PSRProgram

Network for Academic Renewal
EDUCATING FOR PERSONAL AND SOCIAL RESPONSIBILITY:

A Twenty-First-Century Imperative
October 13-15, 2011 Long Beach, California | Westin Long Beach
www.aacu.org/meetings/psr11
PROGRAM OF EVENTS
THURSDAY, OCTOBER 13, 2011
10:00 A.M. 7:00 P.M. CONFERENCE REGISTRATION, MEMBERSHIP INFORMATION 2:00 5:00 P.M. PRE-CONFERENCE WORKSHOPS (separate registration and fee required)
Workshop 1: Defining and Assessing Personal and Social Responsibility Outcomes Ideals of education for civility, ethical responsibility, and moral reasoning routinely occupy mission statements and strategic planning documents. Yet many institutions are not well-equipped to assess students attainment of these outcomes. This workshop will engage participants in a discussion on how to effectively and meaningfully assess outcomes related to personal and social responsibility, with an emphasis on practical tools and available resources. Among the tools to be reviewed are a multiconstituency survey on institutional perspectives (the Personal and Social Responsibility Inventory) and the AAC&U VALUE rubrics. Participants will discuss how to develop rubrics for specific outcomes assessment. Ashley Finley, Director of Assessment and ResearchAAC&U; and L. Lee Knefelkamp, Professor of Psychology and EducationTeachers College, Columbia University Workshop 2: Being the Change You Seek: Creating Classrooms for Personal and Social Responsibility This workshop will help participants understand what is involved in transforming from a belief system that works against wholeness to one that embraces multiculturalism and social justice. Working with a newly realized framework, participants will be assisted in experiencing and learning the power of a sensing/thinking pedagogy and the importance of contemplative engagement to foster a deep learning experience as well as personal and social responsibility. Participants will leave with insights, energy, and tools to transform themselves and their pedagogic approaches. Laura Rendn, Professor of Higher Education in the College of Education and Human Development University of Texas-San Antonio; and David Rosen, Senior Vice PresidentWoodbury University Workshop 3: Integrative Approaches to PSR across Student Affairs and Academic Affairs Three institutions in AAC&Us Core Commitments Consortium will discuss their experiences embracing PSR as a shared responsibility between student affairs professionals and faculty. Participants will learn
how differing approaches may be adopted to stimulate initiatives on their campuses that lead to students achieving measurable gains in the understanding and application of the multiple dimensions of PSR. Frank Ardaiolo, Vice President for Student LifeWinthrop University; Steven Neilson, Special Assistant to the PresidentRollins College; and Frances Sweeney, Vice Provost for Academic AffairsSaint Marys College of California Sponsored by NASPA-Student Affairs Administrators in Higher Education Workshop 4: Organizing for Civic Engagement Over the last decade, many institutions and organizations committed to advancing greater civic engagement have developed a variety of strategies to help faculty, students, and community members work together as participants in a diverse democracy. Facilitators will introduce effective and promising strategies and help participants consider what combination of them will best serve the interests of their institution and many constituencies. Edward Zlotkowski, Director, Bentley Service Learning CenterBentley University; and Alberto Olivas, Director, Center for Civic ParticipationMaricopa Community Colleges Workshop 5: Making Essential Learning Outcomes Global Through its Shared Futures initiative, AAC&U has worked with over one hundred institutions to help students approach the worlds challenges and opportunities from multiple perspectives and to wrestle with the ethical implications of differential power and privilege. Workshop participants will explore integrative learning models that focus on the knowledge, skills, and values students need to address what it means to be a responsible citizen in todays global context, and how one should act in the face of unsolved global problems. Kevin Hovland, Director of Global Learning and Curricular Change, and Caryn McTighe Musil, Senior Vice Presidentboth of AAC&U
7:00 8:30 P.M.
KEYNOTE ADDRESS
Religion, Identity, and Civic Responsibility: Cultivating Common Commitments Eboo Patels core belief is that religion can be a bridge of cooperation bringing together people of diverse religious backgrounds to serve the common good. Named by US News & World Report as one of Americas Best Leaders of 2009, Patel is the Founder and President of Interfaith Youth Core, a Chicago-based organization building the global interfaith youth movement. Patel will share his vision on how American colleges and universities can successfully model interfaith cooperation within and across groups on campus and in the process strengthen civic commitments throughout American society and the world. Eboo Patel, Founder and PresidentInterfaith Youth Core
8:30 9:30 P.M.
POSTER SESSION AND RECEPTION
Theme 1: Refining, Assessing Essential PSR Outcomes
Developing Renaissance Men with a Social Conscience and Global Perspective In 2011, a group of students at Morehouse College led an alternative spring break to promote sustainable development in Haiti. This poster will share the students transformative leadership and learning experienceunmatched by any classroom teachings or case studies. Highlights include the roles of the Leadership Center at Morehouse College and the college presidents vision of developing renaissance men with a social conscience and global perspective. Jacques Eric Pape, Class of 2011 and Coordinator for Morehouse College Alternative Spring Break to Haiti, Nicolas Brierre Aziz, Student and Editor in Chief of the Maroon Tiger, and Joshua Alexandre Etienne, Student and Model United Nations Delegateall of Morehouse College
Theme 2: Innovative Models and Pedagogies
The Citizenship Project: Commitment to Community The Citizenship Project: Commitment to Community is a new component in Lynn Universitys emerging first-year experience and provides students with collaborative learning environments centered on citizenship. This poster will demonstrate the curricular and co-curricular design of the Citizenship Project, including embedded assessments. Anna L. Krift, Director, Center for Global Education and Citizenship and Katrina Carter-Tellison, Chair, Center for Liberal Education and Chair, Dialogues of Learningboth of Lynn University
Emerging Adults Perceptions of Learning through Social Justice Activism Framed within theories of identity, transformative learning, and emerging adulthood, this poster session presents the voices of students who engaged in global social justice activism. What did students report learning through their personal and community responses to global social inequalities? What types of engagement do they attribute to their learning? What can we learn from them in shaping learning experiences for personal and social responsibilities? Patty Kean, Associate Professor, Program for the Advancement of LearningCurry College
Building Engagement with an Experiential Education Requirement This poster session describes Southern Utah University's development of five Engagement Centers that together support a new university-wide Experiential Education Requirement (EER). Building upon national best practices and utilizing new teaching and learning technologies, the EER degree requirement allows undergraduates to explore the five centers of community, creative, global, leadership, and outdoor engagement. Earl F. Mulderink III, Interim Director of Community EngagementSouthern Utah University
An Intersession Food Security Course This poster will share the design and outcomes of a student-directed two-week intersession course focused on the global issue of food security. A cross-campus group of faculty and teaching assistants provided overall context and expertise and an experiential component of the course required students to propose locally targeted solutions to the issues explored through the course. Michael Berger, Assistant Professor of Chemistry, Elizabeth Scott, Assistant Professor of Biology, and Judah Axe, Assistant Professor of Educationall of Simmons College
A Campus-Wide Undergraduate Research Assistant Program This poster will demonstrate how an undergraduate research assistant program can aid students in the development of their personal, social, global, and academic responsibility. By working side-by-side with a faculty member, students are able to apply classroom knowledge to a real world problem. The poster will review the implementation and administration of a campus-wide undergraduate research assistant program open to all disciplines and delivered throughout the academic year. Alan C. Utter, Professor, Department of Health, Leisure, and Exercise ScienceAppalachian State University
