Bringing Theory to Practice Project
5 Annual National Working Conference
th
“Effects, Affects, and Patterns of Behaviors:
Identifying Outcomes of Liberal Education”
January 23-24, 2008 | Washington DC
CONFERENCE PROGRAM
Thank you for participating in the 5th Annual National Working Conference of the Bringing
Theory to Practice Project.
Bringing Theory to Practice is excited to be joining AAC&U's Pre-Meeting Symposium No
Longer Optional: Educating for Personal and Social Responsibility for the first day of the
Working Conference. Participants of both meetings will come together on the first day of the
Conference for the opening session and for the luncheon. For all other sessions, participants
are welcome to attend the presentations of either meeting.
Learning, knowledge gain, critical skills, discovery, self-realization, awareness of privilege and
perspective, civic development, well-being…the “outcomes” of a liberal education are the
promises of every academic institution.
Beyond the appeal of presenting these outcomes as the anticipated results of a liberal education,
what do we know about them? Are institutions intentional about students achieving each of
them? How, and to what degree? Is there an intellectual source for these outcomes rather than
others? Do we have any basis for determining whether to what extent these outcomes are
gained? Or persist?
The BTtoP 5th Annual National Working Conference will help to focus attention on moving
beyond the language of outcomes to a deeper understanding of their nature and extent, and to
the programmatic and pedagogical initiatives that are being taken on many campuses that
appear to assist in the achievement of them.
Welcome to the Conference.
Conference Sponsor
The Charles Engelhard Foundation is a New York-based foundation whose mission focuses on
projects in higher and secondary education, cultural, medical, religious, wildlife, and conservation
organizations.
Wednesday, January 23rd
8:30 am
“The Heart of the Academic Matter: Ethical, Civic, and Moral Development”. Joint
Constitution
Ballroom
opening plenary with AAC&U Core Commitments Symposium: “No Longer Optional: Educating for
Personal and Social Responsibility”
Donald W. Harward, Director BTtoP; President Emeritus, Bates College
Lee Knefelkamp, Professor of Psychology and Education, Teacher’s College at Columbia
University
Walter Fluker, Executive Director, Leadership Center, Morehouse College
This session will address the compelling arguments for why higher education
needs to regard education for personal and social responsibility as essential
outcomes of a contemporary college education and as the collective
responsibility of individuals and units overseeing the curriculum and cocurriculum. Specific attention will be paid to the civic, ethical, and moral
dimensions of these important outcomes.
10:00 am
Break
10:15 am
“Higher Education’s Inconvenient Truth: A Radical Proposal for Liberating
Learning”
Constitution
Ballroom
(C,D,E)
Richard Hersh, Senior Fellow, Council for Aid to Education; President Emeritus, Hobart
& William Smith Colleges, Trinity College
Daniel Silverman, M.D., Keeling and Associates, Inc.; former CMO and Executive
Director of University Health Services, Princeton University
The insidious “inconvenient truth” of higher education is a fragile academic
ecology that separates “learning” from “being”. The result is increasing rates
of depression, despair and suicide attempts, alcohol and other drug abuse,
cheating, and perhaps most significant, a growing sense that students do not feel
authentically connected to their studies, to others, or the world around them.
We will discuss the implications of an “Outcomes Project” by exploring the
causes of these dysfunctional developmental responses to an “unhealthy”
academic environment, and propose alternative approaches to what and how we
should teach and assess outcomes in order to liberate learning.
Following brief introductions and remarks, the audience will be invited to
participate in this discussion.
12:00 pm
Independence
Ballroom A
Luncheon and Presentation: “Educating for Personal and Social Responsibility”
1:45 pm
Constitution
Ballroom
(C,D,E)
“The Effects and Affects of Engaged Learning: What the BTtoP Project Has
Learned and Why It Makes a Difference”
Joint session with AAC&U Core Commitments Symposium
Elizabeth Kiss, President, Agnes Scott College
President Kiss, the former Director of the Kenan Institute for Ethics at Duke
University, will focus her remarks on how a commitment to student moral and
civic development can also lead to moral change and development for
faculty, administrators, and institutional culture as a whole. She will also
address what kind of leadership is necessary to nurture such synergies.
Barry Checkoway, Professor of Social Work and Urban Planning, University of Michigan
Ashley Finley, Assistant Professor of Sociology, Dickinson College
Seven institutions served (from 2005-2007) as Demonstration Sites; six
additional sites will serve from 2007-2009, including two Intensive Sites
structured to address self-selection bias. Beyond clarifying and suggesting
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the extent and persistence of multiple outcomes of liberal education, the
Demonstration Sites have provided campus-specific evidence pointing to the
value of future study within and across campuses of many types.
3:00 pm
Break
3:15 pm
Constitution
Ballroom
(C,D,E)
“‘Millennials’/ ‘Generation X’ers’: Do Students Share Characteristics, Social,
Cultural, or Dispositional Qualities That Are Relative to Generations? If So, Is It
Important?”
Moderator: Hara Marano, Editor-at-large, Psychology Today
Joyce Bylander, Associate Provost of Campus Academic Life, Dickinson College
Michael Coomes, Associate Professor and Chair, Higher Education and Student Affairs,
Bowling Green State University
Rick Hesel, Principal, the Art and Science Group
Edward Spencer, Associate Vice President for Student Affairs, Virginia Tech
Beyond the popular press’ characterizations of Millennials (having been born
in the US between 1977-1998) as “positive and talented”, “everybody wants
them”, “self-absorbed”, “parent-controlled”, “technologically-savvy”,
“24/7 in expectations”, “without a core purpose”, “defined by 9/11”,
“looking for a balanced life”, “1/5 of them fully engaged…1/5 totally
disengaged…and 3/5 finding little that is fulfilling or purposeful in their
undergraduate experience”... join the panel in an exploration of whether
characteristics of Millennials are supported by any evidence and if so, what
should substantial descriptions of them and their talents and expectations,
mean for higher education?
