Past Event Recap

Define Learning Goals and Outcomes for General Education at PhilaU

The Re-envisioning General Education Committee, now part of the AOOC Curriculum Innovation Space, invites you to participate in one of the following working dinners to develop learning outcomes for general education at the University.

The working sessions will focus on the articulation of learning goals that define broadly what we want students to learn through our general education offerings and why. These goals will align with the proposed value proposition for general education (to be discussed in the faculty meeting on January 15) and will serve as a framework for general education and its assessment in the general education core program (College Studies), the majors, and the co-curriculum.

We welcome your input and participation and hope to have distributed representation from college studies, the colleges and their majors, and student life. We will be limiting the attendance for each dinner to 15 people in order to have a focused and productive conversation. Please RSVP to join us!

Fall 2012 Events

Thursday, November 29, 2012

Charrette: 21st Century Literacies and What Our Students Need to Know with Kathleen Yancey

YanceyKathleen Blake Yancey, Kellogg W. Hunt Professor of English, Distinguished Research Professor, and Director of the graduate program in Rhetoric and Composition at Florida State University. Working with her colleagues, she leads the R/C graduate program, inviting in distinguished speakers for talks and workshops, and supporting graduate student research, theory, and practice. Her research focuses on composition studies generally; on writing assessment, especially print and electronic portfolios; and on the intersections of culture, literacy and technologies. 

In addition to co-founding the journal Assessing Writing and co-editing it for seven years, she has authored, edited, or co-edited eleven scholarly books and two textbooks as well as over 70 articles and book chapters. Her latest volume is the co-edited Electronic Portfolios 2.0, which highlights the research on electronic portfolios conducted under the auspices of the Inter/National Coalition for Electronic Portfolio Research. Her edited collection Delivering College Composition: The Fifth Canon, was released recently as well; it received the Best Book Award from the Council of Writing Program Administrators. She is also the Editor of College Composition and Communication (CCC), the flagship journal in composition and rhetoric.

She has served as president or chair of several scholarly organizations: the National Council of Teachers of English (NCTE); the Conference on College Composition and Communication (CCCC); the NCTE College Section and the College Forum; and the Council of Writing Program Administrators. Currently, she is second vice-president for the South Atlantic Modern Language Association (SAMLA) and will succeed to the presidency in 2013. She also serves on the National Board for Miami University's Howe Center for Writing Excellence, and on the Steering Committee for the Association for Authentic, Experiential and Evidence-Based Learning (AAEEBL) as well as on several Editorial Boards. Earlier boards she has served on include the Steering Committee of the 2011 National Assessment of Educational Progress and the Steering Committee for the American Association of Colleges and Universities (AAC&U) VALUE project focused on electronic portfolios.

With Barbara Cambridge and Darren Cambridge, she leads the Inter/National Coalition on Electronic Portfolio Research ( Now in its eighth year, this coalition includes over 60 institutional partners from around the world.

From: "Kathleen Blake Yancey." The English Department at Florida State University. Web. 19 Sept. 2012. <>.

Books and Articles:

Yancey, Kathleen B. "Made Not Only in Words: Composition in a New Key." College Composition and Communication 56.2 (2004): 297-328. Web. 19 Sept. 2012. <>. 
Link to PDF:   

Cambridge, Darren, Barbara L. Cambridge, and Kathleen B. Yancey. Electronic Portfolios 2.0: Emergent Research on Implementation and Impact. Sterling, Va: Stylus, 2009. Print. (On reserve in the Gutman Library)  

Yancey, Kathleen. Writing in the 21st Century. Rep. Urbana: National Council of Teachers of English, 2009. Print.
Link to PDF:  

Hesse, D, N Sommers, and K.B Yancey. "Evocative Objects: Reflections on Teaching, Learning, and Living in between." College English. 74.4 (2012): 325-350. Print.
Link to PDF:  