Confronting Social Responsibility through the Inside-Out Prison Exchange Program The Inside-Out Prison Exchange Program creates a partnership between institutions of higher learning and correctional systems, incorporating a blend of high impact practices to bring college (outside) and incarcerated (inside) students together to study as peers in a semester-long seminar behind prison walls. This poster will share key features and outcomes of the program. Barbara Sherr Roswell, Director of the Frontiers First Year ColloquiumGoucher College; Lori Pompa, Founder and National Director, The Inside Out Prison Exchange ProgramTemple University; and Ella Turenne, Assistant Dean for Civic EngagementOccidental College
Partnering for Service, Learning, and Empowerment CommUniverCity San Jos is a partnership between the Five Wounds/Brookwood Terrace community, San Jos State University, and the City of San Jos. Educational, health, and environmental priorities are set by neighborhood residents and addressed through service learning projects. This poster will share the CommUniverCity model for addressing community development issues at the local level using innovation, collaboration, and sustainable partnerships that bring together academia, the public sector and grassroots community organizations. Dayana Salazar, Executive DirectorCommUniverCity and Chair and Professor, Urban and Regional Planning DepartmentSan Jos State University, Imelda Rodriguez, Community Director CommUniverCity San Jos; and Sabrina Dueas, Project CoordinatorCommUniverCity and Applied Anthropology StudentSan Jos State University
A Cure for Student Apathy: Social Responsibility and Freshmen Learning Communities This poster will share the development and details of a learning community on social responsibility and community engagement. The three-course, first year learning community was designed to increase student attachment to the university and develop an orientation toward social responsibility. Assessment data indicating increases in student retention, engagement, and integration of learning will be shared. Danielle MacCartney, Assistant Professor of Sociology and Women's Studies, Sarah Tetley, Director of First Year Experience Programs, and Lindsey Kingston, Assistant Professor of Human Rightsall of Webster University
Benefits and Ethical Issues of International Service Learning Drawing upon John Deweys theory of experiential learning, this poster is based on the premise that international service learning is a powerful pedagogy to teach students personal and social responsibility. However, these outcomes can only be achieved through an equitable, reciprocal, sustainable, and truly ethical campus-community partnership in teaching, learning, and service. Ethical issues in campuscommunity partnerships related to power, capacity, equity/reciprocity, and sustainability will be explored. James Xing, Professor and Director of General EducationHong Kong Polytechnic University
Building Social Responsibility through Problem-Based Learning This poster will provide an overview of the curricular and co-curricular components of the Westminster Scholars program. The program was developed to help students build principled and purposeful lives by using problem-based learning pedagogies in general education classes. Through the program, cohorts of students work in teams to apply content from general education courses to complex, real world problems. Tim Dolan, Westminster Scholars Director and Jennifer Simonds, Assistant Professor of Psychology both of Westminster College
Advancing Personal and Social Responsibility: An Institutional Experience This poster and technology presentation will provide viewers with an overview of Miami Universitys experience as a member of the Core Commitments Leadership Consortium. The presenters will share data, describe curricular and co-curricular strategies and programs related to personal and social responsibility developed for first and second year students at Miami University, and present results of systematic assessments designed for each initiative. Susan Mosley-Howard, Associate Vice President, Dean of Students, and Professor of Educational Psychology; Barbara Rose, Associate Professor, Department of Teacher Education, and Susan Vaughn, Director, Office of Ethics and Conflict Resolutionall of Miami University
Diffusing Service Learning through the Curriculum and Co-Curriculum Service learning has been shown to have a strong positive influence on student learning as well as engagement. This poster will share a model of diffusing and integrating service learning across the
curriculum and co-curriculum. Instead of a single, focused academic service learning course, the model diffuses service and associated reflection across both academics and student-life experiences. The impacts of this model and benefits of using a diffuse rather than a focused model of service learning will be presented. Michael Fales, Director of Service Learning and Campus Ministries and Assistant Professor of Interdisciplinary Studies, Linda Logan, Vice President and Dean of Student Life, and Maria G. Davis, Provost and Dean of the Collegeall of Olivet College
Shaping Integrity Ambassadors The force, challenge, and complexity of societal changes facing our students motivated the School of Professional Studies at Schreiner University to establish the Integrity Ambassadors in Business program. This four year, six course program addresses tenets of integrity: trust, compliance, community, and respect for others to convey the reality that integrity and achieving business goals are complementary. Beyond being exposed to what is right and wrong, the program focuses on helping students make better decisions by helping them appreciate the ideals of their own core values and understand how different individuals and cultures may view the same facts and challenges through different ethical perspectives. Jay Tucker McCormack, Assistant Professor of Economics and FinanceSchreiner University
Examining Personal Responsibility and Social Justice through First Year Inquiry Groups This poster session will provide participants with (a) a critical assessment of one colleges efforts to organize and implement a First-Year Inquiry Program to facilitate student learning around issues of personal and social responsibility; (b) specific examples of First-Year Inquiry Groups that demonstrate high-impact practices within a strategic enrollment management process; and (c) assessment data and results that highlight student learning related to social and personal responsibility that resulted from their interactions within these groups. Carrie L. Cokely, Director, First-Year Seminar, Lisa Ijiri, Associate Dean for Academic Affairs, and Karen Lischinsky, Senior Lecturer, Department of Sociology & Criminal Justiceall of Curry College
Theme 4: Weaving PSR into the Fabric of Institutions
Experiential Learning in Social Science to Promote Individual and Social Responsibility Students in the field of social science often operate in a vacuum, learning theory and hearing about the issues affecting the various demographic populations that make up our society. In 2006, Olivet College students in the social sciences were offered an opportunity to work with at-risk teenagers in the Barry and Eaton County foster care systems and later with the Eaton County juvenile justice system. This poster will elucidate the process whereby students create, implement, and assess their programs, learning vocational skills and enhancing their understanding of individual and social responsibility. Cynthia Noyes, Associate Professor of Sociology and AnthropologyOlivet College
Engaging Students with Communities To meet a campus-wide strategic goal to promote personal and social responsibility in students through civic knowledge and engagement, an interdisciplinary group of administrators, staff, and faculty designed the Carroll University Community Engagement Initiative. The initiative integrates promising community engagement practices through an array of programs and services. This poster will provide an overview of programs in the curriculum and co-curriculum that have increased understanding and resolution of civic engagement challenges and integrated student learning to promote personal and social responsibility. Jane F. Hopp, Dean, Natural and Health Sciences and Theresa A. Barry, Dean of Studentsboth of Carroll University
Practice What You Teach: Cultivating Inclusive Civil Discourse amongst Faculty What connection should there be between the ideals we set forth for our students about personal and social responsibility and our professional relationships with colleagues? To live up to a democratic ideal
that embodies awareness of our responsibilities to others, especially as both faculty and student bodies become more diverse, faculty must better learn to engage with each other in meaningful dialogue despite disciplinary, ideological, and cultural differences. This poster will identify some of the roadblocks impeding this dialogue and highlight some causes of these impediments as they stem from our identities as university faculty. Eileen Kogl Camfield, Senior Lecturer and Maria E. Garcia-Sheets, Pacific MESA Center Director both of University of the Pacific
FRIDAY, OCTOBER 14, 2011

