Arieh Archer, Doctoral Student in Higher Education, UMass Amherst; Joseph Cammarono, Assistant Professor of Political Science and Public and Community Service, Providence College; Leda Cooks, Professor, Department of Communication, UMass Amherst Sponsored by Rhode Island Campus Compact and Learn and Serve America Higher Education. *Related Sessions on the Day of the Conference, April 14, Include:* -Cross-Campus Strategies for Diversity and Student Success -Universal Design for Learning: An Inclusive Environment for the Future -Keynote Speaker Silvia Hurtado’s Session on Access and Success Research for the Public Good: Tools and Strategies for Implementing and Advancing Community-Based Participatory Action Research flyer This institute will engage participants in discussions about the theory and practice of CPAR, as well as provide tools and strategies for enhancing research activities and the practice of CPAR at their home institution. details Detailed Description: Community-based participatory action research (CPAR) sees the community as a partner in the research process, not just a place to do research. CPAR provides an opportunity for faculty and students to collaborate with communities to tackle challenges relevant to today's society while contributing to the college or university's goals for rigorous research that crosses disciplinary and institutional boundaries. This institute will engage participants in discussions about the theory and practice of this research approach as well as strategies for support and advancement at our institutions and in our communities. Participants will leave with tools for enhancing their research activities by introducing (or enhancing) CPAR practices as well as strategies for enhancing the practice of CPAR at their home institution. Facilitators:Christopher Koliba, Associate Professor, Community Development and Applied Economics; V. Ernesto Méndez, Assistant Professor of Agroecology and Environmental Studies; Kate Westdijk, Office of Community-University Partnerships and Service-Learning, University of Vermont. Sponsored by the University of Vermont. Related Sessions on the Day of the Conference, April 14, Include: -Community-Academic Partnerships: Driving Health Policy -Students as Colleagues in the Next Generation of Civic Engagement -Everyday Ethnography: How to Bring an Ethnographic Sensibility to Assessment in Service Learning

Pre-Conference Institutes - April 13, 2010

Institutes will be held in the Davis Center at the University of Vermont in Burlington. All Institutes run from 12:30 - 4:30 p.m. Check in and lunch begin at 11:45 a.m. See registration for information on signing up for an institute.

Institutes will be held in the Davis Center at the University of Vermont in Burlington. All Institutes run from 12:30 - 4:30 p.m. Check in and lunch begin at 11:45 a.m.
See registration for information on signing up for an institute.