NCTE. "The NCTE Definition of 21st Century Literacies." NCTE. N.p., 2008. Web. 07 Nov. 2012.
Link to Website:

For more information about Kathleen Yancey and references and resources for this charrette, please see

Workshops by Kathleen Yancey:

Faculty Workshop: E-Portfolios

The active use of learning eportfolios provides a platform for students to collect their experiences and to make connections from course to course, semester to semester and year to year. An integrative tool, eportfolios serve as a repository of both visual and written artifacts that help students integrate their learning through review, reflection and writing. Kathleen Yancey, a writing and eportfolio early pioneer and expert, will present an overview of the use of eportfolios and best practices for their integration.

Faculty Workshop: Who teaches writing?

This workshop will focus the teaching and learning of writing. Specifically, Dr. Yancey will discuss best practices for connecting writing taught in specific writing courses (such as Writing Seminar I, Writing Seminar II and Writing Intensive courses) to other parts of the curriculum and student experience.  

Thursday, October 18, 2012

Discussion of The Future of Higher Education by Anya Kamentez at TEDx Atlanta May 2010

This discussion responded to a video of a TEDx presentation by Anya Kamenetz, author of

DIY University: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education (Chelsea Green Publishing, 2010).  In the video, Kamenetz claims that higher education as we know it has come to an end. She argues the need to change the ways we deliver and define higher education, and paints a vision of an Open Education model-  a lower cost,  higher impact model that takes advantage of digital resources and fully engages the student in the classroom environment.  Her blog on the topic:


Anya Kamenetz covers technology, design, sustainability and social entrepreneurship as a staff writer for Fast Company magazine.  In 2005, when she was 24, the Village Voice nominated her for a Pulitzer Prize for the feature series and column Generation Debt (Riverhead Books, 2006) which became a book in 2006. Her new book, DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education, is about how technology and increased individual choice can tackle the crises of cost, quality, and access in higher ed.

 As a national figure representing youth, she's appeared in documentary films, on media outlets including CNN, the New York Times, and NPR, been featured as a "Yahoo Finance Expert," submitted testimony to Congressional committees and state legislatures, and speaks regularly on campuses and elsewhere across the country.  In 2009 Kamenetz wrote a column called "How Web-Savvy Edupunks Are Transforming American Higher Education" In 2010 she was named a Game Changer in Education by the Huffington Post. In 2009 and 2010 she received National Awards for Education Reporting from the Education Writers Association. Kamenetz grew up in Baton Rouge and New Orleans and graduated from Benjamin Franklin High School and Yale College in 2002. Currently she lives in New York.

From: "Anya Kamenetz." The Huffington Post. N.p., n.d. Web. 19 Sept. 2012. <>.

Books and Articles:

Kamenetz, Anya. DIY U: Edupunks, Edupreneurs, and the Coming Transformation of Higher Education. White River Junction, VT: Chelsea Green Pub., 2010. Print.       (On reserve in the Gutman Library)

Kamenetz, Anya. "How Web-Savvy Edupunks Are Transforming American Higher Education." Fast Company. N.p., 1 Sept. 2009. Web. 19 Sept. 2012.

Kamenetz, Anya. "Take This Internship and Shove It." The New York Times. The New York Times, 30 May 2006. Web. 19 Sept. 2012.

Thursday, August 30

Students in Transition: Setting Expectations for First Year and Transfer Students


Tim Clydesdale, PhD, College of New Jersey, author of First Year Out: Understanding American Teens after High School (2007)

Andrew "Drew" Koch, PhD, Executive Vice President, John N. Gardner Institute for Excellence in Undergraduate Education, Author of The First Year Experience in American Higher Education: An Annotated Bibliography.

Tim Clydesdale provided information about first year students- who they are and the social and cultural worlds that they live in and create. Andrew “Drew” Koch complemented the portrait of first year students with a brief overview of promising practices for planning first year experiences. Dr. Koch also presents about transfer students – who they are, what they are seeking and what they need - and provided examples of institutional responses that support and challenge these students.

