Greater Expectations Institute: Campus Leadership for Student Engagement, Inclusion, and Achievement

1. Greater Expectations Institute: Campus Leadership for Student Engagement, Inclusion, and Achievement Fostering Institutional Readiness to Achieve Excellence in Teaching and Learning Wednesday, June 18, 2008 3:45 - 4:45 PM Session Facilitators Sue E. Borrego Alma R. Clayton-Pedersen L. Dee Fink

2. Making Excellence Inclusive: The Learning Imperative for the 21st Century Alma R. Clayton-Pedersen Vice President, Office of Education and Institutional Renewal, AAC&U

3. Effects of Increased Diversity Diversity infused into all aspects of campus life raises profound questions about higher education’s mission and purpose Necessitates a new approach Learning that engages rich diversity provides all students with the cognitive skills, intercultural competencies, and civic understanding needed for a 21st world

4. Re-envisioning Diversity Diversity: Individual differences (e.g., personality, learning styles, and life experiences) and group/social differences (e.g., race/ethnicity, gender, country of origin, and ability as well as cultural, political, religious, or other affiliations) that can be engaged in the service of learning

5. Re-envisioning Inclusion Inclusion: The active, intentional, and ongoing engagement with diversity—in people, in the curriculum, in the co-curriculum, and in communities (intellectual, social, cultural, geographical) with which individuals might connect—in ways that increase one’s awareness, content knowledge, cognitive sophistication, and empathic understanding of the complex ways individuals interact within systems and institutions.

6. Inclusive Excellence Seeks to: establish hallmarks of academic excellence and institutional effectiveness operationalize inclusion in campus functioning ensure academic freedom responsibilities are understood and practiced create an educational process that has diversity and inclusion at the center

7. Essential Learning Outcomes Knowledge of Human Cultures and the Natural and Physical World Intellectual and Practical Skills Individual and Social Responsibilities Integrative Learning

8. The Higher Education Learning Environment Today: Disparate Elements

9. The Higher Education Learning Environment Today Characterized by: Isolated functioning of each part, with specific leadership for each (“silos”) A focus on the uniqueness of learners mainly as a way to have different perspectives represented in the classroom Elements that serve as ends in themselves to sustain the institution and its enterprises Institution in “reaction mode” toward an array of moral, political, economic, legal, and practical imperatives, with different imperatives at play on different campuses

10. The Intentional Institution Considers the impact that decisions made about the environment has on learners Utilizes each element intentionally to enhance learning for everyone in the environment Creates synergy at the points where various elements of learning intersect (through communication, coordination, collaboration)

11. The Intentional Institution (cont.) Makes the most of the uniqueness of each learner—as an individual and as a member of multiple identity groups—to enhance key learning outcomes Uses learning facilitators, facilities, and resources in the service of learning and knowledge development to strengthen our nation’s diverse democracy and quality of life for all

12. The Intentional Institution: Making Excellence Inclusive