7:45 8:45 A.M. CONTINENTAL BREAKFAST
Participants may visit the continental buffet and take their breakfast to the session of their choice.
8:00 9:00 A.M.
CONCURRENT SESSIONS
What Builds Undergraduates Socially Responsible Leadership Skills? The Social Change Model of leadership development defines leadership as a purposeful, collaborative, values-driven process rather than as role or position. The facilitators will share quantitative data from the Socially Responsible Leadership Scale measuring student development from freshman to junior year and discuss variations in student development. Participants in this session can expect to learn about the factors that are associated with high levels of socially responsible leadership on a diverse campus. Satu Riutta, Institutional Research Associate and Daniel Teodorescu, Director of the Office of Institutional Research and Effectivenessboth of Emory University
From Characters to Character: Developing Moral Literacy This session will share details of a project designed to teach the basic requirements of moral literacy and offer practical strategies to encourage student interest. Although various efforts to revive ethics education have been attempted in recent years, it does seem that basic moral literacy, referring to a minimal ability to make considered decisions of right and wrong, is a skill that most people today lack. The purpose of the project is to teach the basic requirements of right and wrong and encourage students to understand the value of moral literacy. The project centers on the study of morally incorrigible characters from the Platonic dialogues and works of fiction. By studying characters who resist being held responsible for their beliefs, students become much more willing to distance themselves from similar mistakes. The discussion will focus on resource materials and classroom experience. Michael Clifford, Professor of Philosophy and Joseph Trillunger, Visiting Assistant Professor of Philosophyboth of Mississippi State University
Curricular Implications of the Capability Approach: Teaching for Human Well-Being This capability approach, as conceived by Amartya Sen and expanded by Martha Nussbaum, was designed to assess the relative justice of social decisions and policies. It also provides a critical and generative lens for guiding and assessing curriculum development and pedagogical practices. This discussion explores the strong resonance that ideas embedded in the capability approach have for the facilitators as veteran educators committed to deliberative democratic aims. To critically reflect on their own practices, the authors developed a heuristic based on core dimensions of the capability approach to explore students experiences in their classrooms. The facilitators will share the heuristic and lead discussion on how it may be used to rethink education as a pathway toward human well-being. Diane R. Wood, Professor, Instructional Leadership and Professional DevelopmentTowson University and Luisa S. Deprez, Professor, Sociology and Women & Gender StudiesUniversity of Southern Maine
Adapting Responsibility Education to Social Networking Emerging technologies have created a new set of ethical questions and considerations. Choices regarding the sharing and withholding of personal information, friending, unfriending, and assessing the demands of privacy in a practical way, are all considerations faced by our students in their daily lives. At times, choices have resulted in tragic consequences, and they can have an impact upon the social fabric being created among our young people as well. In this session the facilitator will lead a discussion on how faculty and student affairs educators can address the moral issues students face involving social networking, and institutional experiences integrating cyberethics into existing responsibility curricula and student life programming. Participants should acquire a greater awareness of the needs of students in this area and ways in which other institutions are addressing these needs. Karen Chaney, Associate Dean for Academic Affairs and Assistant Professor of Religious Studies and EthicsOlivet College
Theme 3: What the Research Reveals
Teaching Civic Competence through Service Learning This session will share research findings from a study of the teaching practices that most effectively catalyze civic competence in service learning courses and engage participants in a discussion of how these findings relate to their own practice or campus programs. The facilitator will present a new model of civic competence specific to service learning along with the results of research designed to explore precisely how faculty develop civic competence in their students. Aligned with the AAC&U Essential Learning Outcome of Personal and Social Responsibility and building on the VALUE rubric for civic engagement, this model and research will be the basis of discussion about what pedagogical techniques participants use, why they work (or do not), and how faculty can ensure that service learning is a highimpact practice for personal and social responsibility. Stephanie Stokamer, Instructor and Program DirectorPortland State University Liberal Education and Americas Promise
Personal and Social Responsibility: 21st Century Sectarian Education? It is not uncommon for sectarian or religiously-affiliated colleges and universities to be viewed with suspicion by advocates of liberal education. Yet the task of weaving personal and social responsibility into the fabricparticularly the classroomsof colleges and universities isn't obviously different from weaving religious aspirations into our institutions. This discussion will attempt to constructively question that analogy and to identify specific ways in which shared conceptions of effective pedagogy can help to avoid pitfalls, engage skeptics, and guide decisions which enhance teaching as we consider the challenge of educating for personal and social responsibility. Storm Bailey, Associate Professor of PhilosophyLuther College
Integrity Initiatives at a Large Research Institution This session highlights the process and strategies employed to weave personal and social responsibility into the policies, practices, and curricula at the University of South Florida, a large, public university system consisting of four campuses. The results of these efforts include the development of a systemwide Commitment to Honor, the establishment of a new Presidential Advisory Ethics and Integrity Council, and the development of a new Global Citizenship General Education Program. Through presentation of the redesign of the General Education curriculum and the creation of student cohorts focused on global education, the presenters demonstrate how civic responsibility, engagement, intercultural knowledge, and ethical reasoning and action are part of the foundations and skills needed for
lifelong learning. The combined efforts of these initiatives will be discussed in light of strategic goals for transforming higher education and applying strategies to other institutions. Janet L.S. Moore, Associate Dean for Undergraduate Studies and Karla Davis-Salazar, Associate Professor of Anthropology and Chair, General Education Councilboth of University of South Florida
9:15 10:30 A.M.
PLENARY SESSION
Research on Personal and Social Responsibility: What Makes a Difference? How are colleges and universities fostering personal agency and social responsibility? What practices have proved successful in helping students understand the complexity of their identities, place in the world, and relation to others? Members of this panel will share their latest research findings on the effectiveness of differing institutional practices and policies designed to advance ethical reasoning, integrity, civic engagement, global understanding, and perspective-taking. Sylvia Hurtado, Professor and Director, Higher Education Research InstituteUniversity of California Los Angeles; Charles Blaich, Director, Center of InquiryWabash College; and Robert Reason, Associate ProfessorIowa State University
10:45 A.M. 12:00 P.M.
CONCURRENT SESSIONS
Global Citizenship: Assessing Social Responsibility in Intercultural Contexts Lehigh University's Global Citizenship Program is a cross-college, multi-disciplinary certificate program designed to accommodate students from all fields, including engineering and science, business, arts, humanities, and social sciences. The director of the program will address how to integrate curricular, cocurricular, and study abroad experiences in a way that helps students achieve a high level of global social responsibility. Two examples of successful service learning experiences will illustrate this pedagogical approach, and a qualitative assessment based on students writing will be presented. A faculty member will present assessment data using Intercultural Knowledge and Competence VALUE rubrics targeting students in the program. The assessment is both formative and summative and relates to intercultural dynamics that have implications for developing social responsibility. Drawing on this assessment rubric, an alumna of the program will identify and analyze themes that emerge from eighty global citizenship senior students capstone essays and projects. Gisella Gisolo, Director, Global Citizenship Program, Tina Q. Richardson, Associate Professor, Counseling Psychology and Special Assistant to the Provost, and Deborah A.Z. Streahle, Global Citizenship Program Specialist and Alumnaall of Lehigh University;
Posse: A Model for Nurturing Civic Engagement Since 1989, The Posse Foundation has identified, recruited, and trained 3,638 public high school students with extraordinary academic and leadership potential to become Posse Scholars. One of the primary goals of the foundation is to develop a powerful and diverse network of socially engaged citizensa leadership network to better represent the voices of all Americans. The president and founder of the foundation will discuss three programs designed specifically to strengthen the civic engagement skills of Posse Scholars; (a) the PossePlus Retreat brings together diverse members of the campus community to discuss social justice issues vis-a-vis higher education; (b) the Pre-Collegiate Training program is designed to strengthen skills including leadership, cross-cultural dialogue and team building; (c) a recently launched civic engagement initiative to recruit and support students with a strong desire to participate in social justice causes. Findings from a 2008 survey of more than 2,000 college students at 26 selective colleges and universities across the country will be shared and discussed. Deborah Bial, President and FounderPosse Foundation
Giving Voice to Values: A New Approach to Values-Driven Leadership Development Giving Voice to Values (GVV) is an innovative research and curriculum development program that identifies the many ways that individuals can and do voice their values in the workplace and that provides opportunities for students to build the skills necessary to do so. People may well want to express their own values at work and to feel that they are fully present as whole selves, but there are risks. Experience and research demonstrate that values conflicts do occur during the course of a persons career. Focused on emerging leaders, the GVV curriculum helps students build and practice the understanding and skills they need to recognize, speak, and act on their values when these conflicts arise. GVV is now being piloted in over 100 educational and executive settings on six continents. The session will include an overview of the program and discussion. Mary C. Gentile, Director, Giving Voice to ValuesBabson College; and Christopher Adkins, Director of Undergraduate BusinessCollege of William and Mary