5:00 pm
Joint Reception with AAC&U Core Commitments Symposium
6:00 pm
Burnham
Room
Meeting of BTtoP Advisory Board
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Thursday, January 24th
8:30 am
Farragut/
Lafayette
Square
BTtoP “Breakfast Seminar”
10:30 am
Constitution
Ballroom B
Featured BTtoP session in AAC&U Annual Meeting: “How Can We Better
Communicate the Multiple Purposes and Outcomes of Liberal Education?”
Meet Teams from Campuses initiating or sustaining projects funded with support from
BTtoP. Share approaches; pose questions; gain ideas. The “Breakfast Seminar” will
be structured as a “poster-style” session, but instead of posters, there will be brief
presentations. Campus teams will have materials to distribute describing their project;
members of the campus team will be present to answer questions. Guidelines for grant
requests to BTtoP will be presented. To date, nearly 60 colleges and universities have
received grant support from the BTtoP Project for their own campus initiatives.
Moderator: Debra Humphreys, Vice President for Communications and Public Affairs,
AAC&U
Lisa Chen, Senior Vice President, Fenton Communications
Elizabeth Christensen, Student, Concordia College-Moorhead
Robert Corrigan, President, San Francisco State University
Abigail Davenport, Vice President, Peter D. Hart Research Associates
Sally E. Pingree, Trustee, Charles Engelhard Foundation
Daniel Sullivan, President, St. Lawrence University
For more than 25 years, studies and focus groups have revealed that few
students, their parents, or the public (including those with a college degree)
can offer a thoughtful answer to the question “what is liberal education?”
Why does it remain so difficult to communicate about the full range of liberal
education’s purposes and outcomes to the public--and especially to prospective
students? Why do current presentations of liberal education appear to be
ineffective? Beyond the easy claim that there is confusion and mistaken
inference made by the public when the word “liberal” is used in “liberal
education”, what are the core messages that need to be conveyed about liberal
education and how can we proceed to convey these messages more effectively?
This interactive panel discussion will include students, parents, researchers,
communication consultants and academics.
11:45 pm
Farragut/
Lafayette
Square
Concluding Luncheon and Presentations Regarding Upcoming Projects and Studies
(A) Learn about a Cost-study that will carefully examine a set of institutions in order to
determine current and recent expenditures and personnel commitments (trends and totals
calibrated by institutional categories) that have been committed by colleges and
universities as they address now acute patterns of disengagement (academic,
emotional/behavioral, and civic) on their campuses.
Co-PIs: Ashley Finley, Assistant Professor, Dickinson College
Lynn Swaner, Assistant Professor, C.W. Post of Long Island University
(B) You will be introduced to The College Depression Collaborative Project, a three-phase
clinical intervention project designed to develop and disseminate evidence-based best
practices for depression care for college and university students.
Daniel Silverman, M.D., Keeling and Associates, Inc.
Richard Keeling, M.D., Keeling and Associates, Inc.
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Conference Notes
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NO LONGER OPTIONAL:
EDUCATING FOR PERSONAL AND SOCIAL RESPONSIBILITY
AAC&U Core Commitments Pre-Meeting Symposium
Wednesday, January 23, 8:30 a.m. – 5:00 p.m.
The plenary and concurrent sessions will feature the work of AAC&U’s signature initiative, Core Commitments:
Educating Students for Personal and Social Responsibility and an AAC&U partner project, Bringing Theory to Practice.
These two efforts share a premise that personal integrity and ethics cannot be developed in isolation from a commitment
to and engagement with others, and that ethical, civic, and moral development must be closely tied to a substantive vision
for student learning in the college years.
Schedule of Events
8:30 a.m. Welcome and framing remarks
Caryn McTighe Musil, Senior Vice President, AAC&U and Director, Core Commitments
8:45-10:00 a.m.
Opening Plenary
The Heart of the Academic Matter: Education for Personal and Social Responsibility
This session will address the compelling arguments for why higher education needs to regard education for personal and social
responsibility as essential outcomes of a contemporary college education and as the collective responsibility of individuals and units
overseeing the curriculum and co-curriculum. Specific attention will be paid to the civic, ethical, and moral dimensions of these
important outcomes.
Donald Harward, President Emeritus, Bates College and Director of Bringing Theory to Practice; L. Lee Knefelkamp, Professor of
Education and Psychology at Teachers College, Columbia University and Consultant, Core Commitments; and Walter Fluker,
Executive Director, The Leadership Center, Morehouse College and Member of the Core Commitments Advisory Board
10:00-10:15 a.m. Refreshment Break
10:15-11:45 a.m. Second Plenary
Moral Rehearsals for Life-Long Learning
This plenary session will explore the developmental conditions that allow students to grow in moral and ethical understandings and
actions. What conditions need to be present in the classroom, on the campus, and through engagement with the larger community?
What does the high end of moral commitment look like, especially over time within college and in the years after college?
Anne Colby and Thomas Ehrlich, both Senior Scholars at The Carnegie Foundation for the Advancement of Teaching and Members of
the Core Commitments Advisory Board; and Marcia Mentkowski, Director, Educational Research and Evaluation, Alverno College
and Member of the Core Commitments Advisory Board
Nancy O’Neill, AAC&U Director of Programs, will serve as moderator.
12:00-1:30 p.m. Luncheon Keynote
Moral Development in College (Theirs and Ours)
Elizabeth Kiss, President, Agnes Scott College, introduced by Carol Geary Schneider, President, AAC&U
President Kiss, the former Director of the Kenan Institute for Ethics at Duke University, will focus her remarks on how a commitment
to student moral and civic development can also lead to moral change and development for faculty, administrators, and institutional
culture as a whole. She will also address what kind of leadership is necessary to nurture such synergies.
1:45-3:00 p.m. Concurrent Sessions
Promoting Commitment to the Common Good: What Makes a Difference?