Tim Clydesdale, PhD, Professor of Sociology & Chair, The College of New Jersey

Tim Clydesdale was born in northeast Philadelphia, and he, along with 4 older brothers, was a first generation college student.  A product of Philadelphia public schools, Clydesdale attended Wheaton College in Illinois.  Four dedicated faculty mentors later, Clydesdale graduated with a BA and a vow that he would “seriously consider” PhD studies in Sociology.  He did so, accepting a fellowship from Princeton University, and completing his PhD in Sociology in 1994.   

After two years as assistant professor of Sociology at Gordon College, Clydesdale joined The College of New Jersey in 1996 as assistant professor and chair of the Sociology & Anthropology Department.  Initially, Clydesdale focused his research on large national datasets, publishing in the area of family behaviors, attitudes toward poverty, and religion, and in understanding the varied impacts of age, gender, and race on law school completion and bar passage.  But with assistance from many talented undergraduates, Clydesdale accumulated a qualitative database focused on the post-high school transition, which culminated in his book The First Year Out: Understanding American Teens after High School (University of Chicago Press, 2007).  Response to that book netted Clydesdale additional opportunities, including grants from the Lilly Endowment, Inc.  The earliest of those grant projects is now wrapping up, as Clydesdale’s Changing on Purpose:  When Students and Professors Find their Calling will be published in 2013 by the University of Chicago Press.  Next in queue are two volumes, a jointly-authored book on understanding the changing spirituality of emerging adults, and a “pseudo-sequel” to The First Year Out, which is tentatively titled The First Year Out of College:  Driven, Dazed, or Disillusioned?

Clydesdale was pleased to spend January-May 2010 as visiting research fellow at Monash and Australian Catholic Universities, and has accepted lecture invitations from more than 25 colleges, universities, or scholarly conferences across the US.  Clydesdale resides in Titusville, NJ with his wife of 21 years, Dawn; his children, Jonah & Grace; their dog, Daisy; and two kittens, Charlie & Misty.  He is deeply honored by this special recognition from the Network for Vocation in Undergraduate Education.

Andrew “Drew” Koch, Ph.D., Executive Vice President, John N. Gardner Institute for Excellence in Undergraduate Education

Andrew “Drew” Koch joined the John N. Gardner Institute for Excellence in Undergraduate Education in September 2010 as the Vice President for New Strategy, Development, and Policy Initiatives. He currently serves as the Institute’s Executive Vice President. Dr. Koch works closely with the Gardner Institute’s staff and external stakeholders from colleges and universities, foundations, and policy organizations to develop and facilitate strategic efforts that are shown to measurably transform and enhance undergraduate learning and success

Dr. Koch is a proven higher education leader with measurable successes in both public and private postsecondary education. During his twenty-year career, Koch has garnered substantive experience with undergraduate education administration, strategic planning, fund raising, and enrollment management. Between 1998 and 2010, he applied this experience to help Purdue University increase first-to-second year retention and six-year graduation rates by more than eight and seven percentage points respectively – record highs for the institution.

Koch holds a B.A. in History and German and an M.A. in History from the University of Richmond, an M.A. in Higher Education Administration from the University of South Carolina, and a Ph.D. in American Studies from Purdue University. He, his wife, Dr. Sara Stein Koch, and their children reside in Mills River, North Carolina.

Workshop: The First Year Experience – A Program is Not a Plan by Andrew "Drew" Koch

A hands-on session that introduced best practices for planning first year experiences and discussed what practices may be relevant and/or adapted to the context at Philadelphia University.

View Dr. Koch's PowerPoint here. 


Workshop: Understanding the Undergraduate Life Course & Implications for Pedagogy by Tim Clydesdale

There is a pattern to students' relationship with their college or university education, though it is not always readily apparent.  Understanding that pattern, and the larger social and cultural realities in which students live, will aid instructors in designing curriculum more effectively and making classes more engaging.