Social Entrepreneurship: Educating for Positive Social Change As the rate of change accelerates, it is imperative that colleges and universities educate the next generation not just to deal with a rapidly changing world, but to competently lead positive social change. Undergraduate academic courses and co-curricular programs in social entrepreneurship are experiencing rapid growth. This session explores social entrepreneurship and social innovation as an interdisciplinary solution-focused educational framework that develops changemaking skills. The facilitators will share the work of the Changemaker Campus consortium, a collaboration between Ashoka, a non-profit organization that supports social entrepreneurs in seventy countries, and ten colleges and universities that are integrating social entrepreneurship and changemaking principles in innovative ways across the curriculum and co-curriculum. Participants will learn approaches that can advance and broaden the movement for civic engagement, service learning, and social innovation. Michele Leaman, Change ManagerAshoka: Innovators for the Public; Paul Rogers, Assistant Professor of English and the Associate Director of the Northern Virginia Writing ProjectGeorge Mason University; Jay Friedlander, Professor of Green and Socially Responsible BusinessCollege of the Atlantic; and Jeff Snell, Special Advisor to the PresidentMarquette University
Bridging the Gap Between Curricular and Co-curricular Experiences with Civic Engagement This session models an innovative way to cross general education and majors, curriculum and cocurriculum to demonstrate how students education can be more cohesive, coherent, and relevant. With a grant from the Bringing Theory to Practice Project, student affairs professionals and faculty at the University of Nebraska-Lincoln (UNL) joined in a collaborative initiative to create a Civic Engagement Certificate designed to prepare students to become active citizen-leaders. The effort builds on UNLs general education outcomes and the LEAP Essential Learning Outcome that calls for increasing personal and social responsibility anchored through active involvement with diverse communities and real-world challenges. Nancy Mitchell, Director of General Education, Linda Major, Assistant to the Vice Chancellor for Student Affairs, and Lane Carr, Student Body Presidentall of University of Nebraska-Lincoln Liberal Education and Americas Promise
Making Students More Personally and Socially Responsible: Research Findings Worth Exploring Why do some educational efforts intended to encourage civic engagement or responsible global citizenship go wrong while others achieve their intended learning outcomes? This session will present research findings from three studies exploring the impacts of experiential education in different contexts, including both domestic and international settings. The first facilitator will review the latest research in
social psychology regarding attitude changes and discuss the ways in which such research can help service learning programs achieve objectives related to civic engagement. The second facilitator will present research findings regarding the impacts of cross-cultural education on faculty and staff educating students for personal and social responsibility. The last facilitator will present key factors that lead to the development of vocations that serve the common good in a study of participants in cross-cultural education from 1979-2005. Participants will then discuss the implications of these research findings for their own campuses. Ann Lutterman-Aguilar, Mexico Site Director and Instructor of Religion and Women's Studies and A. Erickson, Professor of Educationboth of Augsburg College; and Joseph Orlando, Assistant Vice President for Mission and MinistrySeattle University
Linking Diversity, Civic Practice, and Student Outcomes: New Evidence from National Surveys It is increasingly difficult for post-secondary classrooms to keep up with rapid changes in content knowledge given the limitations of classroom time, the blurring of disciplinary boundaries, and the need to address real world problems that require many areas of expertise. Given this reality, how do we best prepare students for a rapidly changing worlda world we cannot yet imagine? In this session the facilitators review and discuss national evidence from studies at the Higher Education Research Institute (HERI) regarding the impact of intentional diversity and civic-related practices on four different educational outcomes Habits of Mind, Pluralistic Orientation, Civic Awareness, and Skills for a Diverse Democracy. Discussion of the evidence from these studies will be used as the foundation for a dialogue about how to put the findings of these studies to work on campus to improve student outcomes related to personal and social responsibility. Linda DeAngelo, Assistant Director for Research and Sylvia Hurtado, Professor and Director, Higher Education Research Instituteboth of University of California, Los Angeles
12:15 2:00 P.M.
LUNCHEON AND PANEL DISCUSSION
Mapping Pathways to Civic Learning and Democratic Engagement: A National Initiative A cohesive and economically vibrant US democracy and a viable, just global community require informed, engaged, open-minded, and socially responsible people committed to the common good and practiced in the arts of democracy. With civic challenges becoming ever more global and complex, and with ever larger numbers of Americans enrolling in postsecondary education, how can the academy deploy resources and redesign expectations to educate engaged and responsible citizens? This panel discussion will provide snapshots of innovative approaches to investing in civic learning and hands-on democracy-building across multiple levels of learning emanating from AAC&Us partnership with Global Perspective Institute, Inc., and the national dialogue with stakeholders that was orchestrated in 2011. Discussion Facilitator: Caryn McTighe Musil, Senior Vice President, AAC&U
2:15 3:45 P.M.
CONCURRENT SESSIONS
Assessing a Social Justice Approach to Civic Engagement and Social Responsibility This hands-on, interactive workshop will introduce an approach to assessing complex, values-rich student learning about social justice and social responsibility. Using an interactive format, the workshop will: (a) introduce CSU Monterey Bays Service Learning Outcomes; (b) introduce the assessment rubric for one of those outcomes, service and social responsibility; (c) present examples of assignments designed to assist students in meeting that outcome; and, (d) provide participants with the opportunity to use the rubric to assess student work. Participants will then engage in a rich conversation looking at issues and challenges that arise in addressing questions, such as: What do we mean by service and social
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responsibility? How can we assist students in deepening their own understanding of service and social responsibility? How can we assess different levels of student understanding of service and social responsibility? Seth Pollack, Professor, Director of Service Learning Institute; Dan Shapiro, Associate Professor, Division of Science and Environmental Policy; and Pamela Motoike, Associate Professor, Service Learning Institute all of California State University, Monterey Bay Liberal Education and Americas Promise
Facilitating Transfer through Learning and Service California's community colleges and state universities have robust traditions of service learning, leveraging community involvement to deepen students' engagement and understanding. Yet until the practice contributes visibly to the baccalaureate -- that is, "counts" for transfer -- students may see these experiences as peripheral. As part of the national general education reform project "Give Students a Compass," two California institutions are collaborating on a new kind of articulation: one that puts learning, service, and engagement at the center through e-portfolios, emphasizing its relevance and value for all students. Debra David, Project Director, Give Students a CompassCalifornia State University System; Janet Hecsh, Professor, Teacher EducationCalifornia State University, Sacramento; and Robert (BJ) Snowden, Professor, Radio and Digital MediaCosumnes River College
Ethical Thinking as a Cognitive Task Ralph Tyler, Edward Glaser, and Richard Paul demonstrated that critical thinking could be effectively taught and assessed by identifying discrete cognitive tasks associated with analysis and judgment. The individual's ability to detect, for example, the logic, bias, or implications of assertions prompts cognitive activity directed toward improving one's reasoning. The quality of ethical thinking can also be enhanced by prompting students to incorporate discrete cognitive tasks that focus attention on ethical principles in to their thinking about issues, events, problems, and assertions. This workshop will illuminate the cognitive approach to ethical thinking and provide strategies for its integration into the curriculum. Meg Gorzycki, Faculty Consultant, Center for Teaching and Faculty Development and Pam Howard, Senior Assistant Librarianboth of San Francisco State University
Using Safe Zone DialoguesLearning to Listen and Understand a Different Point of View Safe Zone Dialogues is a discussion-based learning module that teaches students how to engage in respectful discussions on difficult and controversial topics. The dialogue curriculum was developed at the University of Alabama at Birmingham as part of the Ford Foundations Difficult Dialogue Initiative aimed at fostering pluralism and tolerance on university campuses nationwide. After hearing a minority perspective through personal storytelling, students are prompted to ask questions and share differing opinions in a non-confrontational way using the Bantu Parliamentary Procedure. The goal of the dialogue is not to change students opinions about a particular topic, but to frame respectful listening and honest discussion on what it means to be part of a democratic and plural society. This workshop will (a) provide an overview of the structure and learning pedagogies of this module; (b) share assessment data and curriculum material; and (c) guide participants through a model Safe Zone dialogue. Marilyn Kurata, Director of Core Curriculum Enhancement and Elizabeth Debra Casswell, Student both of University of Alabama at Birmingham
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A Model for Developing Ethical Reasoning and Action In this session, the facilitators will introduce a conceptual framework that the United States Air Force Academy Center for Character and Leadership Development uses to promote ethical reasoning and action in our students. This model breaks ethical reasoning and action into the components Awareness, Reasoning, Decision, and Action (ARDA), each of which can be developed in our students. The session will begin with an introduction to the model and how it is being used to shape both the character and leadership development programs and the assessment efforts at the Air Force Academy. Then, workshop participants will be asked to consider how this model could also be applied at their own institutions. The facilitators hope is that the simple yet powerful ARDA model will provide a new language for developing ethical reasoning and action that both scholars and practitioners can use. Kevin Basik, Chief, Scholarship Division, Center for Character and Leadership Development; Arthur J. Schwartz, Senior Scholar, Center for Character and Leadership Development; and Steven K. Jones, Director of Academic Assessmentall of United States Air Force Academy