This session will examine practices that illustrate how contributing to local and global communities can be woven into the college
experience across the curriculum and co-curriculum. It will also highlight research that measures the impact of such learning over
time.
Nancy Wilson, Director & Associate Dean, Jonathan M. Tisch College of Citizenship & Public Service, Tufts University; Denise
Maybank, Associate Vice President and Director of Student Life, Michigan State University; and Jennifer M. Pigza, Associate
Director at the Catholic Institute for LaSallian Social Action, St. Mary's College of California
Integrating Personal and Social Responsibility into the Curriculum
This session will highlight a range of curricular designs that feature developmental pathways through which students can deepen their
understanding and practice of personal and social responsibility.
George Agich, Professor of Philosophy and Director of the BGeXperience Program, Bowling Green State University; Clea Andreadis,
Dean, Division of Social Science and Human Services, Middlesex Community College; and
Lou Matz, Associate Dean of General Education, University of the Pacific
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How Do We Know How We Are Doing? Assessing Institutional Climate and Student Progress
This session will focus on how campus leaders can measure their progress in educating students for personal and social responsibility.
Participants will learn about a new instrument that AAC&U developed for Core Commitments, the Personal and Social Responsibility
Institutional Inventory. The inventory surveys four campus constituent groups (academic administrators, faculty, student affairs staff,
and students) about where opportunities for learning personal and social responsibility exist. Participants will also learn about methods
to assess students’ increasing sophistication in these important outcomes over time.
Eric Dey, Associate Professor in the Center for the Study of Higher and Postsecondary Education, University of Michigan and Core
Commitments Director of Research and Assessment; and Marcia Mentkowski, Director, Educational Research and Evaluation,
Alverno College and Core Commitments Advisory Board Member
3:00-3: 30 p.m.
Refreshment Break
3:30-4:30 p.m. Concurrent Sessions
Implications of Civic Learning on Student Well Being: Lessons from Bringing Theory to Practice
Drawing from a five-year project that is exploring the relationship between service learning, community-based research, and other
forms of engaged learning in terms of their influence of students’ health and overall well-being, this session will summarize the key
research findings and promising campus models.
Barry Checkoway, Professor of Social Work and Urban Planning, University of Michigan and BTtoP Director of the Demonstration
and Intensive Site Program;
Ashley Finley, Assistant Professor of Sociology, Dickinson College and BTtoP Cross-site Evaluator of the Demonstration and
Intensive Site Program; and
Valerie Lehr, Vice President of the University and Dean of Academic Affairs, St. Lawrence University
Making Personal and Social Responsibility Everyone’s Responsibility: Building Commitment and Collaboration across
Academic and Student Affairs
This session will feature institutions that have created the educational vision and organizational structures to bring academic affairs
and students affairs together to accelerate students’ learning about their responsibilities to self and others.
Thomas Moore, Vice President for Academic Affairs and Dean of the Faculty, Winthrop University; Marilyn Kurata, Director of Core
Curriculum Enhancement, University of Alabama at Birmingham; and Marianne Calenda, Dean of Students, Elizabethtown College
Taking Ethical Responsibility and Integrity Seriously
This session will highlight how different campuses are defining what ethics and integrity mean in the context of their institutional
mission and context, as well as mission-specific practices that encourage students’ development of ethical responsibility and integrity.
Rolf Enger, Director of Education, United States Air Force Academy;
Melvinia Turner King, Assistant Professor of Leadership Studies, Morehouse College; Patricia Mitchell, Associate Professor of
Organization and Leadership, University of San Francisco; and Judith Sessions, Dean and University Librarian, Miami University
4:40-5:00 p.m. Closing Session
Mapping Education for Personal and Social Responsibility
Caryn McTighe Musil, Senior Vice President, AAC&U and Director, Core Commitments
5:00-6:00 p.m. Symposium Reception
Sponsored by the John Templeton Foundation and the Charles Engelhard Foundation
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BIOGRAPHIES OF CONFERENCE PRESENTERS, MODERATORS, AND
ADVISORY BOARD MEMBERS
Alphabetical order
BERNARD ARONS
Dr. Arons is Executive Director/CEO of The National Development and Research Institutes (NDRI), a nonprofit behavioral public
health research, training and prevention outreach organization. He was formerly the Director of the Federal Center for Mental
Health Services and chair of the Mental Health and Substance Abuse Working Group Cluster of the President’s Task Force on
National Health Care Reform. A graduate of Oberlin and the Case Western Reserve University School of Medicine, Dr. Arons is
Clinical Professor of Psychiatry at the Georgetown University School of Medicine, George Washington University School of
Medicine, and Howard University and Adjunct Professor of Psychiatry at Dartmouth University.
DESSA BERGEN-CICO
Dessa is an Assistant Professor in the Department of Health & Wellness, College of Human Services & Health Professions at
Syracuse University where she teaches courses in dynamics of addiction and health promotion. Dessa was previously the Associate
Dean of Students; Director of the Substance Abuse Prevention and Health Enhancement Office; the University R.A.P.E. Center
(dedicated to educating the Syracuse University community about rape, sexual abuse, and other forms of nonconsensual sexual
activity); the Coordinator of Assessment for the Division of Student Affairs; and an Adjunct Professor in the Department of
Psychology and School of Education.
ROBERT WM. BLUM
Robert Wm. Blum, M.D., M.P.H., Ph.D., is the William H. Gates, Sr. Professor and Chair of the Department of Population, Family
& Reproductive Health, Johns Hopkins Bloomberg School of Public Health. Dr. Blum is a Past-President of the Society for
Adolescent Medicine; has served on the American Board of Pediatrics; was a charter member of the Sub-Board of Adolescent
Medicine, and is a past chair of the Alan Guttmacher Institute Board of Directors. Currently, he chairs the National Academy of
Sciences Committee on Adolescent Health and Development. He is a consultant to The World Bank and UNICEF as well as the
World Health Organization where he has served on the Technical Advisory Group of the Child and Adolescent Health Department
as well as the Scientific and Technical Advisory Group of the Human Reproductive Program.
