"Collaborations for Empowerment & Learning" - May 29 - 31, 2013
Join us for the 12th Annual Summer Conference - Innovative Pedagogy & Course Redesign - at Fairfield University (May 29 - 31, 2013)!
Our twelfth Annual Conference celebrates and showcases excellence and innovations in all areas of teaching, faculty support and development, the scholarship of teaching and learning, and community-engaged teaching and scholarship.
We see this annual conference as an opportunity to learn from each other, to build connections and collaborations and to reflect upon the meaningfulness and impact of our work as educators and scholars. Welcome to our beautiful campus, and to our time together as colleagues and friends.
Conference Program - now available!
Proposals submissions are to be made online through the conference DigitalCommons page through March 5, 2013. All proposals will be evaluated using a blind-review process. Detailed information about the session types, topic areas, guidelines for submission, submission process are included in the Call for Proposals.
Wednesday, May 29, 2013
|10 a.m. - 6 p.m.||Registration, check-in|
|Noon - 3 p.m.||Interactive presentation (lunch included)
with Dr. Cathy Burack and Dr. Cathy Jordan
|3:15 - 4:30 p.m.||Concurrent sessions|
|5:30 - 6:30 p.m.||Welcome reception|
|6:30 - 7:30 p.m.||Dinner|
Thursday, May 30, 2013
|10 a.m. - 4 p.m.||Registration, check-in|
|9 - 11:45 a.m.||Welcome and interactive keynote session
with Dr. Mary Deane Sorcinelli, University of Massachusetts - Amherst
"Mutual Mentoring: Moving Beyond One-Size-Fits-All Mentoring"
|1 - 2:15 p.m.||Concurrent sessions|
|2:30 - 3:45 p.m.||Concurent sessions|
|4 - 5:15 p.m.||Concurrent sessions|
|5:15 - 6:30 p.m.||Poster session & reception|
|6:45 - 8 p.m.||Dinner|
Friday, May 31, 2013
|8 a.m. - noon||Registration, check-in|
|9 - 10:15 a.m.||Concurrent sessions|
|10:30 - 11:45 a.m.||Concurrent sessions|
|Noon - 2 p.m.||Interactive plenary workshop with Dr. Katie Linder, Suffolk University
"Coming Together: Collaboration as a Tool of Change for Teaching and Learning"
|2 - 2:30 p.m.||Closing plenary, raffle give-away|
Conference registration incudes:
- participation in all sessions and events
- conference materials
- meals: 2 morning coffee/tea and light breakfasts, 3 lunches, 2 dinners, daily afternoon refreshment breaks
|Registration Fees for 2013:||
"Early Bird" Registration Fee
(through April 24, deadline strictly observed)
Regular Registration Fee
(April 25 onward)
*Group rate for 3 or more registrants from the same institution.
There is a $50 fee for all cancellations. Requests for refunds to firstname.lastname@example.org will be accepted until May 15. Deadline strictly observed. Substitutions are welcome.
Online: registration and payment with a credit card through TouchNet (coming soon).
By mail: registration and payment by check. Complete the registration form and mail to:
Center for Academic Excellence
1073 North Benson Road
Fairfield, CT 06824-5195
On-campus suite-style housing available for an additional fee:
|Housing Rates for 2013:||
|Includes private bath, linens, and warm breakfast||
42 Bellarmine Road within walking distance of the Dolan School of Business where the main conference sessions will take place.
Numerous hotels provide lodging options in and around the Fairfield University area. View a listing of hotels.
Campus Map and Directions to campus.
All conference sessions held in the Dolan School of Business building on the campus of Fairfield University.
- For information about getting to Fairfield University by car, train, or plane.
- For information about transportation and parking.
- Resources to plan your visit: area hospitality.
Fairfield University is accessible via transportation from New York area and Hartford / New Haven, CT.
The 2013 conference will feature three invited presentations. Featured presenters include: Dr. Mary Deane Sorcinelli (University of Massachusetts - Amherst), Dr. Katie Linder (Suffolk University), and Dr. Cathy Burack (Brandeis University) and Dr. Cathy Jordan (University of Minnesota). More information about these presenters and their sessions available below.
Interactive Presentation: May 29
"Peer Review of Community-Engaged Scholarship: Developing Faculty and Institutional Capacity"
Peer review is the process by which academic communities assess the quality of scholarly products and, at times, facilitate or restrict the dissemination of such products. Community-engaged scholars may encounter challenges through traditional peer review processes as they seek to advance the public good through dissemination, sharing and discussion of products of community-engaged scholarship (CES). This session focuses on building both the capacity of faculty to address these challenges and of academic institutions to support CES. In this session we will provide an overview of the traditional peer review system (what is reviewed, how does review work, who reviews, why do we review, etc.) and recent innovations addressing CES. In small groups, participants will explore issues that arise at the intersection of CES and peer review, the preparation faculty members need to address the challenges and strategies institutions might use to best support faculty community-engaged scholars. Finally, the presenters, both editors of publications about CES, will offer tips for drawing scholarship from community-engaged activities and preparing products of CES to meet rigorous review standards. Resources and publication outlet ideas of interest to community-engaged scholars seeking to publish their work will be shared.