Getting Perspectives: How Campus Professionals Can Model Good Practices As inclusive leaders know, the ability to take seriously the perspectives of others is critical to creating campus communities where an ethos of personal and social responsibility and shared civic commitments are threaded throughout the institution. But doing so is difficult for students and sometimes even more difficult for the professionals responsible for running colleges and universities. Communities where different perspectives are richly interwoven rather than suppressed or disguised are essential for creating institutions where women and men of all identities can work collectively to create more responsible institutions, workplaces, and communities. In this interactive workshop, AAC&U affiliate Campus Women Lead (CWL) will engage participants in exercises designed to enhance perspective-taking across differencesespecially among faculty, administrators, and staffwhile taking into consideration the dynamics of power that shape perspectives. Drawing from CWLs ten years of work developing multicultural alliances for transformational change in higher education, the workshop offers hands-on practice in cultivating perspective-taking as a defining institutional characteristic and expectation. Donna Maeda, Professor, Department of Critical Theory and Social JusticeOccidental College; Yolanda Moses, Professor of Anthropology and Associate Vice Chancellor for Diversity, Excellence, and EquityUniversity of CaliforniaRiverside; and Caryn McTighe Musil, Senior Vice PresidentAAC&U
Integrating the Curriculum and Co-Curriculum for Student Learning Student learning becomes a seamless experience when intentionality in the curriculum and co-curriculum come together. This workshop will share some of the approaches University of Las Vegas Nevada has taken to integrate students learning experiences. Participants will learn about the creation of the Office of Civic Engagement and Diversity, a successful model that builds the academic and student affairs partnership. In addition, facilitators will share ways of fostering promising practices in a large urban research institution. Participants will identify opportunities and challenges for creating their own civic engagement teams as well as develop implementation strategies that validate the importance of the partnership among academic and student affairs and community members. Karen Strong, Associate Vice President for Student Affairs, Randy McCrillis, Director Office of Civic Engagement and Diversity, and Carl Reiber, Academic Affairs Fellow and Professor of Biologyall of University of Nevada Las Vegas
Weaving Community and Civic Engagement through the Departments Intentionally weaving the way an institution integrates personal and social responsibility into the fabric of its academic outcomes in a manner that is deep, pervasive, and sustainable challenges institutional
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leaders on all levels. The purpose of this workshop is to engage participants, regardless of their leadership role, in a process of reflecting critically on one institutions efforts at transformational change, specifically, University of North Floridas Community Engaged Department Institute and Grant Program. At the conclusion of this workshop, participants will analyze an approach to change that uses both accreditation processes and a new academic support unit, evaluate this approach from the perspective of multiple leadership roles, and synthesize the promising practices of this approach to their own context. Participants will also receive access to the project curriculum, supporting documents, planning tools and evaluative materials. Mark C. Falbo, Director, Quality Enhancement Plan and Center for Community-Based Learning, and Marnie Jones, Professor of English and Associate Dean, College of Arts and Sciencesboth of University of North Florida
4:00 5:15 P.M.
CONCURRENT SESSIONS
Whats Love Got to Do With It? A Living Learning and Service Learning Community Combining several high-impact practicesfirst year seminar, residential learning communities, and service learningthe facilitators engaged first year students in an exploration of the big question of the power of love to overcome injustice and transform culture. In this immersive program, a cohort of students lived together in a residence hall, took two courses together, and did service learning in educational settings in the community. The LEAP Essential Learning Outcomes of intellectual and practical skills, personal and social responsibility, and integrative and applied learning were infused throughout the program. The presenters will share pitfalls and successes, including the challenge of balancing the realities of violence and racism with the hope that is essential to be an effective change agent. Participants will learn how the programs outcomes, activities, assignments, and qualitative assessment of integrative learning could be used to design similar programs that combine high impact practices. Pamela Teru Motoike, Associate Professor of Service Learning and Interim Director of First Year Seminar, Deborah Burke, Assistant Professor of Service Learning and Faculty Coordinator of Service Learning Leadership, and Don Yackley, Director of Student Housing and Residential Lifeall of California State University Monterey Bay Liberal Education and Americas Promise
Short Term Study Abroad To Help Students Build Principled and Purposeful Lives This session will share a schema for short term study abroad within a one-year learning community focused on integrative learning and personal and social responsibility. Throughout the learning community students propose and develop research projects based on needs in the international community they will be visiting. In tandem with the research and program development for international community partners, is an intentional construction of a framework to assist students in developing a personal commitment and plan for building a principled professional life. In addition to the conceptual framework for short term study abroad, the presenters will share pragmatic components of a successful short term travel abroad program. Participants will have the opportunity to work at transforming a traditional study abroad program to short-term while maintaining critical learning objectives. Jo Ann Burkhardt, Head of Teacher Education, McMaster Fellow, and Mary Ann Studer, Dean, McMaster School for Advancing Humanityboth of Defiance College
Curricular, Co-curricular, and Assessment-based Approaches to Social Responsibility This panel will present and discuss three approaches to helping students to integrate personal values and social justice with the cognitive skills and capacities they develop in college. Each approach is rooted in a different part of the academy: in the curriculum (Worcester Polytechnic Institute), in the co-curriculum (Smith College), and in an assessment initiative (Hampshire College). After presenting these three contrasting paradigms, the facilitators will open a discussion to consider the pros and cons of locating
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social justice initiatives in different offices on campus, and the prospects for better integrating all three types of approaches in the future. Steven E. Weisler, Dean of Enrollment and AssessmentHampshire College; Richard Vaz, Dean of Global StudiesWorcester Polytechnic Institute; and Jennifer Walters, Dean of Religious LifeSmith College
Metro Academies Initiative: Where College Success Meets Social Change Metro Academies are designed to foster social responsibility as well as academic and career success for low-income, first-generation college students, many of whom arrive at college without a strong academic foundation. The program aims to transform the first two years of college, a make or break time for many students, by functioning as schools within schools on large campuses. The Metro Academy approach holds the potential for significant cost savings for both institutions and students. Metro Academies are currently in place on two campuses, San Francisco State University and City College of San Francisco, and serve approximately 500 students. Early results show improvements in relevant indicators--retention, GPA, engagement--supporting our goal of equity and excellence in college completion. Participants will gain an understanding of a multidisciplinary, multi-campus project that strengthens student personal and social responsibility while improving academic skills. Mary Beth Love, Professor and Chair of Public Health and Co-Principle Investigator of Metro Academies InitiativeSan Francisco State University; Savita Malik, Director for Curriculum and Faculty Development and Rama Kasad, Metro Program Managerboth of Metro Academies, San Francisco State University and City College of San Francisco
Visual Communication and Social Responsibility Through visual examples and lecture this session will showcase a new and innovative undergraduate curriculum with a keen focus on models of social responsibility in visual communication. Outcomes of this new practice have resulted in students enhanced understanding of their own role in the context of a global community. This includes improved knowledge and skills, as well as both civic and educational engagement. As a result, students have become involved in and excited by these topics, and it has positively impacted the quality of their work. The contributions that they have made to the campus community and society as a whole are promising. Presentation of case studies examining collaborative projects with campus and local communities will illustrate students development in handling issues of social responsibility. The session will culminate with practical steps on how to achieve similar results regardless of the discipline or size of the program. Sue Vessella, Associate Dean, School of Media, Culture & Design, Behnoush McKay, Assistant Chair, Department of Graphic Design, and Cate Roman, Assistant Professor, Department of Graphic Design all of Woodbury University
Inclusive Excellence, Expansive Vision: Honoring the Past While Shaping the Future Inclusive excellence casts a compelling educational vision of equity and quality by embedding diversity initiatives within the core educational mission of colleges and universities. In order to foster an authentic and expansive vision of inclusive excellence, however, we must intentionally build on the historical strengths of multicultural education and social justice. Doing so will help us maintain commitments to dismantling exclusive practices and to fostering identity development for all students in a manner that furthers inclusive excellence. This session will provide a brief overview of historical developments in diversity education and focus on the development and implementation of a comprehensive diversity strategic plan as a catalyst for advancing an expansive vision of inclusive excellence. The leaders will discuss broad systemic strategies as well as specific applications to educational programs. Participants
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will be invited to share their experiences with diversity efforts that have fostered an expansive vision of inclusive excellence. Cynthia A. Wells, Assistant Professor/Fellow, The Ernest L. Boyer Center; and Sue Hasseler, Dean, School of Business, Education, and Social Sciences and Community Engagement/Professor of Educationboth of Messiah College
Orienting Engagement: The Footprint Project The Footprint Project is a new component of orientation at Buena Vista University designed to foster academic engagement and personal and social responsibility as soon as students arrive on campus. This session will provide an overview of the project and provoke thought on how orientation activities can be employed as a lever to reach students before they are socialized into an existing institutional culture. BVUs students come primarily from regional small towns, and often have not been asked to engage with global issues and to understand personal and social responsibility in a larger context. The Footprint Project, a team-based research activity, involves students in the universitys efforts to improve the sustainability of its campus operations by asking them to propose strategies through which faculty, staff, and students can reduce the campus environmental footprint. Participants will learn how the Footprint Project has had a transformative effect on campus culture. David R. Evans, Vice President for Academic Affairs and Dean of the Faculty, Jamii Claiborne, Assistant Professor of Media Studies, and Mark M. Shea, Director of Retention Servicesall of Buena Vista University
SATURDAY, OCTOBER 15, 2011