THOMAS BORNEMANN
Dr. Bornemann became the Director of the Carter Center’s Mental Health Programs in 2002. Prior to that, he served as Senior
Advisor for Mental Health in the Department of Mental Health and Substance Dependence of the World Health Organization. Dr.
Bornemann has spent his entire career in public mental health working in all aspects including: clinical practice, research, research
management, policy development and administration at the national level. At the National Institute of Mental Health, he was one of
the leaders in developing a national mental health program for refugees. He held the appointment of Deputy Director of the Federal
Center for Mental Health Services in the Substance Abuse and Mental Health Services Administration. He was responsible for
providing direction of a program of support to states and communities in service delivery, and in promoting knowledge,
development, and application of best practices.
JOYCE BYLANDER
Ms. Bylander is Associate Provost for Campus Academic Life at Dickinson College. Ms. Bylander came to Dickinson in August
1998 as Associate Dean. She assumed the position of Dean of Students in July 2000 and moved into her current position July 1,
2004. In addition to Dickinson College, she has served Bucknell University in Lewisburg, PA as Associate Dean of Students and
also worked at the College of Charleston, in Charleston, South Carolina. At Dickinson, she is responsible for creating a vision for
connecting the in and out of classroom lives of students. Through a variety of programs Campus Academic Life seeks to create,
highlight and support co-curricular activities that deepen student learning and engagement. She is responsible for the development
or support for First Year Seminars, Learning Communities, and Service Learning. She provides direction and supervision to the
directors of the Advising Center, Learning Support, Orientation, and the Conflict Resolution Resource Center. Joyce Bylander is
also involved with academic initiatives that support campus diversity efforts. On occasion she teaches in American Studies.
BARRY CHECKOWAY
Dr. Checkoway serves as Professor of Social Work and Urban Planning at the University of Michigan. His research projects include
“Involving Young people in Community Change” (Ford and Kellogg Foundation), “Community Initiatives to Promote Health of
Older People in Latin America” (HelpAge International), “Leadership and Management of Community Health in Africa” (World
Health Organization), and “Community Participation in Health Planning” (National Academy of Sciences). He is the founding
director of the Edward Ginsberg Center for Community Service and Learning, and of the Michigan Neighborhood AmeriCorps
Program involving graduate students and community-based organizations in Detroit neighborhoods.
LISA CHEN
Lisa Chen is a senior vice president at Fenton Communications, a national communications firm that specializes in social justice and
environmental issues with offices in New York, DC and San Francisco. She is a former reporter for the San Jose Mercury News and
the co-author of the forthcoming book, The She Spot: Why Women are the Market for Changing the World and How to Reach
Them.
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ELIZABETH CHRISTENSEN
Libby Christensen is a December 2007 graduate of Concordia College-Moorhead Minnesota with a major in Religion and minors in
Psychology and Sociology. She is currently working as a Personal Care Assistant for Minnesota and is exploring graduate schools
for a Master's in Counseling.
MICHAEL COOMES
Dr. Michael D. Coomes is Associate Professor and Chair of the Department of Higher Education and Student Affairs at Bowling
Green State University. A BGSU faculty member since 1987, he regularly teaches courses on the American college student, the
foundations of student affairs work, and the outcomes of the college experience. He is the editor of three volumes in the JosseyBass New Directions for Student Services including Serving the Millennial Generation (with Robert DeBard, 2004). Watching his
own two millennial generation children learn, develop, and grow has shaped his interest in this newest generation of college
students.
ROBERT CORRIGAN
Robert A. Corrigan has served as the 12th president of San Francisco State University since September 1988. He previously served
nine years as chancellor of the University of Massachusetts at Boston. At both universities, he has made civic engagement and the
application of university expertise to community issues a campus hallmark. In January 2007, Dr. Corrigan began a second term as
chair of the Board of Directors of the San Francisco Chamber of Commerce. He also serves on the Mayor's Biotechnology Advisory
Council and on the Mayor's Children, Youth, and Families Policy Council for San Francisco. Dr. Corrigan has been a provost at the
University of Maryland and dean at the University of Missouri, in addition to holding faculty positions at the University of Iowa,
Bryn Mawr, the University of Pennsylvania, and the University of Gothenburg in Sweden. He received his A.B. from Brown
University and both his master's and doctoral degrees in American Civilization from the University of Pennsylvania.
ABIGAIL DAVENPORT
Abigail Davenport is a senior vice president with Hart Research. Since joining the firm in 1994, Ms. Davenport has conducted
strategic research for such diverse clients as The Coca-Cola Company, the Association of American Colleges and Universities,
MTV Networks, the BlueCross and BlueShield Association, AT&T, the Recording Industry Association of America, Us Weekly,
the National Center for Learning Disabilities, and the Family Violence Prevention Fund. She has been involved in many of the
firm’s corporate reputation and brand research projects. In addition, she has assisted with the polling for several congressional
candidates and ballot initiatives. Ms. Davenport is a graduate of Tufts University with a degree in international relations.
SALLY ENGELHARD PINGREE
Ms. Pingree is a Trustee of the Engelhard Foundation. A graduate of Trinity College, her areas of interest have been health,
education, and environmental affairs. She has served in public relations at the American Heritage Publishing Company and the
Board of Trustees of the Potomac School (Virginia), St. Andrew’s School (Delaware), Boston College, the Carter Center, and the
African Wildlife Foundation. She is a member of the Advisory Council of AAC&U’s/Campus Compact’s Center for Liberal
Education and Civic Engagement, the National Gallery of Art, and the Mental Health Task Force of the Carter Center. ASHLEY
FINLEY Dr. Finley is an Assistant Professor of Sociology at Dickinson College. Her research focuses broadly on issues of social
inequality, and the use of quantitative methods. She has also taught courses that have implemented the engaged learning initiatives
of learning communities and service-learning.