Learning outcomes for participants include:
- Increase faculty capacity to produce scholarly products of CES and to successfully submit them for peer review and publication
- Develop the beginnings of a "change agenda" aimed at providing faculty information and strategies with which they can return to their campuses to seed change at their institutions to better support CES and community-engaged scholars.
Presenters: Dr. Cathy Burack and Dr. Cathy Jordan
Cathy Burack, EdD
Senior Fellow for Higher Education, Center for Youth and Communities (CYC)
Heller School for Social Policy and Management, Brandeis University
Editor, The International Journal of Research on Service-Learning and Community Engagement
Cathy Burack is a Senior Fellow for Higher Education at the Center for Youth and Communities (CYC) in the Heller School for Social Policy and Management at Brandeis University. Prior to coming to Brandeis, Cathy was the Associate Director of the New England Resource Center for Higher Education (NERCHE).
For the past twenty years Cathy has focused on ways faculty, students and administrators can work together to fulfill the civic missions of their colleges and universities. This focus has been on two interrelated areas: access to higher education, especially by students who are among the first in their families to attend; and the ways in which colleges and universities engage with their communities. Her work has taken several forms including facilitating Think Tanks for senior campus administrators, co-coordinating and facilitating Wingspread meetings focused on the civic mission of research universities, directing various funded projects including Project Engage, a mini-grants program that supported student, faculty and community research teams working together on a community defined problem, and extensive work with faculty from a wide variety of institutions. Through her work at CYC Cathy works with colleges and universities to use evaluation to both "prove" and "improve" their programs. Her research and capacity-building efforts attend to both outcomes and systemic change. To that end Cathy has conducted evaluations of campus-based change initiatives including conducting a national evaluation of institutional support for service-learning, developing measures of student success, helping to set up the Corporation for National and Community Service Learn and Serve America LASSIE data collection system, and conducting multi-site evaluations on campus-wide change initiatives. Cathy is currently co-Principal Investigator of the evaluation of the Campus Compact Connect to Complete (C2C) initiative, a pilot peer-support program at nine community colleges, funded by the Bill and Melinda Gates Foundation. Past evaluations have included the Jack Kent Cooke Foundation's Community College Transfer Initiative, an initiative designed to enable low- and moderate-income, academically able, community college students to transfer to selective colleges and universities, and of the Nellie Mae Education Foundation's Project Compass, a program focused on the retention of underserved students.Complete bio.
Cathy Jordan, Ph.D
Associate Professor of Pediatrics
Director, Children, Youth and Family Consortium
University of Minnesota
Dr. Cathy Jordan, is Director of the University of Minnesota Extension's Children, Youth, and Family Consortium and an Associate Professor of Pediatrics. Through her two large, longitudinal community-based participatory research (CBPR) projects in the 1990's she became intensely interested in models of research that aim to address community-defined needs and contribute to social and political change yet enhance scientific methodology and contribute valid information to our knowledge base. Cathy's CBPR experiences and interest in creating institutional support for community engagement at her University led to her involvement in Community-Campus Partnerships for Health's FIPSE-funded project, the Community-engaged Scholarship for Health Collaborative. She chaired the Collaborative's Peer Review Work Group, which produced a package of materials intended to assist engaged faculty in documenting their engaged scholarship and assist promotion and tenure committee members in recognizing rigorous engaged scholarship in dossiers. She co-directed CCPH's second FIPSE funded project, Faculty for the Engaged Campus. As part of Faculty for the Engaged Campus, she is the founding editor of www.CES4Health.info, a mechanism for the rigorous peer review and online publication of innovative products of community-engaged scholarship that are in forms other than journal manuscripts. Cathy enjoys helping academics and community members to use community-engaged approaches to address issues impacting the children, youth and families in our communities.
Mentoring offers a vital contribution to a successful academic career, particularly for women and faculty of color. The most common form of mentoring has been a "traditional model," which is defined by a one-on-one relationship between an experienced faculty member who guides the career development of an early career faculty member. Recent literature, however, has indicated the emergence of new, more flexible approaches to mentoring in which faculty build a network of "multiple mentors" who can address a variety of career competencies.
In this interactive session, you will identify potential roadblocks to success in an academic career; explore both traditional and emerging models of mentoring; define your current mentoring network and what it might be, drawing on a range of examples from across the disciplines and career stages; and share best practices in mentoring.