7:45 8:45 A.M. CONTINENTAL BREAKFAST
Participants may visit the continental buffet and take their breakfast to the session of their choice.
8:00 9:15 A.M.
CONCURRENT SESSIONS
Identifying Existing Data to Assess Personal and Social Responsibility As institutions seek to enhance their abilities to engage students in the development of attributes such as academic integrity, ethical judgment, and global responsibility, they must first determine their current status related to these desired goals and then how to strengthen and adjust related programs. The revision of the general education program and development of a formal assessment plan at Utah Valley University was the catalyst for a review of programs related to personal and social responsibility. The presenters will share the genesis and scope of these programs as well as their larger relationship to the institutional mission, explain how they collected information related to the success of these programs in terms of student learning outcomes, and indicate what they learned from this analysis. Participants will discuss challenges encountered when implementing assessment procedures and innovative ways to solve these dilemmas. Maureen Andrade, Associate Dean, University College and Kathie Debenham, Associate Vice President of Academic Affairsboth of Utah Valley University Liberal Education and Americas Promise
Critical Encounters: Successful College-wide Collaborative Civic Engagement Very often civic engagement initiatives stand as insular instances or programs, whether they are individual classes or even first-year programs. Critical Encounters is a distinct approach to civic, diversity and global learning in that it is a college-wide, provost-supported, volunteer, collaborative, civic engagement movement across the institution. This session will explore the Critical Encounters approach
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to civic engagement by focusing on three different examples: (a) instructional development to encourage and foster interdisciplinary relationships and conversations among faculty; (b) collaboration between Student Affairs and Academic Affairs; and (c) instances of grassroots interaction between community partners and students. The facilitators will share aspects of the initiative that are translatable to other institutions of higher learning. Specifically, by focusing on relationshipshow we might identify, nurture and sustain themour goal is to empower others to assess how and where they may institutionalize civic engagement initiatives at their own schools. Lott Hill, Director, Center for Teaching Excellence, Sharon Bloyd-Peshkin, Associate Professor, Journalism, and Ames Hawkins, Associate Professor, Englishall of Columbia College Chicago
Students Against Violence Everywhere (SAVE) Students Against Violence Everywhere (SAVE) is a student-run club that grew out of community-engaged psychology courses focused on relationship violence prevention. Within the past year SAVE peer educators have provided information and resources about relationship violence to over 4000 campus and community members through workshops, media campaigns, tabling, and the development of community specific materials. This session will provide an overview of the program and how it has had a transformational impact on the University, the community, and students lives. Discussion will include how returning veterans have harnessed their experience with national service to contribute to the program. Participants will learn steps to implementing the SAVE model and will assess strengths and supports on their own campus to adapt the model to their community. Elena L. Klaw, Associate Professor of Psychology, Director of the Center for Community Learning & Leadership; Britany Rose Alarid, Vice President of Students Against Violence Everywhere; and David Richardson, Vice President of Veterans' Student Organizationall of San Jose State University
Researching Values and Behavior at Selective Private Colleges This session will present the results of research exploring the relationships between students stated values regarding social responsibility, their personal and social characteristics as measured by certain components of these studies, and their self-reported behaviors in areas requiring personal responsibility. The research draws on several major survey studies: the Wabash National Study, the National Survey of Student Engagement, the Higher Education Data Sharing Consortiums (HEDS) Senior Survey, and HERIs CIRP and College Student Survey. The study focuses on the private liberal arts colleges comprising the Higher Education Data Sharing Consortium and analysis will consider both similarities and differences among these institutions. The presentation will present the facilitators research findings and model an approach to investigating this topic that could be applied by other institutions to their own survey data. Participants will discuss questions from different surveys and comparative analyses that institutions could use for assessing personal and social responsibility. Carol Trosset, Director of Institutional ResearchHampshire College; and Charles Blaich, Director Higher Education Data Sharing Consortium
Assistantship Mentoring Program: Integrating Scholarly Achievement and Community Responsibility Scholarship in both womens studies and student development calls for integration of academic learning with opportunities to contribute actively to community life within and beyond campus. This session will engage participants in discussions of collaboration across academic and student affairs to make such integration possible. The facilitators will describe an Assistantship Mentoring Program (AMP) that focuses on integrating scholarly achievement and community responsibility and through which students work oneon-one with faculty or staff mentors in research, teaching, or program development. Participants will learn what it takes to make this collaboration both effective and sustainable. They will discuss strategies for weaving collaborative programs across academic and student affairs at their own institutions. Interactive
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topics will include developing trust, proposing ideas to administration, designing program elements around strengths of academic and student affairs, engaging diverse participants, mediating conflicts, and modeling respect across units. Sharon L. Doherty, Professor and Program Director, Women's Studies; Debra J. Miner, Director of Student Center and Activities; and Lorissa C. Gottschalk, Coordinator, Assistantship Mentoring Programall of St. Catherine University;
What Kind of Social Responsibility is Higher Education Fostering? This session draws upon the work of the facilitators and their co-authors of the book To Serve a Larger Purpose; Engagement for Democracy and the Transformation of Higher Education (2011) in developing a framework of democratic engagement as both a model for practice and institutional change as well as a critique of the kinds of civic engagement activities that predominate on college and university campuses. The discussion will explore both the conceptual dimensions of democratic engagement as well as implications for institutional change that is needed to educate students for social responsibility to create a wider public culture of democracy. Participants will consider what civic engagement looks like on their campus and the implications of a democratic engagement framework for educating for personal and social responsibility. John Saltmarsh, Director, New England Higher Education Resource CenterUniversity of Massachusetts Boston; and Matthew Hartley, Professor of Higher EducationUniversity of Pennsylvania
Infusing Social Justice in Undergraduate Education How can universities infuse social justice throughout their students education? Can a focus on social justice enhance students sense of personal responsibility and promote their civic engagement? This facilitated discussion will present a practical model and innovative strategies used by a university committed to social justice education, fueled in part by participation in the AAC&U Bringing Theory to Practice Project. Major elements of this work included: (a) grounding conversations of personal and social responsibility in the universitys social justice mission; (b) creating leadership teams that span academic and non-academic units; (c) invigorating service learning; and (d) developing university-wide programming and partnerships that focus social justice activities around a selected theme. Participants will be prompted to share how their own universities have implemented social justice initiatives, discuss successes or challenges in this regard, and analyze how such work varies as a function of institution type and student body. Steven A. Meyers, Professor of Psychology and Mansfield Professor of Social Justice and Heather M. Dalmage, Professor of Sociology and Director of the Mansfield Institute for Social Justice and Transformationboth of Roosevelt University
9:30 11:00 A.M.
CONCURRENT SESSIONS
Social Responsibility, the Public Good, and Service Learning This session will address three broad areas related to education for personal and social responsibility: (a) discussion of the definitions of central terms such as social contract, personal and social responsibility, and the public good; (b) practices university administrators and faculty are currently pursuing related to these ideas; and (c) links among these definitions of and approaches to social responsibility and the public good and service learning. Throughout the presentation, facilitators will rely on a combination of current scholarship, institutional practices, and examples from the classroom. Facilitators will also offer a discussion of tensions inherent in these ideas. What exactly does the public good include? Social responsibility to whom, and for what ends? How does service learning both accomplish and fall short of
17