ASHLEY FINLEY
Dr. Finley is an Assistant Professor of Sociology at Dickinson College. Her research focuses broadly on issues of social inequality,
and the use of quantitative methods. As a member of the Dickinson College Demonstration Site team, she has also taught courses
that have implemented the engaged learning initiatives of learning communities and service-learning. Dr. Finley serves as the
national cross-site evaluator for the BTtoP Project, and she is also a member of the BTtoP Advisory Board.
WALTER EARL FLUKER
Mr. Fluker is a member of the Core Commitments Advisory Board and his positions at Morehouse College include Coca-Cola
Professor of Leadership Studies, the Executive Director of the Leadership Center, and a Professor of Philosophy and Religion. In
his role at Morehouse College, Walter Fluker has created innovative programs designed to strengthen civil society through ethical
leadership. He has been a visiting scholar at Princeton Theological Seminary and Columbia Theological Seminary and is a co-editor
of A Strange Freedom: The Best of Howard Thurman on Religious Experience and Public Life and editor of The Stones that the
Builder Rejected: Essays on Ethical Leadership from the Black Church Tradition.
JOHN L. FORD
Dr. Ford is the Senior Vice-President, Dean of Campus Life, and Professor of Public Health at Emory University in Atlanta, GA.
Prior to his appointment at Emory, Dr. Ford served as Dean of Students at Cornell University. He has held faculty appointments in
the Department of Policy Analysis and Management at Cornell, the Department of Health Care and Epidemiology at the University
of British Columbia, and at the University of Michigan’s School of Social Work.
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STEPHANIE GORDON
Stephanie Gordon is the Director of Educational Programs at NASPA - Student Affairs Administrators in Higher Education, where
she coordinates professional development conferences, workshops, and e-learning opportunities. Ms. Gordon graduated from
Simmons College in Boston, MA in 1996 and went on to receive her Masters degree in Higher Education Administration from the
Harvard University Graduate School of Education in 2000.
DONALD W. HARWARD
Dr. Harward served as President of Bates College from 1989 thru June 2002, when he was appointed President Emeritus. Before
taking office at Bates, Harward served as Vice President for Academic Affairs at the College of Wooster, Ohio; preceding his tenure
there, he taught and served in the Department of Philosophy at the University of Delaware, and subsequently designed and led the
University Honors program. He holds a Ph.D. in philosophy from the University of Maryland. He is currently a senior advisor for
the ACE Fellows Program and a Senior Fellow with AAC&U. He serves as the consultant for the joint AAC&U and Campus
Compact project to establish a national Center for Liberal Education and Civic Engagement. President Harward also serves on a
variety of foundation and educational boards.
RICHARD HERSH
Dr. Richard Hersh has served as President of Hobart and William Smith Colleges and Trinity College (Hartford), and Provost and
Vice President for Academic Affairs at The University of New Hampshire and Drake University. Dr. Hersh was a member of the
Association of American Colleges &Universities GREATER EXPECTATIONS panel and for the past seven years has served as
Co-Director of the Collegiate Learning Assessment (CLA). Dr. Hersh serves as co-director of the CLA at CAE and he is a Senior
Fellow at CAE.
REBECCA HERZIG
Dr. Herzig is Associate Professor of Women and Gender Studies at Bates College. A specialist in the history of nineteenth-century
science, technology, and medicine, she is the author of Suffering for Science: Reason and Sacrifice in Modern America (Rutgers
University Press, 2005) and, with Evelynn Hammonds, The Nature of Difference: A Reader on Science, Race, and Gender,
forthcoming with MIT Press. At Bates, her courses focus on the social dimensions of scientific change. A long-time advocate of
engaged learning and progressive pedagogy, she has helped design and implement community-based educational programs in
California, Maine, and Massachusetts.
RICK HESEL
Rick’s work focuses on the development of integrated institutional positioning and marketing strategies and tactics in support of
institutional advancement on a wide variety of fronts, including student recruitment and enrollment, development, pricing and
financial aid, student retention, and government and corporate relations. He is a graduate of Princeton University's Woodrow
Wilson School of Public and International Affairs, and his postgraduate experience includes the University of Pennsylvania Law
School and Princeton Theological Seminary.
ELIZABETH HUFFMAN-WILKINSON
Elizabeth (Libby) Wilkinson is Assistant Director of Development at Episcopal High School in Alexandria, Virginia. Prior to
Episcopal, Libby worked as a Government Relations Advisor at Kelley Drye Collier Shannon where her work included lobbying on
behalf of the University of Oklahoma. A graduate of Dartmouth College, Libby’s studies focused on Art History, English, and
Education. Libby is a founder of the Jai Youth Yoga Program which takes the practice of yoga to inner-city schools. She is a Board
Member of the Many Hats Institute, a non-profit dedicated to bettering the lives of less privileged children through service learning.
DEBRA HUMPHREYS
Dr. Humphreys is currently the Vice President for Communications and Public Affairs at the Association of American Colleges and
Universities. Dr. Humphreys is currently the Vice President for Communications and Public Affairs at the Association of American
Colleges and Universities. She is currently leading a national advocacy campaign, Liberal Education and America’s Promise:
Excellence for Everyone as a nation Goes to College.
RICHARD KEELING
Richard P. Keeling, MD leads Keeling & Associates, LLC (K&A), an independent higher education consulting practice in New
York City. K&A helps colleges, universities, and professional associations in higher education develop and implement strategy,
promote student success, improve student learning, strengthen programs and services, and enhance organizational effectiveness. Dr.