Presenter: Dr. Mary Deane Sorcinelli
Dr. Mary Deane Sorcinelli is Associate Provost for Faculty Development, Professor of Educational Policy, Research, and Administration, and Director of the Center for Teaching and Faculty Development (CTFD) at the University of Massachusetts Amherst. Prior to joining UMass Amherst, she served as Director, Office of Faculty Development, Indiana University Bloomington (1983-88).
Under Dr. Sorcinelli's leadership, the CTFD was cited as a Model Faculty Development Program in the U.S. and Canada (2006), and was awarded two Innovation Awards from the POD Network (2007, 2002) and a 2000 Hesburgh Award for Faculty Development to Enhance Undergraduate Teaching and Learning.
Dr. Sorcinelli is a well-known researcher with over 100 articles and book chapters in a wide range of sources. Selected co-authored books include Mutual Mentoring Guide (2009), Creating the Future of Faculty Development (2006), Heeding New Voices: Academic Careers for a New Generation (2000), Assigning and Responding to Student Writing Across the Disciplines (1997), and Developing New and Junior Faculty (1992).
Dr. Sorcinelli has directed a number of grant-funded projects including Fund for the Improvement of Postsecondary Education (FIPSE), Lilly Endowment, William and the Flora Hewlett Foundation, and Microsoft. She is currently Co-PI of a second $400,000 grant from the Andrew W. Mellon Foundation to support a campus-wide Mutual Mentoring Initiative. The initiative was awarded the 2011 Robert J. Menges Award for Outstanding Research in Educational Development from the Professional and Organizational Development (POD) Network in Higher Education. It also received POD's 2007 Innovation Award.
Dr. Sorcinelli is also the External Co-Evaluator of UM ADVANCE: Advancing Women, Transforming the University, Investing in a Culture of Inclusive Excellence. National Science Foundation Institutional Transformation ADVANCE Grant, University of Maryland, 2010-2015; an Advisory Board Member of MSU ADVANCE: Advancing Diversity through Alignment of Policies and Procedures. National Science Foundation Institutional Transformation ADVANCE Grant, Michigan State University, 2009-2013; and Expert Advisor to Impact of Professional Development Programs on Future STEM Faculty: A Mixed-Methods Longitudinal Study. National Science Foundation's Course, Curriculum, and Laboratory Improvement Grant, University of Wisconsin Madison, 2008-2012.
Dr. Sorcinelli has participated actively in her profession. In 2006 she was honored with the Bob Pierleoni Spirit of POD Award for outstanding lifetime achievement and leadership in the enhancement of teaching, learning, and faculty development. She also served as President/Executive Board Member of the POD Network, 2000-04 and as Senior Scholar to the American Association for Higher Education (AAHE) from 1999-2001.
Dr. Sorcinelli has worked in international settings that include Canada, China, England, Germany, Greece, Puerto Rico, Saudi Arabia, and Taiwan. She visited the American University in Cairo, Egypt as a Distinguished Visiting Professor, and was awarded a Whiting Foundation Fellowship to the National University of Ireland Galway.
Plenary session: May 31
"Coming Together: Collaboration as a Tool of Change for Teaching and Learning "
Hybrid pedagogy. Interdisciplinary teaching and scholarship. Internationalization. Cross-institutional funding. These recent trends are evidence of the constantly changing landscape of higher education, one in which collaboration is now a necessity as never before. Despite the fact that many of us were trained to work in isolation as academics, it is now a requirement to collaborate with administrators, academic technologists, students, and other faculty on a constant basis. In this plenary, explore the benefits and challenges of these new collaborative relationships and find out how collaborative ventures may be the answer to the most pressing issues in higher education that are impacting teaching and learning. Together, we will discover the possibilities for enrichment that collaboration can bring to our teaching practices and discuss concrete strategies for how to prepare for collaborative efforts.
Presenter: Dr. Katie Linder
Dr. Katie Linder is the Director of the Center for Teaching Excellence at Suffolk University in Boston, MA. Katie's mission is to help those in the higher education community (including students, faculty, staff, and administrators) thrive on their pathways to academic and scholarly success. Katie frequently consults with and presents to faculty, administrators, and graduate students on topics such as teaching tips and techniques, strategies to increase scholarly productivity, best practices in academic administration and leadership, and achieving work/life balance.
Katie earned her BA in English Literature from Whitworth University in Spokane, WA, and her MA and PhD in Women's, Gender, and Sexuality Studies from The Ohio State University. Her research interests include cultural studies of education, academic writing development, and faculty development. Some of her recent articles can be found in Discourse: Studies in the Cultural Politics of Education; To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development; Red Feather: An International Journal of Children's Visual Culture; and the Journal on Centers for Teaching and Learning.