social responsibility-related outcomes? The presentations and discussion will develop a sharpened sense of these issues and related challenges. Jennifer S. Simpson, Associate Professor and Interim Chair, Department of Drama and Speech CommunicationUniversity of Waterloo; Tony Chambers, Associate Professor of Higher Education University of Toronto; and John Saltmarsh, DirectorNew England Resource Center for Higher Education, University of Massachusetts Boston
Defining, Creating, Assessing, Closing: Long-Term Assessment of Social Responsiblity The facilitators for this session will demonstrate a process model for assessing social responsibility (SR) and assist attendees in developing and refining institutional outcomes for SR for their institutions and classrooms. The model begins with a clear method for creating and revising definitions and outcomes and anchoring the teaching of SR into classroom practices, while also connecting them to a larger, campuswide framework that requires the collection, analysis, and response to data on student learning. Facilitators will share results and findings of assessments at Minneapolis Community and Technical College, as well as the method for implementing evidence-based improvements that close the loop and contribute to increased student mastery of SR outcomes. Participants will adapt this practical model for their institutions and consider challenges and strategies for implementation. Michael C. Kuhne, Social Responsibility Assessment Coordinator and Faculty Development Coordinator, Michael Seward, Union Chapter President and English Division Coordinator, Greg Mellas, Director of Service-Learning and Spanish Instructor, and Cheryl Neudauer, Biology Faculty and Center for Teaching and Learning Campus Leaderall of Minneapolis Community and Technical College
Strategies for Deep Civic Engagement with High Impact AAC&Us research has identified ten high-impact practices including: first year seminars, learning communities, service learning, undergraduate research, and capstone experiences. This session will explore an institutional model that successfully blends personal and social responsibility into these highimpact practices. The presenters will share strategies for creating intentional curricular and co-curricular civic pathways across the undergraduate experience. These pathways are supported by comprehensive assessments, including a National Assessment of Service and Civic Engagement, Student Impact Surveys, and longitudinal alumni studies. Replicable assessments suggest that nearly all alumni remain civically engaged: 90% voted in the last election, 66% work in government and non-profit careers, with 30% in education. Participants will have the opportunity to share strategies and their own challenges and successes. The presenters will share case studies of Siena Colleges DEEP Service Model and other models from across the Bonner Foundations network of 3,200 students at 75 colleges and universities. Ariane Hoy, Senior Program OfficerThe Bonner Foundation; and Mathew Johnson, Associate Professor of Sociology and Environmental Studies and Director of Academic Community Engagement Siena College
Building an Ethic of Intercultural Caring and Social Responsibility through Pedagogical Practice This workshop will feature helpful pedagogical frameworks, lessons learned, and key assignments and examples of how to build an ethic of intercultural caring and social responsibility from professors at two four-year universities and a two-year community college. The facilitators will share examples of commitment and practice on the part of undergraduate students to engage in perspective-taking and articulating the voices, interests, and concerns of others as they strive for social justice and change. The facilitators will showcase video portraits and excerpts from their classrooms to demonstrate how pedagogical frameworks and examples work in real settings. Rona Tamiko Halualani, Professor of Intercultural CommunicationSan Jose State University; Hugh Haiker, Professor of Intercultural CommunicationCalifornia State University Monterey Bay; and Anu Khanna, Professor of International and Intercultural CommunicationDeAnza College
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Latest Findings from the Faculty Survey of Student Engagement Drawing on thousands of responses to the Faculty Survey of Student Engagement (FSSE) from hundreds of institutions across the US, this interactive research presentation addresses three primary questions. First, how much are faculty members emphasizing personal and social responsibility in their courses? Second, which faculty members and which courses are emphasizing this key outcome of higher education more? Third, what types of instructional practices are related to an emphasis on personal and social responsibility? In this session, participants will learn about FSSE, how emphasis on personal and social responsibility is assessed, and how FSSE results help educators answer these three primary questions. Participants will interact with each other and the session facilitator to discuss the implications of these new findings. Thomas F. Nelson Laird, Assistant ProfessorIndiana University Bloomington
Calling Men to Personal and Social Responsibility: Engagement, Pedagogy and Practice Male student ratios have declined to 40% or fewer on many college campuses. In addition, men are vastly overrepresented in campus disciplinary incidents and underrepresented in many high impact engagement and learning opportunities. These issues are even more significant with regard to men from low-income, first-generation, or communities of underrepresented students. Participants will be introduced to the gendered underpinnings of these concerns as well as their solutions and promising practices. The facilitators will provide a primer on male gender role socialization and implications for pedagogy, programs, and various support efforts. Participants will learn ways for faculty, administrators, students, and community partners to collaborate to promote personal and social responsibility, as well as successful outcomes for male students and how to connect these endeavors to fostering a positive campus climate for women. Jason Laker, Vice President for Student Affairs and Professor of EducationSan Jose State University; Tracy Davis, Professor and College Student Personnel Program Coordinator and Ronald Williams, Assistant Vice President for Academic Affairsboth of Western Illinois University;
Creating a Culture of Civic Engagement: Integrating Service Learning into Institutional Priorities Service learning has been demonstrated to effect a positive change on achievement of student learning outcomes, retention rates, and personal and civic responsibility. Framed around an interactive discussion, this workshop identifies ways to incorporate service learning across the institutional fabric of colleges and universities. Participants will learn how Georgia Perimeter Colleges Atlanta Center for Civic Engagement & Service Learning has helped integrate service learning across the institution by connecting the dots among multiple institutional initiatives, priorities, and high impact practices, such as the first-year experience and learning communities; recruitment, public relations and institutional advancement; sustainability and international education. Participants will leave the workshop with strategies for incorporating service learning into the fabric of their home institutions. Anthony Tricoli, President, Sean A. Brumfield, Executive Director, The Atlanta Center for Civic Engagement and Service Learning, and Mary Elizabeth Tyler, Service Learning Coordinatorall of Georgia Perimeter College
Infusing Personal and Social Responsibility into University-Wide Learning Competencies University of the Pacific and Winthrop University, members of the AAC&U Core Commitments Leadership consortium, have recently established university-wide learning competencies including several devoted to Personal and Social Responsibility (PSR). PSR competencies have been part of the universities particular programs, such as general education, but now their elevated status makes them essential to
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university missions and can motivate schools, divisions, and departments to align more explicitly with these competencies and reinforce their practice. In this interactive workshop, participants will learn about the approaches these institutions used to create and approve their university-wide competencies, approaches applicable to different institutional contexts. Participants will get advice about what worked well in establishing these outcomes, the obstacles encountered, and plans for assessment. They will also develop a written analysis to spur discussion about the realities, ideals, barriers, and opportunities in creating university-wide PSR competencies when they return to campus. Lou Matz, Associate Dean and Director of General EducationUniversity of the Pacific; and Tom Moore, Vice President for Academic Affairs and Dean of the FacultyWinthrop University
11:15 A.M. 12:15 P.M.
PLENARY SESSION
Education for Democracy, Civic Leadership, and Public Work President Murphy will discuss the ways in which colleges can expand students skills to address the central issues of their communities, both local and global, with heightened capacities, deeper understandings, and an expanded sense of agency. As founder of De Anzas Institute for Community and Civic Engagement, President Murphy will challenge participants to design new educational structures that foster participatory practices for students to work collectively in public arenas on issues of common concern. And as a key organizer of the Democracy Commitment: A Community College Initiative, Murphy will argue that more than ever, civic aims must become a priority for higher education to assure the political and social health of our nation. Brian Murphy, President, De Anza College
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Network for Academic Renewal