Keeling took his Bachelor’s degree in English, summa cum laude, from the University of Virginia and received his doctorate in
medicine from Tufts University. Dr. Keeling is Co-Chair and Co-Founder of the International Center for Student Success and
Institutional Accountability, formed through a partnership of K&A and the National Association of Student Personnel
Administrators (NASPA). He also is Senior Fellow for the National Center for Science and Civic Engagement and a Senior Scholar
of the American College Personnel Association (ACPA); he is serving his second term on the Board of Directors of the Council for
the Advancement of Standards in Higher Education (CAS).
ELIZABETH KISS
Since 2006, Elizabeth Kiss has served as the eighth president of Agnes Scott College. Before coming to Agnes Scott, President Kiss
spent 10 years at Duke University, where she was Nannerl O. Keohane Director of the Kenan Institute for Ethics and an Associate
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Professor of the Practice of Political Science and Philosophy. Kiss specializes in moral and political philosophy and has published
on moral judgment and education, human rights, ethnic conflict and nationalism, feminist theory, and justice in the aftermath of
human rights violations. She has spoken about ethics, moral education, and academic integrity to audiences around the country and
has developed and led interactive ethics workshops for a wide array of groups, including middle-school students, undergraduates,
university and college staff, community leaders, business people, and elected officials. She and Peter Euben are co-editing a book
titled Debating Moral Education. A 1983 graduate of Davidson College, she received a B.Phil. and D.Phil. in philosophy from
Oxford University in England. A former Rhodes Scholar, she has held fellowships at the Harvard Program in Ethics and the
Professions, the National Humanities Center, and at Melbourne University’s Centre on Applied Philosophy and Public Ethics.
L. LEE KNEFELKAMP
Lee serves on the Core Commitments and Assessment project as the Director of Dialogue and she is also a professor of Psychology
and Education at the Teachers College of Columbia University. Knefelkamp teaches in the programs of social–organizational
psychology and higher education, and she has also held administrative posts as program coordinator and department chair. She also
directed the student development graduate program at the University of Maryland, served as dean of the school of education at
American University, and as academic dean of the faculty at Macalester College. For thirty years, she has researched and written
about student intellectual, ethical, identity, and intercultural development, curriculum transformation, issues of race, ethnicity, and
gender; campus climate assessment, and the psychology of organizational change and resistance to change. She is a senior fellow
with AAC&U and has been a national panel member for the American Commitments and Greater Expectations initiatives.
HARA ESTROFF MARANO
Hara Estroff Marano is an award-winning author, journalist, and editor who has been observing and writing about human behavior
for most of her professional life, for the past 16 years as Editor-at-Large (previously Editor in Chief) of Psychology Today. She has
written for many other publications as well, among them The New York Times, The Los Angeles Times, USA Today, Smithsonian,
New York magazine, the Wilson Quarterly and the Ladies Home Journal. She writes a regular advice column for Psychology Today
called Unconventional Wisdom, and is a columnist for msn.com and for an international edition of Marie Claire. Her newest
book, A Nation of Wimps: The High Cost of Invasive Parenting (to be released by the Broadway Books division of Random House
in April 2008), has its origins in a series of groundbreaking articles Marano wrote in 2002 exposing and documenting a mental
health crisis on America's college campuses. A Nation of Wimps examines how the contemporary culture of parenting contributes
to the crisis of the young, and why it is so harmful for the kids, the parents, and the future of the country. Marano is the author of
two previous books, most recently on the social development of children, "Why Doesn't Anybody Like Me?”: A Guide to Raising
Socially Confident Kids (Morrow, 1998). Marano has been a member of the Bringing Theory to Practice Project since 2004. She is
also a member of the Board of Governors of the University of Haifa in Israel.
JONATHAN M. METZL
Jonathan Michel Metzl is Associate Professor of Psychiatry and Women's Studies and Director of the Program in Culture, Health,
and Medicine at the University of Michigan. In this capacity he works as an attending physician in the adult psychiatric clinics and
teaches courses at the undergraduate and graduate levels on gender, culture, and health. He has written for journals including the
American Journal of Psychiatry, the Harvard Review of Psychiatry, Academic Medicine, Gender and History, Social Science and
Medicine, Textual Practice, Ms. Magazine, and SIGNS: The Journal of Women, Culture, and Society.
CARYN MCTIGHE MUSIL
Caryn McTighe Musil is currently Senior Vice President at the Association of American Colleges and Universities (AAC&U) in
charge of the office of Diversity, Equity, and Global Initiatives where she focuses on diversity, civic engagement, and women's
issues in higher education. She is also co-director of AAC&U's Center on Liberal Education and Civic Engagement recently
launched in partnership with Campus Compact. She has a long-time professional commitment to empowering students as critical,
reflective learners who have voice and agency, which is why student-centered pedagogies, faculty development, and curriculum
transformation have been special interests of hers. Dr. Musil received her B.A. from Duke University and her M.A. and Ph.D. in
English from Northwestern University. Before moving into national level administrative work in higher education, first as
Executive Director of the National Women's Studies Association, she was a faculty member for eighteen years. A frequent keynote
speaker and educational consultant at numerous colleges and universities, Dr. Musil has been writing, teaching, and speaking on
how to build inclusive, engaged academic learning environments throughout her career.
JENNIFER O’BRIEN
Jennifer O’Brien is the Project Coordinator and Assistant to the Director for the Bringing Theory to Practice Project at the
Association of American Colleges and Universities. Jennifer graduated from George Washington University, where she completed
her work in Psychology and Women’s Studies. As a student in these fields, she was able to cater much of her studies/research to
her specific interests, including stress and mental well-being (focus on depression), self-image, and substance abuse habits of
college-age students. Before joining AAC&U, she worked as Office Manager of a psychopharmacology practice in downtown
Washington, DC, and assisted research at George Washington University on the Young Parents Study in the Psychology department
under Dr. Christina Gee.
DANIEL TAD ROACH
Mr. Roach is a graduate of Williams College (B.A.) and Middlebury College (MA, Bread Loaf School of English) and joined St.
Andrew's faculty as an English teacher, dorm parent, and coach in 1979. Tad served as Dean of Students, Assistant Headmaster for
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Student Life, Academic Dean, and Assistant Headmaster for Academic Affairs before being appointed Headmaster of St. Andrew's
in July 1997. Tad continues to teach English and Religion and advises students at St. Andrew's.
CAROL SCHNEIDER
Carol Geary Schneider is president of the Association of American Colleges and Universities. With 1,100 institutional members,
AAC&U is the leading national organization devoted to advancing and strengthening undergraduate liberal education. Under her
leadership, AAC&U launched Liberal Education and America’s Promise (LEAP), a ten-year public advocacy and campus action
initiative designed to engage students and the public with what really matters in a college education for the twenty-first century. The
LEAP campaign builds on AAC&U’s major effort, Greater Expectations: The Commitment to Quality as a Nation Goes to College,
a multi-year initiative designed to articulate the aims of a twenty-first century liberal education and to identify comprehensive,
innovative models that improve learning for all undergraduate students. While a vice president at AAC&U in the 1990’s, Dr.
Schneider headed a major initiative at AAC&U on higher education and U.S. pluralism, American Commitments: Diversity,
Democracy and Liberal Learning. Dr. Schneider has published extensively on all the major areas of her educational work and has
taught at the University of Chicago, DePaul University, Chicago State University and Boston University. Dr. Schneider is a
graduate of Mount Holyoke College with a bachelor's degree in history (Magna Cum Laude, Phi Beta Kappa). She studied at the
University of London's Institute for Historical Research and earned the Ph.D. in history from Harvard University.
DAVID SCOBEY
David Scobey is the Donald W. and Ann M. Harward Professor of Community Partnerships and the inaugural Director of the
Harward Center For Community Partnerships at Bates College in Lewiston, Maine. Until 2005, he was Associate Professor of
Architecture in the Taubman College of Architecture and Urban Planning and Director of the Arts of Citizenship Program at the
University of Michigan. Scobey holds a B.A. (summa cum laude) in English Language and Literature from Yale University, a
Diploma in Social Anthropology from Oxford University, and a doctorate from Yale’s Program in American Studies. Scobey brings
to Bates a decade of work in the national effort for academic civic engagement. In 1997, he founded the University of Michigan
Arts of Citizenship Program to foster the role of the arts, humanities, and design in civic life. He serves on the national advisory
committees for Project Pericles and chairs the National Advisory Board of Imagining America: Artists and Scholars In Public Life.
DANIEL SILVERMAN
Daniel C. Silverman, M.D., M.P.A., is an experienced university administrator and academic physician-psychiatrist who completed
his term as Chief Medical Officer, Princeton University and Executive Director of University Health Services at Princeton
University prior to joining Keeling & Associates, a higher education consulting practice as a Senior Consultant. In his role as
Chief Medical Officer, Dr. Silverman worked closely with members of the University’s senior leadership including the Board of
Trustees’ Student Health, Life and Athletics Committee, the Offices of the Vice President for Campus Life, President, Provost,
General Counsel, Dean of the Faculty, Dean of the College, Deans of Undergraduate and Graduate Students and the Council of
Masters of the Residential Colleges to create coalitions dealing with important university health, residential life and safety issues.
He is a graduate of the University of Michigan, completed his medical training at Northwestern University School of Medicine, his
Masters of Public Administration at Harvard University and his psychoanalytic training at the Boston Psychoanalytic Institute. He
served on the faculty of the Harvard Medical School for more than two decades.
WILLIAM S. SPEERS
Mr. Speers is a Princeton (A.B.) and Middlebury graduate (MA, Bread Loaf School of English). His former positions include Chair
of the English Department, Director of Admissions and Financial Aid, Director of Studies, Dean of Students and Assistant
Headmaster for Student Life. He has also coached boys' and girls' soccer and squash. During the summers, he teaches at the Milton
Boarding Conference, a program that introduces new teachers to residential schools. He is currently Dean of Faculty at St. Andrew's
and continues to teach English.
EDWARD SPENCER
With a Ph.D. in social psychology (Delaware) and an M.A. in student personnel administration in higher education (Syracuse), Dr.
Spencer has been a professional in student affairs for nearly 38 years. Second in command of the Division of Student Affairs at
Virginia Tech, his direct responsibilities currently include Housing and Dining Services, Residence Life, Fraternity and Sorority
Life, Judicial Affairs, Career Services, learning communities, and town/gown community relations. Dr. Spencer also holds the rank
of Associate Professor in the Department of Educational Leadership and Policy Studies where each spring he teaches the course
"The American College Student and the College Environment." He does numerous presentations and consultations on
understanding and working effectively with today's college students.
DANIEL SULLIVAN
Since 1996, Daniel F. Sullivan has served as the 17th president of St. Lawrence University. A 1965 mathematics graduate of St.
Lawrence, Dr. Sullivan received the Ph.D. in sociology from Columbia University where he was an Edward John Noble Fellow and
a National Science Foundation Graduate Fellow. His research and scholarship have been focused in science and mathematics
education, the sociology of science and medicine, and the sociology of organizations.
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PARTICIPANT LIST
(Alphabetical order)
A
Arons, Bernard S., National Development & Research Institutes, Inc.