EDUCATING FOR PERSONAL AND SOCIAL RESPONSIBILITY:

7:00 8:30 P.M.

8:30 9:30 P.M.

POSTER SESSION AND RECEPTION

Theme 1: Refining, Assessing Essential PSR Outcomes

Theme 2: Innovative Models and Pedagogies

Theme 2: Innovative Models and Pedagogies

FRIDAY, OCTOBER 14, 2011

8:00 9:00 A.M.

Theme 1: Refining, Assessing Essential PSR Outcomes

Theme 2: Innovative Models and Pedagogies

9:15 10:30 A.M.

10:45 A.M. 12:00 P.M.

Theme 1: Refining, Assessing Essential PSR Outcomes

Theme 2: Innovative Models and Pedagogies

12:15 2:00 P.M.

LUNCHEON AND PANEL DISCUSSION

2:15 3:45 P.M.

Theme 1: Refining, Assessing Essential PSR Outcomes

Theme 2: Innovative Models and Pedagogies

4:00 5:15 P.M.

Theme 2: Innovative Models and Pedagogies

SATURDAY, OCTOBER 15, 2011

8:00 9:15 A.M.

Theme 1: Refining, Assessing Essential PSR Outcomes

9:30 11:00 A.M.

Theme 1: Refining, Assessing Essential PSR Outcomes

Theme 3: What the Research Reveals

11:15 A.M. 12:15 P.M.

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