Aspaas, Poonam, University of Maryland College Park
B
Baird, Abigail, Vanderbilt University
Bergen-Cico, Dessa, Syracuse University
Blum, Robert W., Johns Hopkins Bloomberg School of Public Health
Booth, Stephane Elise, Kent State University Kent Campus
Bornemann, Thomas H., Emory University
Brown, Lorrie, Indiana University-Purdue University Indianapolis
Burney, John M., Drake University
Bylander, Joyce A., Dickinson College
C
Callender, Mark, University of North Florida
Carter, Terrolyn P., North Carolina Agricultural and Technical State University
Checkoway, Barry, University of Michigan
Christensen, Chrisanne M., Southern Arkansas University
Christensen, Elizabeth F., Concordia College-Moorhead
Coffey, Paul, the School of the Art Institute of Chicago
Colenso, Hilary, Barnard College
Coomes, Michael D., Bowling Green State University
Corrigan, Robert A., San Francisco State University
Cowan, D. Jan, Indiana University- Purdue University Indianapolis
Crabtree, Victoria, University of North Florida
Craig, Barbara A., Georgetown University
Cramer, Renee Ann, Drake University
Crosby-Currie, Catherine, St. Lawrence University
D
Davenport, Abigail, Peter D. Hart Research Associates
Diggs, Bertha, Montclair State University
Drew, Jada M., Guilford College
E
Edmonds, Gail, Goucher College
Erdman, Phyllis, Washington State University
Engelhard-Pingree, Sally, the Charles Engelhard Foundation
F
Farnum, Julie F., Montclair State University
Filbert, Tim L., Virginia Polytechnic Institute and State University
Finley, Ashley, Dickinson College
Flores, Ronald J.O., St. Lawrence University
Ford, John L., Emory University
G
Gardner, Lisa, Drake University
Giacobozzi, Samantha, Break Away: The Alternative Break Connection
Gomez, Ena E., Montclair State University
Gonder, Justin G., California State University- Chico
Gordon, Stephanie, National Association of Student Personnel Administrators
Gussman, Deborah, the Richard Stockton College of New Jersey
H
Hadfield, Jeannette, Goucher College
Hall, Andrew, the School of the Art Institute of Chicago
Harward, Donald, Bringing Theory to Practice
13
Hayes, Karen N., Guilford College
Heggins, Willie J., Washington State University
Hersh, Richard H., Council for Aid to Education
Herzig, Rebecca M., Bates College
Honaker, Lisa, the Richard Stockton College of New Jersey
Hozik, Michael, the Richard Stockton College of New Jersey
Huffman-Wilkinson, Elizabeth, Episcopal High School
Hull, Kathleen, Rutgers the State University of New Jersey, New Brunswick Campus
I
Illustre, Vincent, Tulane University
J
Jabaji, Ramsey G., University of Maryland, College Park
Johnston, Janay S., North Carolina Agricultural and Technical State University
Jones, Carolyn D., Montclair State University
Jones, Steven G., Indiana University- Purdue University Indianapolis
Jowers-Barber, Sandra, University of the District of Columbia
Justad, Mark, Guilford College
K
Kane, Sara, Bringing Theory to Practice, AAC&U
Kapsalis, Terri, The School of the Art Institute of Chicago
Kassouf, Susan, Christian A. Johnson Endeavor Foundation
Keefe-Feldman, Michael M., Georgetown University
Kilcarr, Patrick J., Georgetown University
Kuerbis, Paul J., Colorado College
L
Lane, Phyllis M., The Evergreen State College
Leonard, Faith, American University
M
Marano, Hara Estroff, Psychology Today
Martin, Deborah K., The School of the Art Institute of Chicago
Maynard, JoAnne, Worcester State College
McCarthy, Peter J., Skidmore College
McHugh, Elizabeth, The Evergreen State College
McTighe Musil, Caryn, The Association of American Colleges and Universities
McWilliams, Mindy, Georgetown University
Metzl, Jonathan M., University of Michigan
Miller, John A., Washington State University
Mosser, Joanna, Drake University
Muniz, Cristina, University of North Florida
Murdock, Bryan D., Montclair State University
Murray, Kathleen, Birmingham-Southern College
O
O’Brien, Jennifer, Bringing Theory to Practice, AAC&U
Olson, Amy, College of Saint Benedict
Olson, Todd, Georgetown University
P
Parks, Stephen, Syracuse University
Piacitelli, Jill M., Break Away: The Alternative Break Connection
Popkin, Eric, Colorado College
Q
Qualls, Barry V., Rutgers State University of New Jersey, New Brunswick Campus
R
Reiff, Henry B., McDaniel College
Riley, Joan B., Georgetown University
Roach, Daniel Tad, St. Andrew's School
14
Roy, Nance, Sarah Lawrence College
S
Sanchez, Tiffany T., American University
Scarce, Rik, Skidmore College
Schmill, Jamie, Tulane University
Schneider, Carol Geary, Association of American Colleges and Universities
Schultz, Joselyn, Georgetown University
Scobey, David, Bates College
Sessa, Valerie I., Montclair State University
Sill, David J., Southern Illinois University Edwardsville
Silverman, Daniel C., Keeling & Associates, LLC
Silverman, Marjorie Croes, Barnard College
Simpkins, William D., Barnard College
Sims, Brian C., North Carolina Agricultural and Technical State University
Speers, William, St. Andrew’s School
Spencer, Edward F.D., Virginia Polytechnic Institute and State University
Spencer, Norrine B., Virginia Polytechnic Institute and State University
Staub, Shalom, Dickinson College
Steinberg, Kathryn, Indiana University-Purdue University Indianapolis
Stewart, Lea P., Rutgers the State University of New Jersey, New Brunswick Campus
Stockenberg, Julie T., Colorado College
Stokely, Sarah, McDaniel College
Sullivan, Daniel, St. Lawrence University
T
Terry, Cynthia, Goucher College
Timpany, Kimberly A., Virginia Polytechnic Institute and State University
Twohy, Kathleen, College of Saint Benedict
U
Uptmor, Andrea, The School of the Art Institute of Chicago
V
Vallot, Monique T., The Evergreen State College
Vandegrift, Darcie, Drake University
W
Wall, Whitney A., Eckerd College
Wilbert, Sabrina, The Evergreen State College
Will, Jeffry A., University of North Florida
Williams, Carlton Ray, Virginia Polytechnic Institute and State University
Wolf, Cynthia, California State University- Chico
Z
Zimmerman, Christine, St. Lawrence University
15